Cranford Review 2021

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 It is a wonderful read and a useful historical document which, with its termly sister publications and occasional special editions, also serves to describe the values of the academy and support the aspirations of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

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It is a wonderful read and a useful historical document which, with its termly sister publications and occasional special editions, also serves to describe the values of the academy and support the aspirations of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


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2020 / 2021

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

Dear Reader

2020 / 2021


by Mr Kevin Prunty

Mr. Kevin Prunty

Executive Headteacher &

National Leader of Education

Jenny Lewis

Chair of the Academy Trust

Peter Stumpf

Associate Headteacher

Alan Fraser

Assistant Headteacher & Director

of Community Partnerships

Rita Berndt

Joint Head of School

Rob Ind

Joint Head of School

Maria Bramhall

Deputy Head of School


Berkeley Academy - Heston West Big Local -

Hounslow Promise - Hounslow Education Partnership

I am delighted that you are now enjoying our annual publication of

the Cranford Review for 2020/21. It is a celebration of last year and

although I have been incredibly lucky that there has been so much

to celebrate over my 20+ years as a Head Teacher, I have never

been so proud, as I am now, of this school, its staff, its pupils and

its community.

There have been two prolonged periods of remote teaching and

learning over the last 18 months, yet our students recorded excellent

results across a very broad curriculum, which reflect the hard work

they put in, both in the classroom and at home.

The Teacher Assessed Grades system used in this period is, in many

ways superior to the usual terminal examinations system, in that it

credits what each child accomplishes in each course of study in an

evidential and verifiable way, rather than penalises what a child

does not know or does not remember on the day of a final exam.

Many countries credited with the highest educational performance

in Europe and across the world have a Teacher Assessed Grades

system even in normal times and it certainly merits consideration

in the U.K. as normality returns.

The examination success this year, which is in keeping with the

academy’s impressive track record in the last two decades, is also

a credit to the staff who have gone over and above throughout

those 18 months and have worked tirelessly to ensure that our

students stay well, stay safe, get a full and rounded education, are

emotionally resilient, maintain their excellent levels of progress

and that students are recognised for the efforts they have made.

The academy has also been able to exercise its role as a supportive

‘corporate parent’ for those who have been disproportionately

affected by the pandemic’s impact.

There are undoubtedly further challenges to come educationally

as well as in health, employment and the economy, but these are

challenges we will face together and we will succeed in turning

them into successes.

What is so impressive about the events, experiences, accomplishments

and activities recorded in this booklet, in the context of the pandemic,

is that the importance and value of the wider curriculum has never

been so clear.

“Cranford Review” © 2006-2021

is a publication of Cranford Community

College, distributed in printed copies, either

available in PDF (digital format) to be

downloaded from our school website:


Editor-in-chief: Jessica Joyce

Graphic Design:

Printed by:

Enzo Gianvittorio


As some normality returns, it has become more apparent how much

we have genuinely missed being together as a school community

of students and staff, working and socialising together, coming to

school to learn, to educate, to grow and to belong, going on school

trips, visiting theatres, museums, galleries, etc. We perhaps took

some things about being together for granted before that privilege

was suspended.

We can look forward to spending more time together now that

schools and society learn to live alongside Covid-19,

doing some things a little differently but doing them,

and most importantly doing them together – ‘together

as one – together as ‘Cranford’.

We have been brought even closer together with

our wider community and partners; to overcome

adversity together, to work together to find creative

solutions to new problems, to care for and help others

in unprecedented need, and to join forces to magnify

impact. It is inspiring and heart-warming.

Cranford and its community have hardly skipped a

heartbeat during the pandemic. We have quickly adapted

to the challenges of teaching, learning and assessment

‘at a distance’, including making over 600 virtually

immediate loans of ICT and connectivity equipment for

those in need. We developed safeguarding, pastoral and

communication provision in spite of obstacles.

We have taken practical steps to ensure that no-one

goes unfed or unnoticed, to ensure that community

mental health and emotional well-being have not been

overlooked and we have connected people together so

that we all know that we are not alone, especially those

feeling most vulnerable.

We have weathered this storm well and we have

renewed optimism in the future. We have been blessed

as a community and we are grateful.

It is not just one storm, though, that helps a tree grow

deeper and stronger where it stands. It is several storms

over time, a series of torrents and gusts. All of this

rooting and growing in the face of heavy weather

protects a tree from simply blowing over. And, it

prepares a tree for the storms yet to come.

We are learning from the challenges, developing new

skills, innovating and we are incredibly optimistic

about the good things that will come from our resilient

response to adversity, including the potential to

develop positive, transformational and quantum shifts

in social mobility and community cohesion as well as

new approaches to teaching and learning.

If there are further storms ahead, we will learn more,

seek to do things better and be ever better prepared. We

value learning and its powerful benefits, and we have

ensured that every child has continued to get a full,

proper and broad education throughout. Over 90% of

our KS4 students have been able to maintain the full

EBACC range of subjects this year too.

