Cranford Review 2019

cranfordcommunitycollege

The “Cranford Review” © is a publication of Cranford Community College. The annual edition is a high standard produced magazine which provides an archive document highlighting various aspects of the life of the academy, its staff, students and community from each academic year.

It is a wonderful read and a useful historical document which, with its termly sister publications and occasional special editions, also serves to describe the values of the academy and support the aspirations of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

A colorful layout with a wide range of topics comprising events, extracurricular activities, recognition awards, initiatives, projects, trips and excursions among many others. Traditionally, hard copies of the "Cranford Review" and its family of publications are provided to stakeholders including families, staff, partners, visitors, prospective parents/students, prospective employees and others with an interest or stake in the academy and its students.

Editor-in-chief: Jessica Joyce / Graphic design: Enzo Gianvittorio / Printed by: Springfieldpapers.com

I

am delighted that you

are now reading our

annual publication of the

Cranford Review. Whatever

the political and economic

climate at Cranford we will always ensure that we

continue to support all the amazing opportunities for

students and staff which are exemplified in this year’s

bumper 120 page Cranford Review, the longest ever

in its 15th year of publication. The Review celebrates

our values, as well as the excellence, the community

and international dimensions of our unique academy,

and the enormous breadth of curricular and extracurricular

provision which is virtually unrivalled, in

the state and private sectors.

Editorial

This summer was another hugely successful year for

Year 11. Every performance measure improved even

above last year’s terrific record-breaking outcomes

and testify that Cranford remains outstanding in all

areas. We also celebrate the success of our Sixth

Form students who once again have gone on to study

at some of the most prestigious universities in the UK

including the Russell Group. I am immensely proud

of the academic success of all our students which

makes Cranford so popular across West London.

One key theme of this publication is ‘Partnerships’

and the list of international links continues to grow.

You will see the amazing number of visits and

exchanges Cranford staff and students took part

in this year involving many schools and education

professionals from around the globe including China,

Thailand, Korea, Norway and the United States. In

October I was delighted to join our inaugural student

trip to our partner school in South Korea which will

now become an annual event in addition to the other

international opportunities we already offer.

Another key theme for many years has been our

commitment to transforming the community. We are

a founding member of Hounslow’s Promise and chair

the Heston West Big Local, two major organisations

which focus on improving the life chances of

our young people through exciting community

improvement programmes. In this Review you will

see the difference our student volunteers and Sixth

Form committees make to their social and physical

environment through the many projects they lead.

Cranford Review 2018 / 2019

The astonishing range of wider curriculum

opportunities also includes specific projects which

deepen and enhance students’ learning experience

through performances, challenges, masterclasses,

debates, conferences and competitions as well as

clubs, trips, visits and lectures. Both the PSHCE

and Creative Arts programme were applauded by

the Leading Edge Assessor as examples of Best

Practice nationally. Cranford was also designated one

of the first national providers for the new T Levels

(Technical) qualifications being launched next year

in recognition of its outstanding track record.

This year showcased our first ever Cranford Opera

inspired by our partner the English National Opera.

On the sporting front, Cranford participated in the

first ever ‘One World Marathon’ an event launched by

Boston Marathon survivor Dave Fortier who visited

Cranford in the Autumn of 2018. The marathon

theme of ‘Bringing the World Together’ sums up the

cohesive ethos of the diverse community that makes

up Cranford, a perfect example of students from

different religious and ethnic backgrounds learning

side by side in harmony. Our careers programme has

again grown in size and quality with events such

as the UNIQ access residential programme run

by Oxford University, the University of the Arts

Insights initiative, the Eton College Summer School,

the Social Mobility Programme and University of

Cambridge Science Lecture to name but a few.

As a lead school for Teacher Training we are proud

of the increasing number of highly qualified former

Cranford students choosing to train with us in

order to become teachers at our school. Like me,

these Alumni want to give something back to the

community where they grew up.

This is my 18th year as Head Teacher at Cranford

Community College and I can wholeheartedly say

that each year, the school goes from strength to

strength. I am constantly energised by the sheer scale

of our staff and students’ achievements and I hope

you too can get a flavour of these when you read this

Review.

Kevin Prunty

(Executive Headteacher and

National Leader of Education)

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

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

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


the schools, students

and teachers network

Cranford Community College wins Award from

the National High-performing Schools Network

Cranford Community College has been recognised

Once again, for its outstanding level of performance by Leading

Edge, a national network of exclusively high-performing secondary and special schools.

Leading Edge supports schools working in partnership to raise achievement, develop

innovative practice within and beyond the network.

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

of schools who have demonstrated statistically significant levels of progress because

their students perform well above the national average.

SSAT’s Chief Executive Sue Williamson said “We are delighted with Cranford

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

hard work of all of their staff and students that they have been recognised as one of

the most high-performing schools nationally”.

In January 2019 members of the Senior Leadership Team attended a thought provoking

SSAT Masterclass in Leadership led by Astronaut Dr Michael Foale who works at

NASA on the Shuttle-Mir programme and carried out repairs on the Hubble space

station on several occasions.

The day was inspirational and covered these themes:

• How to Succeed in a Different Culture

• Leadership and Followership

• Benefits of taking on difficulties

• Practice for crisis management

• Effectiveness over Efficiency

• Successful teams stick together under duress

Veronique Gerber (Associate Headteacher)

1


the schools, students

and teachers network

Recognition for Cranford’s

Leading Edge Creative Arts and PSHCE Curriculum

On

29th March 2019

Angelina Idun visited

Cranford Community College to

look at excellence in Creative Arts

and PSHCE. She was extremely

impressed by the innovative work

to further enhance and develop

the curriculum offer for our

students.

She was fascinated to hear how

Luke Joyce’s experience and

connections in the music industry

as a member of a rock band has

brought new life and energy to the

music department. The tour of the

music area gave her a good insight

into how the department has been

transformed into an inspirational

learning environment that is well

used by students. The discussion

with Luke Joyce and Rory

O’Hare highlighted the focus on

helping students acquire some

of the skills the industry needs,

on giving students a real and

relevant learning experience and

an opportunity if they wished to

achieve alternative qualifications.

The student compositions were of

a very high quality and showed

the extent to which through this

subject students are being given

a voice and a chance to be totally

creative, writing lyrics for songs

and expressing themselves on the

issues that matter to them.

Angelina also spent time with

Barbara Lodge to take a detailed

look at the “real and gritty”

key stage 3 PSHCE curriculum

that she has designed and the

stimulating resources that have

been built up promoting active

learning, quality discussion,

independence and collaboration.

She was fortunate to see a

PSHCE lesson in action when

she visited with the delegation

from Colombia in November

2018 seeing a First Aid lesson

in process and witnessed firsthand

the buzz of the PSHCE

classroom. She also had a chance

to read some of the reflective

emails that students write at the

end of a session which powerfully

demonstrate the impact of the

PSHCE curriculum on students’

ability to keep themselves safe

and to address any concerns they

may have.

Other schools and academies

in the SSAT and Leading Edge

networks will be able to learn

about Cranford’s approach to the

creative curriculum and PSHCE

as well as other aspects of

excellent practice through blogs

and journal pieces.

Veronique Gerber

(Associate Headteacher)

2

“I really enjoy being able to

discuss important things, I have

learned how to listen to other

people even when I don’t agree

with them”. (year 8 student)

“I think that PSHCE is very

important to learn all the

skills we need through our lives

and not just for passing exams”.

(year 8 student)

“My favourite topic was equality,

I was shocked to see that there

are still so many inequalities

between men and women”.

(year 9 student)

“I feel that I can be more open about

being an LGBTQ+ ally in the world”.

(year 9 student)

“I like the chance we have to reflect

privately and ask Miss if we have

any questions we didn’t want to ask

in front of the class”. (year 9 student)

RSL overall has been an amazing experience. It offered

me opportunities to improve as a musician. Mr Joyce’s

expertise was highly appreciated and his wonderful

teaching helped substantially and inspired me to begin to

write my own music at home in my spare time. The facilities

available are amazing; The two studios, each fitted out

with professional software, the computer room and the live

drum kit has enabled, not just me but everyone around to

find their inner musician.

Zayia Berum (year 10)

RSL this year is an amazing experience and the teachers

and facilities they provided me with are extremely helpful

in allowing me to improve my musical skills. I’m thankful

for the support and help they have given me and I feel

I’ve grown more experienced because of it. I’ve been

given the opportunity to perform in front of the school

and for summer events which substantially improved my

confidence in front of an audience and allowed me to get

more creative with my own work. I’m extremely proud of

how far I’ve come since the start of the year and strive to

improve more next year.

Corben Smith (year 10)


“Just wanted to say how

amazing it was to see the

year 7s in action with

Creative Arts yesterday.

It truly was a breath of

fresh air. Thank you. Your

great relationships with the

cohort have obviously made

an impact on the passion

that they have for the arts.

Long may it continue”.

Year 7

Creative Arts Event:

Acceptance

Jasmeet Birdi

(Head of Year 7)

On

Wednesday 27th March 2019 the

Creative Arts team hosted an event

with year 7 on the theme of “Acceptance”,

celebrating their work in creative arts during

the spring term.

Guests including parents, staff, students and their

siblings were invited to watch performances and

take part in a carousel of music, animation, art

and drama workshops alongside year 7. During

the event the audience undertook a promenade

style experience, escorted by the year 12 Arts

and Culture committee through the different

creative arts spaces to see the work year 7 have

been doing in creative arts. This included; Pivot

animation with Art backgrounds including

Tracey Emin style textile work, Flipbooks;

Drama performances based on acceptance and

storytelling and a range of music performances,

including 3 original compositions and one

solo performance, and finally a stripped back

performance in the drama studio with animation.

“Please pass on my congratulations

and thanks to the Year 7s and your

Creative Arts team for a wonderful

event yesterday. The year 7

students were fantastic, giving

amazing performances. The

activities in Art were great and I

spoke to some of the parents who

were enjoying the “therapeutic”

glass painting and were so chuffed to be

taking their pieces home. The Sixth Form

helpers were such good ambassadors for

the school and the Creative Arts team and

it was lovely to see them there too. Many

thanks and well done to all”.

Maria Bramhall

(Assistant Head of School)

The event was well attended and the performances

were really well received. Parents in particular

enjoyed the opportunity to take part in the

art based workshops working alongside their

children and learning various techniques. They

said they welcomed more events like this as it

really highlighted what can be achieved and the

range of arts opportunities available to nurture

the talent and hard work of year 7 in their first

year at Cranford.

Jessica Joyce (Consultant - Creative Arts)

3


2019

When

I think of the

First Story 2019

cohort the first few words that come

to mind are creativity, trust and most

importantly, laughter. This was all

present every Thursday after-school

in A108 as a group of 14 budding

writers – inspired by author Ross

Raisin and each other – put pen to paper to create

the wonderful ‘Word Runway’. It’s a title which

connotes a sense of direction, a limitless future

grounded in the foundations of what is important

to us – our community and ultimately, this is what

First Story became for all of us – a community. It

was an opportunity to turn up to A108 and forget

the challenges of the day. Lessons (both learnt

and taught) which didn’t quite go to plan, PE kits

forgotten and friends not quite getting on were

all forgotten as soon as Ross was picked up from

reception and the creative juices began to flow.

All this hard work accumulated for the launch of

the anthology at our 2019 First Story Launch Event

on Wednesday 26th June 2019. It was a lovely

evening; attended by Executive Headteacher Kevin

Prunty and staff, invited guests from First Story,

parents, students and our visiting Shanghai student

and teachers delegation all there to celebrate the

wonderful achievements of this year’s cohort. We

heard all the students read their pieces aloud, ate

delicious snacks and wrote a collective ‘Mexican

Wave’ poem – led by Ross Raisin, our resident

writer – which definitely left everyone with a smile

on their face. The evening was enjoyed thoroughly

by all who attended.

If you are in year 10 or year 12 and want to take

part in next year’s First Story cohort – contact Miss

McConville for more information.

Aisling McConville (First Story Lead Teacher)

I Come From

I come from the dusty pink sky

that stares at me while I sleep.

I come from my wildest dreams

that carry me to another world

in my past, present and future.

I come from kindness.

I come from politeness.

I come from happiness.

I come from the ground that saw me fall

and helped me up again,

that taught me to walk,

yet put so many barriers in my way.

I come from my mistakes.

Simran Sanghera (year 10)

Corroding to Dust

I stretch out, hoping to break free of my prison, my shackles; my roots

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

to be grounded below the sky. What is my existence? What is my meaning?

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

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

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

impossible.

The sun comes and goes, like feelings of the heart. Stealing then evanescence.

Life drenched from the sky, cosseting her in scars, tearing her up, never to

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

beam now extinguished, allowing crimson blood to overflow. Gunshots like

lightning bolts strike my branches, tearing and slashing them.

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

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

4

Shahneen Ramji (year 10)


The Thoughts Don’t Stop

The thoughts don’t stop in my head.

It’s like the traffic lights are consistently green.

No time to stop, think or reflect – thoughts forever

invading my space, zooming around in my head, causing

me insomnia.

I hear voices talking in my head.

There’s no space for quiet, no space for peace,

continuously speaking in my head – no space for

calmness.

A continuous battlefield in my mind.

I need peace, I need a calm and quiet place.

Words floating in my head – sad, depressed, stressed,

anxious,

nervous.

My thoughts are like a steam train not stopping at any

station.

Full steam ahead.

I need a calm and quiet space.

Gurshaan Ghattoray (year 10)

Life?

Some carve their path

whilst others stay in their lane.

Kids yearn for toys and wonder, ‘which one should I play

with today?’

Adults moan about work

and teens complain about their worth

whilst university students are slapped in the face with too

much

coursework.

Life is a never-ending story, always changing for each

being.

Some complain and some groan,

but at least we all have shelter…

Oh, wait, some don’t.

Some are fortunate and some not so fortunate.

We should be grateful for everything life has given us.

Lerin Bejaj (year 10)

Drifting

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

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

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,

the rings of Saturn and even the large mass of Jupiter.

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

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

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

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

about how much of me I would give away to be a part of that.

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

drifting further away to this day.

Asha Egal (year 10)

5


In

Memory

of

Hamza

Hussain

Students and staff at Cranford Community College were

shocked and deeply saddened by the sudden passing of

Hamza Hussain (year 12) in February 2019.

Hamza joined had Cranford in year 9 and it wasn’t long before

he was very much part of the Cranford family, establishing

firm friendships with many of the students in his year group.

A pleasant, upbeat and caring individual, Hamza was

respected by staff and students alike.

A memorial service took place at

Cranford in the Memorial Garden,

during the last week of the Spring

term, to celebrate his life and time at

the school. A bench was dedicated and

inscribed in his honour. The downpour

that ensued during the memorial,

perfectly captured the mood of all

those present, although it did little

to hide the tears. A special thanks to

Hamza’s friends and his father who

epitomise courage and stoicism.

Hamza would have been proud.

Mark Cripps (Head of Post 16)

A Level Trip to Osmington Bay 2019

Friday 7th – Sunday 9th June 2019 saw the annual A level trip to

Osmington Bay. Seven year 12 Geographers completed a 3-day

fieldwork collection at Lyme Regis, Weymouth and Chesil Beach.

Despite the blustery conditions, 990 primary school children dancing

to ‘Baby Shark’ and some reluctant questionnaire participants, the

students worked amazingly as a group to collect data for their research

projects, as well as for each other’s. They measured the success of

coastal management strategies along this historic coastline, as well

as deepening their understanding of the natural processes of erosion

occurring and the impacts of tourists on local residence. Time was

also made to sample the local bakeries.

A great team effort which no doubt will result in some fantastic

pieces of original research and great outcomes.

6

Ruth Ewing (Head of Geography Department)


• What if you

challenged yourself

every single day for

five days?

The Jamie’s Farm experience

2018/19

• What if you stepped

out of your comfort

zone on a daily basis?

• What if you gave up

your phone for five

days?

• And chocolate?

• What if you were not

allowed to be in touch

with your loved ones?

• Would you dare?

That’s what 24 of our students did in November

2018 and June 2019. They dared.

They took a leap of faith and were welcomed by

the fantastic team at Jamie’s Farm. Jamie’s Farm

is a working farm with both dairy and beef cows,

sheep, horses, chickens, dogs, ducks and a donkey.

It uniquely combines farming, family and therapy

into a 5-day residential with a focus on giving

children time to reflect, to renew and determine a

new path for themselves.

Our students (and staff) challenged themselves

on a daily basis. They worked outside in fresh air,

cooked for everyone, milked cows, collected eggs,

sawed wood, sang songs

around the fire, herded sheep, worked with

horses, helped delivering lambs, cleaned out the

pigsty, developed leadership skills, cared for the

animals as well as each other and grew up along

the way. The bonds our students made with the

staff at Jamie’s Farm, with each other and with

the accompanying teachers and TAs are a great

reminder of how important it is to step out of your

comfort zone every now and then.

It was a great privilege to be part of the journey they

decided to embark upon.

Alexandra Manole (Lead Teacher - Jamie’s Farm)

7


Cricket

at

Cranford

Community

College 2019

Another

year where Cranford were a

part of the U15 McKenzie

&CO Cricket competition competing against schools

in the region. This year we entered both the boys and

girls for the hardball tournament. The competitions

were held at Barn Elms Cricket pitches.

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

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

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

finals. However they will be back next year to win.

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

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

guarantee a place in the county finals. This is exactly what the girls delivered

with victories over local rivals Heston, Hammersmith Academy and William

Perkins. Overall all girls were outstanding both on and off the field but there

were some stand out performances from Avneet Bagri 10T with both bat and

bowl, Amneet Sangha 10Z as wicketkeeper with her catches and quick run outs,

and finally Areeba Ali 9U in Year 9 taking a hat trick against Hammersmith

ensuring our 2nd place finish.

Cricket with Wycombe House CC

This year our students were able to benefit from some professional cricket

coaching and player development. The coaches came from Wycombe House

Cricket Club who alongside the Eshaki Foundation were supporting the

development of both boys’ and girls’cricket in our local area. Students engaged

in fun, dynamic and creative training sessions learning techniques and skills

such as bowling, fielding and power hitting.

The coaches Prashant and Deepal were full of praise for our students, and

our students were full of praise for them and their knowledge, experience and

innovative sessions. Wycombe House CC is a local cricket club to Cranford

and it will be great to see more of our students both boys and girls joining

local clubs, taking their game to the next level.

And The Final Over...

In the final week of the summer term the year 7&8 cricket team played Rivers

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

now League Champions. The year 10 boys cricket team won their league and

will go onto play the final Hounslow League in September 2019.

Well done from all in the PE department and for keeping the Cranford name

held high on the cricket circuit.

Hamesh Rattu (PE Department)

“This year the girls in

Cranford Community

College received fantastic

opportunities to play cricket.

Through our hard work,

dedication and amazing

teamwork we were able to

qualify to the Middlesex

county finals. We had regular

training but before each

competition we trained

every-day for a week.

Our hard work payed off as

we came 2nd in the regional

tournament and finished 4th

in the whole of Middlesex

County. We could not have

done his without the amazing

Mr Rattu as he was very

organised and determined

to train us to be the best.

We enjoyed our cricket

sessions and were also lucky

Sir arranged to have a U21

Middlesex cricket player

come join us for a session to

help with our bowling skills.

We hope the girls in Year 9 and

below keep the girls’ cricket

team going from strength to

strength next year. Some of

us have been nominated and

invited for country trials to

play girls hardball cricket

which we are very excited

about”.

Karolina Mucko

(year 10 - on behalf of the

U15 Girls team)

8


Duke of Edinburgh

Award Expedition - July 2019

On

the weekend of the 5th and 6th July 2019 44 year 9 students embarked on

their Duke of Edinburgh Bronze award expedition to Chalfont Heights.

Using all of their map reading, team work and navigation skills they tackled a

challenging 24km hike over two days, encountering a range of challenges as they

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

all students worked incredibly well in their teams to support and motivate each

other. Weeks of classroom training were suddenly made very real when faced with

the outdoors, a map and a compass to get you back to the safety of the campsite.

After a challenging first day which included getting lost, many stinging nettles

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

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

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

of day one and managed their day much more carefully; everyone managed to

get to the end point on time and achieved the aims of their expedition. Particular

congratulations go to group 1 – Angel, Nadra, Kinza, Amandeep, Aja and Isra –

who were the first to reach camp on day one and complete the whole route on

day two entirely independently. They showed incredible team work, supporting

each other through some very difficult moments, and were an absolute credit to

themselves and the school.

Massive thanks also go to the staff who gave up their time to support the students

in a number of ways, going well beyond the normal demands of the classroom

and demonstrating the dedication to the students which makes the Cranford staff

so special: Mr Venancio Ferreira, Ms Shaikh, Mr Bussue and Mr Lennon for

accompanying, assessing and supporting students throughout the expedition. Ms

Ledlie, Mr Dhokia and Mr Nation-Tellery for their help in the training process

(particularly accompanying the very wet training hike!) and Ms Bendix, Mr

Fraser, Ms Prunty, Ms Gladysz and Ms Brown for supporting the logistical and

administration side of the expedition.

Evelyn Brooks (2nd in English – Duke of Edinburgh Trip Leader)

9


1927 presents… “It was a really lovely trip - thank you

for arranging. Pupils were really taken

aback by the themes of the production,

particularly frustrated at the idea that

those living on the estate would never

leave the estate even though some had

high aspirations to do so. There were

lots of conversations about how they

would direct the ending if they had the

chance to do so”.

On

Wednesday 6th

March 2019 we

were privileged and fortunate

to be in invited to the Lyric

Theatre Hammersmith to see

an interesting new play. This

play promised to be different

combining animation with

stage production. The year

7 students who have been studying animation and drama in their

creative arts lessons took a swift commute to Hammersmith where we

joined an audience made of more schools and enjoyed this inventive

production.

The story took place in a cabaret style Russian inspired town where

the inhabitants lived in fear of the animals and children that lived

on the streets. We followed several characters who lived in the run

down city as they dreamt of escaping. It was beautiful to watch as

the actors brought large, odd characters to life and then inhabited the

strange setting. The whole play took place in front of a screen upon

which the city and elements were projected. For example; When a

character swept animated dust would blow in the background and

later the actors were chased by cartoon creatures.

Everyone left with different interpretations of the story and strong

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

discussions from year 7 about what bits were the best and why.

Dan Ramsden (Creative Arts – Drama & Animation)

Jasmeet Birdi (Head of Year 7)

“This performance was amazing. The

acting was really good and the audience

could interact a lot throughout the play.

The actors were funny and I feel like

everyone interacted and was able to

laugh and have fun. The scenes were

well structured. You could clearly see

the different scenes throughout the

play. I really enjoyed the experience

and I loved the whole concept of the

production as well as it being well

performed it was well rehearsed and

all the crew was friendly”.

Caitlin Pyatt (year 7)

“When I went to watch the play I thought

was going to be a lot more ‘childfriendly’

but I soon came to know that

it was a lot more ‘exposing’ than what

I expected, and a good play overall.

The play was about a town which was

corrupt with a woman making a sweet

that poisoned them and kidnapped them

for child labour. It was really thrilling

as I was surrounded by hundreds of

other people and school children”.

Ashwin Baiju (year 7)

“I found the play really interesting

because there was only one actor

playing loads of different characters.

This made the play really funny and

the people were dressed up and looked

really good. The cast were very friendly

and they were giving sweets to the

audience which was cool”.

Amy Moore (year 7)

10

Theatre

“The Lyric Theatre performance

was the full package of laughter,

feelings, entertainment and

of course sweets. For my first

ever time seeing a live theatre

performance I would rate it 10

out of 10 as every scene had a sort

of interaction with the audience

that made it more interesting

than just sitting there quietly.

I would totally recommend this

performance and definitely all my

class mates agreed that this was

an amazing treat organised by the

creative arts department”.

Alana Freitas (year 7)


On

the afternoon of Wednesday 5th

June 2019, we welcomed the

Freshwater Theatre Company to perform a

version of Don Quixote for and with our

year 7 Spanish students. The students got

to understand the story by playing different

parts, such as other characters in the play

and even objects like windmills.

The story of Don Quixote is not straight

forward. He is a middle-aged gentleman

from the region of La Mancha in central

Spain. He is obsessed with the chivalrous

ideals touted in books he has read, so he

decides to take up his lance and sword to

defend the helpless and destroy the wicked.

“When life itself seems

lunatic, who knows where

madness lies? Perhaps to be

too practical is madness. To

surrender dreams - this may be

madness. Too much sanity may

be madness - and maddest

of all: to see life as it is,

and not as it should be”.

Miguel de Cervantes

Saavedra, “Don Quixote”

Jayveer Singh 7Y said: “I liked the play

because it was funny and it allowed us to

actually watch a live play. I also got some

knowledge about the story”.

This production certainly brought to life

the complicated and complex story of Don

Quixote

Alexandra Manole (Head of German)

11


The Social Mobility Foundation is a charity which provides opportunities and

networks of support for young people from low-income backgrounds. Depending

on what programme you choose, they promise to help students until they get a job

after graduation. They provide students with mentors in the first year and throughout this

programme they also give young people an opportunity to do internships with the top

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

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

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

business environments and make the best impression where they will be working in the future.

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

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

selection of students’ accounts outlining their personal experience.

Mahavir Ladva

(Supervised Study Centre Manager / School Improvement Team)

I am participating in the Aspiring

Professionals Programme (APP), in

which I am given support and guidance

(via a personal mentor). Their goal is to help young

people, who do not currently have the means or the

networks to do so, to access professions in the sector they

are interested in. Internships, Open Day university visits

and many meetings in which they help refine your skills

in your potential profession are a few of the numerous

activities they offer you, free of charge.

I am currently enrolled in the Engineering & Physics

sector. So far, they have offered me visits to many different

University Open Days, and have given me the opportunity

to attend Engineering and Physics futures days at which I

will able to meet employers from the sector to get an idea

of the careers on offer. They have assigned me a personal

mentor who is in physics/engineering and has a plethora

of advice they can give me to further help me develop as a

person and get further involved in my chosen profession.

The mentors can also help you out with your transition

into university by offering you help with your personal

statements and clear up any confusion you have with the

whole process.

Perhaps one of the best support they provide you with is

offering you internships in your chosen sector. This means

you get work experience in your chosen sector with top

companies which can be extremely difficult to obtain in

many professions e.g. engineering and physics.

Overall, the experience is nothing short of amazing and

helped me immensely to get a grasp on the profession

in which I am interested. Also, I’ve received help with

my application to universities as well as developed vital

professional skills.

Saugat Dharel (year 12)

The Social Mobility Programme for Year 12

Saugat Dharel

(Physics / Social

Mobility Foundation)

I am currently on the Social Mobility

Foundation programme and I find myself

lucky to have this opportunity as it has

not only helped me to build up my soft and hard skills but

also given me an insight into accountancy and banking &

finance sector. When I was applying for this programme

I was sure that I wouldn’t get accepted because many

people were applying and the interview questions were

quite tricky and required critical thinking. I found out that

the interview questions were used to see what the students

thought and what mentor would be more suitable for them

in the future. They also help you to have a good mentee and

mentor relationship. Your mentor works in the sector which

the student wants to work in and they can offer you the

best information and resources that they have. I am really

excited to meet my mentor as my mentor can help me with my

personal statement and make it more relevant to my career

sector. This programme has given me the opportunity to

open up and understand the working lifestyle better as well

as how you can make more networking connections that will

help you after university.

We have attended a few sessions outside of school because

this programme makes sure that we don’t miss any school

days. We had a welcoming session, where we learnt about

the programme and what we would do in the future. This

allowed us to get together and make networking connections.

The next session was an accountancy future day at KPMG,

where we met different people from the accountancy sector

but also people who worked in KPMG. We met an ex-student

who worked with SMF and took an apprenticeship route

and we met another ex-student who went to university and

graduated who works there now. It helped us understand the

different routes we can take to get into accountancy but it

also made us familiar with real life experiences. They don’t

only offer you information and future days about your sector

but also about other career sectors that they cover. In the

upcoming weeks, most of us will be placed at a company

and do internships. This will give us an insight into work

life and how it differs from school.

Sajneet Bagga (year 12)

Sanjeet Bagga

(Accounting / Social

Mobility Foundation)

12


Mehardeep Singh

(Physics/ Social

Mobility Foundation)

Amrit Rai

(Roehampton/Law/

Sutton Trust)

Shariq Ahmed

(Digital/ Social

Mobility Foundation)

Maisie Mullens

(Roehampton/Law/

Sutton Trust)

Iqra Nadeem

(Roehampton/Law/

Sutton Trust)

Deeq Hersi

(Roehampton/Law/

Sutton Trust)

Aditya Kumar

(Accounting/Social

Mobility Foundation)

Kabir Johal

(LSE/Law/

Sutton Trust)

Aryan Sethi

(Roehampton/ Banking

and Finance/Sutton Trust)

Yusef Deria

(Roehampton/Law/

Sutton Trust)

Pathways to Law is a programme run by the Sutton Trust

(Social Mobility Foundation) involving students around

London with the aim to educate students about the different

sectors of Law, as well as the different pathways into Law.

Pathways has organised trips to universities to attend lessons

on the different sectors of law, the skills needed in Law. They

also organise trips to the Royal Courts and interviews with

various people in the law sector.

My experience with Pathways to Law has been informative

and enjoyable. I regularly attend seminars at Roehampton

University and have been given various opportunities to fuel

my interests in Law such as a trip to the Inner Temple and the

Royal Bailey. I also completed a week of work experience with

the prestigious corporate Law firm Linklaters, where I have

learnt about the various skills needed to go into law as well

as actively applying my skills in a pitch to a panel of lawyers.