This review of the year celebrates our values and our

curriculum. It celebrates excellence, and it celebrates

our community. It celebrates the importance that

technology has played in the continuing success of

our unique academy, and the enormous breadth of

curricular and extra-curricular provision, which is

virtually unrivalled in the state and private sectors.

At Cranford, we learn from the best in the world.

We also know that summer 2021 has been another

record-breaking year at A level, GCSE, Vocational and

Technical in terms of examination success and student


A truly special and huge thank you is owed to the

teachers and support staff who have rallied and worked

incredibly hard and diligently to, almost instantly, offer

a full-service virtual school or school for the whole of

the pandemic to date, alongside some on-site provision

and the enormous task of grading GCSE, A-level,

vocational and technical qualifications. The dedication

of Cranford staff and the high level of engagement of

students is an indicator of why the children who attend

Cranford make such excellent progress and accomplish

so much.

As an academy, we have used the time strategically

too, heavily and urgently investing in adaptations and

safety improvements to our site and premises so that

we can all be as safe at school and work as we could

possibly be, including going forward.

In addition to our commitment to all round excellence,

a key theme of Cranford’s identity has been our longterm

commitment to transforming the community.

As founding members of First Story and more recently

Hounslow’s Promise, Hounslow Education Partnership

and Heston West Big Local, partner organisations that

also focus on improving the life chances of our young

people through exciting community development

programmes, we continue to take a holistic approach

to community development, school improvement,

cultural capital and social mobility.

The astonishing range of wider curriculum opportunities

also includes specific projects that deepen and enhance

students’ learning experience through performances,

challenges, masterclasses, debates, conferences and

competitions as well as clubs, trips, visits and lectures.

A particularly relevant achievement has been to

work with the University of Oxford from September

2017 to July 2021 on the Myriad research project

to help schools prepare young people to manage

their emotional health and improve resilience to the

challenges of adolescence.

As a result, we have happy, well-educated, wellqualified,

well-rounded, well-behaved, well-motivated

and well-prepared contributors to society, good citizens

who value education, are able to enjoy it, succeed in

life and thrive in a wide range of social contexts.

Kevin Prunty

Executive Headteacher

National Leader of Education









again at




Cranford students have achieved another set of amazing

GCSE results, despite all the challenges they have faced

over the past two years.

Executive Headteacher, Kevin Prunty said: “We are absolutely

thrilled by the tremendous GCSE results our Year 11 students have

achieved today. We knew they wouldn’t let a pandemic hold them

back! Progress is stunning and it is particularly impressive that

over 90% of Cranford students entered all EBACC subjects with

60% passing every element.

There are so many Cranford students who have done exceptionally

well it is hard to pick just a few. Some particular stars include:

• Isra Jadoon, Heenal Mehra and Ayesha Kaur who all achieved

an incredible 9 grade 9s, with Tyisha Rebolo picking up 8 grade

9s and a Distinction* in her ICT.

• Samuel Dickson, Oliwia Bartnicka, Anix Gurung, Arushi

Varshney, Marjaan Aman, Shamila Baig, Gurnoor Singh-Kaur and

Maryam Moeen all averaged 8.5 across their subjects, managing

a breath-taking 59 top grade 9s and 23 grade 8s between them.

• Shreyas Shikare managed an incredible Progress 8 score of 4.7,

meaning he secured on average well over 4 grades better than

other students nationally from his starting point. Yasmina Del Rio

Debiche, Prableen Gurwara, Zeeshan Qureshi, Nabila Mohamed

and Hiba Raza made similarly breath-taking progress with Shenon

Dias also picking up 6 grade 9s on the way!


Congratulations to all our students and staff on a truly phenomenal



Superb A Level Results

for a Stunning Cohort


Cranford’s tremendous A level success stories

this year were perhaps not that surprising if we

remember that this cohort achieved the best GCSE

results ever at Cranford in 2019.

“We are delighted with the fantastic performances of our

A level students this year” said Executive Headteacher

Kevin Prunty. “The students have worked extremely hard,

in particularly challenging circumstances, and we are

very proud of their results.”

Amongst the many students heading off to Russell group

universities, there are some real stand out high fliers:

• Warda Khalif achieved A*, A*, A* and is off to

Cambridge University to take up her place reading

Natural Sciences at Gonville & Caius College.

• Neha Hussain and Aliza Abbas will read Medicine at

Imperial College and Kings College London respectively

after gaining five A*s and one A between them.

• Warwick University continues to benefit from Cranford

students’ talent with Jack Blandford (A*, A*, A* -

Biochemistry), Brahmnoor Brar (A*, A*, A* - Computer

Science), Bhanuya Balendran (A*, A*, A – Biochemistry),

Adelaide Samgi (A*, A*, A* - Law with Humanities) all

heading there.

• Ruhaan Mughal will join them at Warwick having

achieved a perfect Distinction * in BTEC Business to go

along with his A*s in English Language and Literature

and History A levels. Ruhaan will read Law, a choice

which is on the increase at Cranford, with Inderjot Virk

(A*, A*, A*) and Phajmeet Khurana (A*, A*, A) also

being accepted to read Law at Manchester and Queen

Mary’s universities.