I would recommend Pathways to Law to students, as it

enables you to learn about a potential future career as well

as educating students on the different Pathways into Law and

it contributes to UCAS and personal statement which will be

vital in the future years. ​

Initially I applied to this programme as I wanted to

enhance my knowledge of law to see if it was definitely

something I wanted to pursue as a career - it was. We

were given sessions and lectures by Law Professionals

at Roehampton University. In the very first session we

went to the Inner Temple which is one of the four Inns

of the court. There were three parts to this session,

in the first part we were given information about

what the difference was between a solicitor and a

barrister and the pathways to each career, we learnt

about the disadvantages and advantages about being

a barrister or a solicitor. In the second part I got the

opportunity to talk to some barristers and solicitors

who explained what they did on a daily-basis which

was very interesting. I initially thought that barristers

were mostly at Court but in reality, I found out that

60% of the time barristers are working with clients in

this firm and that only 40% of the time would be spent

in Court. The third part was my favourite part as we

got a taster of what kind of things lawyers deal with

and looked at a case study. We had to work in groups of

6 and discuss how we would deal with this case study

and our share views about this case.

Another session that particularly stands out was the

session where all the Pathways to Law programmes in

the UK attended Queen Mary’s University of London.

This session involved public speaking tips, networking

and talking to other firms. At this session there was a

woman who spoke about public speaking and gave tips

on how to do this well. Then we were encouraged to

talk to other people in the Law programme. Personally

this was a big milestone as it helped me improve my

confidence and interpersonal skills. Before I did this

law programme even the thought of speaking in front

of people made me feel nervous and anxious but this

programme helped me in terms of opening up and

giving my opinion. In addition, I got the opportunity

to talk to other firms such as Macfarlanes and Cooley

about the types of Law they cover and what their firm

deals with. This was useful as in a few months I will be

doing my Law work placement with one of these firms

so it helped me prepare effectively.

In addition, there was recently a session on Personal

Branding and Corporate Law. Whilst I knew from

the beginning that I was interested in Criminal Law,

Human Rights and Family Law I found that I quite

enjoyed Corporate Law. This programme has given me

the amazing opportunity to explore the different types

of laws and develop a profound interest in Corporate

Law. Overall, I would say that this programme enhances

not only your knowledge of the law but it also develops

your personal growth in terms of your confidence,

public speaking, interpersonal skills and forming

your own opinions. In addition, this programme offers

something called the National Conference which takes

place at the University of Warwick in July and you get

an insight into studying Law at university which is

very beneficial, I would personally recommend this to

anyone who is interested in pursuing a career in Law,

to take part in an extraordinary programme like this

as it really does show you in-depth how amazing the

world of Law is.

Amrit Rai (year 12)

Yusef Deria (year 12)

13


A Visit to

Number 10

On

Sunday 14th April 2019 we were invited to No10 Downing Street with BAFSA

(British Armed Forces Sikh Association) as a part of the Vaisakhi celebrations

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

meet with the then Prime Minister Theresa May.

Priscilla Ledlie (Assistant to Senior Teacher)

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

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

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

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

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

an incredible museum than a governmental building.

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

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

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

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

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

then I just pop down to Brilliant restaurant in Southall.

14

Jasdev Chana (year 11)


Annual Borough Sixth Form RE Conference

“The RE Conference was an interesting, fun

and thought provoking day. I enjoyed listening

to different viewpoints on current issues and it

helped me increase my understanding of ethical

issues”.

Maisie Mullen (year 12)

“It was enlightening in terms of experiencing the cohesion of

different faiths as it is quite a contrast to what you see in the

media, which can be rather biassed. Through the conference

we could better understand different faiths through real like

experience.”

Ali Dhanani (year 12)

Cranford Community College is recognised for its outstanding delivery of Religious

Education and works closely with SACRE and the University of London Institute

of Education to organise this annual event for Post 16 students across the Authority.

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

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

on the theme of: “Religion: oppressive or liberating?”

The day consisted of interactive workshops run by students from the IOE and Roehampton

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

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

‘Is religious upbringing indoctrination? Once students had an opportunity to discuss these

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

panellists.

The day concluded with a themed panel discussion in the Concert

Hall with community representatives from various faith

backgrounds. The panellists represented the

major world faiths, including

Judaism, Islam, Sikhism,

Christianity, and Hinduism

and students were able to gain

an insight on religious views

on questions such as ‘Why does

God send people to hell’, ‘How

can you know you are in the ‘right’

religion?’ and ‘Is God sexist?’

Students left the conference positive

and having enjoyed a day where they

could reflect on some of the bigger

questions.

Avneet Kang (Head of RE Department)

15


Avon Tyrrell

Summer School

August 2018

For

the second year running, Cranford

students joined their peers from Keio

University Junior High School in Tokyo, Japan

and from the County Upper School in Bury St

Edmunds for a week of outdoor activities, games,

quizzes and challenges. The summer school is

set in the magnificent house and grounds of the

present manor house, which was built in 1891

and located in the New Forest. The fairly remote

location makes Avon Tyrrell the perfect setting

and along with the glorious summer weather we

enjoyed last year proved to be a highly successful

week. Cranford students worked alongside their

Japanese and Norfolk counterparts with alacrity,

working out how to cope with the low ropes and then the high ropes,

meeting the challenge of building a raft from blue barrels, planks

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

come to clearing up and keeping their rooms tidy; rooms which are

shared by Japanese and English students. Meals are taken together

and with all the activity going on, all the students eat heartily. The

week included excursions to Durdle Door and a long walk down

to Lulworth Cove, which is always a delight, as well as a visit to

Salisbury and its amazing cathedral.

Inevitably when it became time to leave, there were tears at the departure followed

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

go as always to Keio University Junior High School for the invitation.

Philip Dobison (Consultant – Internationalism)

Joto Senior High School

(A Global School), Ookayama, Japan

It

is now the 4th time that Cranford

Community College has hosted a visit

by Joto Senior High School from Okayama,

Japan. These visits included a day when the

Joto students had the opportunity for a great

level of collaboration with Cranford students.

It started with “speed dating” between the

two sets of students, so that they could get to

know each other quickly. Joto students gave a

presentation on a topic dear to their heart such

as the environment, youth culture amongst other

topics. The groups then combined to tackle a quiz

on Japan and the UK, with Joto students paired

with Cranford students, followed by riddles

and language games for all. As usual, a great

deal of learning took place. After each activity

the winning students were presented with medals. The Japanese

group was delighted with the tour of the school’s facilities and could

only look on in envy at the amazing site that Cranford enjoys – this

reminds us always how fortunate Cranford is to have a sports field

and of course the Cranford SuperDome at our finger tips. All too soon

the group returned to their base, but everyone agreed it had been an

amazing day.

16

Philip Dobison (Consultant – Internationalism)


Cranford’s research

into high performing

educations systems around

the world continued in

December 2018 with

Kevin Prunty, Executive

Headteacher, and Rob

Ind, Joint Head of School,

visiting Norway. Cranford

was selected in January

2018 by the Minister of State for Apprenticeships and

Skills Anne Milton MP, to be one of the first providers

of the new T-level vocational qualifications at Post 16,

and the purpose of the trip was to visit Technical and

Vocational colleges and Upper Secondary Schools in the

Scandinavian country widely regarded as having one of

the best technical education systems in the world.

We visited the capital Oslo, the industrial ‘Oil Capital’

Stavangar (Norway’s third largest city), the northern

municipality of Tromsø inside the Arctic Circle and were

welcomed into 4 different schools and colleges. With the

support of the British Council, we were lucky enough to

meet a range of students, teachers and education leaders

and learn about their approach to post-16 education and

the value they place on local industry partnerships and

technical competencies. The colleges were particularly

well equipped and investment in technical education has

clearly paid off in Norway.

Despite the darkness in Tromsø where it is only light for

an hour a day in December, the relationships between

staff and students were warm and positive and we were

impressed by the confidence of the students showing us

Cranford in the Arctic Circle

around, their independent learning skills and

the esteem in which technical education and

indeed teachers in general were held.

There was also an opportunity to take in

the aurora borealis but just as inspirational

were the things that chimed with Cranford’s

core values: the work Norway puts into

the rehabilitation of offenders, their focus

on immigration and integration and their

determination to ensure all students progress

to full employment.

We look forward to continuing our partnerships

with the educators we met and submitted an

Erasmus Plus bid to continue working with

them.

In August 2019 we were delighted to have

been awarded over 60,000 euros through

an Erasmus Plus grant (far in excess of our

previous record of around 40,000 euros) to

support a project which will see us continue

working with Kvaløya Videregående Skole in

Tromsø, alongside a regional college in the

Netherlands Stichting Regionaal Onderwijs

Centrum’s Hertogenbosch, on technical and

vocational education within the context of

a changing European landscape. Cranford’s

outward-facing international dimension

continues to grow and strengthen as does

our unwavering commitment to high quality

vocational as well as academic education.

Rob Ind (Head of School)

Teachers from Bogota, Colombia

On

22nd November 2018, Cranford Community

College welcomed a delegation of 13

teachers from Bogota, Colombia, who were in the UK

on a trip organised by the British Council and the SSAT

(the Schools, Students and Teachers network), to gain

a better understanding of the English Education system

in action. Their visit allowed us to showcase some

of the unique features of teaching, learning and the

curriculum at Cranford. The group wanted to engage

with senior and middle leaders to talk about their

strategic and operational roles, explore

how the school has led and sustained

successful improvement and importantly

gather students’ views about their learning and school

experiences. The group met members of the student

body, both formally and as their tour guides. The

delegation was very impressed and commented: “do

let the year 13 students who led the tour of the school

and spoke so confidently, eloquently and proudly about

life at Cranford how impressed everyone was by them”.

Philip Dobison (Consultant – Internationalism)

17


Trip to Korea

2018

In

October 2018, 32 students, Kevin Prunty Executive

Headteacher and 3 other members of staff set out on

an epic, one-in-a-lifetime journey to visit our partner school,

Ocheon Senior High School in Pohang South Korea to enjoy

the sights, sounds and sensations of Seoul, the capital of the

Republic of South Korea. Flying via Doha with a short transfer

time, meant the journey was lengthy but proved to be totally worthwhile.

The group was greeted in Seoul by Ocheon English teacher Marco who had

travelled from Pohang to support the group on this inaugural visit in Seoul.

In the capital, we experienced the palaces and the changing of the guard,

enjoyed Korean food including kimchee (a traditional side dish made from

salted and fermented vegetables which may not have been to everyone’s

taste), a Korean buffet organised by the Korean Tourism Organisation and

the amazing production “Nanta”. We travelled the length of South Korea on

the very exciting KTX (Korea Train Express - the high speed train service)

from Seoul to Pohang, where Cranford students and staff were delighted

to meet their friends and colleagues from Ocheon Senior High School in

Pohang, whom they had already met in July 2018. Accommodation was home

stay which gave everyone (staff included) first-hand experience

of real Korean home life. It is almost impossible to say what

the highlights were. There was the visit to the Demilitarised

Zone (DMZ) between North and South Korea and a walk down

the third tunnel, discovered on 17th October 1978 and dug by

North Koreans as a potential way of invading the South. The

welcome ceremony at Pohang was also amazing when the group

was treated to the most professional drumming performance

by Ocheon students, followed by joint learning and sporting

activities. There was the joint trip for both schools to Gyeongju,

known as the museum without walls, which is an area with

so many things to see: the Dongung Palace and Wolji Pond,

Cheomsongdae Observatory, the Bulguksa Temple, the Cheonmachong Tomb and the list goes on. The

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

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

The school is grateful to the British Korean Society and the Korean Tourism Organisation for their

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

participants.

18

Philip Dobison (Consultant – Internationalism)


“Knowing we were in a new country

that had a different culture to ours,

it was important for us to learn and

try new things like their food; the

meal provided for us at the buffet

in Seoul was a chance for us to

try the local delicacies and their

traditional foods. Though it was very

different to what we would normally

have in London, we found that we

enjoyed the food we had tried such

as the Tteok-bokki (spicy rice cakes)

kimchee (often called the national

food of Korea) and bulgogi (grilled

beef)”.

Manriat Gill (year 13)

“During my visit to Korea I was extremely fortunate to watch the

spectacular ‘NANTA’. As someone who studies A level Drama and has

seen many West End productions I was stunned by the performance.

Initially the idea of a ‘mimed foreign comedy about chefs’ didn’t sound

very appealing, and I was not sure what to expect. It was soon clear

that the performance was to be an amalgamation of many hilarious

sketches relating to a team of chefs, linked together and forming an

over-arching narrative of a new worker who is desperately trying

to fit in. The characters spoke in gibberish, relying on the universal

language of facial expressions and physicality. The musical segments

were phenomenal, with music could made simply from cooking food

using kitchen utensils - inventive and unique. I have never seen a

performance that combines acrobatic stunts worthy of Cirque De Soleil,

non-verbal comedy reminiscent of Charlie Chaplin and drum beats you

would expect to see in a West End musical. As an avid spectator of

theatre I can genuinely say I have never enjoyed a performance this

much”.

Haashim Nasir (year 13)

19


Recognition

Cranford Community College has been

recognised as a World Class School

for many years and what makes

it special is the students who are judged

in this particular award, a level they have

achieved consistently. Last year, for example,

Cranford Community College joined forces

with Ocheon Senior High School, Pohang,

Korea, to become the first two schools ever

to be awarded the International World Class

School Quality Mark. As further proof of this,

at an Award ceremony in December 2018,

two of Cranford’s students, Kinza Butt and

Harit Boonyarakyotin, were nominated for

the World Class School Achievement Award.

Many congratulations to them both.

Philip Dobison (Consultant – Internationalism)

Jack Petchey Speak Out Challenge

On the 8th February 2019, thirty year 10 students, Mr Watton and

Ms Ledlie took part in the Jack Petchey Speak Out Challenge.

Expertly led by Carl we attended a fantastic work shop that

lasted the whole day and ended in a close-fought public speaking

challenge.

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

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

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

for the big speeches.

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

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

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

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

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

20

Simon Watton (Head of Year 10)


Cranford Hosts National Sporting and Arts Organisations

Over

the past year Cranford has played

host to several national sporting and

arts events. In December 2018 Cranford was used

by the National Children’s Orchestra for rehearsals

before performing

at Queen Elizabeth

Hall. The NCO supports

young musicians aged 7

to 14 and include in their

alumni winners of the

BBC Young Musician of

the Year Competition,

Guy Johnston (2000)

and Nicola Benedetti MBE (2004). Indeed, the

current cohort were delighted when Nicola Benedetti

came to Cranford and played for them before setting

off for their own performance. In the past NCO had

used Cranford for rehearsal prior to performing for

the Queen.

In January and

February 2019

Cranford hosted

the England Touch

Rugby squads who

held team selection

trials and training

sessions prior to taking part in the World Cup in

Malaysia. Touch Rugby is a fast growing sport

played in men’s, women’s and mixed gender teams.

England Touch Rugby’s current focus is very much

on supporting increased participation at all levels

but with a particular emphasis on youth participation

and development.

Cranford is also host to UK Ultimate Frisbee who

hold their indoor championships in the Cranford

SuperDome. Like Touch Rugby, Ultimate Frisbee

is a fast growing sport very popular with university

students and played in men’s, women’s and mixed

gender teams. Ultimate Frisbee is a fast-moving

team sport enjoyed by millions of players the world

over. Although it is frequently compared to sports

like football the difference is there are no referees.

Cranford is proud of its partnerships with these

national organisations.

Alan Fraser (Assistant Headteacher – Director of

Community Partnerships)

For over

three years Cranford has had representation on the

European Union’s Radicalisation Awareness Network

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

the risk of radicalisation and Cranford is recognised as an international model of

best practice in this area. This role led recently to me being asked to represent

the EU at a meeting with Amanda Spielman, Chief Inspector of Education,

Children’s Services and Skills. meeting had an international dimension with

contributors from around the world plus the Home Office and Department for

Education.

RAN appointed Cranford to mentor some of their London based Young Ambassadors in a flagship pilot

scheme launched this year.

With the uncertainty around the UK position on Brexit, Cranford’s involvement in RAN is likely to come

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

and partners we have made over the past three years in Europe and world wide.

Alan Fraser (Assistant Headteacher – Director of Community Partnerships)

21


On

visit Cranford

Friday 14th June 2019, Cranford

welcomed the CEO of DHL’s supply chain

in the UK to the academy. Jose Nava met with year

9 and 10 students who have been involved with the

DHL careers toolkit this year completing workshops

on CV writing and employability guidance.

Jose Nava was accompanied by Sonia Chhatwal

the Director of the DHL Foundation who are a key

partner of Teach First and Cranford were delighted

to host the visit in support of Teach First who we

have worked with since their inception in 2003.

In total, six VIPs toured the academy visiting

lessons and meeting with the Senior Leadership

Team and couldn’t have been more impressed with

the students and staff. A group of year 9 and 10

students were also fortunate enough to hear from

Jose Nava about his own career journey from

Central America to London and asked challenging

and engaging questions.

We hope this will be the start of a new and exciting

relationship with another major multinational

company which will benefit our students. Thank

you to Ms Sidhu (Head of Year 9) and Mr Watton

(Head of Year 10) and all the students and staff

involved with the DHL toolkit this year for their

support. Vidhu Sood-Nicholls, Deputy Director of

Fundraising at Teach First said:

“To see the ethos and approach that you, Kevin

and the wider team are taking at the school was so

inspirational. Pupils at Cranford are very lucky to

have such a dedicated team.”

Rob Ind (Head of School)

Employability Workshops

22

Over tow sessions in March and May

2019, 50 year 10 students and Mr

Watton spent time working with a

number of DHL staff to develop their employability

skills. In the first workshop we looked at the types

of jobs that made up DHL in the UK and the rest

of the world. We then did some group work where

we looked at the skills that were needed for those

jobs and finished off looking at the career path that

one of the DHL team, an ex-Cranford student, had

taken in his career. Students asked lots of really

excellent questions and we were all considerably

more knowledgeable about DHL as a company and

the great range of employment opportunities that

they had available

Our second session took place in May and was very

much focused on what you needed to do to get a

job not only at DHL but anywhere. We looked at

how to evaluate your personal skills and then how

to use these to construct yourself a CV. We then did

some evaluation work and practised writing CVs,

giving us all the skills and knowledge to be able to

create our own when needed. The second half of the

session looked at the process of interviewing and

what sort of things you would/could be asked in an

iinterview, followed by some practice.

Both sessions were really informative with some

excellent activities and we learnt a great deal of

useful skills and information.

Simon Watton (Head of Year 10)


Cranford Bags the Medals at Borough Athletics 2019

The

1st May 2019 will go down in history as one of the greatest sporting achievements for Cranford

Community College. We entered the Year 10 Hounslow Borough School Athletics competition

held at Osterley Athletics Track and we did not leave empty handed. Over the course of the day we picked

up 8 medals, including 7 gold and 1 silver. This wouldn’t have been possible but for the tremendous attitude

and teamwork shown by each student on the day, in particular Yaseen Yusuf and Mahtab Uddin who did

not win a medal on the day but were racing around the running track and field cheering on the team giving

them the extra bit of motivation to succeed. All in all, the students carried themselves tremendously well

and showed everyone the meaning of being part of a team. Ocatavio Rodrigues, Emmanuel Adebowale

Szymon Gora and Ilyas Abokar have all been invited to compete and represent Hounslow in the County

Championship.

Basheak Bussue (PE Department)

Recognition Award for Priscilla Ledlie

On

Wednesday 3rd April 2019, Priscilla Ledlie,

Assistant to Senior Teacher Pastoral and long

standing member of Cranford Community College was

awarded a certificate in recognition of her outstanding

work in the community by the Mayor of Hounslow, Samia

Chaudhary.

Priscilla has been associated with Cranford for over 30

years, firstly as a student and now as a valued member of

the support staff. Her work has been far reaching touching

the lives of many young people from Cranford and the wider

community through her role as an Officer in the Cadets.

Priscilla said of the award; “This was awarded

for all the community projects I have been

involved in and my commitment to the Army

Cadet Force. It was a great honour and shock

to receive this award and I’m very grateful

to Seema Malhotra MP for nominating me”.

Well Done Priscila we are very proud of you.

Alan Fraser

(Director of Community Partnerships)

23


Weekend

October

2018

A group of forward thinking year 11 students took advantage of the free student tickets available for the

annual Battle of Ideas weekend at the Barbican in October 2018. This annual event has been attended

by a number of likeminded Cranford students over the years and this year was no exception. As a

consequence, they were able to sit in on academic debates on a number of themes which are highly

relevant to all citizens and perhaps young people more so. The topics covered included:

• Do we need a new curriculum for the 21st Century?

• Charities: Has the halo slipped?

• Social media corrupting young minds?

• If data runs the world, who is in control?

• What’s the point of feminism today?

Well done to the year 11 students who attended this thought challenging

event. They clearly gained a great deal from this experience. Here are

just a few examples of their responses to the topics covered.

Mehmoona Yousaf (Senior Teacher – Pastoral)

The battle of ideas was a great

opportunity for students to gain an

insight into debating with a panel

and the rest of the floor. One of the

most interesting debates was “do we

need a new curriculum for the 21st

Century?” which explored a large

spectrum of perspectives including

focussing on practical skills.

The new 9-1 GCSE system raised

many disagreements between the

panellists and the students present.

The panellists agreed with the new

style of GCSEs as in their opinion

“it fills students with knowledge”

whereas the students felt it was no

more than a memory test”.

Rajvir Sran (year 11)

The annual Battle of Ideas held at

the Barbican centre was a day of

many eye opening debates, in which

even the audience can participate. In

this rapidly changing world, I have

learnt from the Battle of Ideas that

debating ideas matters more than

ever. I was especially interested in

debates on the topic of our modern

education system and the debate

questioning whether advertising is

all powerful or overrated. It has

led to me gaining new insights on

the idea. It was interesting to hear

the many sides to arguments and

I feel that hearing others express

their views has helped me formulate

my own opinions so that I can

participate in future debates as well.

The programme also gives students

the opportunity to attend for free,

which is great. I recommend joining

in with next year’s Battle so you can

experience the range of interesting

debates like I have done.

Hussain Raza (year 11)

The school strongly recommended

me to go to the Battle of Ideas in

Central London, I was intrigued so

I went. It was really interesting and

fascinating hearing different people

talk about controversial topics,

like ‘Should medical drugs be

free?’ or ‘Should parents encourage

their teenagers to socialise, take

risks ad have lots of freedom?’.

The speakers were very passionate

about their topics and I loved how

I could choose which debates to

go to as there were a wide variety

of debates going on at the same

time. I met lots of new people who

had interesting ideas and I will

definitely be going again next year.

Salma Abdalle (year 11)

We are living in an era of great

changes. Technology is enveloping

our lives to the point where we can

no longer thrive without it. Life

expectancy is increasing due to

giant leaps in healthcare. Equality

may be only a few steps away. The

yearly Battle of Ideas addresses

these changes and brings to light

the various issues which come

with it. The programme also gives

students the opportunity to attend

for free, a great opportunity if you

want to join in next year. Debates lie

at the heart of the programme, the

audience members can join in and

give their opinions. We discussed

controversial topics such as the

Gender Pay Gap or the Effectiveness

of our School Curriculum, topics

which influence us all directly. It is

both important and enjoyable to be

able to listen to so many different

viewpoints, and the Battle of Ideas

was the perfect place to do just that.

Harit Boonyarakyotin (year 11)

Going to the Battle of Ideas was

a really prestigious opportunity.

Debating helped me to develop

essential critical thinking skills, the

ability to make reasoned and well

thought out arguments in addition

to questioning the evidence behind

a particular stance or conclusion. I

particularly liked the debate on the

country’s military which highlighted

nationalism, the recruitment system

and their pledges. Overall I found the

event extremely thought-provoking

and if it comes again I recommend

it to all.

Walid Fadie (year 11)

24


2018-2019

Nancy Harkous and Rui De Silva

(year 8)

Arushi Varshney and Prantanil Bhowmick (year 9)

Cranford students have been really impressive in Mathematics this year. In

August our year 11 students received excellent GCSE results with 76% of

students receiving grade 9 – 4 and 59% of students achieving grade 9 – 5, which

was a 6% improvement on the previous year 11 results. We are particularly

proud of our students who achieved a grade 9: Mohsin Ahmed, Faisa Ali, Subhan

Jaura, Ria Kalia, Aman Khan, Taniya Nizami, Ramez Rasikh, Onkar Riyat and

Haroon Lukka, who gained the highest score in the school, despite taking his

exam in year 10. We were also particularly impressed with year 13 students

Ahmed Fadhluddin and Baljinder Padda, who both scored A* in A

Level Mathematics and A in Further Mathematics.

Our students have also performed particularly well this year in the

UKMT Maths Challenges. In November 2018 students in year 11,12

and 13 took the Senior Maths Challenge, with Haroon Lukka gaining

a Gold Award, Teodor Jevtic, Rhea Rana and Subhan Jaura gaining

a Silver Award, and Jeevithan Thilaganathan, Maeve D’Souza,

Sukhjinder Padda and Neha Hussain gaining a Bronze Award. In

February 2019 this was followed by students in year 9,10 and 11

achieving excellent results in the Intermediate Challenge. We are

happy to announce outstanding results, with Haroon Lukka, Samha Lund, Neha Hussain, Nirujan Rajakumar,

Elina Gorjunova, Hamza Abdullahi and Ahmed Ali all gaining Gold Awards. There were also 13 students

who achieved Silver Awards and 23 Bronze Awards. April 2019 was the turn of students in year 7 and 8

to shine in the Junior Maths Challenge. This time Musa Raza, Nancy Harkous, Ishmeet Singh, Mohamed

Abdullahi, Hamidi Subhan and Krithik Balamuganthan all received Silver Awards and a further 15 students

received Bronze Awards. We are very proud of all the students who took part in all three Maths Challenges.

In addition, we had two teams participate in regional Team Maths Challenges, competing against a variety

of state schools and independent schools from London and the South East. Firstly, our superb senior team of

Rhea Rana (year 13), Teodor Jevtic (year 13), Onkar Riyat (year 12) and Haroon Lukka (year 11), travelled

to St Paul’s school in Barnes in December 2018 and came 5th out of 23 schools. This success was followed

in March 2019 when our junior team, consisting of Arushi Varshney (year 9), Prantanil Bhowmick (year

9), Nancy Harkous (year 8) and Rui De Silva (year 8) attended the Junior Maths challenge at West London

Free School in Hammersmith. We would like to congratulate both of our teams on the superb attitude

they displayed while representing the school, and for the fantastic amount of effort they put in, meeting

afterschool for weeks before their competitions to practise and hone their mathematical skills.

Sarah Brackley (Head of Maths Department)

A Bumper Year for Success in Maths

Haroon Lukka

Gold

Neha Hussain

Gold

Nirujan

Rajakumar

Gold

Elina Gorjunova

Gold

Hamza Abdullahi

Gold

Ahmed Ali

Gold

Subhan Jaura

Silver

Teodor Jevtic

Silver

Maeve DeSoza

Bronze

Sukhjinder Padda

Bronze

Samha Lund

Gold

Jeevanthin

Thilaganthan

Bronze

25


Cranford Students

open the

A

group of Cranford

Community College sixth

formers joined the exclusive list

of VIPs who have been invited to

open the London Stock Exchange

on Thursday 4th April 2019.

Akhil

Suresh

As part of a Hounslow’s Promise Masterclass, alongside local MP

Seema Malhotra and Hounslow’s Mayor, Samia Chaudhary, the

28 students were present for the opening of one of the world’s

oldest financial centres and were welcomed by the Managing

Director Robert Barnes before attending a Q&A session with

leading economists and entrepreneurs.

They were in for a particular surprise when the Exchanges’

current leading trader was introduced as Akhil Suresh, an ex-

Cranford student, who described his journey from classroom to

the trading floor.

It was a unique opportunity for all those present and Cranford are

grateful to Hounslow’s Promise and Seema Malhotra MP, who

shared the coach journey home with us even answering questions

on Brexit, for making it possible.

26

Rob Ind (Head of School)


“It was an exciting and once in a lifetime opportunity to open the Stock Exchange.

The event was a great opportunity to learn about the London Stock Exchange and

to see how it works. At the event we met some talented and experienced people,

who talked about the stock market and how you can become an entrepreneur. We

were introduced to a panel and asked them various questions too. This helped many

people to understand what the stock market is and how Brexit can affect it. We also

learnt about the process that the panel people had to take to become who they are

today. Before we left we were honored to write our names in the historical visitors

book for the Stock Exchange, which was remarkable”.

Sajneet Bagga (year 12)

27


“Small Island” Review

Cranford’s growing partnership with

the National Theatre has created

some excellent opportunities for

students this year including theatre tickets

at significantly reduced prices to see current

productions. In May, we were offered tickets

to see “Small Island” at The Lyttleton

Theatre based around the Windrush story.

A company of 40 actors tell a story which

journeys from Jamaica to Britain, through

the Second World War to 1948 – the year the

HMT Empire Windrush docked at Tilbury

Docks in London; A story which has been

very much in the news of late, looking back

over the challenges these people had to

overcome. Twenty students in year 9 and 10

were fortunate to attend this performance.

Here is just one students review and the

impact it made on the young audience who

learnt about a significant time in our history.

Deepak Bahra (Creative Arts –Drama)

The play ‘Small Island’ was an exceptionally

good one which was enjoyed by those of us

who love and appreciate theatre and those who

maybe don’t have as much knowledge of theatre

and want to be entertained. It is set in Jamaica

in the first act, where we are introduced to the

character Hortense who wants to please and

impress her clever cousin Michael. We see how

their relationship with each other developed from

childhood. Then we are presented with Queenie, a

fair young woman who escapes her life on the farm

in Lincolnshire by marrying Bernard, a rather

uptight man, who later leaves to participate in the

war (so does Michael). Our final main character

is Gilbert, who aspires to be a lawyer and joins

the RAF for the chance at a better life. We then

see how their lives intertwine as they journey to

the UK.

This was a play that showed the concerns about

the treatment of Britain’s black citizens, the heartbreaking

realities of the Second World War and

how the characters developed through their story.