• Abraham Mathews scored a perfect set of A*s and has

been accepted onto a highly competitive apprenticeship

with GKN Aerospace.

• Sankavi Sivarharan will fulfil her dream of reading

architecture at Nottingham University after achieving

a double Distinction* in her Cambridge Technical IT

course to go with her A* in Fine Art.

• Special mention should also go to Kimran Virk who will

read Psychology at Kings College London after gaining

A*, A*, A*. Well done too to Namra Ansar, Warda Hashi

and Suadi Barri who also achieved straight A*s, the

maximum possible grades.

A huge thank you and well done to all of our students and

their teachers.

Rob Ind (Head of School)



A Year Like No Other

– Reflection –

We were overjoyed to fully reopen the Academy to all students at the start of September 2020.

Careful planning and enhanced safety protocols including the addition of masks to the uniform

policy enabled Cranford to prioritise, in highly abnormal circumstances, as normal a curriculum

as possible for the students.

Regular hand-sanitising, temperature checks, fresh ventilation and intensive cleaning practices meant that

science experiments and music classes, class debates and visual arts could all continue as close to normally as

possible. Computers had been given out to students and families to combat digital poverty and enable online

learning. Staff and students alike were resilient and thrilled to be back.

Our pastoral response mirrored the overall objectives of the school, to welcome our students back as warmly

and with as much normality as possible.

Bonds between form tutors and their tutees were immeasurably strengthened by the Keeping in Touch calls

from the first lockdown, and with the School Counsellor increasing her drop in sessions from weekly to daily

and virtual assemblies and even virtual inter-form quizzes up and running. All was going well. Then came the

second lockdown.

Knowing how much the whole community was relishing being back in school, this was of course frustrating

but it was far from unexpected and we were as ready as we could be.

The vast majority of students were already online at home with suitable devices and a crack team of volunteer

staff were on call 24 hours a day with technical support and equipment delivery services.

The academy’s investment in AnyDesk for staff and Microsoft Teams for the whole community immediately

paid dividends and, from Day One (January 5th 2021), all lessons including form time were ‘live lessons’ with

teachers on camera, registers taken and learning as interactive and dynamic as could be.


Thanks to the ongoing CPD programme and sharing of

best practice, innovations in virtual teaching continued

throughout the 38 school days that students and the majority

of teaching staff were at home. Assemblies and counselling

moved online seamlessly and we were even able to target

support to individuals and groups that needed it most, from

home visits to group sessions, for example, on ‘Making

space for your wellbeing in a big household’.

Nonetheless, it was a relief when we all came back to the

Academy on March 8th 2021. Students and tutors have been

incredible at embracing all of the extra routines and you

would be hard pressed to find anywhere that manages the

twice weekly lateral flow testing of 1700 people so calmly

and confidently.

As I write, our attendance since March 2021 has been above

95% whilst nationally this figure has dipped below 75%.

The last year has been full of challenges but Cranford has

stepped up and we can all be very proud of our achievements.

Rob Ind (Head of School)

Lockdown in numbers:

• Over 11,000 live lessons delivered


• Over 350,000 messages sent on TEAMs.

• Over 1000 different online learning

communities on TEAMs.

• Over 600 parental engagement meetings.

• 247 academy PCs delivered to students.

• 276 laptops provided by DHL,

Hounslow’s Promise and the

Department for Education.

• 64 Internet dongles with unlimited data

given to households.

• 125 webcams and headsets provided to


• 96% attended and engaged every day.










Despite challenges due to the

pandemic this year, it has

been another successful

year for Cranford Community

College’s Year 13 pupils and their

UCAS Applications to university.

This year, we have had an

overwhelmingly large number of

students that have chosen the route

of university as their next stage in

education. We are extremely pleased that our year 13 pupils have

received offers from their desired universities including a large

number of pupils receiving offers from a range of Russell Group

universities such as:

University of Birmingham - University of Exeter - London

School of Economics & Political Science - University of Sheffield

- University of Bristol - University of Glasgow - University

of Manchester - University of Southampton - University of

Cambridge - Imperial College London - Newcastle University

- University College London - Cardiff University - King’s

College London - University of Nottingham - University of

Warwick - Durham University - University of Leeds - Queen

Mary, University of London - University of York.

The year 13 pupils received a range of support and guidance from

their extremely knowledgeable academic tutors. Pupils valued how

their academic tutors guided them through deciding their next path

via university without bias. The support also included up to date

discussions on the impact of the coronavirus pandemic on future

careers. The consistently strong support and guidance combined

with high expectations of year 13 pupils from all the staff pushed

the sixth form pupils to aim high and aspire to obtain places at the

top universities in the UK.

Cranford Community College has also been implementing its

Early Entry UCAS programme aimed at promoting aspirations and

access for students to apply to Oxford and Cambridge universities

along with students applying for Medicine and Dentistry. This

programme has been delivered by the school since 2017 and has

been extremely successful. Examples of events and opportunities

that the programme offers includes:

• Promoting and supporting applications and visits to university

summer schools, masterclasses and lectures.

• Delivering workshops to support pupil applications to Oxbridge,

Medicine, Dentistry and Veterinary Sciences.


• Guest Speakers from Oxford and

Cambridge universities giving lectures

to students on site.

• Supporting with interview skills with

interview coaching.

• Follow up mentoring and support after

students receive their offers.

• Support and guidance with university

admissions tests such as the BMAT,


As with every year, since the start of

this programme, we had a substantial

proportion of the year 13 cohort

applying for Early Entry UCAS courses.

However, due to challenges with the

pandemic, our programme was adapted

to give our students the best chances of

gaining these prestigious places. This

academic year, each year 13 Early Entry

candidate was paired up with a member

of the senior leadership team as a mentor

to support them through building the

perfect personal statement and guide

them with the future focus choices that

they make. In addition to this, medical

students were supported to gain virtual

medical placements and professional

courses. Collaboration between the

Sixth Form Leadership team and subject

teachers optimised the effectiveness of

experiences in mock interviews, which

were completed virtually this year.

Since the inception of the Early Entry

UCAS programme, our year 13 students

have received offers from Oxford,

Cambridge, Medicine, Dentistry and

Veterinary Sciences consistently every

year. This year was no exception and we

have received a record number of offers.

On the next page is a list of students

that have received offers from the above





Warda Khalif

University of


Natural Sciences

Haroon Lukka

University of



The second year of A Levels is infamous for being one of the

most difficult times of a young adult’s life. Couple that with

online school and a plethora of closing deadlines and you have

a recipe for disaster. However, during this time, a highlight

was the writing of my personal statement. This was where I

have to cram all my achievements and good qualities in 500

words to be judged by universities and may well decide the

course of my life from here on out. Considering this, however,

with specialised teacher support and many mock interviews,

it was definitely the smoothest part of the past two years, and

I am now on track to study Geography at the University of St

Andrews. Having said that, it was definitely a challenge to

find the right parts of your past to include to accentuate your

character, and there is something incredibly satisfying about

seeing your final piece of work as you submit it, knowing

that it is the best that the current you have to offer as you

enter adulthood. As such, I would greatly recommend finding

opportunities to better yourself throughout your holidays

(especially summer) so you can look back and know that no

time has been wasted; volunteering or work experience can

have a great effect on your self-improvement and provides

so much to fall back to in your personal statement. In these

A-Level years, there is no time to waste! But trust in yourselves

and your work and everything will turn out just fine.

Guy Boonyarakyotin (year 13)

Rajvir Sran

Brighton Medical



Anjali Bhambra

King’s College



Neha Hussain

Imperial College



Aliza Abbas

King’s College



Cranford Community College is so proud

of all the year 13 students aiming high and

working hard to get to their desired destination

to university, apprenticeships or the world of

work. We wish our outgoing year 13s all the

best for their future endeavours.

This October, I hope to be studying Natural sciences at

Gonville and Caius, Cambridge. I sent many drafts of my

personal statement to multiple teachers who all were all

incredibly helpful and prompt with their feedback. During the

interview process, I had attended a mock interview conducted

by Mr Shingadia and Mr Aughterson, who both had gone

through the Oxbridge process, and I received very useful

advice from both of them. For those of you who are thinking of

applying to Oxbridge, I would recommend you start revising

for any entrance exams you may need to sit at least 2-3 months

prior. In the interview, you are likely to be asked questions

about topics of which you have no knowledge, so do not worry

if you don’t get the correct answer straight away. Your thought

process is more important than your ability to regurgitate prelearnt

content. Also, start your personal statement as soon

as possible, preferably have a first draft written before year

13 starts. This means you can spend September and October

revising for your entrance exam.

Warda Khalif (year 13)

Applying to university can be a stressful experience, but the

support I received from the school helped make my UCAS

journey less overwhelming. The teachers were more than

happy to read over and give me tips on how I could improve

my personal statement. Prior to applying, we were introduced

to the entire process through period 0 meetings, which were

great opportunities to ask any questions we had and read

exemplar personal statements. Despite being in lockdown

for the interview stage, the teachers made a great effort to

stay in touch with us and even conducted mock interviews for

extra support. The overall encouragement from the teachers

Chetan Shingadia

(Assistant Headteacher Post 16)



has helped me obtain an offer to study Dentistry at

King’s College London. With regards to university

and student life, the school provided us with

financial and wellbeing tips through assemblies in

order to prepare us for the future. My advice to year

12 students who are preparing for university this

year would be to thoroughly research the course and

universities you will be applying to. League tables

and rankings are meaningless if you won’t be happy

studying the course at that specific university. It is

also worth looking at alternative routes to get to

the career of your choice, so having a plan B is key.

Lastly, if you need any help during your application,

don’t hesitate to speak to one of the teachers because

they want the best for you!