It was really engaging with gasps of shock and

cries of empathy coming from the audience. It is

entwined with slots of humour, tragedy and rapid

scene changes. The characters are somewhat

dwarfed by the historical and scene backdrops

but also become a part of them. The use of scene

placement and stage positioning I found very

interesting and loved how smooth transitions

were. I am very quickly becoming invested in the

workings of the stage more. The acting of course

was amazing too; the atmosphere in the theatre

was great and was an all in all great experience.

28

Nikola Szczawinska (year 9)


War Horse at The National Theatre

In

December 2018 we were fortunate to secure 60 tickets to

take year 9 students to see “War Horse” at the National

Theatre. As an introduction to the production we were delighted to

welcome to Cranford the lead actor, Tom Dennis who played Albert

the central character who at the age of 16 joins the fighting in the

trenches during World War 1 to save his beloved horse, Joey. Tom talked about what it was like to work as

an actor, to play this role and about the challenges of the production. The students found him very engaging

and it helped prepare them for the production. What they found most fascinating was the mechanics of the

puppetry and the challenges of making the puppets feel real and believable. This production was also used

as a starting point for the year 9 puppet project in Creative Arts.

Jessica Joyce (Creative Arts)

Thomas Dennis

as “Albert”

War Horse Review

This

show was a spectacular,

tear-jerking performance which

captured the hearts of the entire audience, leaving

us speechless throughout the show. The story gives

an enchanting insight into the lives of the soldiers

during the First World War, reminding us of their

humanity as these people were not just machines

sent to kill, but people with stories and families. It

is often important to reflect upon and remember the

lives of people during wars and the sacrifices they

made during them for the greater good. Our school

got to receive the privilege of meeting Thomas

Dennis who plays the main character Albert which

was an amazing experience as we got to understand

the effort and hard work that was put into this play,

and the process of being in a professional theatre

production.

The way that the story was presented is very

interesting and unique as all of the animals in

the production were portrayed as puppets which

were run by puppet masters who were deliberately

exposed, showing the attention to detail within

the show and the hard work put in by the people

directing the puppets. I think this technique was

very intriguing and unique and made the animals

seem real in a way that you could not imagine.

There was so much detail within the puppets that

the people directing them never stopped working

throughout the entire play. Even at points where

the horse wasn’t doing anything, you could still

see it breathing or slightly shaking its head which

I think is one of the many factors that played into

this production being so spectacular.

Overall, War Horse is magnificent and honestly

one of the most spectacular productions I have ever

seen- from the characterisations of the animals,

to the music and repetitive song sung throughout

multiple scenes. This show is an ensemble of

brilliance which I highly recommend everybody

to see. One of my favourite scenes throughout the

play was when Albert and his best friend as well

as other soldiers were trying to go through a battle

and singing as they were dropping dead one by

one. This scene was so powerful that I know I, and

many others were brought to tears. The love and

care that the main character Albert showed for his

horse Joey in the play was portrayed so thoughtfully

and powerfully that at the end when the characters

reunited, it honestly felt like it was a real story and

the characters were real people with feelings which

was why that scene was so beautiful and exciting

to see. This entire play was a surreal, remarkable

experience that I and others will remember forever.

Aja Cundall (year 9)

29


On

Monday 12th November 2018,

The National Theatre touring

company’s production of “The Curious

Incident of a Dog in the Night-Time”

came to Cranford. The whole of year 9 and

students from the Picasso Centre attended

the performance and were absolutely

enthralled by their imaginative retelling

of the story through physical theatre. The

students did some follow up work in English

and Creative Arts including reviewing the

production. Here are some examples of

their reviews.

Kerry Mulhair (Head of ASD and Centre

Manager - English teacher)

The

play is based on the book by Mark

Hadden. This is the story of a boy

named Christopher Boon, who appears to be on the

autistic spectrum. He is traumatised when he goes

into his neighbour’s garden to play with the dog,

Wellington, only to find out that the dog has been

stabbed and killed with a pitchfork. Christopher

takes it upon himself to find out ‘Who killed

Wellington?’ He lives with his dad and has been told

his whole life that his mother has died in hospital

due to a heart attack. While Christopher is in Mrs

Shears’ garden mourning for Wellington, Mrs Shears

walks out and sees Christopher in the garden next

to the dog and assumes that Christopher has killed

the dog. He claims that he didn’t but Mrs Shears

calls the police anyway. Christopher doesn’t like

anyone touching him so his parents hold up their

hand for Christopher to touch their hand as a way

of communicating with him. The policeman comes

to take Christopher away but when he goes to arrest

Christopher, he violently attacks the policeman.

While trying to find Wellington’s murderer,

Christopher begins writing his book. Christopher

takes it home and his dad finds it. His dad hides

it and Christopher goes looking for it and finds

letters from his mother in a box. The dates show that

these letters were written after his mother ‘died.’

When Ed (dad) comes home, he finds Christopher

shaken so much that he cannot move, he curls up

and vomits and groans. Ed cleans up Christopher

and confesses to lying about his mother’s death,

as she left him and Ed to go with Mr Shears, and

to killing Wellington after a heated argument with

Mrs Shears. Christopher decides to leave and go

to stay with his mother and Mr Shears as he has

lost all trust in his father and fears that Ed will kill

him too. Christopher goes to stay with his mother

and Judy Boone who invite him into her house, Mr

Shears gets drunk and tells Christopher that he is a

waste of space, which causes Judy to move back to

30


“In my opinion, the play was one of the best plays I have ever watched- I was so into the play and

there were so many cliff hangers which wanted me to watch more of it. I also liked how Christopher

showed the audience how he got his maths level question. There was so much suspense and tension

in the play and that was one of my key points of the play. I would definitely recommend this play;

I think others would feel the exact same way about how I feel about this play”.

Saffiyaa Patankar (year 9)

“Overall, this was a very well-crafted

play and the use of lighting effects and

the stark stage helps show Christopher’s

struggles and mind-set as the play

progresses. The supporting cast as well as

the main cast is presented spectacularly

and realistically helping show how taking

care of a child like him really is. This is

a great play representing and promoting

the understanding of autism and other

mental illnesses and everyone should at

least give it a watch or a read. If you

watch it, I assure you the choreography

will impress and amaze you”.

Maryam Moeen (year 9)

Swindon. The story ends with Christopher getting a

puppy, and starting to rebuild the relationship with

his father.

The physical theatre by the ensemble of actors

intrigued the audience even more, as the lifts and

falls were very impressive. It is an abstract use of

theatre, which uses movement in a stylized way.

Actions make it easier for the actors to intrigue the

audience, rather than telling you that Christopher

was confused, they showed you. The lifts create

tension for the audience as we don’t know if

anything could go wrong and it shows Christopher’s

confusion. The use of the floor was very clever as

well; the floor was like graph paper to represent

Christopher’s mind. The actors sit around the set on

these blocks, which open up as storage, and pop up

as and when Christopher needs them. I also loved

how the audience were on all four sides, so we got

to see everything and feel engulfed as we become a

part of it. As an audience member, I felt like I was

a part of Christopher’s world and not just sitting in

the audience. The ending was really eye-opening as

Ed, Christopher’s father, gives him a dog. Instead

of having a fake dog, they brought out a real dog

and it was so adorable and everyone felt extremely

happy, just like Christopher. I feel privileged to

have been a part of ‘The Curious Incident of the

Dog in the Night Time.’ My favourite character is

Ed Boone, as he is caring and patient, as he puts

up with Christopher’s sometimes unusual habits

and behaviour. He is open about his feelings and

tells Christopher that he loves him. Ed is also fiery

tempered, as he hits Christopher but feels really

bad afterwards. I feel like you can really empathise

with Ed as he just exploded, dealing with something

that really hurt him all of those years ago. This

play is one of the best plays I have ever seen as the

characterisation in the play was fantastic.

Sanjana Bhola (year 9)

31


CRANFORD COMMUNITY COLLEGE

PRESENT

CHA S

Written by

Laura Lomas

Wednesday 3 rd April 2019 @ 16:00

Thursday 4 th April 2019 @ 17:00

In January 2019,

12 students from year 9 and year 10

were chosen to participate in the National

Theatre Connections Festival and were

cast to perform a new play called “Chaos”,

written by Lauren Lomas. At first we are all

astounded by the complex structure of the

play and all the disjointed scenes intertwined

with each other: it was all essentially chaos.

We were a group of students selected, not

very familiar with each other, however

we all had a passion for drama and were

incredibly enthusiastic, excited and eager

for this performance. As we attended our

weekly rehearsals, as well as becoming

more confident in our performing skills, we

gradually began to discover the links between

the scenes and found how the different

National

Theatre

Connections

Festival 2019

B004

Cranford Community College

High St

Hounslow

TW5 9PD

characters and abstract scenes connected with each other.

It was so disjointed, unstable and complicated that it was

like the scenes were a jigsaw puzzle: each piece completed

the story; almost as if the contrasting characters found

order within their own disorder.

In addition to finding links between the scenes, we all

found links between each other and formed close bonds,

a complete distinction from when compared to the

beginning of the process. It felt really exciting to go to

rehearsals after getting to know each other and as we got

nearer to the performance dates, we were all supporting

and encouraging each other, especially with learning lines

(which was probably the most difficult part of this journey

for me).

On Wednesday 3rd April 2019, it was time for our first

performance in school in front of the National Theatre

visiting Director and it felt nerve wracking and I felt light–

headed as if it was my first performance ever. The light

was yellow and intimate and I felt the vibrations of sounds

32

“I really enjoyed ‘Chaos’ the students

were brilliant at creating their own

individual scene of disorder but at

the same time working well together

as a cast”.

Bernadette Moir (Executive

Assistant to Executive Headteacher)

“I saw the Thursday production of Chaos and enjoyed it very

much. I was very impressed with how the students were able

to seamlessly move from character to character depending

on the scenario they were acting. As the scenes were very

dynamic they were great at showing their passion or confusion

or anger and they moved onto the next scene so professionally

as I can imagine this must be quite hard to do, having to

change emotions quickly and still making it believable. They

thoroughly immersed me in the play and I wanted to know

more about their characters and what might happen to them.

As there were many questions left unanswered it was really

thought provoking which led me to discussing it further at

home with my family that evening over dinner.

Please pass on my thanks and congratulations to the cast for

a superb performance”.

Maria Bramhall (Deputy Head of School)


“Overall, this production paid real service to Laura

Lomas’ words, allowing the text and the young cast’s

individual performances to take centre stage (so to

speak). The simple use of set and props (used sparingly)

within a black box space, quickly established that this

‘Chaos’ was one which put the text of the play and the

force of this ensemble’s camaraderie at the forefront –

playing entirely to the strengths of the cast. The simple

and effective design choices and slick transitions, all set

to a brilliantly curated soundtrack of music spanning the

decades and genres, added to the overall feeling of staged

cinematic vignettes cutting swiftly from one to the next”.

Elvi Piper (National Theatre Connections Director)

causing my heart to beat faster. Soon, however, I

felt all my anxiety flood out and it was absolutely

thrilling: I couldn’t have felt any happier.

In the twinkling of an eye, we came to the day of our

performance on Tuesday 30th April 2019 at the Lyric

Theatre Hammersmith. I felt about ten times more

anxious as I was in an unfamiliar environment and

out of my comfort zone but that quickly changed as

we started to rehearse. There was a beautiful garden

as well and it felt relaxing to just be able to look at

the city view, like a weight being lifted off of my

shoulders.

In the early afternoon, we were involved in a fun

workshop where we used the concept of Platform

Theatre by Jacques Lecoq. From being a police

officer to recreating a scene involving ruthless

bandits, crying toddlers and innocent villagers,

I myself and everyone else really enjoyed the

experience.

Soon it was half-past-seven in the evening, the

sun had set and it was nearing the time of our

performance. An abundance of minutes went by

and the lighting changed, all of us in the Cranford

Company stood up as the intro for “Thank u Next”

loaded. I was wearing a big and immediately

noticeable, pink robe and I danced without caring

about how ridiculous I looked and had fun living

the moment. A few moments passed by and it

was time for my monologue. As I performed my

monologue, it felt surreal being surrounded by an

engaged audience with pin-drop silence. There was

a bright, golden light on me, resembling a sun ray

and I couldn’t see anything except for the speckles

of dust floating around me. My body felt weightless.

As all the scenes finished and everything slowly

faded, all of our energies collected and we were

overwhelmed with joy and the whole experience

felt exhilarating.

Swarnali Acharjee (year 9)

“The understanding of the text, tempo and vocal projection

was of a high standard, and the attention and time spent on

textual understanding was evident. Each member of the cast

attacked their lines with an emotional truth and naturalism

that made us really care for these characters, whilst managing

to slip into the more abstract movement sequences and surreal

scenes (e.g. Dance) seamlessly. In further developing this

piece for its transfer to the Lyric Hammersmith, attention to

vocal confidence and projection still need to remain a key

objective for the different and larger playing space, whilst

maintaining the emotional truth, inflection, comic timing and

understanding conveyed in its delivery”.

Elvi Piper (National Theatre Connections Director)

33


Body

Mind

Soul

Learning a new skill or

taking up a challenge

can give you a sense

of achievement and

increased confidence.

Being physically

active is good for

your overall physical

fitness and also has a

positive effect on your

mental health.

Choose something

you like to do and share

this with others. As

shared interest helps

build friendships and

positive relationships.

In

addition to all the other exciting opportunities at Cranford, we have something entirely unique

on the curriculum on a Wednesday afternoon every week formerly known as W Factor, now

known as Mind, Body and Soul.

Mind, Body and Soul gives all students and staff the chance to learn something new with a focus on

stretching the mind, invigorating the body or enriching the soul.

This year students in Year 7, 8 and 9 have taken part in many different activities and the list is always

growing and changing. Students choose an activity each term which enables them to learn new skills,

experience sports and creative pursuits, have the chance to expand their horizons and the opportunity to

play an important part in their local community.

Here are just a few of the activities available – which would you choose?

Rita Berndt (Head of School)

34


Which

would

you

choose?

• English National Opera Project

• Rugby with Harlequins

• Art

• Sports

• Debating

• First Aid

• Duke of Edinburgh Award

• Typography

• Robots

• Swimming

• Chess and K’nex

• Book club

• Italian

• Paper Quilling

• STEM

• Group Singing

• Media Project

• Fundraising

• Global Project

• Creative Writing

• Coding

• Needlecraft

• Crocheting and Knitting

• Dance

35


BTEC Business and Technology - Managing an Event

The

year 12 BTEC (Business and Technology Education Council) task in November 2018 was

to organise an event as part of their ‘Managing an Event’ unit. We decided to organise a

football inter-form for year 7. This event was held in ‘The Cranford SuperDome’ and each form group was

competing with one another. This allowed students to gain social skills, make new friends and develop

their communication skills which in turn allowed them to boost their confidence.

We believe that in order to help new students settle into Cranford Community College, opportunities like

these are important. We also wanted to raise money for Children In Need: This is a charity that helps

children and young people that are less fortunate, disabled, living in poverty, seriously ill, or experiencing

distress, neglect or trauma. Our aim was to raise as much money as possible and provide year 7 Cranford

students with this amazing opportunity to get involved and have fun.

The winning teams received prizes; first prize was a trophy and pizza party which went to 7T, second

prize was Children In Need wristbands which went to 7X, and third prize was a box of chocolates which

went to 7W. These prizes were based upon how many points tstudents achieved. If their class peers came

to support as well as their tutor then more points were awarded. All students that took part were superbly

behaved and thoroughly enjoyed the event.

Gul Malhotra and Ritika Verma (year 12)

36


In

Chicago Visit by Hounslow’s Promise Delegation

October 2018 I joined a delegation from

Hounslow’s Promise to investigate some

of the community and school based programmes

that run successfully in Chicago. The delegation

was headed by Seema Malhotra MP and Chair

of Hounslow’s Promise. It was a packed three

days visiting 10 different organisations and

individuals. We learned a lot from the experience

and below are a few of the ways in which I think

we can learn from Chicago.

Now the hard work of implementing some of the

lessons learned in Chicago begins.

Alan Fraser (Assistant Headteacher – Director of

Community Partnerships)

Create opportunities and courses

with workshops. Volunteering is

a great way to develop skills for

success. Linking skills competencies

to volunteering to give greater

currency. Leadership should be a

strand which is developed through

volunteering opportunities.

Create case studies and ‘models’

of where this has been successfully

achieved and disseminate.

Set up a business and young

people’s forum.

Provide a summer programme of

paid internships for Hounslow

young people.

37


Post 16 / Year 12

On

Wednesday 3rd April 2019, Cranford held its Youth Talks event to an invited audience

including Executive Headteacher Kevin Prunty, staff, parents and students. The Youth Talks,

based around the TED Talks initiative offers students the opportunity to talk about topics which they

are passionate about, to raise awareness and to share their views with a diverse audience. Topics this

year included; “Self-worth and Self-love”,” Am I one? - Battling Islamophobia & Terrorism”, “Human

Trafficking”, “The Universe and our Environment” and “American Horror Story: Same Sex Love”.

The talks were interspersed with some music performances by Huzayma Khamis (year 13), Inayah Zai

and Aya Sadouki (year 12) and the screening of an original short film entitled “Social Media Collision”

by Jus Khera (year 12).

We were delighted to welcome back Amarpal Khuttan, former Head Boy and student of Cranford, now

working as a Digital Lead at ALNAP (Active Learning Network for Accountability and Performance),

Overseas Development Institute, who talked with passion about his time at Cranford, his career and

the importance of young people having a platform to share their views.

Kevin Prunty, Execeutive Headteacher said of the event; “This was a very inspiring and thought

provoking evening. It certainly gave me food for thought”.

Sharandeep Saroya (Post 16 – School Improvement Team)

38


“Nervous. Scared. Petrified all describe how I felt on

the day- public speaking has never been my strongest

quality but I thought through doing this I would be able

to work on it and build my confidence. Ultimately I

achieved that aim and was able to deliver a talk without

too many nerves. It also helped that there was free food

after!

The youth talk allowed me to develop not only my

written communication but my ability to verbally

communicate as well and enabled me to talk about

something I am passionate about which I previously

would never have had the opportunity to do. Overall, it

was a great learning experience and a lovely evening,

which brought a lot of our year group together as well

as teachers, parents and friends. I am glad I was able

to be a part of it and have this opportunity”.

Serena Lola (year 12)

“Youth talks was one of the best experiences of my life.

I was given the opportunity to talk about a topic that

I was passionate about. I chose to talk about human

trafficking, as it is something that is perceived as

uncommon in society by so many people whilst in reality

it is affecting 40 million people all over the world. The

whole process wasn’t easy because I was anticipating

waiting for the day to arrive when we would have to

speak in front of people. I even thought of dropping out

at some points, but I received so much support from Ms

Saroya who urged me and encouraged me to continue

and I cannot thank her enough because I am so glad I

didn’t drop out otherwise I would have regretted it. I was

essentially required to make a presentation and a speech

about human trafficking and this consisted of doing lots

of research on human trafficking as I wanted to educate

the audience on the significance of human trafficking

and how it is one of the most drastically increasing

crimes. Doing the youth talks was a big milestone for me

because I often felt anxiety and panic when speaking in

front of people. Being part of this incredible experience

allowed me to conquer my fear and encouraged my own

personal growth, as it enabled me to gain confidence

and voice my opinions in front of a crowd. I managed to

obtain so many skills such as confidence, communication

and public speaking skills which I greatly value. I would

personally recommend everyone to participate and be

involved in something as phenomenal as the youth talks.

I really enjoyed this experience as not only did I get to

improve my speaking and communication skills but I

made so many wonderful friends and I would love to do

the youth talks again”.

Amrit Rai (year 12)

39


Visit to the

Spanish and German Film days

At

the start of the summer term 2019 twenty

year 10 students took the opportunity to

experience a day at the British Film Institute (BFI),

to discuss films in German and Spanish and delve

deeper into German and Spanish film culture.

This trip was organised to help widen student’s

conversational abilities in Spanish and German in

preparation for their language orals as well as give

them an insight into different film industry genres.

In addition, they were able to learn more about the

history and culture

of the country and

the way films interpret different topics using both documentary style

and sometimes humour.

For those students studying Spanish the morning was conducted

mainly in Spanish. This was an interactive event looking at a variety

of suitable short films and clips from feature films of Spain and other

Spanish-speaking countries. Students had the opportunity to extend

their vocabulary and strengthen their listening, speaking, writing and

translation skills in activities linked to the films discussed. In the

afternoon, there was a full-length screening of the award-winning

comedy Campeones (Javier Fesser, 2018), followed by a Q&A session.

British Film Institute

“The trip was enjoyable and very

interesting as we were able to learn

loads of new vocabulary that is used

within the German film industry.

I learnt a lot about the history of

Germany as well. That was also

very informative. The activities we

did were also fun to do and helped

quite a lot in class. The film that

we watched was hilarious but it also

made me more aware of the mindset

of some in society as well as

social issues such as racism”.

Aamna Sheraz (year 10)

For those students studying German, the morning focused on short films

such as Schwarzfahrer (1992), and clips from suitable feature films such as Der Tunnel (2001) and Das

Leben der Anderen (2006). Film terminology was explained and demonstrated through textual analysis.

Current and historical social issues raised by the films were discussed encouraging students to broaden

their understanding of German culture. This was followed by a screening of a film and a Q&A session.

* For both days A resource pack including interactive activities was provided

Alexandra Manole (Head of German Department)

40

Middlesex Cricket Coaching for Picasso Centre Students

At

the end of the summer term 2019 Stefan, a coach from Middlesex Cricket came to

provide six Cricket taster sessions to the students in the Picasso Centre. Middlesex

runs many disability cricket programmes with the aim of getting more young people playing

cricket, giving them access to competition opportunities and encouraging sustainability by

training up both young people and staff to become cricket leaders within the group. Staff

and students came together to work as a

“Cricket was good for our

teamwork and helped our

confidence – it was great!”

Harmeet Kalia (year 9)

“I really liked batting,

it was fun!”

Chester Aitken (year 8)

“We worked as a team, and

had fun”.

Reyan Shah (year 8)

“My batting skills are now

better”.

Ayyan Akbar ( year 8)

team to develop students both socially

and physically.

This was an amazing opportunity

for the students and was thoroughly

enjoyed by all. England’s Cricket win

in the Cricket World Cup added to the

excitement and enthusiasm for the

sport.

Kerry Mulhair

(Head of ASD and Centre Manager)


On

Tuesday 13th November 2018 students from the Picasso Centre went to The Orange Tree

Theatre in Richmond to see a production of Shakespeare’s ‘A Midsummer Night’s Dream’. The

production was a specially devised performance created for young people on the Autistic Spectrum to become

participants in the performance. The actors encouraged students to become participants on a sensory journey

to unravel the story of ‘A Midsummer Night’s Dream’. EVERY student from the Picasso Centre attended

the performance and took part. All were on stage with actors delivering the story. The students absolutely

blew me away, boundaries and comfort zones were challenged and all were enthusiastic participants.

I never knew we had so many budding actors amongst us.

Kerry Mulhair (Head of ASD and Centre Manager)

A Midsummer

Night’s

Dream

“I think that the play is funny

because the actors doing different

moves and their performances

and we can take part in the play”.

Destiny Aslim (year 10)

“I am the type of person who likes

trying new things and seeing this

play is no exception. I was not

disappointed”

Daniel Ortega (year 9)

“I loved the play and I would like to go

next year. I loved the part when I went

on the stage and participated. There

were a lot of characters but I liked the

character of Puck as he was very funny

when he tried to use a magic flower to

make Titania fall in love.”

Shreyas Shikhare (year 9)

41


History Trip to

Battle Abbey, site of

the Battle of Hastings

Thirteen students made the trip with Mr. Rich and Mr. Watton to the

Sussex coast on Thursday 11th July 2019 to take in a number of sites of historical interest to

A-level historians who are studying ‘Anglo-Saxon England and the Norman Conquest’ in Year 12.

Battle Abbey, the remains of which are still more than evident at the site, was commissioned and built by

William the Conqueror to celebrate his famous victory over the Anglo-Saxons and King Harold II in 1066

at the Battle of Hastings. The Pope ordered King William I to build an abbey to pay penance for spilling

so much blood on that day in October 1066. It was, and is still, such an impressive building that it took 24

years to build and wasn’t finished and consecrated as a religious site until his son William ‘Rufus’ II was

king. Today it is a Grade I listed historical site operated by English Heritage.

Cranford Year 12 pupils were excited to see, in person, this historic location. We walked the circumference

of the Hastings battlefield itself, enjoying the figures erected by English Heritage to celebrate the 950th

anniversary of the Battle of Hastings last year. The remains of Battle Abbey were by far the most impressive

part of our tour.

Once we had finished touring the abbey and battlefield we drove to Pevensey Bay on the Sussex coast

where William landed with his invasion force from France in late September, 1066.

Did you know? The site of the ‘Battle of Hastings’ is actually 23 miles from the town of Hastings in what

is now the town of Battle – so-called after the enormous clash of armies that fought there on the 14th

October, 1066. Having landed at Pevensey Bay, William led his army inland from the coast to hunt down

the Anglo-Saxon army and this just happened to be the place where he met the Anglo-Saxon army which

had marched from London to defend King Harold II’s crown and the country from invasion.

42

Tom Rich (Head of History Department)


Year 10 - History trip to the National Army Museum

On

Friday 7th June 2019, a very wet and chilly Friday in June,

a carefully handpicked group of the finest history students

Cranford and year 10 has to offer set off on a journey back to the 1900’s

at the National Army Museum.

The invitation to attend this event came from the American Embassy

who were focusing its D-Day 75th commemoration activities on the

‘Donut Dollies’, a group of women from the American Red Cross who

drove in club mobiles to air bases across the country as well as on the front lines in France during WWII.

They played a really important role in raising morale in WWII as well as other wars.

The programme for the day offered various workshops including; Mission accomplished? Comparing First

World War battles; Recruitment and conscription; What is Total War?; ‘British Civil Wars: By land and

siege’. In addition, the National Army Museum is currently developing a ‘Cargo Drop’ workshop - linked

to science/engineering/design and technology, which involved exploring the history of parachutes and how

the Army uses them, then designing, making and testing their own parachutes in teams.

After consuming much needed coffee and donuts, we had an excellent tour round the museum which was

full of interesting and interactive exhibits. The museum told the history of the British Army from the point

of view of the men and woman who served in it and also how it developed and was viewed by the people

of the UK. There was lots to see and do, so much so that we had to drag some students away.

After lunch we took part in a very interesting and interactive workshop, which looked at how World War

One became the first ‘Total War’. We were able to link a wide variety of artefacts to various aspects of

‘Total War’ and to the work we had done on World War One in Year 9. As usual in this most ‘hands on’ of

museums we got to try out lots and lots of the artefacts – after we had had our safety briefing of course.

We had an amazing time at the museum, the staff were extremely friendly, knowledgeable and informative

and we were able to link real artefacts with our studies in a ‘hands-on’ way.

Simon Watton (Head of Year 10 - History Department)

43


A Christmas Carol

On

Wednesday 5th December 2018, the English

Department invited Ginficent’s performance of A

Christmas Carol to Cranford Community College – the second

year in a row.

Throughout the Autumn term, year 8 students had been studying

the timeless tale of Ebeneezer Scrooge and the many ghosts

of Christmas. It was a chilly, cloudy day, perfectly setting the

tone for the tale to be told as part of a live performance. The

students, a little unsure of what to expect at first, left the show

feeling happy and satisfied with what they saw. They loved

that the actors performed the characters with such zeal and

added humour to the show to really showcase what the spirit of

Christmas is all about. It was an interactive performance which

brightened the day and really did help emphasise the need for

dramatic performances of texts. Here is just one example of

how year 8 responded to the book and the performance.

Sahrish Shaikh (English Department)

In “A Christmas Carol”, the social hierarchy

is presented with the upper class having more

wealth and power as the lower class lived in

poverty. The wealthy (Scrooge) are shown

as mean, cold-hearted people as they have

no respect for the lower classes. Scrooge is

also mean to his own nephew who is rich

and loves Christmas, Fred is wealthy, but

Scrooge is wealthier. Charles Dickens is

trying to send a didactic message to the rich

in Victorian London.

A Christmas Carol is a good book. I also

thought the storyline was interesting and

unique. At the start, Charles Dickens

presents Scrooge as a cold hearted and bitter

character. When he is visited by the three

spirits he starts to change as he sees his

happy but also sad school life when he was

poor and isolated. At the end he is jolly and

happy and very charitable. We don’t think

A Christmas Carol is a good book for the

society we live in today. It mostly suits the

Victorian era, as the upper class did not care

for the working class. The message from the

book was to be grateful for what you have

and be charitable. The part that I like the

most was at the end when Scrooge changed

and is happy and charitable.

The play of ‘A Christmas Carol’ was very

good. We loved it as we could see what it

was like in a Victorian house and the place

where Scrooge worked. We also wanted to

see how he talked to his worker and the

people who needed to pay Scrooge and when

he died, seeing his future. The actors did a

good job taking the roles of lots of different

characters. The person who played Scrooge

did a brilliant job – he was very funny. The

part we liked the most was when Scrooge

changed and when he was jolly; it was

quite funny when you could see him shaking

everyone’s hands in the audience wishing

them a “Merry Christmas and a Happy New

Year!”

The saddest part of the play which was even

in the book was when tiny Tim died and

Scrooge felt sympathy for him. We think

it was an important turning point for his

character in the play and the text itself.

44

Taseen Ismail, Rosy Mustaffa, Jagveer Kang

& Zohaib Butt (year 8)


Cambridge

University

Lecture

On

Monday 10th June 2019, the Science department and Mr Cripps had the pleasure of welcoming

Dr Paul Elliot, an admissions tutor at the University of Cambridge who is also a science

specialist. He was warmly received by over 130 students from across year 9-12 and commented on how

impressed he was by our students and the high quality of their questions and answers. Students found

it be an amazing experience. Shanan Bhamra in year 12 describes it from a student view: “The level

of energy and enthusiasm generated by our esteemed lecturer was astounding and kept us all engaged

throughout the entire session. Within the few moments of silence you could feel the excitement from

the students eager to share their thoughts on what seemed to be complex questions and the echo of “oh”

and “that makes sense now” filled the room throughout. Having learned very interesting and odd ways

of what seemed to be courtship behaviour or competition between many different species I have gained

a deeper understanding of the A-level Biology content I have been studying and it had definitely helped

me understand most of the biodiversity content which has never been my strongest topic”.

Amrat Atwal (Joint Head of Science Department)

45


King

Lear

On

Shakespeare

in

Schools

production 2018

13 November, 2018, Cranford Community College students excelled at the Shakespeare in

Schools’ Festival in their tour de force performance of King Lear.

Over three months, 14 students brought this most famous of Shakespeare’s plays to life, exploring

themes of betrayal, justice, reconciliation and family. Rehearsals were both intensive yet fun. Students

learnt a huge range of techniques, including how to use stage combat for fights and physical theatre for

larger battle scenes. Rosy Mustafa, who played Edmund, says “It was brilliant learning how to stage a

fight; we can’t do that kind of thing in class so it’s really exciting to do it in rehearsals.”

The audience join the story as King Lear divides his kingdom between his three daughters. His two

eldest daughters flatter the King, telling him how much they love him, filling him with pride and vanity

but his youngest daughter, Cordelia, does not profess her love. Cordelia chooses to remain silent until

pushed into words: “I love your Majesty, According to my bond; nor more nor less”. This sends Lear

into a mad rage, he disowns Cordelia and gives his land to his two eldest daughters, Goneril and Regan,

and so begins his downfall.

Our performance of King Lear tapped into the tumultuous Britain present both in the time of the play

and contemporarily. Cranford’s modern staging of the play employed various contemporary references

including Reservoir Dogs and a politically-charged soundtrack, using songs from bands such as

Rage Against the Machine. The play was brought fully up to date with the use of modern dress, army

camouflage, brightly coloured suits and mobile phones.

King Lear was very well received by a 200-strong audience at Beck Theatre as well as home performances.

Nihal Kang (year 8) describes what it was like as a cast member: “We learnt a lot of new skills including

how to perform to a much larger audience. It was a really good experience and I hope I get more chances

to do it again”.

46

Katie Turner (Creative Arts - SSF Director)


My King Lear Experience

I participated in the “King Lear” production. This

was an exciting yet challenging task. It was my

very first time performing in the awkward silence

beyond the audience…

I found this production amazing. This helped

me boost my confidence and helped me work

with other young people. “King Lear” was

written by Shakespeare in 1606 so the script

at first was also very difficult to understand

but we got through thankfully. We needed to

understand what we were saying in order to

make those exact face expressions and actions.

Performing at the Beck Theatre was pleasurable.

In my primary school we had a stage and a hall of

chairs and benches, we performed for the children

and parents. But Cranford Community College

was surprising as they took me to a REAL theatre

to perform at. This sounded very professional to

me because you get the chance to express your

feelings and talent with a real audience sitting

at your feet. You could also learn specific drama

techniques like when to enter and when to exit.

We produced such amazing scenes that left the

audience in suspense. We had a scene where

there were lots of killing and scenes where all the

characters had to act foolishly for the audience.

Also, there was a scene that made the audience

laugh.

This was the best time I have ever had and I would

love to experience that again.

King Lear

by Cranford Community College

at The Beck Theatre, 13/11/2018

appraised by Robert Beck

I would like to extend my heartfelt congratulations to Cranford Community College for your fantastic

production of King Lear as part of the 2018 Shakespeare Schools Festival. It was a brilliant night of

theatre, and I’d like to highlight just a few elements that really stood out.

This was a mature handling of one of Shakespeare's more complicated plays. I love how you rose to

the challenge of performing it and bringing the story to life for us.

I want to highlight your professionalism as a company, both on and off stage, during your

performance day. You are an incredibly hard-working and supportive group that worked so well

together and your show is a testament to that. Your hard work throughout rehearsals was evident

and the result was both heart-warming and heart wrenching (in all the right places!) There was such

power and conviction behind the way you delivered your lines. You took the complex language of the

play and created meaning both for yourself and then for your audience.

Shakespeare works best when it embraces the spirit of ensemble, and this was clearly integral in

your performance. The ensemble sequences, such as Lear's descent into madness and the big battle

sequence, were so dramatic and Gloucester's blinding, in particular, was superbly horrifying and

thrilling – I doubt I’ll ever forget beholding that on stage!

A gripping and powerful performance by a professional and mature company. Well done!

Performing Shakespeare’s words on a professional stage takes courage, resilience, and imagination.

You and your teachers should all incredibly proud of what you have achieved.

I hope to see Cranford Community College in the Festival again next year!

Robert Beck

Dua Abbas (year 8)

47


On

Thursday 18th October

2018, 24 adventure seeking

students and 3 brave staff members set

out on a great adventure to China, little

did we know how great this would be.

After a delayed start to the flight at

Heathrow and a very rushed transfer

in the middle of the night at Doha, we

arrived at Beijing airport nearly 24

hours after we had left London. After

the long process of passport control

and collecting our luggage we were

met by Mark, our liaison from Tianjin

College of Commerce and got on the

coach for the final leg of our journey

to Tianjin.

Our

China

Trip

Adventure

October 2018

Our first full day in China saw both

staff and students trying to negotiate

the food and drink of a very busy

Chinese student canteen. Then off to

the ‘ancient shopping’ street we went,

‘paired’ with our Chinese buddies and

it was time for exploring and shopping,

followed by much needed rest and

recuperation.

Sunday was very special as we drove

up to the amazing Great Wall of China.

This was a truly awe inspiring day

and after 5 hours walking, photos and

shopping for souvenirs we left at the

end of it footsore but happy that we

had such an amazing time. Monday

saw most of the group having a really

interesting time in classes with their

Tianjin College of Commerce buddies.

48


On Tuesday we went to the naval

college that is part of the huge

campus Tianjin College of Commerce

is built on, some of the group learned

just how complicated steering a ship

is and others how many jobs are

involved in the running of a big cruise

ship. The afternoon was spent relaxing

and playing sports with our hosts

with much winning success.

Wednesday was a beautiful sunny

warm day spent shopping at a mall

followed by more sport at which

sadly we lost this time. On Thursday

we visited the Tianjin Yangliuqing

Historic town, giving us an idea of

what Tianjin used to be like before the

huge recent modernisation programme.

On our final day in Tianjin we spent

some time in the cultural zone at

an art museum and natural history

museum and finished off with some

more souvenir shopping. A final

meal and present exchange with our

wonderful Chinese hosts and it was

time for the long journey home. We

all had a fantastic time, culturally,

educationally, socially and our

memories of Tianjin will forever be

imprinted on our hearts.

Simon Watton

(China Trip Leader - Head of Year 10)

49


Football

for

Peace

50

On

Thursday 22nd November 2018, twelve year 10

students were selected to attend this prestigious

event at the Copper Box Arena, Queen Elizabeth Olympic

Park. The event was attended by His Royal Highness, The

Duke of Cambridge to showcase the work of the charity

delivered in recent ‘City for Peace’ projects in London,

Luton and Birmingham. The event marked the culmination

of the hard work and commitment from their new ‘Football

for Peace Youth Leaders’ who are running a football

tournament, coaching and managing school teams from

across the UK from a variety of cultures, faiths and socioeconomic

backgrounds, impacting on them positively to

bring about change and contribute to a more cohesive

and tolerant community. Sport has the power to advance

humanity and to help connect people, from individuals to

communities to nations. It is hoped The Football for Peace

initiative can be at the long-term service of peace.

Mehmoona Yousaf (Senior Teacher)

“Football for Peace is a diplomatic football movement which brings

people together to create understanding through the beautiful game.

We believe football is uniquely placed to transcend the differences

of nationality, ethnicity, religion and gender. We are living in a

time, which has never been so connected and yet, ironically, has

rarely been more divided. Fear of one another’s cultures, customs

and beliefs have led to misunderstanding and isolation, leaving

communities disenfranchised, facing preconceptions and negative

stereotyping”.

Jay Jadeja (Chief Executive Officer)

“The football for peace trip was to say the

least quite inspiring. Football For Peace is an

organisation that brings divided communities

together over their love for football, and getting

to see some of these self-driven coaches was

truly motivating. As well as getting to see these

charitable people do what they love, some big

names of the footballing world also attended

including Mesut Özil, Mamadou Sakho not to

mention Prince William. Altogether it was very

informative and taught me and my peers that we

should get involved and try and make a difference”.

Adi Asskoumi (year 10)

“I learnt that football isn’t just a sport, it’s a bond

that unites over 3 billion people worldwide”.

Liban Hersi (year 10)

“The football for peace trip was a truly

motivational experience; watching the youngsters

graduate and be recognised by Prince William in

this ceremony was inspiring. Young kids like me

have been brought together to coach students, who

have overcome challenges through their common

love of sport”.

Asha Egal (year 10)

“What an unforgettable day! I saw a childhood

inspiration, Mesut Ozil with my own eyes, and it

is fair to say I got a little too excited! I couldn’t

comprehend that I was in the same building as

someone who has played alongside the greatest of

all time, Cristiano Ronaldo! If that wasn’t enough,

on the way out of the Copper Box, I managed to

charm Sakho into taking a photo with me”.

Endri Basaj (year 10)

“On the trip I heard about young people who had

experienced difficulties in life. It really made me

think about how much I take things for granted.

The enjoyable part of the day was also seeing

a number of famous people including Prince

William”.

Aman Vilkhou (year 10)


V ision

E ffort

S ystem

P ractice

A ttitude

The A level Mindset 5K run at Kempton Park

This year the sixth form pastoral teams have been delivering VESPA-the A level Mindset. A coaching

system designed to help students achieve the right mindset to maximise their achievement at A Level.

The Science department decided to put the advice into action to show students that it does work if you

try it. We set a clear goal of competing in A 5K run at Kempton Park on the 3rd March 2019. We applied

the theory of marginal gains (where one tiny change can lead to big gains) and added regular training

into our daily schedules. We worked as a team to motivate each other and broke our targets down into

small achievements. On the day we did not let Storm Freya deter us and through the wind and rain we

completed the couch potato to 5K successfully.

Amrat Atwal (Joint Head of Science Department)

National Success at the Foreign Language Spelling Bee 2019

This

year, all of our year 7 students took part in the

Foreign Language Spelling Bee competition

for Spanish and German. Three of our students, Syed

Ali Hasan, Krithik Balamugunthan, and Haider Mughal

qualified as school champions to compete in the Regional

Final in March 2019 as part of the last 105 out of 7807

contestants for London. In true Cranford spirit, the three

qualifying boys were not only exceptionally supportive

of each other before, during and after the competition,

but also of other participants. They had to translate each

word from English into German/Spanish, before spelling

it correctly in the respective language!

To top off that fantastic achievement, Haider Mughal then

went on to qualify for the National Final taking place at

Cambridge University on Monday, 1st July 2019. He was

part of the last 99 out of 30300 participants nationwide and

has made Cranford proud. Although he did not

finish in the top 4 his enthusiasm, hard work and

absolute commitment to achieve his best must be

congratulated as he truly is a Spelling Bee Star.

Well done to Syed, Krithik and Haider. We are

all extremely proud of you.

Alexandra Manole (Head of German)

51


A Level Drama

The Foreigner

“Electric, Captivating Theatre”

“They have really grasped

Complicité here, both as a

concept and the group’s work.

The imagination was excellent

and they pushed the boundaries

of what they could do as a

group and through doing that

were able to take the audience

on a journey”.

Katie Turner (Creative Arts

Drama practitioner)

In

December 2018, year 13 A level

Drama students performed the first

of their two exam performance components

to an invited audience of staff, students

and parents. The devised piece entitled

“The Foreigner” is based on an extract

from the Greek mythology play “Medea”

by Euripides. Katherine, a foreigner, enters

an unfamiliar rural village with hopes of

finding shelter, a job and place of safety.

However the unpleasant greetings she

receives from the local townsfolk forces her

to turn to extreme measures in order to have

her voice heard.

This was an original ensemble piece of work which had been developed

over the autumn term and had evolved through an organic process of trial

and discovery. A requirement of the work was for the group to choose

a practitioner to use within the devising process and for them to create

a portfolio of evidence to demonstrate their learning. Their chosen theatre practitioner was Complicité

known as one of the most influential theatre companies in the world who prioritise learning and process

to its work. They focus on not having a fixed pattern when it comes to devising. By initially completing

workshops using the practitioner’s ideas and methods it helped play a great role in terms of stimulating the

students’ thinking. In addition, the group researched costumes, music, sound and 17th century language

to make it appropriate to the time period setting and how to link back to the original play “Medea” and

include ritualistic themes. It was truly an inspiring process which created “electric and captivating theatre”

52

Jessica Joyce (Creative Arts – A Level Drama)


“The group worked very well as an ensemble. This was

evident in the sharp pace of the piece, where they all clearly

trusted and relied on each other as a team player to ensure

that they all played their individual ‘part’ to make the piece

as dynamic as it was. I was engaged throughout, as it was

fast paced and punchy, exploring some very relevant issues

that we are faced with today in our modern day context. I

was impressed that they had taken an extract from Medea

and made it their own and relevant to today. I have to say

I thoroughly enjoyed it. Truly an experience at the theatre.

Well done”.

Seema Sethi (Drama teacher)

“Thank you so much for such an electric piece of theatre. I found

it extremely intriguing and felt captivated from the start. The

characterisation was brilliant as I completely forgot that I was

watching students from school, you were all totally believable.

I particularly enjoyed seeing how you used chants, rhythms and the physical side (in

terms of the lifts and holds and steps and seats) as this is something quite different and

I felt that it worked so well. I was also really taken by how everyone was involved in

some way, all of the time. The scene with the use of the string to represent the wellto-do

couple dining and the hierarchy in their household were particularly clever and

extremely effective.

The costumes were not only completely authentic but the use of colour, in terms of who

was in the red and the grey and the black gave a very powerful message too.

I feel very privileged to have watched such an amazing production that was so well

written and thought through and so well executed. I would have gladly paid for a ticket

as it could have easily been a piece that the general public would pay to see”.

Maria Bramhall (Assistant Head of School)

“The whole performance was engaging and well thought out. Scenes had good transition

and they seemed to flow effortlessly. The influence of Complicité can clearly be felt

through the use of sounds, the bombardment of voices and whispers. The movement

within the stage and around the audience creates the atmospheric all immersive

experience. The language used really helped to set the scene and was appropriate to

the chosen time period. The costume also helped to authenticate this.

The costumes were well thought out especially providing contrast between the foreigner

who was dressed in red and the others in the village. The use of red also suggests

something more sinister. The movement pieces were effective in constraining, enhancing

and strengthening movements that have been created by the actors. In particular, the

movement pieces show the interaction between the different characters well, for example

Elizabeth and Samuel and the use of rope shows how they are all tied in together.

The characters show equal strength in delivering the story which includes universal

issues in society through the ages”.

Pam Hunt (Creative Arts –Art)

53


A Level Drama

Metamorphosis

“A Stunning Accomplished Performance”

March 2019 saw the second examination performance by the A Level

Drama group. “Metamorphosis” original story by Franz Kaftka adapted

for theatre by Steven Berkoff and performed as “Beetlejuice” inspired

production to a studio audience of students staff and parents. Costumed

in black and white with exaggerated make up and hair on a monochrome

themed set, the play tells the story of Gregor Samsa, a traveling

salesman, who wakes up in his bed to find himself transformed into a

large insect. After the metamorphosis, he becomes confined to his room

and neglected by his family.

Much of the production, performed in a stylised theatre style,

challenged the actors to draw upon their learning over the two year

course and demanded detailed intensive rehearsal to perfect the required

synchronised moves and repeated actions. They worked relentlessly

together to create a fast paced ensemble piece of theatre and the

rehearsals paid off as the audience response was very positive citing it as

a” stunning accomplished performance” they can certainly be proud of.

Jessica Joyce (Creative Arts – A Level Drama)

“This production was of very high standard, not

your typical A Level performance. Every character

played a pivotal role in engaging and mesmerizing

the audience. I really enjoyed the overall

performance, I loved the monochrome set and

costumes, simple but effective. I firmly believe the

students involved with this play will go on to have

a successful career within the arts or in leadership

roles. Well done to all the students involved with

this production. Outstanding teamwork and

performance”.

Taz Virdee (Project Manager Heston

West Big Local)

“The production was excellent. The

students’ performances were stunning and

accomplished throughout. I was totally

captivated with ‘Metamorphosis’. The

actors all played their parts brilliantly and

the props and costumes were excellent,

particularly the bedroom which allowed

the ‘insect’ to move and climb around

the room like an ‘insect’. I was totally

engaged throughout the performance.

I would happily watch these students

perform this play again”.

Bernadette Moir (Executive Assistant to

the Executive Headteacher)

54


A Level Drama

Final

Curtain

Call

As the final curtain fell on the year 13 Drama A level

course the students performed a delightful selection

of modern monologues and duologues, ranging from

stories with humour recalling teenage dilemmas and the

pressure of social media in the modern world to intense

and powerful stories around rape and human frailty. Each

performance required the actor to delve deep to bring to

life the characters and their stories from page to stage.

Jessica Joyce (Creative Arts – A Level Drama)

55


English National Opera Partnership 2018-2019

56

In

September 2018 Cranford Community

College embarked on a journey in

partnership with the English National Opera (ENO),

a journey which would last a year and would result

in amazing and varied access to the world of opera

both inside and outside school.

The partnership launch began with over 60 year 8

students attending an open dress rehearsal at the

London Coliseum on Tuesday 9th October 2018, to

see their production of George Gershwin’s “Porgy

and Bess”. The opera tells the story of Porgy who

is crippled, falling in love with Bess, an addict

and woman of ill repute. She is in an abusive

relationship with Crown who at the start of the story

murders Robbins, a family man, over a card game.

Porgy takes Bess in to protect her and they fall in

love. Unfortunately, Crown tries to reclaim her. He

and Porgy fight and Crown is killed. Meanwhile,

Sporting Life, a drug dealer persuades Bess to go

with him to New York as he promises her a “better

life”. At the end of the opera, Porgy, despite his

disability, leaves to find Bess and bring her home.

This is a very accessible opera with themes and

storyline which still resonate today.

This was year 8s first introduction to the world

of opera and would mark the beginning of their

understanding of what goes into making an opera.

The students began to brainstorm ideas for their

own opera thinking about music genre, storyline,

themes and characters they would want to bring to

life inspired by what they had seen.

On Thursday 11th October 2018 we welcomed

the ENO Bayliss team and nine opera singers to

Cranford for the day where they ran a packed

programme of opera workshops and performed Pop

Up Opera around the school. As the students arrived

to school they were welcomed by extracts from

various operas including Dido’s Lament for “Dido

and Aeneas” and “Summertime” from Porgy and

Bess on the concourse and in the dining hall. During

Lesson 1&2 the whole of year 9 and year 7 joined

the ENO to be part of an opera workshop and to be

entertained with extracts from more operas including

“The Queen of the Night” aria from Mozart’s “The

Magic Flute” and Musetta’s aria from “La Boheme”

by Puccini. During lessons 3 & 4, the year 8 Opera

Squad worked with the team to develop the initial

opera ideas they had brainstormed and create some


Porgy and Bess

“On 9th October 2018 some of year 8 including

me went to watch “Porgy and Bess” at the London

Coliseum which was the most amazing performance

you could see because it included a lot of happiness,

drama, sadness and suspense. We were there with a lot

of people and schools enjoying the 3 hours of amazing

actors and singers working hard. When walking in you

had a feeling that you were part of this special moment

and you felt important inside the theatre because of

the nice velvet chairs and a lot of gold on the walls

with fancy drawings.

music extracts. Break 1&2 involved more Pop Up

Opera around various areas including the “Bugles

Sang” from Benjamin Britten’s War Requiem and his

Prologue from “Turn of the Screw” and Papageno’s

duet form Mozart’s “The Magic Flute”. The day

concluded with a workshop for the principal singers

in the year 8 Opera squad, focussing on chorus work,

harmonies and how to create the drama in opera.

A few days later some wonderful people from the ENO

were delighted to come and work with our school it

felt inspirational especially doing these activities with

real opera singers. One of my favourite activities was

making a song in small groups and being in a circle

and creating the beats which was really fun. This

experience has been really helpful and it has built

my performing skills even more because in the future

I do want to have an acting career or at least work

with an acting group”.

Alexandra Czyz (year 8)

There is no doubt the impact of the ENO Take Over

Day generated huge excitement around the school and

certainly inspired our opera squad to develop the skills

and techniques they had learnt from this amazing

launch day, working with professional singers and

musicians and seeing the opera at the Coliseum. As

the year progressed, our partnership with the ENO

continued. In addition to the opera squad initiative,

students from other year groups were given the

opportunity to attend other open dress rehearsals and

get involved with youth opera holiday programmes

and even perform on the Coliseum stage. Meanwhile

Cranford created our very own opera, performed in

July 2019 entitled, “Trouble”.

Jessica Joyce (Consultant - Creative Arts)

57


English National Opera

Opera Squad Production

July 2019

TROUBLE

“Best friends kept apart by their families.

A rivalry so deep it can only lead to trouble”.

The

year is 2050 and Heldonna is facing

the end of her relationship with bestie

Aria, whilst arch nemesis Felicia tries to wreak

havoc on her life. Tackling real issues including

social media, peer pressure and knife crime, being

a young adult and family ties, “Trouble” navigates

the challenges of school life whilst emphasising the

importance of having a best friend who is always

there for you. Best friends Aria and Heldonna have

their friendship tested to the limit in this original

new production created by the year 8 Opera Squad

2019.

Cranford Community College has been working in

partnership with the English National Opera (ENO)

since September 2018. Sixty-five students in year 8

alongside the Creative Arts team created an original

production based around the themes of Gershwin’s

“Porgy and Bess”. The story, set in the future, deals

with various themes including choices, impact of

social media, fitting in/acceptance and things aren’t

always what they seem.

This year long project has involved students working

in various production roles and is a completely

original piece of theatre with all aspects created

and performed by the students. It came to a stunning

conclusion during the first week of July when we

welcomed audiences in to see our performance.

When we began this project we had no idea where

the students would take it or the impact it would

have on our school community. It was clear from

the start that the students wanted the storyline and

characters to be authentic, to be able to relate to the

character’s dilemmas and for the plot to reflect the

world they live in; hence the key messages related

to knife crime and the idea of a central “lock down”

situation related to Heathrow Airport (In Porgy and

Bess there is a massive storm where the town hide in

a large barn for safety). Although the story was set

in the future, it was clear its content resonates today.

Throughout this journey what was really exciting

was seeing how the organic process inspired

creativity and with the excellent guidance and

support of the Creative Arts team, how the students

responded to the challenges a production of this

58


“I enjoyed the year 8s opera this morning.

It’s impressive that they did everything

themselves and that they were brave

enough to perform in front of so many

people! I couldn’t see myself having that

confidence when I was their age”.

Police Constable Ian Franks 1704WA

(Hounslow Safer Schools Team /

Metropolitan Police)

nature brought, of which there were many including; Script writers and

actors needing to respond to the ever changing directions the story was

going; Musicians, singers and song writers adapting lyrics, melodies and

music styles according to the characters and their moments of drama;

The costume and set designers bringing to life the visual elements to

not only reflect the futuristic time frame but the characters’ identity

(and where actors were playing more than one role) the need for quick

costume changes with masks and other stage devices. To achieve all this,

they decided to use four large screens hung above the audience’s head

where images were projected to determine the setting whist the actors

and chorus performed around a raised traverse stage and the musicians

remained on the fixed stage area. With the audience sitting very closely

to the performers they became part of the shared experience and were

not only witnesses to the “crime” but felt part of the action, particularly

during the “lock down” scenes.

There is no doubt that this whole experience has been one which

demonstrated how a group of young people can engage with and bring

to life a very important message through a creative and exciting forum.

This is all their own work and a real achievement to take pride in. Kevin

Prunty, Executive Headteacher was so impressed that he facilitated the

whole school being able to see the production calling it a “Stunning,

inclusive and inspirational production giving a very important message”.

Jessica Joyce (Consultant - Creative Arts)

“I just wanted to say again

how impressed I was with the performance today

– they had written some incredible compositions and I

heard some really talented voices. It was great to see

how Porgy had inspired the production and how they

had taken the story and made it relevant to their own

lives, please pass on my congratulations to the cast”.

Poppy Harrison (Bayliss Assistant Producer ENO &

London Coliseum)

“I am incredibly

thankful to be

part of this amazing

production. I was the lead singer.

Usually singing is not my thing but

the teacher gave me confidence

to actually achieve my goals and

helped me to get where I am. I

contributed to most of the song

writing as I utterly enjoyed it

because you work as a team and

you turn an everyday phrase into

a remarkable song. I sang the solo

and the comments. I was genuinely

pretty shocked as I did not have the

confidence to do it myself but when

I got up there it was amazing and

you feel proud because you write a

song then sing that song you get a

type of joy and happiness. I would

love to thank the music teachers

because they were able to give me

this world prize and they never

gave up. If I missed a few notes and

I’d say ‘’no I will never be able to

reach this high or this low’’ they

encouraged me. The staff had taken

their time out to help us and to

make this amazing play ‘’Trouble’’

actually happen”.

Amrit Johal (year 8)

“I played Aria’s mum. At the

beginning of this journey, I never

thought I would have got this far.

It was also really fun being on

stage and acting, as I’ve never had

a big part before. It was lovely to

be part of an original Cranford

Community College production.

Now that it is finished, I feel that I

have accomplished something big,

thanks to the opera squad. I do miss

having after school rehearsals and

practicing my lines over and over

again. A big thank you to all my

friends and family for encouraging

me and helping me learn my lines. I

couldn’t have done it without you”.

Zaakirah Sheikh (year 8)

59


English National Opera

60

On

the 12th March 2019, I

and the other A Level

Drama students were given the

opportunity to see the dress

rehearsal for Mozart’s ‘The

Magic Flute’ performed by the

ENO at the London Coliseum.

This visit was part of on- going

opportunities offered as part of

the year- long partnership with the

opera company.

While I have seen multiple operas

before due to my participation in

the ENO Youth Company, this

particular performance stood out

for me. Maybe it was the fact

that I had already heard some

of the famous pieces such as the

Queen of the Night’s aria, or

perhaps it’s my affinity to fantasy

and comedy. Whatever the case,

this piece quickly became one

of my favorite operas for many

reasons; The blatant breaking of

the 4th wall through Papageno’s

interactions with the audience

adding to the hilarity, the mix

between dialogue and song making

it a less conventional opera, and

this particular production’s use

of Foley art and live drawing

which was used to create the

background of each new scene.

This production was directed

by Theatre Complicité’s Simon

McBurney which was very clear

through the fine physical theatre

and innovative use of technology,

and as we had been studying him

for our A ‘Level drama piece, we

came to love his work. This may

have increased my love for this

production in particular.

I have seen quite a few operas,

but this one was different. There

was a very minimal set with only

the hand drawn projections to

identify the different areas where

each scene was played, and a large

square platform made of wood

which was lifted and moved around

using wires creating levels and

adding to the whimsical feel of the

piece as it was ‘floating’ in scenes

like the prison and the maze. Also,

the orchestra was raised for this

production from its usual position

of the pit so that you could see

all the different instruments, so

breaking the 4th wall even more,

as well as allowing the characters

to interact with the orchestra

members which resulted in some

more comedy. Most operas have

conventions where the orchestra is

hidden from most of the audience

(in the pit), there is very minimal

if any breaking of the 4th wall, the

story is often a tragedy of some

sort, and if there is a narrative the

dialogue is sung in a recitative

where it mimics the aspect of

natural dialogue but is still sung.

This piece does the opposite of

all these which I love, and while

there are comedic operas like

those by Gilbert and Sullivan, this

one seems to rely more on wit and

observational humour as opposed

to G & S’s often more physical

comedy which I appreciate.

If you are looking for an opera to

start with, I would suggest ‘The

Magic Flute’ as it is enjoyable for

all ages; there is childlike humour,

beautiful imagery, a fantastical

tale of love, and absolutely

amazing music.

Aria Cundall (year 13)


The Big Draw Festival

On

Wednesday 31st October 2018 Cranford

hosted an event for the Big Draw 2018 in

the Concert Hall. The Big Draw Festival 2018 was

all about letting loose, embracing happy accidents,

discovery, and most importantly having fun with

those HBs. This year’s theme was play and we

created a large piece of artwork based on the idea

of ‘play with shape’. 37 students attended across

all year groups. They all participated, enjoyed the

fun and contributed to the art work. Twelve sixth

form students helped to facilitate the artwork and

manage the project.

We used paper roll,

cut paper shapes,

coloured pens,

pencils and oil pastels

to create the piece,

which was based on

shapes, and something

that allowed creative

freedom within the

theme. There was

no set idea (other

than having fun

with shapes) and

the students had the

creative freedom to

think of ideas for their

section of design. I also gave them some printed

resources of geometric patterns and shapes to

inspire their design.

It was great to see all of the students working

together as a team, problem solving and supporting

each other. It helped the younger members of

the school to build up their confidence whilst

developing their creativity in a collaborative piece.

The students came up with great ideas when given

the freedom to think for themselves

Pam Hunt (Creative Arts –Art)

“The theme of the big

draw was shape. I thought

it was fun because there

were students from

different year groups and

everyone was included.

Working with students

in other year groups was

good as they were very

kind and helped. We could see on the big paper that people

had drawn different patterns and it was very engaging. It

was good to have the opportunity to be a part of the Big

Draw festival”.

Dua Abbas (year 8)

“I thought that it was really fun. It was nice and calm

just being able to do art. The theme was play so it was a

really a fun theme to draw. It was good because there were

different art materials and you could showcase the work

in different ways. I made a collage with shapes”.