Anjali Bhambra (year 13)

The prospect of applying to study Medicine can

be daunting but the Cranford Early Entry UCAS

programme made it a lot easier with support for

booking admissions tests such as the BMAT, writing

your personal statement and the most challenging

part - interviews! I am pleased to say that the

programme aided me to gain an offer at Brighton

and Sussex Medical School where I will be studying

Medicine in September. For those looking to apply

to Medicine, I would say start early! Book the UCAT

before school starts and use the summer wisely to

study for admissions tests and get some medical work


Rajvir Sran (year 13)

This September, I hope to be studying Medicine at

Guy’s campus, King’s College London. The journey

to Medicine was not an easy one, however with

the constant support of my teachers I was able to

put forward a competitive application. In Year 13,

we were coupled up with teachers who read over

our personal statement drafts and gave helpful,

constructive criticism. I had sent my personal

statement to many teachers (who were always happy

to help) across multiple subject departments hence I

received holistic advice which enabled my statement

to become much more concise and engaging. During

the daunting interview process, I was supported by a

former Cranford student who now studies Medicine

at Imperial College London. We conducted many

mock interviews over a couple of weeks and the feedback

I received during this stage was invaluable, thus I was

grateful to have this interaction made possible through

the school network. My advice to current Year 12’s who

are going through the UCAS process would be to stay

organised and more importantly to show a genuine

passion for your subject in your personal statement. Over

the summer, you can attend lectures, summer schools,

complete a future learn course or read a book about

your subject. Specifically, for those considering a career

in Medicine, whilst it is important that you focus on

your admissions tests such as the UCAT or BMAT 1-2

months early, do not let this overshadow your A-Level

commitments. To alleviate the pressure at the beginning

of Year 13, you should aim to complete your first draft of

the personal statement during your summer holidays so

that you can focus on your admission tests. Good luck for

all your future endeavours in Year 13!

Aliza Abbas (year 13)

For students doing UCAS early entry, there is a huge

amount of support available from the school. In my case,

I was able to get a wealth of feedback from teachers

regarding my personal statement, which allowed me to

write the best possible one, helping me secure the places

I need. Moreover, the school hosts mock interviews,

which give a good simulation of the actual interviews at

universities. Due to the pandemic, university interviews

were online only, and the school prepared me for this with

an online interview that was very similar to the real thing

and gave me a very good experience of online meetings,

since I had never done anything of this nature. I was very

fortunate to gain a conditional offer from Cambridge to

study Mathematics. Thanks to the school’s outstanding

teaching standards and support for students, I feel well

prepared to go on and pursue my degree.

For current Year 12 students (who will be entering

Year 13 shortly), my main piece of advice is to apply to

study a subject you will enjoy. You will be spending at

least 3 years studying it in depth, so you want to choose

something you can end up succeeding in. Employers look

more at transferable skills as well as experience gained

beyond studying, meaning the choice of subject matters

less than some may think (with a few exceptions).

Haroon Lukka (year 13)






in learning





The 16 to 19 Bursary Fund


16 to 19 Bursary Fund provides financial

support to help students overcome

specific financial barriers so they can remain in

education. The Bursary Fund supports eligible young

people with the cost of food, books, and educational

visits or other course materials or equipment essential

to successfully complete their Post 16 studies.

This year, the Bursary Fund has supported eligible

young people to purchase meals at Cranford. During

periods of remote learning, food vouchers were sent

to students to support with the cost of food whilst

working at home. Students have benefitted from

support with the cost of course materials and books

to support their academic study and help with the cost

of clothing and travel. A number of students have

received laptop computers to support their personal

study, for use at school during independent study

periods and at home in order to support their academic

study beyond Cranford as they move onto the next

stage of learning or the world of work.

For many of our students eligible for Bursary Fund

support, the financial support received has been a

lifeline and has been key in allowing students to

remain in education throughout what has been a

financially challenging period for many families.

We are delighted that the Bursary Fund has enabled

young people at Cranford to remain in education, it

has provided the financial support necessary to allow

young people to reach their full potential and offer

opportunities beyond the school.

Kerry Mulhair (Assistant Headteacher)


the 4th January 2021, the Prime

Minister announced another

national lockdown for the UK to

slow the spread of COVID-19. This included the

closure of school to all pupils including the sixth


In Autumn Term 2020, the school invested in staff

and student training along with building an online

infrastructure through Microsoft Teams to ensure

that the education of pupils at Cranford remains

of the highest quality should there be another

lockdown. This training also prepared staff for many

other scenarios, for example if a student had to selfisolate

or if a teacher had to self-isolate. Our sixth

form students engaged extremely well in this process

and gained a wealth of knowledge and experience in

using Microsoft Teams before the national lockdown

in January took place.

From January 2021, as with all pupils in the school,

the sixth form students followed their timetable

remotely via Microsoft Teams, including attendance

to form time. All pupils accessed their lessons through

live online teaching. This was extremely important

to ensure that students still maintained their school

routine integrated with their daily routines at home.

We were also impressed by the sixth form students

also attending their revision classes that usually took

place during period 0 and period 6.

The sixth form students engaged extremely well with

remote learning with attendance to online lessons

being consistently above 95% for year 12 and 98%

for year 13.

The root reason behind this impressively high online

engagement was the high quality online teaching and

learning that was taking place on Teams. The lessons

for all year groups were innovative and interactive


Some key interactive activities that the school used included:



• Breakout rooms on Teams which allowed students to participate in group work.