Shritu Singh (year 9)

“It was a fun experience and I liked working with different

year groups. Each year helped each other and it was a

really nice experience. We met new people who were

creative and that was good. Loads of people enjoyed it;

it was a really nice opportunity and I am looking forward

to doing it again in the future”.

Aamina Vora (year 9)

“I think it was really nice. There were lots of fun activities

like drawing on the balloons. It was fun as we could make

whatever we wanted in the theme of shapes. It was a good

experience because it showed that we could do more with

shapes and explore things”.

Ksawier Klimas (year 7)

61


Cranford Turns On

The Style

British Science Week is a big deal for the Science department at

Cranford who always put on a show. This year was no exception with

a huge variety of activities and demonstrations throughout the week.

All of our activities followed the national theme of ‘Journeys’ and

we had a great turnout of budding, enthusiastic Cranford scientists

who enjoyed themselves immensely.

Period 0 sessions

The week began with a Period 0 session titled ‘The Journey of

Plastics’ which saw students investigating what household products

and clothes contained tiny fragments of microplastics and how we

can best avoid using them to preserve both our local and worldwide

ecosystems. Students were shocked to see how many household

items they use in their everyday lives contain tiny fragments of

plastic.

Period 0 on Wednesday was a very popular engineering-themed

session which saw students making the tallest, but strongest, radio

tower out of just dried spaghetti and tape. The theme was ‘Desert

Journeys’ and looked at how we can build structures in the desert to

better aid lines of communication over vast distances.

Arguably the talk of the school was held on Thursday Period 0 with

a session titled’ The Journey Through the Body’. Excellently run by

a group of year 12 Biologists, the session saw a range of organs and

organisms examined under their guidance - eyes, hearts, a pluck,

fish, even octopi were available for our students to dissect. For many

students this was a first opportunity to see the structures that keep

us and other organisms alive close up.

62

Our final Period 0 session was held on Friday and took the form of a

challenge – ‘The Journey through Chemistry’. Structured in a timetrial

format, students had a series of chemical riddles and tasks to

complete in the fastest time possible. We had a great turnout for this

session and a number of very impressive times were set. The overall

winner was Harsimran Bath in yera 9 with a time of 4:09. Well done

to Harsimran and everyone else who attended one of the sessions.


Key Stage 3 Space Landers

Science Week would not be complete without a key

stage 3 project. This year, every student in year 7

and 8 took part in planning, designing and testing a

space lander. The project aimed to teach students of

the current problems with space travel and transport

that companies such as Tesla’s SpaceX programme

are currently tackling – namely the issue of landing

their spacecraft back to Earth (or a target planet)

safely without damage. Students were set the task of

designing a model of a structure that could be dropped

from a height without damaging the ‘astronaut’ (an

egg). They had some time to plan in groups before

being given a set amount of credits, which could be

traded in for resources. Their final task was to test

them by dropping them off the side of the B-Block!

When it came around to testing we faced an unexpected

challenge in the form of Storm Gareth – some classes

braved the 30mph+ winds regardless and dropped their

models with the aim of landing as close to a target

circle as possible. Despite the strong winds some teams

were still successful and it gave rise to a new learning

opportunity of how planes and space craft deal with the

potentially tough conditions and environment at their

landing destination.

Legends of STEM

Our whole school activity returned with a vengeance

during Science week with the Legends of STEM game.

Every teacher in the school became a STEM personality

for the week with students set the task of solving the

riddles and puzzles set for them on their game sheets.

The activity was enjoyed by all, with year 7 students

competing side by side against year 13 students who

were 7 years their senior.

Technology Workshop

Our final session of the week was held during Friday

Period 5 with a practical activity held by a visitor

from the technology industry who introduced twenty

year 8 to “Agile”, a method of product design used in

the technology and engineering fields which ensures

efficient but effective production from a large team of

developers. The students were grouped into two groups

of 10 and set the task of designing a model airport,

with the challenge being to adapt to ever-changing

guidelines, laws and regulations. Our students enjoyed

the experience immensely, with our presenter having

nothing but positive praise for the way that they

conducted themselves throughout and embraced the

challenges.

Bradley King (Science Department)

63


My trip to the Big Bang Fair was

astonishing as many people from

different schools and different countries

came to present their projects to other

people who had attended the fair.

During the fair there were lots of

different workshops that we have visited

such as the music shop. The music

workshop was one of my favourites as

I learned different ways to make music

with an electronic synthesizer and a

launch pad (type of drumming). Overall

I’ve enjoyed the trip as I saw different

types of robotics in the fair for example

drones and car racing; I saw a chemistry

experiment with dry ice which was one

of my favourite chemistry experiments.

Nehchal Singh (year 9)

I really enjoyed it, you could get

experience of talking and explaining to

people what you did. When you finished

and were waiting to see if you won or

not, you could go to workshops and see

others’ work.

Neha Khendria (year 9)

Cranford Students

Create a Bang at

the London

Big Bang Fair

It was really intriguing as it was the first time I experience

anything like that. Setting up our stall was really fun and I quite

enjoyed the experience. The first time presenting was slightly

stressful, after that it was much easier. There were a variety

of insightful projects. The workshops were really fun, however

unfortunately the perfume workshop was closed. There were

multiple levels and it was crowded everywhere, in particular

the first floor. I believe that we did well while presenting.

I recommend this as a future trip as we learnt quite a lot

Harsimran Bath (year 9)

64

After

weeks of hard work, on Wednesday

3rd July 2019 four Year 9 students

(Manav Vivek, Harsimran Bath, Nehchal Singh and

Neha Khendria) attended the London Central Big

Bang Fair at Westminster Kingsway College, Kings

Cross, to present their STEM Club project as part of

the Mayors London Scientist scheme. The initiative

aims to inspire future generations of Londoners

to consider a career in a STEM industry and saw

projects from schools across London competing for

the grand prize of a school visit from the Royal

Institution and entry to the Big Bang National Finals

in March.

Our project focused on making London’s future

homes more sustainable by incorporating biogas

production into an automatic system, providing a

sustainable source of gas for central heating systems

and cookers from the residents’ own food waste. The

students pitched their projects to two pairs of judges,

all of whom hold positions in STEM industries

around the country, before having an opportunity

to tour the venue and see the other stalls, workshops

and events that make the Big Bang Fair one of the

largest Science fairs in the capital.

The competition was fierce and with only the

winners gaining a prize for our entry category, we

did not come away with the winner’s medal this

time around. However, attending this event was a

first for the Science department and having scoped

out the standard of the competition, we will be back

for more in the coming years.

Well done to all four of our students who presented

their project incredibly confidently and represented

the school with pride.

Bradley King (Science Department)


Space Station Trip: A Day to Remember

To

commemorate the 50th anniversary of the Apollo 11 space mission that landed

Neil Armstrong and Buzz Aldrin on the Moon, the Science department held a

trip to the National Space Centre in Leicester on Tuesday 16th July 2019. Mr King, Ms

Atwal, Ms Swaminathan, Ms Agarwal and Mr Kempster accompanied 47 year 7 and year

8 students on the journey. It was a long day, starting at 7am and ending at 6pm, but one

which the students were extremely grateful and positive

about.

The centre itself hosts an array of fascinating exhibits,

including historical and famous spacesuits, equipment

from spacecraft and a 42-meter tall ‘Rocket Tower’. All

of these and more are housed in and around interactive

displays, which students were free to visit and explore

throughout the day. In the middle of the day was a 30

minute long show held in the incredible Sir Patrick

Moore planetarium. Students were amazed at the

immersive, 360o degree 3D display, where the program

‘CAPCOM GO’ taught them about the ‘Space Race’ and

the history behind the Apollo Space Programmes of the

60s and 70s.

Another period of free time followed, including the allimportant

trip to the souvenir shop, before we had to

board the coach and make our way back down the M1 to

London. The trip left our students full of excitement at

what the future of space discovery holds for them (and

potentially), what they could hold for it.

Bradley King (Science Department)

“My trip to the National Space Centre

was jaw- dropping. The National

Space Centre had attempted to find

a way to fuse fun and education, and

their attempt was successful. My favourite part was

when I experienced the ‘Virtual Reality’ effect in the

Planetarium. The experience was inexplicable due to

the excitement that rushed through the heads of the

year 7 and 8 who were lucky enough to take part”.

Miya Dhaliwal (year 7)

“I thought that the trip was extremely fun. It was

interactive but also educational at the same time. There

were opportunities for everyone to do something. My

favourite part was when we were watching the video

about space because I liked how it was in 360 degrees”.

Umaima Mujeeb (year 7)

“The trip to the Space Centre was extremely amazing

and I have enjoyed every single moment including

the Planetarium where we watched the 3D movie. I

wish we could have the opportunity to do this again.

Thank You”.

Yashraj Geentilal (year 8)

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Hounslow

Poetry Slam 2019

‘Hi guys, can I play?’

‘NO, women can’t play

football’

‘You don’t even know how to

play’

‘Exactly’

‘Girls can’t

play football? That’s just an

opinion. They can’t play, they

say but I’m not going to … for

another day. They tell me to go

but I’m going to stay

We’re in 2019, we need to be a

team

Let’s all come together to fulfil

our dream

On

Thursday 20th June 2019, 10 year 7 students from

Cranford Community College (including myself) and Mr

Ladva travelled to The Hounslow Arts Centre. Even though we were in

different teams, we were still all doing it for Cranford. At first glance

the theatre was gargantuan. The School Library Service Librarian

introduced Adam, Kelly and Chloe, they were all poets and creative

artists. When we got ourselves settled with the other schools we played

many acting and poetry related games to get warmed up. This was very

enjoyable, as the hosts who were presenting the Poetry Slam were so

amusing and confident. We then got into our poetry groups so that we

could start work on our own poems. Cranford had three teams.

The Teams were;

Team 1

It’s Women’s World Cup

and I’m dreaming up to what I

aspire to be

When I am trying to train but

the boys give me pain

And I’m left crying in the rain

All I want is equality

And I want to be free’

‘Wait, don’t run away, we need

you, you’re awesome so now,

let’s play’

‘Okay’

Syed Ali

Hassan

After 25 minutes of

hard work we finally

got our finished

poem ready. We then

had lunch, which for

me and the rest of

the group was our

favourite time, because

we got to interact with

other students and

make friends with

them. After lunch we

practised our theatrical

skills to test how to

Team 2

Team 3

Abd Elrahmane

Brik-Chaouch

Amandeep

Khurana

Krithik

Balamugunthan

Adil Yusuf

Zaina Syeda

Safa

Abdul-Muktadir

Alys

Speed-Ghumdia

Jessica Logan

Iustin

Vrinceanu

perform the poetry. We practised so hard that we were all

sweating. The performances got stronger over time which proves that the other schools were not going

down without a fight. Mr.Ladva supported all the groups and gave us feedback to ensure we did the best

we could. All the performances were absolutely amazing and all deserved to be first place.

After the performances the judges deliberated for an intense 5 minutes but it seemed like a lifetime. The

results were in and Cranford got 3rd place and an honourable mention which was amazing news. We were

the only school to receive both a top place and a mention. What a performance by Cranford. We hope you

enjoy reading our poem above.

Syed Ali Hassan, Abd Elrahmane Brik-Chaouch (year 7)

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Annual SACRE Lecture at the Civic Centre Hounslow

The

Annual SACRE lecture on Thursday 17th January 2019, was delivered by a friend of

Cranford Community College, local MP Seema Malhotra. The theme was “RE and the

rise of identity politics” and as usual it was a thought provoking evening attended by Kevin Prunty,

Executve Headteacher accompanied by Veronique Gerber and Peter Stumpf, Associate Headteachers,

Mehmoona Yousaf, Senior teacher and students in the year 12 A Level Religious Studies at the Hounslow

Civic Centre. In many ways Seema was the ideal speaker, having grown up in Hounslow she is able to

understand the East versus West tension that many young people today have to navigate. Seema noted

that her schooling and the skilful delivery of RE embedded in her, the desire to enquire into religions

and philosophy. She noted that whilst Hounslow was a great place for diversity, increasingly it was a

case of different communities living side by side but not in each other’s lives. Seema noted that RE

was one way of challenging this, since it has a key part to play in opening the door to different faiths

and much needed in helping students to make up their minds about complex issues. Obviously as an

RS teacher I very much agree with her.

Mehmoona Yousaf (Senior Teacher)

“Seema Malhotra, provided a platform to discuss a global shift in the political

landscape - the rise of identity politics in marginalised groups. Identity politics

is a polarising topic: it can be constructive, reflective of progression after

historical mistreatment, but, more often than not, it is seen as the driving force of

the far-right. This was touched upon towards the end of the evening and, for me,

was the height of discussion. To resolve the regressive aspects of identity politics

and the retaliation against it, Malhotra encouraged the dialogue of ‘world views’

in Religious Education (an idealistic resolution that in my opinion ignores the

digital age). It was interesting to witness a Member of Parliament speak to their

electorate about issues currently pressing, with a direct communication that

allowed other concerns to be expressed; I will surely be attending future events”.

Ajeet Khela (year 12)

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The MYRIAD Project

Cranford Community College is one of 85 schools

across the country taking part in the research project

named MYRIAD (My resilience in adolescence)

project at the University of Oxford. MYRIAD is exploring

how we can prepare young people to improve resilience

and manage their emotional health and at the heart of

this is understanding the great changes that occur in

adolescence. Learning skills that build resilience has the

potential to help adolescents navigate challenges during

their time at school and builds a platform to serve them

throughout their lives.

Teenage Brain Workshop

The MYRIAD programme is a 4 year trial running until

summer 2020. So far around 25,000 young people and

more than 500 teachers have answered questionnaires as

part of the research.

Researchers visited the school on the 4th April 2019 to

run an interactive workshop with Year 9 pupils about

adolescence and the brain.

Working directly with researchers, pupils investigated how

their brains are different from those of children and adults

and had a go at cognitive experiments researchers use to

study the brain. Amongst other topics, pupils explored

their risk taking, their focus and attention and their ability

to delay rewards. They also modelled their own brains and

had the opportunity to meet the researchers, ask questions

and find out more about what they do.

68

We were so pleased with how well students engaged in

the workshop and enjoyed the day. You have given our

team a wonderful experience of what a friendly, caring

environment a school can be. You can be very proud of

them all. A huge thank you must also go to Ms Yousaf

for hosting us, and to all of your staff who supported us

during the workshop.

We would like to pass on our thanks to all the staff and

pupils at Cranford Community College on behalf of the

MYRIAD project at the University of Oxford.

Eleanor-Rose Corney (Research Assistant on

the MYRIAD Project)


“The activities planned today were engaging and interactive

which is the style of learning we promote. As the Head of

Year we have explored topics about how the brain works and

behaviours in assembly so this relates nicely to prior work we

have done”

Randeep Sidhu (Head of Year 9)

“I attended a Myriad workshop and besides there being really

great activities, I also learnt so much from it such as how brain

functions, how your mind can trick you and about being risk

takers. My favourite activity was one where you had to put some

headphones on with some really annoying sounds playing and

you had to try and concentrate on numbers that were popping

up on the screen all the time trying to avoid clicking number 3.

This was just one of the ways your brain can trick you just by

hearing some sounds. Additionally, the staff were really helpful

and answered any questions you had and always gave really

great answers so you could understand better. The session lasted

just under two hours and I enjoyed every minute of it as it was

really enjoyable, fun and in some part funny; sometimes you

forgot that you were actually learning. By the end of the session

it really made your brain tick and made you want to learn more

about how your brain functions as a teenager. If there was ever

an event like this again, I would be sure to attend”.

Robert Keeley (year 9)

“Some year 9 students were invited to attend the Myriad

project workshop, which was hosted by researchers from

Oxford University. The aim of the workshop was to educate us

on the teenage brain, the different parts of the brain and their

functions. Before we begun, we were each handed a student

passport in which we recorded the results of our activities. We

participated in numerous tasks which helped us learn how to

overcome distractions, understand decision making, short-term

and long-term rewards and risk taking. Each activity table we

visited was interactive and informative for example the risktaking

test. This consisted of students pumping balloons to

achieve the highest possible circumference without the balloon

bursting. This test in particular proved to be a hit with all

students and brought out the competitive nature in us! Overall,

the workshop was extremely enjoyable and each student walked

away with a new outlook on their lives”.

Ria Dhaliwal (year 9)

“Intriguing and

educational”, “Fun and

exciting”, “Educational,

fun and interactive”.

Pupils involved in

the workshop in Year 9

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Book Week – A Worthwhile Experience

Book Week is when we celebrate World Book Day. World Book day is a non-charitable organisation.

It provides book tokens to 15 million people, that’s every young person under 18 in the United Kingdom.

To celebrate World Book Day staff from Cranford Community Collage provided us with a coupon to get

£1 off any book or get a free World Book Day book, created by some fabulous authors such as Malorie

Blackman and many more. Reading is good and every child should read as it is excellent for the brain and

it can improve your English skills which is helpful when you learn new things. So, Mr Ladva decided that

we were going to have a Book Week which is fun filled with glorious events.

On Monday 13th March 2019, I participated in the Manga workshop. Zahra Sadiq was a very spectacular

tutor. Zahra is in the sixth form and she taught 30 students how to draw (which sometimes it not the easiest

thing). I really appreciated that Zahra gave her time to teach us new skills. Magnificent and spectacular are

some of the words I would use to describe this fabulous workshop. Zahra’s drawing skills are out of this

world; The technique which she uses is surreal. Some famous Manga books are: Pokémon, Death Note,

Naruto and many more. She taught us to be creative and have fun and that Manga can be whatever you

envisage it to be. I really loved the workshop and now I am practising drawing regularly as I find Manga

very intriguing subject to learn and draw about.

On Tuesday 14th March 2019 was the poetry workshop presented by Huzayma Khamis who is in year 13.

I was very interested to learn about poetry, as poetry is not my strongest subject. I went to the workshop

because I wanted to stretch my knowledge and what I already knew about poetry. We learnt about Huzayma’s

favourite poets. Huzayma really likes strong and passionate poems. We created our own poems and she

gave me some tips and advice, which was brilliant. I really appreciated the advice. At the end, some people

performed their brilliant poems. They were splendid. I have learned many new phrases and words that I can

use: Rhyming couplets, metaphoric language, similes and many more language techniques which I have

learned. I really appreciated the help that Huzayma gave me and I hope to expand my knowledge about

poetry even more and to start writing poems often. Overall the poetry workshop has been a worthwhile

experience and I am delighted that I had the opportunity to attend this spectacular workshop.

70


On Wednesday 15th March 2019, Alan Gibbons an award winning author visited Cranford Community

College. He won the Angus Book Award and the Blue Peter Book Award for his book The Shadow of the

Minotaur in 2000; what an achievement. He gave us his time and an opportunity to hear about what it is

like to be an author. Many enthusiastic students like me, participated in this glorious event and all asked

questions regarding books, authors and many more related questions.

I am really keen on all of his books and I have just finished reading ‘The Edge’. He also talked about the

inspiration behind his books which are related to family issues. He feels strongly and very passionately

about his work. He is a really talented author and I rate ‘The Edge’. ‘9/10. It was brilliant. I really liked the

author’s style of writing which I think I could relate to. He also gave English writing tips which improved

my English overall. I do recommend going to see an author as it’s a brilliant chance to meet famous people

and pick up a few tips. This was my favourite workshop of book week.

Mr Ladva also ran a book shop which sold books and stationary and all the necessary essentials you need

to enjoy reading and writing. Many volunteers showed up to help organise and run the shop

I really like Book Week as it’s fun-filled with competitions which involve winning huge prizes such as:

A Fortnite book, Easter eggs and headphones/earphones. I highly recommend going to Book Week it’s a

worthwhile experience.

Abd Elrahmane Brik-Chaouch (year 7)

71


Cranford Develops Partnerships

with Key Far East Schools

72

In

April 2019, Kevin Prunty, Executive

Headteacher and Peter Stumpf, Associate

Headteacher, visited two of our important partner

schools in the Far East.

Firstly, we visited Princess Chulabhorn Science

High School in Pathumthani, Thailand, which is

one of our newer partners following their inaugural

visit of students and teachers to Cranford in March

2019. During the visit to Pathumthani, we explored

in detail the next stage of the relationship between

the two schools and in particular the possibility of

teacher placements and exchanges where Cranford

teachers spend some time teaching their specialist

subject in Princess Chulabhorn Science High

School. This provides the opportunity for teachers

to work together and learn from each other and as

such is invaluable professional development.

The visit included a detailed tour of the school

campus in order to look at the accommodation and

other facilities available. The school is located

outside of the city and has extensive grounds and

lots of space.

We were also able to visit Prathumsuksa Thammasat

School and Anuban Pathumthani School both of

which are keen to work closely with Cranford

and our primary partner, Berkeley Academy, in

collaborative project including teacher exchanges.

The second part of the trip took us to Shanghai

in China where we visited South Dong Chang

Middle School which is located in the heart of

Shanghai. This is a longstanding partnership that

exists with Cranford and the visit was used to explore

different ways in which the two schools can further

develop opportunities for collaboration between

teachers and students via exchange visits. At the end

of the visit, Kevin Prunty Executive Headteacher

and Fangfang, South Dong Principal, signed a new

Memorandum of Understanding. This MOU outlines

different ways in which the schools will develop

further partnership work over the coming years.

Shortly after we returned to the UK, South Dong

Chang Middle School sent a group of students and

teachers to Cranford indicating the strength of this

partnership. Further details of their visit can be

found elsewhere in this publication.

Peter Stumpf (Associate Headteacher)


In

Our International Partners visit

Cranford Community College 2019

In Spring and Summer 2019, Cranford hosted school visits

from some of our valued partner schools in the Far East

Princess Chulabhorn Science High School

Pathumthani, Thailand

March 2019, we hosted

the first school party from

Princess Chulabhorn Science

High School in Pathumthani, Thailand,

who spent 10 days at Cranford. During this

time, the students and teachers undertook

activities in school including taking part

in lessons, and specific workshops about

education and life in the UK. They also

gave a performance on Thai Dance to the

pupils at Berkeley Academy who also had

the opportunity to join in.

Peter Stumpf (Associate Headteacher)

“In the afternoon we went to Berkeley Academy

to perform some activities with them. First

we asked them to join us in the dance and be

superstars”.

Apichaya

“After we finished breakfast, two students from

Cranford took us around the school to see how

students study here. We went to many classes

such as Art, Independent Study, Drama etc., we

also went to see some activities in the music

room, the gymnasium and the football field

which is very big! Afterwards we went back to

the meeting room to have some ice breaking

activities.

On day 3 I went to a German class. Personally

I really enjoyed this period even though I

cannot speak German at all but the students

in the class are so friendly and kind teaching

me some words. I also like the way the teacher

teaches the students by using songs to help

students remember words and phrases easily

but the climax of the class is the ‘acting’ of the

teacher. She is so energetic”.

Patteera

“In the afternoon we played games. We played

games to test our knowledge about England and

Thailand and we played the Riddle quiz as a

team. It was more enjoyable because we could

talk and play with our teammates. Today I’m

very happy because I met new people and gained

experiences that are new”.

Nadialn

73


In

European Administrators Programme visit

to Cranford in March 2019

March 2019, Cranford hosted the first

UK visit of the European Administrators

Programme. This was the next stage of a programme

that started in October 2016, when 20 European

school leaders (including Peter Stumpf from

Cranford) took part in a US State department

programme based in Washington DC, Denver

Colorado and Minneapolis, Minnesota. The

programme focused on educational provision for

refugees, newcomers and children from ethnic

minorities. The excellent work that started on the

visit has continued with visits to France (2017),

Germany (2018) and this year continued with a visit

to the United Kingdom.

The visits focus upon participants visiting host

schools and provide the opportunity to share best

practice, collaborate with each other and develop

a support network that crosses borders and enables

participants to learn from each other. Although the

contexts are different, the challenges that we face

are similar and this network has proven to be a very

successful way to work together to learn from each

other.

In many cases these children are the third or fourth

generation in the UK and face specific challenges

often related to identity and language. The

participants were able to hear from experts in their

field. They also undertook a visit to Cambridge

University to look at Widening Participation and

programmes that support students from ethnic

minority backgrounds to go to university.

The team visited Cranford for a day during their

time here and this included observing lessons,

meeting teachers and students, attending workshops

facilitated by Cranford staff on key themes such

as teacher training, teacher recruitment and staff

development, developing leaders for the future,

and a leadership discussion with Kevin Prunty,

Executive Headteacher. The team also met with

a group of Somali parents at Berkeley Academy,

as the achievement of Somali students has been a

particular focus of the EAP programme from the

outset. The delegates wrote a collective report on

their visit and here are some extracts:

Peter Stumpf (Associate Headteacher)

We were very fortunate to gain sponsorship from

the US State department to fund their alumni

programme towards this visit. In addition, Marina

Aleixo from the University of Minnesota joined

the visit and contributed as she has done on all the

previous visits so far.

The UK visits focused on what schools provide for

immigrant children in order for them to be successful.

“In his introduction to Cranford, Kevin Prunty talked with

us about key priorities and these are the themes that came

through for me: Engagement, leadership, networking,

self-confidence and community. Community is very

important for him and the school and to be connected to

the entire world is a real goal. The goals are to share the

values, be outstanding, understand where the students come

from, and make this community more stable and successful”.

Yolande Ulenaers (The Netherlands)

74


“Ruth Painting, Senior Teacher, spent time explaining

the work that Cranford does in supporting other

schools. She explained that this involves working with

local schools on Ofsted readiness as well as specific

school improvement areas. Cranford sends expert staff

into schools with specific areas of need. They also work

in schools in ‘Opportunity Areas’. The Executive Head,

Kevin Prunty, is a National Leader of Education and

provides leadership support to schools across the country.

Ruth described to us the comprehensive staff development

programme in place at Cranford, supporting the needs of all

teachers and available to the Cranford Alliance schools. The

school also offers the National Professional Qualification

in Middle and Senior Leadership which many middle and

senior leaders have completed or are in the process of

ccompleting. During our visit, we met with 9 students aged

16 - 18. The students presented their roles and missions.

They help to develop the school’s culture and environment.

‘Whatever our cultural or religious background: we belong

to the Cranford family’ they said”.

Magali Gallais (France)

“During lunch we met with a large number of trainee

teachers and teachers who had actually attended Cranford

as students. This is a particular theme of the school - to

recruit teachers who are from the local community and

therefore have a better understanding of the challenges

that exist in this area. As well as teacher training, the

school focuses heavily on teacher development and career

development. There are many opportunities to develop: you

could become a Head of Department or Year Team Leader

or even a Senior Leader in the future.

After lunch we went to Berkeley Academy which is

the primary partner school for Cranford Community

College. Whilst there we attended a whole school assembly

on ‘World Book Day’ and saw the excellent way that the

school rewards pupils. After the assembly, we met with

some of the Somali parents and community members. They

told us that education is an essential lever for finding your

place in society. Parents trust the school. Through the

school, parents are mobilised. They become aware that

knowledge of the English language is the first vector of

integration. Communication is essential: taking English

language classes is key in order to understand teachers

and help their children in their schooling.

15 teachers from Cranford and Berkeley visited the

University of Minnesota for a teacher development

programme in October 2017 and a group of these teachers

met with us to talk about their experience. The schools also

deliver the National Professional Qualifications in Middle

and Senior Leadership and other teachers talked with us

about their experiences doing these programmes. The

teachers who went to Minneapolis took full advantage of

this study tour.

Exchanges of practices and sharing of projects make it

possible to better support migrants and refugees. The Somali

community has been at the heart of discussions between

Americans and English people. Cranford offers Berkeley

teachers Qualifications in Middle/Senior Leadership:

Professional training enables teachers or managers to

develop skills in the management and leadership of an

institution and its teams”.

Cyril Norbec (France)

75


“Upon leaving London, the group led by Peter

Stumpf went by train to Edinburgh. This included

a visit to the home of the Scottish Government

at Victoria Quay, Edinburgh. Whilst there,

we met with Louise Glen, a Senior Education

Officer for Languages, at Education

Scotland, an Executive Agency of the Scottish

Government, tasked with improving the quality

of the country’s education system.

The group had the opportunity to travel to

Fife and visit Dunfermline High School where

Graeme Brown, our Scottish participant

host, is also Deputy Rector. The group

visited lessons and met with students from

a variety of different backgrounds. We then

visited Drummond High School, in the centre

of Edinburgh, which is also a school where

students come from particularly diverse

backgrounds.

At the end of the study week in London and

Scotland, the group wrote some reflections

on what they had learnt. Yesterday I gave a

lecture about returnees at school, women with

their children, and I told the audience about

my experiences at Cranford. I will consider

those when writing about UK concepts

in comparison with the German way, e.g.

prevention of radicalisation and promoting

diversity. There were a lot of interesting

aspects for me to rethink practice”.

Martin Oppermann (Germany)

“This study tour will allow me to work on

different themes upon my return to France. The

notion or concept of community has to be

developed to consolidate the link between the

city and the various partners. The school is a

community and the community is the school.

With the leadership and management of

teaching teams, training is an essential

element of the welcoming and support of

migrants and refugees in schools.

Exchanges between Europeans and

Americans provide a better understanding

of the difficulties faced by migrants and

refugees. It would be important to set up

action programmes and educational tools for

professionals in Education”.

Cyril Norbec (France)

“I found the opportunity to have our European

and US partners visit our schools a very special

and rewarding experience. The network that

started in Washington DC in 2016 has become

a highly valuable tool for us to develop as

school leaders and collaborate with each

other through learning from what each other

does best. I very much look forward to the next

opportunity to work together again”.

Peter Stumpf (Associate Headteacher)

76


Tianjin

College of

Commerce,

China

In

May 2019, Cranford

was visited by the new

President Mr Gang Baoli from

Tianjin College of Commerce,

Tianjin, China and two of his senior

teachers. Tianjin College has been a

long standing partner for Cranford

of over 20 years during which time

many exchange visits have taken

place. During his visit, Mr Gang

Baoli and Kevin Prunty, Executive

Headteacher, worked together

on developing further this very

important partnership that over

the years has allowed hundreds of

Cranford students the opportunity

to visit China.

Peter Stumpf (Associate Headteacher)

77


South Dong Chang Middle School Shanghai, China

In

June 2019, a delegation from South Dong

Chang Middle School (Shanghai, China) came

to Cranford. This built upon the visit that Kevin Prunty

Executive Headteacher and Peter Stumpf Associate

Headteacher made to Shanghai in April 2019 where a new

partnership agreement was signed between The Principal

Ms Fangfang and Kevin Prunty. This new memorandum

of understanding committed both schools to ongoing

collaborative work allowing both students and teachers

the opportunity to visit each other’s schools and learn from

each other.

Ocheon Senior High School

(Pohang, South Korea)

78

The group from Shanghai were partnered with Cranford

students and spent each morning in lessons with their

partner student experiencing life at Cranford. The Cranford ‘partners’ were

from Year 8 and Year 9 and did a great job looking after their Shanghai

students making them feel at home here and a part of the school.

In July 2019, we also hosted the fifth annual visit from Ocheon Senior High

School, Pohang, South Korea. The 15 visiting students were partnered with

Cranford Sixth formers who took them to lessons, showed them around

and spent time playing language and educational

games. Mr Ferreira and Ms Sheikh (who went on

the first Cranford exchange to Korea in October

2018, Mr Lennon (who himself speaks Korean)

and Mr Vithlani held daily workshops for the

Korean students and their Cranford partners on a

range of themes including UK culture, education

and travel. Some of our sixth formers will be taking

part in the October Korea trip and be able to meet

with their Korean partner again, so this was a great

preparation for the Autumn visit to Korea.

There were tearful moments at the farewell meal

showing how much, in this short space of time, our

students had developed genuine friendships with the

Korean visitors.

Peter Stumpf (Associate Headteacher)

“I really enjoyed the

experience that I had at

Cranford. I want to stay here

but I have to leave. I’m so sad

and I want everyone to come

to Korea where I want to share

our culture with you”.

Seo Young

“I loved staying in London

for the last 9 days. I felt

so worried about this trip

before I came here. But now

it is the last day in London

and I don’t want to go back

to Korea. Actually all of the

Cranford students were so

kind and friendly and it was

easy to talk with them. I will

miss them in Korea”.

Carrie

“I’m very happy with the

Cranford students who spent

time with us. I learnt many

things, different classes and

spoke much English. But I

liked making new friends the

best. I will miss you”.

Seuugjun


Monopoly

Challenge

2019

Team Scores were

as follows:

Gangsters = 4575

WOW = 4475

Team Chimp = 4360

Mono-Olaf = 3860

Cash Money = 3070

The

annual year 12 Monopoly Challenge on Tuesday 16th July

2019 proved the current year 12 are a very competitive year

group who enjoyed finding ingenious ways of gaining the necessary

points to win.

Armed with various soft toy mascots, six teams embarked on a day of

discovery around London ably supported by Mr Cripps, Ms Nandra,

Mr Ladva, Ms Patel, Mr D’Souza and Ms Saroya. Thankfully the sun

shone and this helped generate the enthusiasm for the tasks ahead. The

winning team ‘Gangsters’, received a £20 voucher each presented at

the end of year assembly. Well done to all the students who took part.

It really was a fun day.

Sharan Saroya (Post 16 – School Improvement Team)

“The monopoly challenge was a fun and

interactive way to explore London. The

challenge helped to develop problem

solving skills and the art of prioritising.

The challenge also helped our team to bond

together and make cherished memories and

friendships”.

(Team GANGSTER)

“It was an entertaining

experience teaching us

how vital time management

and leadership are to

group projects and how

good communication

is key in all aspects of

teamwork. Other than

that we discovered how

homelessness and poverty

is still a big issue in our

society which really made us feel like that it is our duty to contribute

in making this issue highlighted and help as much as we can”

(Team WOW)

“It was an amazing day and

we had so much fun. It was a

rare experience and we went

to so many places in one day

it was incredible. I really

enjoyed this experience

because we were allowed

to travel around London

alone and had a chance to

bond with other people. We

strengthened as a team and

did fun, unique and exciting challenges.”

(Team MONO--OLAF)

“The monopoly challenge was so

exciting. I really enjoyed today’s

trip because we got to do some fun

and amazing challenges with some

amazing people. We would never get

an opportunity to do it elsewhere. We

all had a great time and took lots of

pictures. It was a bit tiring because

of the running, but we all had that

competitive attitude which motivated

us to complete these challenges. I had

some hilarious conversations and will

never forget this experience”.

(Team CHIMP)

“I had a great day. We had

lots of fun. We looked after our

teddy really well. It was a great

experience, we managed to see

lots of London attractions as

well as eat lovely burgers. I

have learnt both navigating

and life skills. Going through

London helped me learn around my area and discover new places both

to visit and potentially work. Today was fun because I was in a large

group and London is great sightseeing area. We enjoyed our teachers

company. Hopefully we can do it again”.

(Team – CASH MONEY)

79


Eton College Summer School

“Aside from the late

nights, early mornings and

increasingly challenging

workload, the Eton College

Summer School produced

ten vibrant and memorable days. From exploring the roots of calculus

to being immersed in the infinitesimal world of quantum mechanics, the

programme broadened my understanding of Physics and Mathematics.

The unique offering of this Summer School was flexibility of thinking,

abandoning all constraints to our creativity and perception. Consequently,

I left Eton convinced the contemporary education system is antiquated”.

Onkar Riyat (year 12)

80

Every

year Eton College

runs a residential

summer school open to aspirational

year 12 students across the country.

With only 120 places available it is

a highly competitive and prestigious

opportunity. This year we worked

with the charity SPARK to support

15 talented and deserving Cranford

candidates through the application

process. I was overjoyed when I

received an email informing me

that four of our students had been

successful and would be attending the

summer school this year.

Ria Kalia, Onkar Riyat, Subhan Jaura

and Faisa Ali all attended the Summer

School from Tuesday 2nd – Friday

12th July 2019 and were immersed

in a world quite different to their

own. Each day students engaged in

lectures and were set assignments and

experienced a range of sporting and

cultural opportunities.

Sharandeep Saroya (Post 16 – School

Improvement Team)

“My time at Eton was inspiring, galvanising and really fun. For me, it

was the optimum summer school experience as learning from teachers who

are really passionate about their subjects specifically, maths and physics

allowed me to enrich my knowledge even further about problem solving

and engineering which will help me achieve my goals of becoming an

aerospace engineer from a top university. Also, learning alongside some

of the country’s brightest young minds inspired me to push my capabilities

and excel in whatever challenge I face. Every day we were introduced to

something much better and significant for our own interests. Personally,

apart from the sports activities I really enjoyed learning about music tech

and how to use music software. It is something special that I can proudly

put on my skills list. I’m thankful to everyone at Eton and all the lifelong

friends I have made whilst living there in a short but an exhilarating

period of time”.

Subhan Jaura (year 12)

“The Eton Summer School was an amazing opportunity that I wouldn’t

have been able to attend without Cranford’s help. We spent 10 days being

pushed to the limits via lessons that questioned our thinking at every

step, and homework that took us into the early hours of the morning. But,

when paired with the amazing teachers, stunning facilities and a really

wholesome community, it made for a truly enjoyable experience. I made

some friends who I’ll never forget and learnt skills that will get me to my

dream university and help me get through it too”.

Ria Kalia (year 12)

“Studying at Eton for the summer school was an amazing experience. Our

days were intensive, with specialist sessions, tutorials and lectures but

still immensely enjoyable. It was great to be able to delve into my subject

at such a high level and used advanced equipment in the lab. We also

received highly specific advice into university admissions and improving

our personal statements, something I found to be very useful. All in all,

it was a great experience and I would definitely recommend it to others”.

Faisa Ali (year 12)


Annual Fundraising Event 2018

www.seedsofpeace.org

Another impressive evening at another impressive

venue. Mr Fraser and I facilitated the first visit

to Cranford Community College from the Seeds

of Peace organisation last year and as usual one

opportunity leads to another. Following this trip

a number of our students successfully applied for

scholarships which enabled them to attend a Seeds

of Peace residential in London. Having impressed

at the residential the students were invited to attend

the annual UK Seeds of Peace fundraising event

Seeds of Peace fundraising event on Monday 19th

November 2018 at The Berkeley in Knightsbridge

and by far the nicest thing about the evening was

watching Guy and Anjali excitedly catch up with

the other students they had met at the residential.

Memoona Yousaf (Senior Teacher - Pastoral)

After very successful seminars with the international

organisation Seeds of Peace, we were re-invited to

another event set up at the (five-star) Berkeley Hotel

in Knightsbridge. It was an evening to commemorate

the achievements of the organisation in spreading

peace though areas of conflict; they boasted

wonderful case studies of friends meeting in unusual

places such as the pair of best friends, each from

the ‘enemy’ side. Seeds of Peace is the pioneer of

a future of peace, and we hope to be a part of it.

The best part of the evening (excluding the food)

was the time which we had to talk to the different

people brought together by the organisation, from

all over the world, to share their stories and bring

to light the many unnoticed injustices occurring

around the globe. I made many new friends as well

as reconvened with old ones who shared similar Seeds

of Peace experiences. The people we met were those

who are changing the world, and I aspire to be a one

of them. Overall, we were very lucky that the school

was able to take part in such an unforgettable event

and we hope for more good news in the future.

Harit Boonyarakyotin (year 11)

The venue was breath-taking, and everyone was very

welcoming. After an hour of drinks, hors d’oeuvres

and mingling, we proceeded to hear the speeches of

other Seeds of Peace members, some of whom included

counsellors and parents of members. Hearing the

speeches really had an impact on me, but one speech

in particular stood out to me the most; it was by two

counsellors, Habeeba and Adaya, who we met at

the Seeds of Peace camp in Maine and became best

friends 7 years ago, despite coming from two opposite

sides of a conflict region. Their friendship story was

beautiful to hear because they put any differences

they had aside, and are still best friends to this day.

Also, it was remarkable to hear how Seeds of Peace

had brought so many people together from all around

the world, and how they’ve provided a platform for

people to speak out about their views, which can

help them in numerous ways in life. Following

the speeches, there was another chance to talk

to the attendees of the event, and how Seeds of

Peace has shaped their lives. It was a fantastic

opportunity for us to network and socialise

with other Seeds of Peace members, as well as

catching up with our friends from the 4-day

seminar in May.

Anjali Bhambra (year 11)

81


www.seedsofpeace.org

82

Seeds Of Peace is a leadership development

organisation founded in 1993. I was very

fortunate to be able to attend the second year of this

phenomenal camp in London. It was incredible.

The amount of fun I had over the 4-day course is

unexplainable. I have adapted and learned many

skills which I now apply to my daily life. Skills

as simple as listening, respect and communication

have made an impact in my everyday life.

The days were quite intense and long and we

took part in many sensitive and emotional

discussions based on topics which include:

gender, religion, identity, Brexit, stereotypes,

euthanasia, relationships with family/friends,

nationality and social class. These discussions

helped me understand different perspectives and

acknowledge and accept them. A dialogue is

not a debate or an argument but simply an open

discussion where everyone gets a say without

their opinion being ‘judged’ or shot down.

This is important as I took away skills from a

dialogue and applied them to reality where I

no longer argue but try to understand the other

person’s point of view and I am determined to

use a dialogue as is a way to resolve conflict.

The Seeds’ and facilitators created a safe

environment which was extremely welcoming.

This helped to strengthen bonds we have with

each other and our relationships. The outcome

of this was that everyone could share personal

things that they would not share with anyone else.

This trust and emotional connection created a vibe

which was unreal. This impacted our success in

group challenges as we needed these bonds to

help us achieve our goal.

We also had a chance to learn about facilitation

and how to facilitate a dialogue. I was partnered

up with Jacob and we decided to base our

dialogue around the theme of “clothes and the

chance of being a victim”. We began our dialogue

with everyone closing their eyes and imagining

a scenario and then we went around the circle

asking everyone to share their thoughts and

opinions; this led to a wider discussion. At the

end of the session, the facilitators gave us some

constructive criticism as well as what we did well.

This was extremely helpful as I got to learn skills

I could take away.

As well as discussions and activities, I took part

in some lip sync challenges and a talent show.

We had singers, dancers, artists, footballers and

Alex presented his monologue from a play called

“Chaos” which we were both involved in. This

was so much fun that we were all laughing and

enjoying ourselves.

Overall, the experience I had was life changing as

my whole mind-set and mentality switched when

I returned to my daily life. I am still in contact

with the facilitators and my fellow Seeds. I have

created friendships for life. I consider myself

extremely lucky. I would recommend to everyone

to get involved in this programme. I am proud to

be a Seed.

Kavleen Arora (year 10)


Seeds of Peace Dialogue 2019

Seeds of Peace was a camp dedicated to a form of discussion called ‘dialogue’. Myself, Kavleen

Aurora and around a dozen other students from different schools around the country took part in the

Seeds programme and I think I can speak for everyone who took part when I say that it was a brilliant

success. The programme was quite intensive, with quite long days and lots of emotional discussions

with topics such as; the education system, Brexit, religion, nationality, identity, stereotypes, euthanasia,

family and gender.

The facilitators - the staff - created a warm, comfortable environment which brought together students

from all over the country and allowed them to talk about matters very personal to them in a way that we

never could amongst friends, family or anyone else in our day to day lives. Dialogue, the mysterious

word that I heard so much about from previous Seeds (students who went previous years to the UK

programme) had an extremely elusive definition and I could not find any information that satisfied me

even after hours trawling through pages and pages of information.

I’ll do my best to explain this very complicated topic, though I cannot recommend enough to those

that read this to discover dialogue for themselves firsthand. Dialogue, to me, is a type of discussion

that, at its best, allows those who participate to share their experiences, emotions and beliefs without

the fear of attack and with the knowledge that those around them are going to offer support and advice

before anything else. At Seeds we sat in a circle - a shape that includes everyone - and began to talk

about topics that we would like to discuss over the course of the weekend. Apart from many hours of

dialogue (which was by far my favourite part) we also did lots of physically active ‘group challenges’

and took part in preplanned activities that the facilitators set up for us.

The most memorable activity for me was one based on identity. Each of us was given 9 cards with

different categories on them, such as; sexuality, gender, nationality, political affiliation and religion.

We filled out those categories with answers that applied to us and then the activity began. Each ‘round’

we went around the circle, without disclosing our card to anyone else, and dropped the card which

was least important to us. We did this continuously until each person had only one card left and then

went around discussing what was on our last card and why it was most important to us. I think it was

an extremely sobering activity as it allowed us to properly define our identity and realise what part of

us was most important.

Overall, the Seeds programme was an amazing success and I’m already in contact with the staff in the

hopes that I will be able to go again next year.

Alex Hickey (year 10)

83


It has been a very busy but productive year as the Heston West

Big Local community continues to grow. Here are just a few

examples of the developing projects and growing initiatives

which are so much part of our thriving community.

A Year in the work of

Heston West Big Local 2018-2019

Legacy and Youth Engagement - Heston West lead at the Big Local London

Learning Cluster Event

On Saturday 22nd June 2019 – We were invited by WSA Community and Local Trust to run two Big Local

workshops – Legacy and Youth Engagement at the Big Local London Learning Cluster Event held at St

Luke’s Community Centre. We were also joined by several other Big Local areas across London including:

Barnfield, Wick Award, Broad Green, Grange, Plaistow South and William Morris. In the morning session,

our Chair Alan Fraser led the Legacy Workshop alongside Callum. Alan went through the work we’ve done

so far to address future issues and our legacy, including inviting young people to be part of the discussion.

During the session, Alan helped the other clusters to identify their goals, ambition and what they would

like to be remembered for. In the afternoon session, Taz alongside Layba, Callum, Brooke and Kapil led the

Youth Engagement Workshop. We outlined the work we had already done with young people and families

and also shared a few case studies of the young people present at the event. We then asked the other areas

a series of questions to help stimulate our discussion. ​We asked them to identify their current strengths in

working and engaging young people and also the barriers and challenges they are facing. Taz also spoke

about connecting to schools, how to make sure you are getting all the credit and not just being a logo at

the bottom of a flyer.

​We were impressed with our youngsters’ fantastic confidence, their enthusiasm and passion about the Big

Local which inspired everyone.

Our Big Local Community Gardens

Project is underway...

We have just begun work developing our new Big

Local Community Conservation Garden at Cranford

Community College. An amazing 40 local people turned

up to kick start our Big Local Conservation Area project

at Cranford on Saturday 30th March 2019. Our fantastic

volunteers got together to pull weeds and clear up the

site at our Conservation Clean Up Day and now we

are ready to put our dreams and plans in action. Some

of our ideas from our recent community consultation

include:

A Café, picnic tables, tepee, vegetable and fruit patch,

raised flower beds, play area for kids, mosaics, sheds

for storage/ Big Local groups, tyres for planting, chalk

boards for kids, swing chair set, fixing up the outdoor

classroom and stage area (on filled pond space), fire pit

and fairy tree doors.

84


Working on our latest Redwood

mural masterpiece

Over fifty volunteers teamed up with talented

artist and fashion designer Joel Sydenham and

the Hounslow Family Learning and Education

Department to help breathe new life into the

Redwood Estate during April and May 2019. The

mural project funded by Hounslow Council has

so far helped bring together local residents to

create a positive and artistic difference to our

community. ​The mural aims to highlight our

Big Local journey in the last 3 and half years,

celebrating our togetherness, activities and

volunteers, including our famous yellow tops.

Volunteer-led Big Local Community

Ramadan Iftar Event

We had just over 150 people attend our Big Local

Community Ramadan Iftar Event on Thursday

30th May 2019 at Cranford Community College

organised by our incredible volunteers. Everyone

contributed by bringing in a delicious freshly

prepared dish to share amongst our community.

Congratulations to all our volunteers for their

hard work. It was lovely to see everyone from all

backgrounds come together for this event.

Young volunteers learn about

Cyberbullying and how to keep

safe online

Working in partnership with Generation Mindset,

the Cyberbullying workshop provided our young

volunteers with the tools on how to tackle bulling

online but also prevention advice and what to do

if you or someone you know is being bullied. In

addition, our youngsters learned about effective

time management, how to deal with stress and

useful revision tips. We also had an informative

and engaging session led by former Deputy Mayor

of Hounslow Mukesh Malhotra about identity

theft.

Young Big Local sports leaders

making a difference

We are very proud of our Big Local young

sports leaders Kirstie, Sanjay, Yuvraj & Adewole

for supporting our Multi Sports Camp Week

alongside QPR Trust during May half-term. It’s

amazing to see all of them take on leadership

roles to inspire the next generation. Well done

for successfully completing the week. Keep up

the great work.

Maria Pedro Legacy Documentary

In the last few months we have been working on

developing a special documentary highlighting the

extraordinary life of our former Representative Deputy

Lieutenant for Hounslow, Maria Pedro who sadly

passed away last November. The documentary,

presented by our youth volunteer Serena Lola, will

enable future generations to learn more about Maria’s

life and to provide an example of great resilience,

hope and faith to children and adults across the UK

and beyond.

We have been working closely with Maria’s husband

and former Rugby World Cup winning coach Philip

Keith-Roach to help produce this documentary.

We have so far interviewed Philip, Pricilla Ledley

representing the Army Cadets, Alan Fraser, Taz

Virdee and Baroness Floella Benjamin at the House of

Lords. We have also interviewed a few young people

who worked with Maria and her friends and her

former colleagues including MP Seema Malhotra and

celebrity chefs Raymond Blanc and Michael Caines.

85


‘Welcome to Heston West’ Flowerbed

installed

We are delighted to announce that our new ‘Welcome

to Heston West’ flowerbed has been installed at Harlech

Gardens on Cranford Lane. The fantastic new addition

is just a stone’s throw away from the Brabazon Parade

of shops. The flowerbed is ideally placed to attract the

attention of local drivers, shoppers, commuters and school

children walking either to Berkeley Academy or Cranford

Community College. The flowerbed was officially unveiled

by our chair Alan Fraser on Tuesday 14th May 2019

alongside Lewis Byrnes of Lampton 360 Maintenance and

members of our community. The reaction from our local

residents has been brilliant, many commenting how the

flowerbed made them feel proud and happy to be part of

our local community.

This is the first of many new green space projects that will

be happening over the next few months in our Big Local

area. We will be installing 7 raised beds (5 vegetables

beds and 2 flowerbeds) on the Redwood Estate, 4 new

flowerbeds outside the Redwood Estate, opposite Cranford

Community College and a few alongside the Brabazon

Community Centre. In addition, we will be developing the

Harlech Gardens Allotment to help breathe new life to the

site. Our Chair Alan Fraser said: “​I am so inspired by this

project. It has created a lot of interest and is a start on

our drive to improve our local environment”. Thankyou

Lewis, Fabio and their Board of Directors at Lampton 360

Maintenance for their amazing support in funding and

installing the flowerbed.

Community Cleaning up Henlys Alley

Around 50 enthusiastic volunteers got involved with our

community clean up of Henlys Alley on Saturday 6th

April 2019 supported by BSAG (Burns Way and Shelly

Crescent Action Group), Hounslow Highways, Henlys

McDonald’s and Hounslow Council. On a beautiful April

morning we collected over 50 bags of rubbish, with many

bottles, crisp packets and plastic containers being picked

up. Everyone was in good spirit and enjoyed themselves

during the event.

After the clean-up, our volunteers were kindly treated to a free

McDonald’s lunch funded by Hounslow Council Community

Impact Fund. The McDonald’s staff were kind, helpful and

positive during our stay. It was a great end to a wonderful

day, everyone felt pleased and proud of themselves. It was

especially brilliant to see new people join in to kick start

their Big Local journey. We would like to thank BSAG

(Burns Way and Shelly Crescent Action Group), Hounslow

Highways, Henlys McDonald’s and Hounslow Council for

their exceptional support.

86


Layba wins the Hounslow Housing

Volunteer Young Champion Award

On Thursday 4th April 2019 we attended the first ever

London Borough of Hounslow Housing Volunteer

Awards at the Ramada Hotel in Hounslow. Layba Nisar,

student at Cranford Community College won the Young

Champion category. A big well done to Rhys Jones,

Callum Wills and Vijay Lund at Heston West Big Local

and Maxwell at Riana Development Network for being

recognised for their fantastic community work.

We would also like to congratulate our wonderful adult

volunteers Alexandra, Sarah and Kailash for picking up

their respected recognition awards.

ONE LIFE INITIATIVE- Serving and

keeping our community safe

13 young people from our Big Local Youth Action

Team participated in the ONE LIFE two-day activity

during February half-term led by the Metropolitan

Police and the London Fire Brigade at Imber Court

in Hampton. The young people learned many new life

skills whilst partaking in the sessions. They learnt basic

fire, pumping and police drills.

These sessions also enabled our young people to

improve their communication, teamwork and leadership

skills. Overall the two-days were eye-opening, fun and

engaging. We would like to thank the Metropolitan

Police, London Fire Brigade and the British Army for

their fantastic hospitality and support.

The young people (above) were awarded with

certificates for displaying great confidence, enthusiasm

and dedication to the ONE LIFE Project. Well done

to Ishmael, Yuvraj, James, Sharanjit, Rajveer, Layba,

Haris, Mario, Iman, Emaan, Maria, Ammerhamza and

Haroon.

Community unites making the One

World Strong Marathon Campaign

advert

Heston West Big Local has teamed up with One World

Strong Foundation to help create the official advert for

the One World Marathon Event to take place from Friday

12th to Monday 15th April 2019. We had volunteers and

supporters ranging from 5 to 80 years (including young

people involved with our Youth Action Team) take part

in the advert working in partnership with our MADE

IN HESTON Youth Film-making project.

Taz Virdee (Project Manager Heston West Big Local)

87


Future Leaders

Technology

Programme for Girls

In

March 2019 Mr Watton

told year 10 girls about

an amazing opportunity that

had come up for a week’s work

experience at the end of May in

Canary Wharf, working for one of

the worlds top four accountancy

firms, KPMG. There was only one

catch, there was an application

process which was very hard and

we would be up against many other

schools. The application process

involved us having to come up

with what we thought would be

the next ‘big’ thing in technology

– it really made us think. Once

we had written about our ideas

which ranged from electric cars

to nano bots and health apps, we

had to wait to know who had been

successful. We knew that there

were lots of other schools involved

so the wait was tense. Eventually

we heard that 5 girls had been

chosen. We had our first meeting

with the mentors on Friday 10th

May 2019 and after the meeting

we were more than ready for the

placement to start.

On the morning of Monday 20th

May 2019 me, Zehra, Holly,

Iman and Aliya met Mr Watton

at Hounslow West station. One

hour later we arrived in the

amazing Canary Wharf, where we

happened to meet Aadil Awan, our

old Head Boy in the tube station

(he is there doing a Higher Level

Apprenticeship) who he took us

to the huge and impressive KPMG

building. We got our passes

and then we were off.

On the Monday we had an

introductory session, where

we met Anna Somaya and

Nigel Slater (not the chef) in

which we learnt how technology

is influencing all fields of work

and how broad the industry is. We

had some hands on experience

in AR and VR including using a

VR headset. We also tried to find

solutions to problems using tech by

going to Canary Wharf shopping

centre and looking around.

On Tuesday we took part in a

coding project (HTML coding)

and also created a website about

an influential woman in tech.

This was taught by Laura from

‘Taught by Humans’. Also, we

had a graduate carousel where we

met a range of people who joined

through the graduate scheme.

We don’t need to have a tech

background in order to get a job

in technology and that you should

study whatever you want and

enjoy to find a job that fits you

rather than changing yourself to

try and fit the criteria for what you

believe to be a good job.

On Wednesday, for the first half

of the day, we stayed with our

mentors. They gave us advice and

help, and said that if we needed

anything in the future they would

be happy to help. In the afternoon,

we met the CIOAs of the company

and they did an activity with us, in

which we had to solve the problem

of plastic waste from coke. We

then met two people from cyber

security who talked about the

different problems that can destroy

infrastructure, systems and hurt

the people who use them.

On Thursday we attended an

educational workshop in which

we learnt about IT services.

This consists of things such as

networking, hardware and user

interface. We learnt how data

travels along a network and about

different parts of a computer.

We also got to dismantle one.

Finally, we learnt about how

KPMG is inclusive towards all

employees including those with

hearing and sight impairments

and the technologies they use to

help them. We also got to meet

one of the managers from a

team in IT design who taught us

how different technologies are

designed and made together in a

team and can forever be improved.

In the afternoon, we planned in

groups our presentations on a

technology we could design using

new inventions that would help

solve problems in specific sectors.

On our final day we gave our

presentations on how we would

improve different sectors of

British industry. They were a huge

success. We then learnt about

diversity in the workplace and how

companies could become more

inclusive of people from different

backgrounds. At the end of the

day, we received a talk on potential

careers and routes at KPMG. We

had an amazing time on our work

placement. We learned so much

and made such great contacts. We

are really grateful to Mr Fraser

and Cranford for giving us such a

fantastic opportunity.

Lerin Bajaj (year 10)

88


Heathrow Jobs and Careers Fair at Sofitel Terminal 5

On

Friday 28th February 2019 Mr Cripps and I accompanied 30 students in year 13 and year 11

to attend the Heathrow Jobs and Careers Fair at Sofitel Terminal 5. I had never attend this

fair before but was amazed to see all the providers who were looking to recruit young people for their

companies. There were hundreds of young people from all over London but being one of the closest

schools to Heathrow I was really amazed to see all the opportunities available locally. There were

universities, colleges, retail firms, engineering firms, public services all offering so many things! I think

Border Force had the most exciting stand which included a search dog. It was a great insight in hearing

about how they operate.

The providers were offering jobs, apprenticeships and some were talking about being a T-Level placement

employer. There is so much emphasis and progression within the apprenticeship route that companies

were really keen on recruiting young people who fit the values of their organisation. British Airways even

provides apprenticeships in four different areas. Some of the engineering firms like Ferrovial Agroman

were offering Degree Level apprenticeships. Ferrovial Agroman were awarded a joint contract for £500

million to the biggest construction project in Europe – Crossrail and now they are looking for young

people to join them if they are awarded the contract for Terminal 6 or runway 3 – which is very exciting.

It was a great and valuable afternoon for all the students who attended.

Mahavir Ladva (Supervised Study Centre Manager / School Improvement Team)

Generation Global aims to provide young

people with the dialogue skills to engage in

a non-confrontational way when discussing

controversial topics. Students are taught skills

which they then put into practice through

international video conferences. Cranford

participated in seven conferences throughout

the year. Two of the conferences for year 12

students were on the topic of human trafficking and identity.

Five conferences were held with our year 9 students on a range

of topics including global warming and hate speech. The year

9s learned their dialogue skills as part of the school’s Mind,

Body and Soul programme. Cranford students engaged with children from all over the world, from USA,

Columbia, Mexico, Ukraine, Italy, Egypt, Jordan and the UAE.

Our students performed exceptionally well in the video conferences displaying high level dialogue skills

and using questioning techniques to delve deep in to the thinking of other young people around the

world. The conferences usually last 90 minutes but the time just flies by and leaves everyone wanting more.

Alan Fraser (Assistant Headteacher – Director of Community Partnerships)

89


On

Saturday 16th March 2019, as

part of the National Saturday

Art Club we visited Cullinan Studio, a

company of architects and master planners

in Islington for a Masterclass. Their projects

range from urban masterplans to individual

homes, both in the UK and abroad. For

over five decades Cullinan Studio has

maintained an international reputation for

designing successful, sustainable buildings

and spaces that respond creatively to their

context, climate and local culture.

The session was a motivating and memorable event, offering young people an opportunity to meet and

collaborate with some of the most high-profile practitioners in the country. Students worked collaboratively

to produce a piece of artwork based on incorporating green spaces within architecture. Students really

enjoyed the creative process and designing the piece that was used in the Summer show. Cullinan Studio

were very welcoming and it was a great opportunity for students to have a look around an architect firm

and gain insight into architecture.