• Online quizzes using Microsoft forms and Kahoot which promoted recall of knowledge

and understanding mixed with light competition.

• Meaningful homework to continue to be regularly set and marked using assignments on


• Teacher’s consistently asking students to unmute to give their responses and promoting

discussions using the chat feature in lessons.

• Teachers checking work in real time and giving feedback as it was being complete using

One Note Class Notebook.

In addition to this, the sixth form students were also fully engaged in the pastoral programme of the school

as they still virtually attended form time in the morning where they were attending virtual assemblies, taking

part in Thought for the Week, Academic Reading and VESPA. Sixth form students were also receiving support

via telephone and Teams calls to help them progress to the next stage in their education through UCAS and

apprenticeship application support. Student wellbeing was a big focus in form time and we supplemented this

through wellbeing workshops that took place weekly after school. Some topics in the workshops included:

understanding and managing anxiety, how to make space for your wellbeing in a big household, routines and

creating a productive environment, dealing with uncertainty and managing emotions and panic attacks. These

workshops had an extremely large take up and student found these workshops useful as they could apply the

practical advice into their lives straight away.

Cranford is extremely proud of the resilience, positivity, enthusiasm and determination of pupils during the

remote learning period where students continued to make exceptional progress and experience the highest

quality of education provision despite the national lockdown. Needless to say, everyone was delighted to be

able to return to on site learning on 8th March 2021.

Chetan Shingadia (Assistant Headteacher Post 16)


Student Testimonials – Lockdown Stories 1/3

After hearing the announcement of yet another national

lockdown, it was a stressful start to 2021. Virtual school

became the new ‘normal’ and as well as experiencing

a whole new platform of learning, my teachers worked

their hardest in ensuring as much normality as possible

by delivering lessons each period via Microsoft

Teams. Although sometimes being told “your mic is

muted” when speaking, or the video suddenly freezing,

each 50-minute lesson was as engaging as it could be,

as if we were sitting in the classroom. My teachers were

proactive as I was still required to sit timed essays, go

through exam questions at the end of each lesson and

use the ‘interactive whiteboard’ feature together as a

class. I could ask my teachers any questions regarding the

content covered as they would remain online throughout the

school day. Each day felt like living the same day on repeat

and it was a challenge to stay motivated. However, I made

sure I followed a structured daily routine by following my

timetable as if I were at school. I treated ‘break 1’ and

‘break 2’ as the half hour opportunity to come away from

my laptop screen and used my ‘study centre periods’ as

an opportunity to do my own revision. I managed my

own wellbeing and positive mind set by taking my dog

for a walk after the end of the school day and spent time

with my family in the evenings; I also stayed in daily

contact with my friends. Losing my Grandma in the

midst of all of this was a difficult challenge for myself,

however my teachers and the school were very supportive

and understanding. Overall, my experience with virtual

school has definitely been a steep learning curve and

although experiencing online learning is very valuable,

it made me realise how much of a privilege it is to attend

school in person.

Gurshaan Ghattoray (year 12)

Covid-19 has bought a sense of uncertainty in our lives.

As a young person, I have had to think about things

twice before any step - not just in academia. Coronavirus

definitely has its advantages and disadvantages. During

lockdown, my lessons were online however this time

there was more effort needed than before. Teachers at

Cranford were really understanding about the situation.

For example, Ms Agarwal, my chemistry teacher was

really good at delivering lessons online but also keeping

us engaged at each point. She would actually use the

board by making annotations on her PowerPoint rather

than just reading off it. Our homework was also set and

submitted online. One thing that I have learnt from my

teachers during lockdown is that communication is key,




Student Testimonials – Lockdown Stories 2/3

even if it’s online. In the first couple of weeks, it was

really hard to have a good routine or work during the

study centre hours. However, I downloaded a lot of apps

to maximise productivity and also made sure that I was

actively going out once a day. I have been a ward helper

in my local hospital for the last 2 years. During both

lockdowns, I started spending more and more time in

the hospital which Non-COVID patients and listened to

their stories. This would really help me calm down and

not go crazy. I also spent weeks working with the British

Airways employees to ensure they were also physically,

mentally and socially well as well as other staff members

in the hospital. Volunteering has always bought peace

to my mind and it has allowed me to ensure that people

around me have a positive mind-set. Like everyone else,

I also struggled in the first few weeks of lockdown. I am

a type of person who does multiple things in a day and

all of a sudden I was expected to lock myself in a room

for months, which was scary. But my form tutor was very

encouraging and speaking to her during this hard time

made me realise that things will be okay.