Pam Hunt (Lead Teacher – Saturday Art Club)

Masterclass

at Cullinan Studio

90


The

National

Saturday

Art

Club

2018-2019

For

the fourth year running Cranford Community

College opened its doors to students from

schools in the community to participate in The National

Saturday Art Club. Cranford continues to be the only

school nationally to be involved in this initiative.

The National Saturday Art Club nurtures young people’s

talents, builds their confidence and raises their aspirations.

It helps them gain qualifications and gives them an insight

into further study and rewarding careers. Members

learn about the diverse educational pathways and job

opportunities that can lead to exciting careers in the Arts.

It is potentially life changing. Students are offered 30

hours of free tuition with a specialist practitioner and as

part of their programme, all members attend a Masterclass

delivered by a prominent creative industry professional.

This year we visited Cullinan Studio, a firm of architects

in March and the year culminated in a final Summer show

hosted by Sir John Sorrell and Lady Frances Sorrell at

Somerset House Embankment Galleries on Monday 10th

June 2019. The Summer show was graced by the Guest

Speaker, the Rt Hon. Baroness Morris of Yardley, who

spoke about the vital role of extracurricular provision

and the importance of creativity in today’s society. This year the

National Saturday Club celebrated its tenth anniversary. Club

members also attended an awards ceremony at the institution

of Engineering and Technology where they were awarded their

certificates by Katie Greenyer from Pentland Brands.

It was really good to see such

an enthusiastic uptake from the

students, who produced a 3D model

of a town in which they would like to

live in. The model really stood out at

the show and looked amazing when

displayed in a professional exhibition

space.

It was also a great opportunity for club

members to work collaboratively with

students from other schools across

London. All members displayed

commitment and dedication to give

up their weekends to participate in the club.

Pam Hunt

(Lead Teacher- Saturday Art Club)

91


UNIQ residential at

Oxford University:

Art History

30th June- 4th July 2019

UNIQ

is an access programme,

which prioritises students

with high grades from backgrounds that are underrepresented

at Oxford and other highly selective

universities. Simran Sidhu who is currently

studying Art at A Level took a leap of faith,

applied for a place on the programme and was

successful. It is clear that the whole process has

raised her confidence and also given her a good

insight into university life at Oxford. She has had

opportunities that have been very valuable and it

was a great experience that allowed her to sample

the variety of resources that the university had to

offer.

Here is her account of the residential at Oxford.

Pam Hunt (Creative Arts –Art)

92

My experience at UNIQ was amazing and I

would definitely recommend it to anyone who plans on

applying to Oxford. I applied for the History of Art course

and I had to write a personal statement as to why I wanted

to study it. UNIQ is designed for students in their first year

of A-Levels to have an insight into what university life is

like for their chosen subject. I arrived on a Sunday where

we were divided into groups according to which college

we were staying at. I was given accommodation at Trinity

College which was in the centre of town and near all the

shops. On the Sunday we were given time to settle in and

get ready for the academic programme of that week. On

Monday we were told to be down for breakfast at 8:00am

and be finished by 9:00 to leave on time. I was taken to

the main building where they teach History of Art and was

introduced to our tutors. We began by carrying out a visual

analysis of a few paintings as a warm up. We were then given

an object or painting to give a presentation about at the

end of the week. The painting I had been assigned was the

‘The Hunt in the Forest’ by Paolo Uccello. Our days were

packed full of workshops related to personal statements,

interviews, the admissions process and finances. On Tuesday

we were taken to the Ashmolean museum and the Pitts River

museum, I really enjoyed this because they were both very

different. The Ashmolean was more traditional and the Pitts

River was more cultural. We also had a chance to see the

objects we had been assigned ‘in the flesh’ and we were able

to gather more information for our presentation. We were

given tours around some of the colleges; some were more

traditional like St John’s and some more modern like Lady

Catherine’s. During the afternoon we visited the library at

St John’s College where we were given the rare chance to

look at and touch books that were over 500 years old. One

of the oldest books we saw was from the 9th century. On

Wednesday we went to the Bodleian Library where scenes

of the Harry Potter films were filmed and then we went to

the UNIQ party. Thursday was our final day when we had

to present our findings. We then attended a final reflection

session and left Oxford University for home.

I really enjoyed my experience there because it was

completely different to how I thought it would be: Oxford was

not so intimidating. UNIQ helped me understand what kind

of applicants Oxford are looking for and whether or not their

style of teaching is something that I liked. I was grateful to

get a place on UNIQ because out of over 6300 applications

I was lucky enough to be one of the chosen 1350. It was an

excellent opportunity that helped me make decisions about

what I wanted to do next. To anyone thinking

of applying to Oxford in the future UNIQ is

something I highly recommend. It was fun to

meet people from all over the UK who share

the same interests as me.

Simran Sidhu (year 12)


I got to learn multiple

different art forms and to

create products of my own

during the UAL Insights

Programme. At CSM, on

the first day we designed

architectural structures

in teams using bamboo

sticks which we then

covered in tissue paper

and plastic wrap to create

a product. My group made

an abstract chair.

At CCA, we got to explore

a range of art forms over

a 2 day period leading to

us choosing our preferred

one. On the 3rd and 4th day

I focused on the internal

and special design task as

it was the most interesting

topic which allowed me

to understand more about

internal design. This will

be helpful in the future

when I study architectural

design.

Samir Lund (year 12)

The UAL Insights initiative is a University

outreach programme offering young people access

to colleges offering creative qualifications to preuniversity

advice and guidance. Insights consists of

three activities for students aged 16+ spread over a

series of Spring, Summer and Autumn / Winter Schools.

Four of our A Level Art students made applications and

successfully gained places on the Autumn, Spring and

Summer Insights programme. They programme and have

attended a range of UAL institutions including; London

College of Fashion, Central St Martin’s, Camberwell,

Chelsea and Wimbledon College. In addition, year

13 students attended portfolio and workshop based

sessions giving up their time on weekends as well

as weekdays. It has really helped students boosting

their independence and confidence, developing

problem solving and creative thinking skills and

preparing them for their future studies and work

in the creative industries.

Pam Hunt (Creative Arts-Art)

Going to UAL was an exciting experience as we met new

people and explored the different arts together. It gave me an

understanding of different art careers would be and helped me

to narrow down preferences whilst giving me a sense of how

universities structure their teaching.

Sophiyaa Pawar (year 12)

I found my time at UAL very informative. It gave me an insight

into both architecture and interior design and helped me

understand how to boost my independence whilst becoming

more confident in expressing my ideas. I was really proud of

what I made as it was structured and had clean straight lines.

Alisha Sidhu (year 12)

I really enjoyed the opportunity to meet creative people who

enjoy Art. It helped me learn about the options I could follow

at university. Camberwell had some really good facilities that

I was able to use and I enjoyed the experience very much.

Sureesha Bhangu (year 12)

Insights

Programme

2018-2019

My CSM

Summer

Insight

experience

During the Insights

programme I got to

experience what an

architecture student at CSM

would do. I also learnt about

the many restrictions that

apply as an architect, for

example, creative limitations

set by the client’s needs

and wants. This experience

allowed me to learn new ways

of expressing my creativity

and taught me methods to

resolve issues. The best part

of the Insights programme

was experiencing the life of

a trainee architect.

On the second day I got to

view the portfolios of two

trainee architect students,

one who had recently

completed their first year

and the other who had

graduated in their final year.

By looking at the portfolios, I

got to understand the process

of meeting the client’s needs

when designing something

very creative.

I had assumed the Summer

session was going to be

similar to the Spring one

where we would be creating

products, but during the

week, we experienced the

many aspects of architecture

which are vital for an

architect to learn for the

future. For example we

learnt about product

design, graphic design, and

approaches to research about

a client’s project. I learnt

about the different art forms

that combine together to

make an architect’s plan and

how this could be included in

my portfolio.

I worked in a team on an

architectural brief where

we designed enclosures for

animals at London Zoo. It

was fun and unexpected

because I used more problem

solving skills than I thought

were involved in architecture.

Samir Lund (year 12)

93


Young Writers’

National Poetry Competition

The

Young Writers’ Poetry

competition is an annual

February 2019

94

She

Ria Dhaliwal (year 9)

Alone

She will never be

Burdened with her dreams

because she can’t be she

without

He.

Weak, she may be,

but she carries on and

remembers to

breathe

because she’s just a

Wo-man

And that is all she’ll ever be,

but she knows,

She doesn’t need Prince

Charming to satisfy her needs,

She can do it on her

Own.

But then she realises her whole

life is a lie,

From the day she was born to

the day she dies.

They told her she was the same

as him,

But now she knows the truth

was grim.

Why did he run like a girl?

Why did he cry like a girl?

Why was she a girl?

Why was it an insult to be a girl?

S-he is still a

Wo-man

a Fe-male

a Hu-man

and her best kept secret?

A per-son.

competition. Cranford students

participate each year creating some

very thought provoking poetry. This

year the title given was ‘Poetry Escape’

and students were asked to write a

poem based on the idea of escape.

We had a number of successful

entries which were also selected to

be printed in an anthology, along

with works by students in other

schools across the country. These

poems are heart-felt and powerful.

Here are just a sample of the work of

our amazing Cranford poets.

Sahrish Shaikh (English Department)

School

Aleeza Akhtar (year 7)

The raging heat of boredom,

The pouring words of wisdom.

I start to suffocate,

I just want to escape.

I lean back in my chair,

And give no sight of care,

As I close my eyelids tight,

And shut out all the light.

My mind starts to whirl,

As a brand-new world unfurls,

With long, outstretched

meadows,

And smells that tingle in my

nose.

I run across the grass,

I am no longer in class,

As my hair blows in the wind,

And I seem undisciplined.

But as I fall down on my back,

I feel a little tap,

I open up my eyes,

And am met with surprise.

I am back inside my

classroom,

And am stuck in eternal doom,

The lesson drags on and on,

My secret world has gone.

Cassowary

Ahoura Bakhtiari (year 11)

Dear fledgling,

Yours eyes bestow on

themselves,

The image of casts of

Falcons,

Soaring high by the twelves.

Their ethereal pinions

gliding,

Ever so weightless,

Whilst you’re on the

mangroves trail-riding.

As flurries of cool-hitting

gusts,

Whisk against their silken

feathers,

Like black velvet sweeping

across the peripheries of

heaven.

You’re enmeshed in the lowlying

marshes,

Glancing up at the so called

‘cream of the crop’,

Knowing that you will never

embody,

What they epitomize.

Although,

Your first glimpses of the

world,

Entail the pressures of

censorious bird society-

Don’t be dismayed.

You don’t have to fly to the

midst of the stratosphere,

To know what breathing

feels like.

You don’t have to live the

role of the falcon,

To feel sentient to life.

Just because your name

isn’t as illustrious as some,

Doesn’t mean you can’t

clutch the world in your

claws.

Hitherto, no bird knows of

the name ‘Cassowary’,

But someday they shall.


The Boy Who Never Returned...

Kavleen Arora (year 10)

My Pride

Inaaya Mir (year 7)

Shops surround me,

Spotlights beam down on short dresses and crop tops.

Many eyes stare at me like a hawk querying its prey.

I am covered head to toe in navy blue,

Not a sight of bare skin in full view.

They look at me as if I am restricting myself.

Yet I am freer with who I am,

and I feel freer than they could be themselves.

It is not just a cloth wrapped around my head,

It is a symbol of faith, and reliance on God.

I wear my hijab with pride as though it’s my crown,

and never shall I let anyone put me down.

I am not oppressed, and neither am I depressed,

I am honoured in my home and my community.

I am a jewel in my father’s crown which is

adorned with pride.

Being a Muslim I have witnessed that women

are treated with the utmost love and respect.;

My home is an example of this as my mother and

sister too also reflect.

I have heard the silent whispers of others,

“Why does she wear it?”, they say.

I will be recognised through my intelligence

not my beauty, as that is why it is hidden beneath.

It is calming and purifying to the heart and soul,

As this feeling is like no other.

Only some are truly blessed,

To believe in this wonderful concept.

He was the sort of boy

Quiet

Shy

Introvert

While the sun beamed down upon his face

He felt no light

No hope

He was internally dead

Done fighting a heavy battle

Picking himself up after being shattered

Knocked down

It’s time to end this

He thought

Into his bedroom he went

With a bottle of disinfectant

Palpitating

Alas, he never returned

So, what if he was gay?

Being told he was not normal

Insane

Demented

Following the devil’s way

Not being accepted by society

Family

Friends

I don’t belong here

He used to say

Bullied and targeted

Enough was enough

Why does our society have to discriminate?

Why not join?

Rather than fight against each other

As if we’re enemies

Break down all social barriers

All pathetic stereotypes

Suicide being committed every single day

Blades slicing skin

Releasing all the pain that one has kept

within

One is not here

One is dead

But what can we do to prevent ‘one’ from

vanishing no more?

No more discrimination

Repair society’s thoughts and needs

Together we will all consolidate

Make a change

We are so different

Yet so similar

We are all human

We are one

Do you know the similarity?

Humanity.

This is me,

This is who I am.

Live and let live every moment to the best you can.

95


On Thursday 10th January 2019 the History

Department organised an educational trip to

the exhibition Anglo-Saxon Kingdoms: Art,

Word & War at the British Library in London.

The exhibition provided a once-in-a-lifetime

opportunity to see some of the relics of the Anglo-

Saxon age which are rarely put on national display.

It gave a unique insight into Anglo-Saxon people,

their culture and literature with a fascinating array

of religious texts, artefacts, swords and objects

from before the year 1000 as well as both copies

of the early Norman Domesday Book.

Never again in our lifetime will as large a collection

of Anglo-Saxon history artefacts be collated for

public display in one place. The collection was

donated to The British Library for a limited time

only, from private and public collections from

across Europe.

The St. Cuthbert Gospel is the oldest existing

covered Bible in existence and was written in the

early 7th or 8th century at Wearmouth-Jarrow. It is

the oldest European book with an original, intact

cover and binding. The red goatskin cover reflects

Christian imagery from the Eastern Mediterranean. The book was found in 1104, lying at the head of

Cuthbert who died in 687, when the Saint’s coffin was opened at Durham Cathedral.

The Alfred Jewel was found in 1693, a few miles from King Alfred the Greats’ fortress at Athelney in

Somerset. It is inscribed with the Anglo-Saxon for ‘Alfred ordered me to be made’. It is likely that it was

the handle for a small pointing rod which would help with following and reading religious texts.

Possibly the most transfixing of all of the artefacts, was the Sutton-Hoo Great Gold Belt Buckle, a solid

gold belt buckle, made in the early 600s and almost 6-inches long. This was found as part of the burial

mound excavated at Sutton-Hoo in 1938-1939.

Tom Rich (Head of History Department)

Year 12 British Library trip

“Willkommen” to the Modern World Languages Department

Backe

backe

Kuchen

Over Christmas, our year 7 and year 8

students studying German got busy baking

typical German biscuits. They even had

to follow a recipe in German. The results

looked amazing and tasted as good as they

looked. The students took the recipes home

to make the biscuits in their own kitchens and

sent us photos as evidence. Their baking they

shared with their families over the Christmas

period, a tradition which is very much part of

the German Christmas festivities.

96

Alexandra Manole (Head of German Department)


“Great tours, amazing accommodation

and even better memories, would be the

three ways I describe the Spain trip. It

created bonds between people who had

never talked before and created friendly

yet intense UNO wars”.

Sean Udott, (year 10)

trip

Barcelona

At

Cranford we believe that it is important

to teach children both language and

culture. We do this in class but there is nothing

better than exposing the children to the culture

of the language they learn in ‘real life’. This

builds connection and, in turn, connection

builds passion for the language. So on Tuesday

28th May 2019, Ms Manole and I took 20

students from year 9 and 10 to Barcelona.

We live in a world that is increasingly placing

more and more importance on languages and

global mentalities. We wanted our students

to broaden their horizons

through exposure to

different countries and

cultures. This provides

them with a great start to

their working lives and

allows them to experience

the wide world around

them.

The trip to Spain was a wonderful

opportunity to immerse ourselves

in Spanish culture. We visited

many famous locations such as:

Camp Nou, Parque Guell, La

Sagrada Familia, Casa Batllo

and Las Ramblas. Personally, I

thought that La Sagrada Familia

was the best part of the trip, by

far. La Sagrada Familia is a

church in the centre of Barcelona

that was designed by the famous

Spanish architect, Antoni Gaudi.

The church is nearly 200 metres

high and has stunning stained

glass windows that cast beautiful

colours across the church. It was

an amazing experience because

of how it contrasted with most

traditional, dark Gothic Catholic

Milton Ferreira

(Modern World Languages

Department)

churches. La Sagrada Familia was brightly

lit and covered in statues and Christian

imagery. We also got to appreciate amazing

views across the city as we went high up

above the city to visit Parque Guell and a

castle used in the Spanish civil war. I don’t

think a review of the Barcelona trip would

be complete without describing the evening

activities when we came back to the hostel

exhausted after a long day. In the

evening around ten of us would

gather in the lounge and play

UNO with Ms Manole and Mr

Ferreira; our games were very

competitive with lots of yelling

and screaming as everyone

ganged up on Mr Ferreira.

Overall, it was an amazing trip

that gave us a break from the

pressure of GCSEs and it was

very satisfying to make sure Mr

Ferreira never won a game of

UNO.

Alex Hickey (year 10)

“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

around Barcelona which were extremely beautiful. It was a great spot to take photographs. The trip was well organised

and allowed us to fully engage with Spanish culture and witness it first-hand. The stadium

was a good visit and an exciting one with an amazing opportunity to go inside

and have a look at the trophies and changing rooms. The tour of the Sagrada

Familia was a great addition as it allowed us to understand the history of

the building better and to increase our knowledge on the importance of the

cathedral to Spain. The trip in short was extremely enjoyable and exciting

and it was also very memorable. This is a trip that I will never forget”.

Ibrahim Musadiq (year 10)

97


The Village

Theatre Royal Stratford East

On

Thursday 20th Septemebr 2018, the

year 13 A Level Drama group attended

the newly refurbished Theatre Royal Stratford

East to see director Nadia Fall’s inaugural

production of “The Village”, a compelling

play thrumming with moral power; filled with

themes of corruption, female empowerment,

unconditional love and casteism. Nadia Fall

masterfully directs the production, adhering

closely to Joan Littlewood’s policy of politically

engaged theatre, with satirical caricature

characters who promote a moral message.

The story, adapted from Lope de Vega’s

‘Fuenteovejuna’ is taken to ‘Sahaspur’

a rural community in India. The idea

of ‘sahas’ meaning bravery is certainly

something that is established when a

corrupt Inspector called Gangwar (Art

Malik) along with two other inspectors

(Arian Nik and Ragewan Vasan) who

are also serial rapists enter the village

with their preeing eyes on Jyoti (Anya

Chalotra). When the inspector finds

out that Jyoti is married to a Muslim

man named Farooq (Scot Karim) all

sorts of ordeals arise. The play clearly

explores social politics, racism, the

rivalry between political leaders and

the endemic impact it can have- all

issues that are still relevant today to

both young and old.

Throughout the performance there are many references to infamous modern events, for example; the name

‘Jyoti’ also being the name of the victim of the recent Delhi gang rape and numerous references to President

Trump and the #MeToo agenda, issues that are highly relevant to and have an impact on members of an

audience of any age.

Juhi Kumra (A level Drama student year 13)

98


Gala Dinner

Kevin Prunty, Executive Headteacher, gave the opening speech

at Hounslow’s Promise’s first ever Gala Dinner on Wednesday

17th July 2019. Hounslow’s Promise is the prestigious

organisation co-founded by Cranford Community College

and Seema Malhotra MP in order to support local young

people towards a bright and successful future. The glamorous

event celebrated the programmes run by Hounslow’s Promise

as well as its new official status as a charity.

The evening started with a stunning performance from

Hounslow Student Abi Sowery followed by Kevin Prunty’s

welcome speech. The evening was a mix of speeches and

entertainment including beautiful singing by Cranford’s very

own multi-talented student Aria Cundall.

Highlights of the evening also included the keynote speech by

special guest Lord David Blunkett and heartfelt messages of

support from London Mayor Sadiq Khan and US General Colin

Powell of America’s Promise. Lord Blunkett is a passionate

advocate of active citizenship and civic engagement and gave

inspirational advice to the younger generations who face

unprecedented challenges in today’s world.

Eight young people from Cranford Community College were

recruited to act as Hounslow’s Promise Ambassadors and

ensured the smooth running of this high profile event. They

greeted the guests and made sure everyone had a good

time. The evening also raised funds for the charity’s future

programmes through donations and an auction with some

amazing prizes. Over 300 people from the world of business,

politics, education, local community associations as well as

the press attended and bid generously for the prizes on offer.

It was a highly successful and most enjoyable evening and

one which will no doubt be repeated.

Veronique Gerber (Associate Headteacher)

99


Sixth Form

Committees

2018-2019

This

year saw the emergence of the sixth form committees,

I returned from maternity leave to find that each week a

group of Year 12 enthusiastic, energetic visionaries had been meeting every

week. Each student had an idea they wanted to develop and engage the rest

of the sixth form and school with. We decided to create four structured

committees, each with core aims for what they wanted to achieve this year.

STEM

The STEM committee is led by Ria Kalia who has since

been appointed Deputy Head Girl.

“We, the STEM (Science, Technology, Engineering, and

Mathematics) committee, have been working together

this year for the main purpose of bringing excitement to

STEM learning. We’ve been working with year 7 tutor

groups to spread the enjoyment of maths and science

while working closely with the science department so

that we can bring these opportunities to all year groups

next year. Our aim is to show a different side of STEM

from the usual classroom setting, where students can partake in fun practicals

and exciting challenges they haven’t done before”.

Arts and Culture

The Arts and Culture committee is led by Maisie Mullen

and Ajeet Khela, both very experienced ambassadors

of the Arts and keen to raise the profile of the Arts at

Cranford. Nabeeha Ali, our newly appointed Deputy

Head Girl, will be working with Maisie and taking the

lead in the new academic year.

“Being part of the arts and culture committee since the

start of year 12 has truly been a pleasure. We are all

so grateful to be able to create an environment which

fosters friendships and most importantly, confidence.

We were successful in creating after school extra-curricular activities such

as drama and dance clubs. Every member of these clubs was incredibly

hard working and dedicated. They attended the sessions with the aim of

preparing an act for an event that we will be performing in October. In the

new academic year, we hope to take part and create

small as well as large scale productions. The main

aim of this committee is to enrich the arts at Cranford

and also give the opportunity for all students to create

unforgettable memories and bonds”.

Sports

The Sports committee is led by Prabhleen Ghattoray

who was keen to start up Sixth Form sports teams and

support Key Stage 3 inter-forms. As she steps into her

role as Head Girl and oversees the committees and

prefect teams, Aya Sadouki, Deputy Head Girl, will

lead the committee from now on.

“Having been given the opportunity to lead one of the first sixth form

committees has been an invaluable experience. I believe that as a group we

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have developed a strong bond. This has made my role very enjoyable due to the fact that we have a great

team working together. The new ideas brought to the committee have been valued and taken on board

which has given us a great sense of achievement and ultimately we are privileged to represent both our

year group and sports. Our core aims are :

• To encourage more Sixth Formers to take an active

part in extra-curricular sports.

• To broaden the offer of extra-curricular sports for

the sixth form.

• To run more sports events for younger students.

As a sports committee, we encouraged more year 12

students to participate in sport by setting up a sixth form

rounders club, basketball club and netball club.

Development of Leaders

My role as the sports committee leader has been important to me as it has

enabled me to develop transferable skills in leadership, time - management,

team work and communication. For example, talking to the year group and

listening to their views and ideas on expanding sports has enabled us as a

committee to put these ideas forward and so be the students’ voice. These

skills I have acquired will be very helpful for me at University as well as

everyday life when working with different people from all backgrounds”.

Charities

The Charities committee was led in earnest by Serena

Lola who has been passionate about reinvigorating

the sixth formers’ engagement with charities and also

working with Key Stage 3 and 4 students. This has been

one of the most successful committees this year with the

Vicarage Farm Care Home partnership and the Charities

fund raising event in July. The new academic year will

see Sukhjinder Padda, Deputy Head Boy, take the reins.

Charities Fund Raising Afternoon

On Friday 12th July 2019 students in year 12 organised a ‘Charities Afternoon.

Each tutor group chose a charity to support and worked as a team to raise

money through their own unique stalls. We had everything from virgin mojitos

and cupcake sales to shoot the hoop, sponge the teacher

and lucky dips. The samosa stall went down a storm and

Ms Green’s tutor group ran out of sweets so quickly

they did a quick deal with the canteen to sell chips and

ended up raising the most amount of money in the year

group. The event was a real success as we raised £635

for charity in only 25 minutes, the atmosphere was

amazing, the sun shone, the music played and everyone

got into the spirit of the afternoon raising funds for very

good causes at the same time.

Sharandeep Saroya

(Post 16 – School Improvement Team)

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Vicarage Farm Care Home

Working in the

Community

Over

the Summer term the year 12

Charities committee decided to

establish positive relationships with members

of the local community. They visited Vicarage

Farm Care Home to run activities for their

residents. In addition, they wanted to engage

the lower school in charitable activities. So

five year 9 students; Keziah Carvello, Mahwish

Khan, Neha Khendria, Maryam Moeen and

Maleka Yonesi and five year 12 students;

Sajneet Bagga, Serena Lola, Harsimar Madan,

Amrit Rai and Ajay Turner, spent time at the

nursing home every Wednesday afternoon for

five weeks accompanied by Ms Saroya.

Students spent the first week getting to know

their allocated resident. In the following weeks they used talking cards to get

to know them better, painted and played games together. In the final week the

students hosted an afternoon tea party for the residents and their carers. It was a

beautiful sunny afternoon in the Memorial Garden accompanied by the mellow

sounds of Jazz. There was an emotional end to the day as each student presented each resident

with a present of a personalised collage of the time they had together and what they learnt about the

residents. As they bid farewell to each other there were tears from residents and students alike who enjoyed

new friendships.

Sharandeep Saroya (Post 16 – School Improvement Team)

“My school provided me with an opportunity to get to know older

people living in a care home. My experience was a mixture of

happiness and sadness. The person I was given the chance to befriend

was John Barnes. He was really quiet and was hard to speak to. He was suffering with

dementia. However, I managed to learn about his personal life. He was a famous saxophone

player and used to be in a band. He taught young children as well. His wife used to live in

the same care home and they used to share a funny love-hate relationship. I was really happy

when he started opening up to me. However I was sad that it was hard for him to talk about

his past. We did different activities each week like playing games, painting, questions and

answers. This bought us closer and helped us to be more at ease with each other. The last

week, we held a tea party for the residents. It was fun and we gave them gifts of a collage of

their lives. It was very emotional as it was our last day with them. It was a really amazing

experience and I am really grateful to have had this opportunity which I will never forget”.

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Harsimar Madan (year 12)


“Our objectives as a Charity committee

were to narrow the gap between the

young and older generation. I can

proudly say that we achieved this in

just one term. 10 students made it

possible to achieve this goal. At the

beginning, I was nervous about going

to the care home because it was a new

environment and we had to meet new

people. My experience was beautiful

because I had Bill. He was fantastic

and his perspective on life was so

positive, even though his health didn’t

help him. Getting to know him over the

last 6 weeks made me realise that it is

important to take a break and enjoy

life. At the care home we did various

activities such as playing chess and

painting. It helped us connect with

the elderly people and learn more

about their aspirations and dreams.

Bill made this journey very beautiful,

he became my friend and he was

always happy to see us but sad when

we went back home. We surprised the

care home people with an invite to a

surprise afternoon tea party, where

they came to Cranford. We gave the

elderly people a present that we made

ourselves by collecting the personal

things that we had talked about. We

presented them with a collage of their

past memories or the things that they

liked and they felt loved and cared for.

This experience was really close to my

heart because we made some lovely

memories with the elderly people from

Vicarage Farm and it helped me to see

life from a different perspective”.

“Being a member of the Charity committee has really made me realise that it

doesn’t matter what age we are; we can make a difference. One of the aims of

the Charity committee was to build a strong relationship with the community

so we decided to volunteer with our local care home for six weeks. There were

10 of us plus Ms Saroya who gained the amazing opportunity to talk with the

old people in Vicarage farm care home. Each individual had their allocated

elderly person, I was paired up with a woman called Joan who was just such

a cheerful and happy individual despite all the difficulties she had endured in

her life. As the weeks went by, I discovered so many wonderful things

about her for instance: her favourite book was

Wuthering Heights, her favourite colour was

blue and she loves singing. During these 6

weeks we got to take part in different activities

such as painting, playing games and getting to

know them. I enjoyed this experience immensely

because it was so nice talking to the people and

seeing their faces light up. At the end of the 6

weeks we got to host them at a tea party. As a

small gesture for our elderly person we created a

collage to commemorate our time with them. Some

were photos that Ms Saroya took during our visits

to Vicarage Farm Care Home and others were

things we found out that our elderly person liked. I

personally, loved this experience so much because

it allowed me to spend time with the elderly

and gave me memories I would never forget:

In in particular

it allowed me to

appreciate life and

the importance of

communication in

this very technically

advanced world

where it is so rare

to cherish a good

conversation”.

Amrit Rai (year 12)

Sajneet Bagga (year 12)

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Hounslow

Citizen Scheme

After a gap year last

year, the Hounslow’s

Citizen Scheme returned

to Cranford. Formerly

known as the Junior

Citizen scheme, Hounslow

Citizen saw nearly 3,000

Year 6 children from

thirty-four Hounslow’s

primary schools come to

Cranford for the day over

a two-week period in June.

The programme aims to

help young people make

the right choices and the

theme is ‘Think Smart’.

Cranford commissioned a

song on the chosen theme from the Heston West Big Local music

workshop which was written and performed by young people from

the local area. A video was made which together with the lyrics was

sent to all the primary schools with a request to learn the song by

heart. Every day at the end of lunch, the children sang that song

together in the Cranford SuperDome.