Sharanjit Kaur (year 12)

During lockdown, my learning was extremely productive, I

made sure that the classwork was completed to the highest

standard, and I sent it to my teachers after every lesson

to get it checked. My teachers, especially for biology,

made my learning interactive and engaging by using apps

like Kahoot and Nearpod to engage the class in friendly

quizzes. I created a timetable to ensure that I managed my

time well, not only for my studies but to pursue my hobbies

and passions. I managed my wellbeing by being physically

active, ensuring I did at least 30 minutes of exercise daily

to keep fit and healthy. Furthermore, I was privileged

to receive an opportunity to become a volunteer at West

Middlesex Hospital, gaining an insight into my future

career. To stay positive during these catastrophic times, I

would write a daily list of aims (career or personal liferelated)

that I wanted to achieve, to encourage myself

to stay engaged, positive and motivated. I firmly believe

creating a detailed schedule is a useful habit and you can

keep track of what needs to be done to make each day as

productive as possible.

Aryaman Dhir (year 12)

During the bizarre experience of lockdown, I ensured to

maintain a clear-cut, productive routine in an attempt to

normalise these unprecedented times. Although this was

hard to keep at times, I used numerous methods to adapt,

including a routine with a similar format to that of the

schools: waking up at regular times, eating at ordinary

schedules, and ensuring to give myself breaks - this sense of

normality really helped me in maximising the productivity

of my days. Despite some technical difficulties, my

experiences with online learning were extremely pleasant.

Although hard at first, I began to effectively engage with

all my lessons and had the advantage of using online

resources such as quizzes, chat rooms (imitating group

work) and the chat bar function - as well as adding to

my work using online resources, which I believed really

furthered my knowledge after lessons. Like many other

students, a challenge I encountered over lockdown was

maintaining positive mental health - with struggles to

adapt to change, alongside the tendency to focus on the

negatives, I made sure it was my priority to put my mental

health first. By doing so, I was able to cope with times of

uncertainty and impatience by finding hobbies outside of

school such as clay work, painting and walking (which

I’m certain my dog had no complaints about) as well

as attempting to control a healthy work-life balance.

Overall, learning through lockdown has given me the

skill of adaptation, flexibility and self-reliance which are

true life skills that will help in the future.

Kasey Childs (year 12)

Although learning during lockdown had its challenges, the

experience definitely had some positive aspects. Through

the help of my teachers who devised a range of interactive

lessons with Kahoot quizzes to help us engage with the

content, learning during lockdown became a lot easier

than anticipated. The teachers were always on hand to

answer any questions via Teams or email and provide

detailed feedback on assignments. I knew it was important

to prioritise my wellbeing during this stressful period, so I

ensured that I stuck to my school timetable whereby I went

for a walk during the breaks to stay focused and maintain

a good routine. There were times when I felt demotivated

by staying inside but talking to my friends and family

helped boost my morale.

Dua-E Zehra (year 12)

Learning during lockdown was a challenge for everyone

but a manageable one; there’s a negative stigma about

online learning however it was an experience that made

me as well as a lot of other people more independent as a

student and as a person. Learning online had its challenges

from internet issues and timing, nevertheless with a good

mind-set and attitude to learning it was actually easier.

A good attitude to learning in my case was keeping a

routine and not taking this time at home for granted, I

treated everyday as a school day: slept and did my work

the same way I would during school. Teachers put a lot

of effort into making the online lessons as interactive

as possible with lots of Kahoot quizzes and other

interactive activities. Microsoft Teams was our main

tool of communication during lockdown which worked

very well when it came to actual online lessons as well

as setting homework tasks. People may have enjoyed not

being in school but ironically lots of people longed to be

back in school for their friends. Wellbeing was brought

up a lot during lockdown where people found it hard to be

cooped up at home all day however it gave us time to try

new things, explore different options and opportunities.


Student Testimonials – Lockdown Stories 3/3



I personally spent my time finding new hobbies and

exploring my options for the future but there were times

where I felt that my efforts weren’t going anywhere, but

by being as open as I was and talking to my peers and

teachers it made me realise that everything happens for a

reason and that this was just an example of that.

Mudathir Ahmed (year 12)

My learning experience during lockdown was a learning

curve for me. I am a very sociable person, so the aspect

of not being able to socialise was daunting. My teachers

used creative methods such as Kahoot to create a

classroom environment and keep us all socialising as if we

were in school. However, I maintained a good routine by

regulating myself to wake up every day as if I was going

to school. I kept every day as in sync as I could muster by

creating a timetable (as I would have in school) to follow

and sitting at my table to help me get in the mind-set of

wanting to work. I managed my wellbeing through a lot of

exercise and I kept in contact with people and socialised

in class and group work activities so I wasn’t secluded.

In addition, I still involved myself in activities I would

have to partake in at school. My biggest challenge was

motivating and disciplining myself to stay independent

and on top of my work. I had to go over content I didn’t

understand and reach out to teachers via Teams, who were

very helpful and supportive in answering any questions.

I have 3 younger siblings in a small home...that itself

brought many challenges as it did for many others I am

sure! Nevertheless, lockdown taught me that I am far

more resilient than I thought I was, far more disciplined

than I thought I was, and making sure I prioritise

my wellbeing above anything else.