This

Summer, Creative

Spaces London

teamed up with Heston West Big

Local, Cranford Music School

and Heifer Productions to deliver

5 weeks of Creative and Well

Being activities.

With the help of Cranford

Community College and

Hounslow Council we were

able to offer over 1000 places

to children and young people

plus many more opportunities

Summer

School

2019

The Hounslow Citizen’s Scheme is a joint initiative between

Cranford Community College, the Met Police, London Borough of

Hounslow and Hounslow Highways. A typical day is divided up into

12 workshop sessions run by the Met Police, Fire Brigade, Hounslow

Highways, Brentford FC Community Trust and the RNLI. The focus

this year was on knife crime and the dangers of carrying knives. The

Met Police and LBH commissioned the Heston West Big Local Film

Production Unit to make three short films written and performed by

local young people on the dangers of carrying a knife. The video was

then used to stimulate a discussion with the children.

The scheme would not have been such a huge success without the

help of the Cranford Ambassadors. Seventy-two year 7 and 8 students

helped to ensure the event ran smoothly and were a great credit to

the school. The feedback from the primary schools and scenario

providers was amazing with teachers seeking me out to tell me how

wonderful, welcoming and helpful they thought our students had

been. I particularly would like to thank Sanjay Suresh who became

my unofficial assistant. Every morning at 8.30 he would round up

the Ambassadors for their briefing and if there were any absences

he would sort out a replacement.

Alan Fraser (Assistant Headteacher - Director of Community Partnerships)

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for young volunteers, junior facilitators and parent

helpers to get involved.

Our theme this year is all about ‘Growth’ and our

specially designed workshops give participants

the opportunity to explore their creativity and

what keeps them ‘well’. We learn through play,

drama, arts, music, relaxations, crafts, cooking,

conversations and even a bit of gardening.

Projects like these are full of fun and memory

making, however the impact they have should not be

underestimated. They offer families opportunities

to spend time in safe and creative environments

where children can learn, play and meet others from

their communities. Activities are tailor made to help

build confidence, improve wellness, vocabulary and

social skills whilst being just the right amount of

messy and fun.

One of the music projects aims to create an original

song for the One World Marathon initiative to be

premiered in October 2019 when the “World Comes

to Cranford”.

All this takes place in and around the wonderful

Cranford Community College (aside from the odd

trip to one of the many fabulous local green spaces).

Rachel Doherty (Creative Spaces London)

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Bringing the World Together Through Sport

Together with ‘One World Strong’, Cranford Community College has been leading

a global initiative called One World Marathon which aims are to encourage

teams that represent multiple continents, countries, and cultures. They hope to

inspire people to see the benefits of working together as a global community and

encourage others to develop similar projects. The One World Marathon (OWM) is bringing people together

from around the world to achieve a common which is to complete 26.2 miles not as an individual but as a

team. How you complete the distance is entirely up to you. You can walk it, run it, roll it, push it or even

dance it. One group in the US completed this distance by line dancing and here at Cranford a group of

under 12s completed the 26.2 miles dressed as superheroes. The inaugural event took place in April 2019

and started on a Friday with the Dead Sea marathon and ended when the last runner crossed the marathon

line in Boston on the following Monday. Despite lots of challenges we managed to get over 7000 people

to participate in 63 different countries.

A big thank you to all our students who helped to establish the OWM through taking part in international

video conferences including one at the US Embassy and attending the OWM launch event at the UK

Parliament.

Buoyed by the success of the first OWM we are planning a second event in October 2019. This will start on

Friday 4th October 2019 in Amman, Jordan, and will again kick-off a team based global marathon focused

on youth coming together across the globe. On Tuesday 8th October 2019, the OWM will conclude at

Cranford Community College in Hounslow. The OWM will end with an event for primary children called

‘The World Comes to Cranford’ where we aim to get a child from every country in the world to participate by

joining together in teams of 26 to complete

the 26.2 miles. We know we have children

from around 120 countries in Hounslow

schools and the search is on to find a child

from the other 70 countries. There will be

over 500 children participating and their

event will start with some multi-sport

activities in the Cranford SuperDome

and culminate with running / walking the

perimeter of our playing fields.

For more information about the project

please visit www.oneworldmarathon.org

Alan Fraser (Assistant Headteacher – Director

of Community Partnerships)

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Community Garden Project 2019-2020

What

do you do with a piece of land which needs rejuvenating? The answer

is turn it into a community garden. In March 2019 about 40 people

from the community and the school’s environment group got together to start clearing

the old conservation area. In addition we asked local people to think about what they

would like to see in the garden and over lunch they presented their ideas. We

then shared their ideas with Wendy Stokes, the professional garden designer

who created our Memorial Garden, who came up with the plan you can see

bellow. The garden will be used by schools during the day in term time and open

to the community on Summer evenings, weekends and holidays.

The key features of the garden will be the sunken amphitheatre for performances

and the café which will be staffed by volunteers. A resident theatre group

will be developed with a summer programme of performances and activities.

The garden will be run by a group of volunteers under the stewardship of

Nida Akram, local resident and former student of Cranford.

Alan Fraser (Assistant Headteacher – Director of Community Partnerships)

On

Trip to

Foyles

Bookshop

Monday 22nd July 2019, I was delighted to

take 20 students on a very special trip into

London. To recognise all the lovely contributions,

participation and achievements in the Library,

student volunteers were given a VIP invite to join

me on a shopping spree to Foyles. Cranford now

has a longstanding relationship with the bookstore’s

flagship branch on Charing Cross Road and this has

become something of a tradition. It is a joy for me

to give students the opportunity to select resources

for the Library as students have invested so much of

their time helping in the Resource Centre. Students

were all given an allowance and then sent off to

explore the wonderful resources across the 5 floors.

For some students it was their first opportunity to

travel into London and to be given the responsibility

of buying books for school. I was amazed at the

wonderful array of books students chose: classics,

graphic novels, Greek mythology, cooking books

and many more. The Library staff will work very

hard over the coming months to ensure all these

new books are readily available. Once we were

finished, we walked past Leicester Square through

to Trafalgar Square, down to Great Scotland Yard

and then walked across Embankment Bridge. We

arrived on the Southbank and into Jubilee Gardens

were we enjoyed a lovely picnic under the gigantic

London Eye to finish off the day. If you would like

to be selected for wonderful opportunities like this,

make sure you get involved in the Library next year.

Mahavir Ladva (Supervised Study Centre Manager /

School Improvement Team)

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YEAR 11

Students visit Oxford University

On

Friday 3rd May 2019, with GCSEs looming, sixteen

year 11 students were courageous and forward-thinking

enough to take time out of their revision schedule to accompany

Mr Ind to Somerville College, Oxford.

We enjoyed an amazing aspirational day with workshops on

Medicine and Archaeology, both in the college and the Pitt

Rivers museum, and were fortunate to have a personal tour from

ex-Cranford student Lucy Tirahan,

currently studying English Literature

at Lincoln College, Oxford.

It was an exciting and memorable day

and students were far from overawed

by their world-renowned academic

surroundings asking probing questions

on subjects as diverse as top athletes’

metabolic rates, markings on 18th

century ethnographic objects and

university funding.

A great day was had by all and we

expect to see some of these highflyers

at Oxford with former Cranford

student Lucy Tirahan in a few years’

time, if the university is lucky enough

to have them.

Rob Ind (Head of School)

We set out on Friday

3rd May 2019 as a

group of ambitious and

eager year 11s to travel

to Somerville College,

University of Oxford.

Upon our arrival, we

were greeted by Oxford

alumni who were our

guides for the day. As

well as being able to

tour the college and

learn more about the

history behind it, we

were fortunate to attend

a ‘lecture’ by one of the

medical professors to

give us a taste of the

kind of education that

would take place at

university. In addition, we were able to ask any questions that we had, ranging

from the application process all the way to postgraduate opportunities offered by

Oxford University. After lunch, we went to the Oxford University Museum of Natural

History where we took part in activities to broaden our historical knowledge. The

trip was an eye - opener and exciting as we were able to learn more about university

life and how to prepare ourselves for it.

Anjali Bhambra (year 11)

As we reach the end of Key

Stage 4, the decisions we make

about further education grow

exponentially significant. With

this in mind, Cranford planned

a trip for us lucky students

to visit Somerville College in

Oxford University, in the hopes

that we get a useful insight

into a possible future pathway.

The trip had expelled many

misconceptions I had about

university, such as the idea that

university was a purely academic

institution; we were informed

about the many societies that

existed in the city which gave

students the chance to enjoy

their time doing what they loved

as well as working towards

a degree. These societies are

similar to the clubs you can get

at Cranford, but the sheer number

of them and the depth that they go

into gives a sense of individualism

which you cannot get elsewhere.

I have no doubts that many people

have been at the crossroads at

this point in adolescence, as

we near the end of secondary

education. However, this trip was

definitely a motivator for me to

welcome the coming of the next

stage of my life.

Harit Boonyarakyotin (year 11)


On

West London Science & Technology

Challenge Day at Brunel University

Friday 14th June 2019 twelve year 9 students,

Manav Vivek, Harsimran Bath, Satnam Curry,

Uthistan Sritharan, Ayesha Kaur, Amandeep Thiara,

Shritu Singh, Neha Khendria, Nechal Singh, Younis Abdi, Swarnali

Acharjee and Kehan Munir, travelled to Brunel University in West

London to take part in a Science & Technology Challenge Day.

While the day had a competitive element to it, the chief focus was to

give the students a taste of STEM (Science, Technology, Engineering

and Maths) topics and skills that they would not usually have the

opportunity to experience in school. On arriving at the STEM Centre at

Brunel University, the students were paired up before being assigned a

random pairing from one of the other accompanying schools to make a

team of 4. This may have been daunting to some, however the students

quickly settled into it and before long it was if they had known each

other for weeks, rather than minutes. Each team had three challenges

to complete:

• The E-Fit challenge – students watched a ‘robbery’ take place and

then had to use a computer programme (the same used by the police)

to make an accurate representation of the culprit.

• Robotics – students learnt how to code a robot to carry out different

actions or responses, such as to avoid crashing into walls, or play a

sound when it drove over a red coloured block on the floor.

• Hospital diagnosis – two current medical students taught the students

how to diagnose a patient’s level of consciousness and then put their

knowledge to the test with a live ‘patient’. Our students had to work

together to find out how responsive the patient was and then deduce

what injuries/conditions they were suffering from.

During the lunch hour the students had the opportunity to watch an

immersive documentary showcasing Tim Peake’s journey to and onboard

the ISS in Brunel’s 360o 3D dome.

All of our students were tremendous participators and benefitted

hugely from the day, taking the opportunity to ask current students

and lecturers questions about life and studying at university. Whilst

all should be congratulated for their participation, particular praise

must go out to Kehan and Uthistan who, alongside their partners from

Dormers Wells High School, won the event overall and have therefore

qualified for the All London Finals later in the year.

Bradley King (Science Department)

“My trip to Brunel University

was phenomenal as we had many

opportunities to try out some

scientific activities there including

robotics, acting like doctors,

becoming a professional detective

such as taking in information

about how someone looks and entering

this onto a computer. We also had an

activity where we were able to get a

glimpse of what space is like. My

favourite part was handling robots and

trying to find some form of procedure/

pattern to make the robot move; trying

out different ways to keep it consistent.

Towards the end of the trip we had

a Q&A session with the university

students who had taken part in

the activities. Overall the trip

was outstanding and one of my

favourite experiences so far”.

Nehchal Singh (year 9)

“It was really fun and I got to learn and

see new things. One thing I enjoyed was

that after the robot activity, we could

see the robot of a snake that would

“bite” you when you put your hand in

front of it”.

Neha Khendria (year 9)

“It was a fantastic experience, I

really enjoyed the range of activities.

Particularly diagnostics as it was

intriguing seeing the methods doctors

use to diagnose their patients. Another

thing I found fascinating was the space

display. It was a very unique experience

which I would like to repeat”.

Harsimran Bath (year 9)

“I, along with a number of students

from year 9 with a passion for the

STEM fields, got the opportunity to

visit Brunel University for a science,

technology, engineering and maths

activity being held at the university.

I was in awe as I saw the colossal

buildings towering over us. We got split

into 3 groups and smaller teams among

the multiple other schools. We got the

chance to programme model vehicles

made of Lego, use E-FIT which is a

software that produces digital facial

composites and a medical activity

where we found out how a typical doctor

would diagnose patients’ conditions.

I was genuinely overwhelmed by the

exciting atmosphere. However what I

found most thrilling was the 3D Dome,

where footage from outer space was

being projected. The whole experience

felt surreal to me, as if we weren’t in this

world and it was so extraordinary that

I’m left speechless by this experience

to this day.”

Swarnali Acharjee (year 9)

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Kickstart Employability Programme

This

year Cranford took part in the Kickstart programme

run by the Charity SPARK. Mr Ladva and Ms Saroya

delivered a programme of employability skills to students in which they

learnt about available careers in the borough of Hounslow. Students

were astounded by the large number of global companies who have

their HQ in the local area. We explored pay, job satisfaction, working

environments and core skills. The second day of the programme saw

all the students attend a full day of workshops and activities at a range

of businesses included Hilton, Heathrow Construction, GSK, BP and

Allianz. The students were able to learn about the different business

functions in each establishment and were surprised at the number

and variety of career opportunities in each company. Students had an

opportunity to network with staff from a variety of experiences and

backgrounds before completing a business challenge!

Sharandeep Saroya (Post 16 – School Improvement Team)

Kickstart has been an amazing experience for me, it has opened

my eyes to careers other than a science based career. I have

developed many skills during this programme and feel more

confident with new people. I can network confidently without

hesitating, and ask questions without thinking twice about what

people might think. Before the programme I was focused on

University and gaining a degree in medicine/ dentistry, and I knew that my love for business would be left behind like

a dream. However after going to GSK I realised that there are so many more opportunities available in the real world.

As well as working in a science based firm (which is a global giant) I can incorporate my business skills and contribute

to areas involving; marketing, HR, Research and the supply chain. This programme has also got me looking at Degree

level apprenticeships.

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

exposed to many other careers that I would be interested in and then coming back being more confused about what I

would do. However it was the opposite, being shown more career options showed me what I really wanted to do and

my strengths as well as my goals. GSK was an amazing experience itself: the activities, the challenges and the building

were something I will remember for a long time. On the way home I was considering working with GSK as it has such a

homely atmosphere, where employees are given many facilities and people are so friendly and always ready to help. One

thing that really appealed to me was the travelling involved in the jobs that GSK offered. I was impressed! As travelling

all over the globe is one thing I have always wanted to do whether it be through my work or as a gap year.

Roop Obhan (year 12)

110


When I went to Heathrow Constructions, I was

expecting to be going around looking at the

different sections of Heathrow construction at

Terminal 2, but during the networking activity,

we met with multiple employees of Heathrow

Constructions and we were shown the wide range

of opportunities which Heathrow Constructions

offer when you join them. Even if you’re interested

in finance or accounting, there is a place in

Heathrow Constructions where those types of jobs

are still needed. This showed me that no matter

the type of company you are trying to apply to

there is always a wide range of jobs available.

Before taking part in Kickstart I was unaware of how many large

and global companies were located in our borough. I only knew of

several car manufacturers and a few scientific businesses. Day one

allowed me to gain insight into the variety of opportunities near me.

Prior to the Kickstart placement I was feeling unsure of whether I

was fit to visit BP International. I assumed all the employees worked

as engineers or in construction. These careers do not align with my

interests or current subjects I am studying. However, this experience

enabled me to find out about larger companies and the many job

opportunities they offer. Even though BP is an oil and gas producing

company, there are several factors that go into extracting gas and

oil from rocks and ores. We were able to meet lawyers, engineers,

chemists, scientists, project managers and people that are part of

the HR team.

Making the journey on my own also helped gain more insight into

the day-to-day life of employees there. This experience helped us

appreciate and understand what takes place, behind the scenes to

supply people like us with gas and oils, such as petrol. This helped me

rethink my choices; it also allowed me to understand that we are not

limited to one profession or career. There were several aspects that

intrigued me, such as viewing a scanning electron microscope and

the labs that analyse rock samples, allowing me to further consider

a more scientific laboratory route in my career (something I assumed

I did not have the patience or precision for).

I couldn’t recommend this experience enough; it was truly

enlightening and fun. I was able to play games acting as if I was an

oil trading company; I even learnt life skills through this such as

money and project management. Speaking to lots of strangers also

helped increase my confidence and communication skills. I wish I

could do it all again.

Later on we were placed into groups and tasked

to come up with a method of advertising the new

Terminal 5 runway. My group thought of a magic

carpet ride with a VR console, which showed the

area where the runway will be built. We chose

this idea because it’s something that’s still fairly

new and would intrigue both children and adults.

Overall I believe that this workshop allowed me

to get a better perspective on the different job

roles within a company and I learnt how best to

communicate with the other students to create and

share ideas.

Samir Lund (year 12)

Aya Sadouki (year 12)

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An Evening of Celebration in Recognition

of Achievement 2018

On

Thursday 10th January 2019 Cranford

Community College held its annual

awards evening at the Riverside venue in Bath Road.

This high profile evening, ably led and hosted by our

Student Leadership team, attended by staff, invited

guests from the world of Education and Business,

members of the Academy Trust Board, students

past and present and parents, is an opportunity to

recognise the achievements of students and members

of the wider community connected with Cranford

during the academic year 2018.

Each year we invite a distinguished guest speaker

to present the awards. This year we were delighted

to welcome Dave Fortier, founder of the One World

Strong Foundation, to join us for the evening.

112

Dave is a survivor of the 2013 Boston Marathon

bombings. He was running his very first marathon

to help support a dear friend dealing with cancer

when he was injured by the first bomb. Though he

suffered shrapnel wounds and hearing loss, he has

since gone on to run 10 additional marathons in

Boston, Paris, New York, Florida and Washington,

DC. Dave’s passion for helping other survivors

of terror and trauma eventually led him to found

the One World Strong Foundation, where he now

serves as President. One World Strong’s mission

is to establish a vibrant international community

of survivors of terrorism, hate crimes, or traumatic

events that provides peer-to-peer, support and

mentoring to anyone impacted by these events.

Dave works with survivor groups across the world

including groups in Manchester, Somalia, Jordan,

Canada, France, London and the US. In his keynote

speech Dave shared with us his experience, how it

changed his life and his hopes for the future.

During the course of the evening we were entertained

by 3 music performances. “The Future”, performed

by Leroy Eshan, supported by Asta Dias, Ayan

Modi, Corben Smith & Mikael Sohal. “I Don’t

want you Back” performed by Lulliya Jemal, vocals

and piano, supported by Oliwia Dabrowska, Asta

Dias & Helena Alves De Campos and an original

composition written and performed by Leroy Ehsan

supported by, Aman Vilkhou, Uthistan Sritharan

& Aryan Modi entitled “Raised By My Mum”.

In addition, the Shakespeare in Schools company

performed a stunning extract from “King Lear”.

The highlight of the evening is always the awards

where we hear wonderful stories of overcoming

personal challenges and achievements. Three

Special Awards were presented in addition to the

academic awards; Firstly, the Pride of Cranford

Award given to Abdannur Djebri (year 10) for his

tireless support at a number of large sporting events

at Cranford Community College during the past

year. These events involved over 500 children from

the primary schools, including our special schools

in Hounslow. He was nominated by Pete Lammas,

Event Co-ordinator Sport Impact who said; “Without

any hesitation Abdannur volunteered to support the

children from Lindon Bennett School: a school

for children with severe or profound and multiple

learning difficulties and throughout the events


he demonstrated amazing empathy, enthusiasm

and understanding of their needs. e showed great

initiative in adapting each activity to ensure that

the children were able to participate safely and

successfully”.

The second Special Award went to two former

Cranford students Jagdeep Budwal & Inderpal

Sembhi for Service to the Community. Since the

tragic death of another former student, Jagdip

Randhawa in 2011, they have been organising

annual charity football tournaments to raise money

for various charities in his name.

The third Special Award, The Rod Lewis Award,

has been generously donated by his wife and

longstanding member and Chair of the Academy

Trust, Jenny Lewis and their daughter Nicole, a

former student at Cranford, in memory of Rod and

his many years’ service as a Governor. This year’s

recipient, Serena Lola (year 12) won it for her work

with the Heston West Big Local. She has helped to

organise numerous events to raise money for charity.

She has been involved in clean up days, picking

up litter, worked for their summer programme and

is a passionate advocate of their work. She has a

You Tube channel where she promotes the work of

Heston West Big Local. She is a great role model for

other students and she deserves recognition for all

of the time and effort she puts into her volunteering

in the community.

There is no doubt Presentation Evening is a very

special and important event in our school calendar

and one we all look forward to every year. Executive

Headteacher Kevin Prunty said of the evening; “A

Great Night. The venue makes it very special for the

students and parents and I am very proud of all our

Cranford prize winners.”

Jessica Joyce (Consultant-Event Organiser)

113


Farewell

to

Year 11

On

Thursday 4th July 2019, year 11

celebrated their final days as GCSE

students in style with a wonderful evening event

followed by a glamorous and glitzy prom. Huge

numbers of parents and students came to receive

their Awards and were treated to excellent

entertainment courtesy of Odyssey, the Year

10 band, and Michael Nunez, who wowed the

audience with his incredible performance of “Let

Her Go “by Passenger.

As their Head of Year, it was my opportunity to

give students some sound advice as they venture

into the next stage of their education, as they

embark on their Post 16 studies at Cranford in

September. You can see some extracts below.

Following the school celebration the students

went to the Riverside for an excellent evening of

photos, dancing, eating and more photos. A great

time was had by all.

Aaron Sohi (Head of Year 11)

The

past 5 years have come and gone, it seems,

in the blink of an eye. The energetic,

eager and enthusiastic faces I saw before me have

melted away and been replaced by the serious faces of

young adults, eager to start making their own choices,

paths and, inevitably, mistakes. For now, you have a

hopefully relaxing summer ahead of you.

This is a day of celebration of your achievements,

and rightly so. Over the past 5 years you have worked

harder than any other group of students I have known.

From day one you approached your education with

the right attitude and I have no doubt that, on results

day, you will get the reward your hard work deserves.

Your success is not only a product of your own

endeavour. It has been the result of 16 years of

support, structure and sacrifice. Who you are and

what you achieve is the result of the sacrifices your

parents made; you may not see those sacrifices now,

but given time you will. The success you achieve is

how you thank them; the strength of character and

the positive traits and the morality you display is how

you thank them.

The learning community, the staff and students,

first at primary and then at secondary school, also

supported the achievement and success you will enjoy.

Please don’t forget what has been done to help you:

the teachers who gave up weekends, evenings and

holidays, to provide you with opportunities when they

didn’t have to, but wanted to; the people who gave up

a lunch time to help with a problem; the people who

made time to give you a smile, a supportive comment

or a helping hand when you needed it.

The world you are growing into has challenges but I

believe you will change it for the better so, if you might

permit me to give you what I hope is good advice:

1 – Be grateful for all the things you have had, have

and will have. Be grateful for the past 5 years, for

the past 5 months, even if they have been difficult at

times, because they have changed you, and grown you

for the better.

2 – Be brave. Take risks and do things that take you

out of you comfort zone; be the only fully grown adult

in the shallow end of the swimming pool, learning

to swim because you never knew how and, after all,

114


there is no time like now to start learning. Pick up

the instrument you always wanted to play and find

someone to teach you. If you can persist, these

continued learning experiences will always change

you for the better.

3 – Be positive. Setbacks happen to everyone and no

one finds everything easy. The way you approach a

problem will do more than anything else to determine

the effect it has on you. Don’t be defined by your

mistakes and problems; be made better by them, learn

from them.

4 – Be kind. Suffering is everywhere and most people

suffer in silence. Don’t ignore it – take the first step

towards somebody for their benefit and you might find

someone who will walk another thousand for you.

5 – Be better. Be your own harshest judge and biggest

fan. Criticise yourself for the mistakes you make, but

support yourself to learn from

them and not to repeat them. Don’t

make excuses for yourself but do

take time to understand what you

did and why you did it. Demand

the best from yourself.

Advice over. Now look forward to

the summer of rest you will enjoy,

to the results that will reward you

and to the next exciting stage of your life. After 5

years here, Cranford is now part of you. And after 5

years together we are ready and able to support you

to achieve the success you deserve in the Sixth Form.

I speak on behalf of all the staff here when I say we

are looking forward to guiding you into the next phase

of your life and towards your future, your hopes and

your dreams. Year 11, well done.

Aaron Sohi (Head of Year 11)

115


Student Leadership

I started my journey

at Cranford Community

College in 2013; since

then the school has

provided me with many

incredible ​opportunities,

allowing me to flourish

to reach my highest

potential. I am privileged

to be taking on the role

of Head Girl and to be

a role model for the

students in the best way

possible. I am currently

studying A Level

Psychology, English Literature and Biology as I aim to

study Psychology and Neuroscience at University. The

role of Head Girl will allow me to further develop my

skills set and I strive to inspire students by supporting

them throughout their journey at Cranford. I have always

enjoyed working with pupils and staff and I will continue

to do so, concluding my final year at Cranford as a highly

memorable one.

Prabhleen Ghattoray (Head Girl 2019-2020)

I am delighted to announce the results of

the Student Leadership elections 2019-

2020. We had a wealth of exceptional

year 12 applicants this year who went

through a layered selection process

including interviews and presentations.

Having studied at Cranford since year 7, I can undeniably say that this school has

given me with the necessary skills set and knowledge to be part of the Sixth Form

Leadership team. As a​Deputy Head Boy, I hope to not only represent an inspiring

student body, but create a platform to voice the opinions of Cranford students across

all years. I am prepared to work with an organised cohort to tackle any challenges

and ultimately help the whole school achieve the best outcomes so that all students

become outstanding individuals.

Sukhjinder Padda (Deputy Head Boy 2019-2020)

First fact about me: I hate writing about myself... but I want to share how honoured I

am in becoming Deputy Head Girl for Cranford Community College. Second fact: I

am extremely excited to be a representative of the school’s Sixth Form. The first

week here gave me enough insight to know I wanted to become an active, helpful

pupil. Third fact: I have a strong passion for science and thus study Biology and

Chemistry but I also have a love for languages and study English literature, as well

as Arabic and French in my spare time. Fourth fact: I am in touch with my Algerian

culture and always want to learn about other cultures and experiences; the diversity

in our school allows me to do so. Final fact: I walk around school with a spring in

my step sharing my smile so please share back.

Eltham (Aya) Sadouki (Deputy Head Girl 2019-2020)

116


Team 2019-2020

I am sure this new team will continue

to build on their predecessors’ success

as excellent role models for the whole

student body. I am really looking

forward to working with them.

Mark Cripps (Head of Post 16)

In the five years that I have

attended Cranford, I have

learnt that the students

are a large part of what

makes up the community,

or rather, the Cranford

family. Alongside the

staff, we constantly look

out for each other and

support one another in all

that we do. The role of

Head Boy means a great

deal to me as it will enable

me to use this to make

Cranford more of a home

to all instead of just a school. My name is Rohit Bhuller.

I study Maths, Physics A Level and Cambridge Technicals

IT, with hopes of studying Computer Science in the future

to become a Software Developer/Game Designer; I’ve

always had a passion for computers and video games…

so why not combine the two

Rohit Bhuller (Head Boy 2019-2020)

Being a student at Cranford since Year 7, I can say whole heartedly I have been

blessed to take up so many opportunities. Moreover, the school has provided me

with countless chances to prosper as an individual and to further develop the skills

I have picked up throughout the years. Studying three challenging subjects has only

motivated me more to invest my effort and dedication into this school and aim to

support the student body voice so that all the pupils at Cranford are able to reach

their full potential. The opportunity of becoming Deputy Head Girl is a role I am

very excited about. Being part of the Post 16 Leadership team will enable me to

improve my mindset but also, most importantly to inspire and support everyone

around me.

Nabeeha Ali (Deputy Head Girl 2019-2020)

I study Physics, Maths and Further Maths at the moment and plan on doing a degree

in Nuclear Physics. I have been at Cranford since year 7 and have always wanted a

position within the Sixth Form Leadership team here. My goal is to give everyone in

the school a chance to get beyond the classroom and be able to apply the skills they

have learnt. As Deputy Head Girl I will be constantly working with departments to

create practical opportunities open for all the students.

Ria Kalia (Deputy Head Girl 2019-2020)

117


The Year 13

Leavers’ Tea Party

To

mark the end of the A Level examinations,

year 13 students enjoyed tea and cake in

the Memorial Garden. On the 21st June 2019, the

sun shone upon Hounslow and our year 13 students

came out of their dark revision rooms to celebrate

the end of an intense and pressurised part of their

lives and to bid each other a fond farewell, as they

look forward to their next great adventure.

The event, attended by Kevin Prunty, Executive

Headteacher, members of the Senior Leadership

team and staff began with a short presentation by

Mr Cripps and two speeches by our current Head

Girl Geetanjali Kumar and one of the Deputies,

Haashim Nisar who reflected upon their time at

Cranford and in particular in the sixth form.

A particularly moving speech by Mr D’Souza,

was one of the many highlights of a most pleasant

and enjoyable evening. His speech

lamented upon the passing of time as he had seen

this particular cohort through from wide-eyed,

needy year sevens to mature young adults, who are

now embarking on the next stage of their lives. He

reflected upon the laughter, the tears, friendships,

arguments and pivotal events that had shaped the

class of 2019.

We at Cranford wish each and every one of our

students the very best in their future endeavours.

We will always be here to celebrate their successes;

we will always be here to support them in their hour

of need. They will always be part of the Cranford

family.

Although organising such an event was hard work,

it was made worthwhile by the great pleasure of

seeing this particular group of students relaxing,

socialising and enjoying what we are sure will be

lasting friendships.

Mark Cripps (Head of Post 16)

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

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

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

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