Ruqaya Qureshi, (year 12)

When lockdown struck, I felt that the transition into remote

learning was not too disruptive. My teachers made a great

effort in adapting their teaching methods to fit the new

circumstances. Online platforms like Microsoft Teams

also made remote learning interactive and improved

communication. Occasionally, I took part in quizzes on

apps like Kahoot which made the learning more engaging

and encouraged me to be competitive. Completing and

submitting my assignments via Teams was simple as my

tasks were sorted by their due date. This improved my

organisational skills as everything was in one place and

easily accessible. Although there was a lot of uncertainty

and negativity in the media, I tried to stay optimistic with

the hope of life returning to normality.

Rohan Kapoor (year 12)

Remote learning was indeed challenging; however, I

can honestly say that my experience of online learning

during the coronavirus pandemic has been a positive one.

I found it crucial to have a structured daily routine in

order to have a sense of normality. The number one thing

I tried to do was treat each lesson as if I were physically

going to them. It was quite easy to get distracted (by

distractions such as phone), however I would try to keep

it out of reach to minimise the distractions. Moreover, I

think that sticking to the timetable helped me to insert

some structure into my working day and life in general.

It was quite tempting sometimes to miss study centre

lessons, nonetheless I tried to follow my usual timetable.

Moreover, one advantage of virtual learning was that

lessons were usually recorded which meant we were able

to revisit them and pause them in order to make notes or

to absorb what had been said, which you cannot do in

a real time lesson! Various platforms other than Teams

were used to make learning interactive and interesting.

Multiple choice quizzes on Kerboodle were an effective

way to make lessons interactive and trying to find gaps

in knowledge.

Manpreet Bahtra (year 12)

During lockdown my teachers ensured that every lesson

was interactive and engaging through the use of various

apps such as Kahoot. This helped to reduce the gap

between online learning and face to face learning. I

maintained a good daily routine by making a timetable

that helped me to stay on top of my work and it also left

me with plenty of free time. I also managed to stay positive

by maintaining an optimistic outlook on life and getting

plenty of fresh air too!

Filsan Abdillahi (year 12)

Lockdown was a very hard period for me to

stay attentive and on top of my work because we were at

the beginning of our A-level journey, with new subjects. At

first it was a struggle getting to grips with a new online

schedule not to mention using Teams for the first time. I

am grateful to my teachers as they incorporated ways to

keep the class interactive such as break out rooms or

even a simple game. I believe that over the course, remote

learning improved the quality of my work and is

evident in my current grades. I stuck to a strict timetable

that guaranteed my work to be complete. Maintaining

a healthy daily routine is critical especially throughout

that time. Constantly doing schoolwork made me feel

overwhelmed so I would use relaxation techniques

such as walks, reading or even a phone call to my

friends. It allowed me to feel ‘normal’ again under the

circumstances. To stay positive during this time, I would

remind myself of my end goal that I’m striving to

achieve. This kept me going and gave me the drive to

work harder. Demotivation was my biggest challenge

and I overcame this by re-evaluating my choices and

continuing to stay focused. Overall, I am thankful for this

lockdown experience as it taught me a lot and I doubtlessly

can say it changed me for the better.

Ramla Ali (year 12)






In 2020-21,

the Maths department

had a year unlike any

before. We are really impressed by the resilience and

creativity shown by both students and staff throughout,

which has led to a highly successful and fulfilling year for


We realised back in March 2020 that we would need to

change our curriculum plans as many of the topics due to

be taught to years 7, 8, 9 and 10 were not appropriate to

learn independently and required face to face teaching. Our

Key Stage 3 and 4 coordinators, Mr Bina and Mr Dhokia

did an excellent job of changing the order that we taught the

topics while still ensuring students had the prior knowledge

to access the work. In September further modifications were

made to ensure that the missed topics were caught up and the

structure flowed well. Still more adaptations were made in

January when we locked down for a second time, replacing

topics such as Straight line graphs and Transformations which

required printed templates with topics such as formulae and

sequences which are much more practical for online lessons.

During the January lockdown, we utilised a variety of new

resources to engage students in online learning, including

Kahoot quizzes – multiple choice quizzes where speed and

correct answer chains are key for a high score, Whiteboard

Fi – a programme which allowed students to show us their

working out in real time, google forms for students to

submit their answers for marking and Microsoft teams chat

for students to feedback their answers and ask questions.

We were very impressed with how the students engaged

with these activities and focussed during their lessons.

Some teachers also made revision videos for their year

11s and year 13s to prepare for their exams, and also prior

knowledge videos to prepare year 12s for new topics. The

students responded really well to these, and I for one was

delighted by the number of ‘likes’ and ‘loves’ given to my

Easter A level Statistics videos by our wonderful year 13

Maths students.

Our in class lessons have had to change as well, as we

have been unable to share equipment (eg. Pens for mini

whiteboards, traffic light cards and maths puzzles) and face

to face group work for students has not been possible. Mr

Dhokia came up with the excellent idea to help all students

in years 7 – 11 to be able to use their mini whiteboards in

class by donating our entire stock of mini whiteboard pens

to the Heads of Years so they could give one to each student,

eliminating the need for sharing. This year teachers have

also utilised our online Maths Homework platform, Hegarty

Maths, as well as employing Microsoft teams assignments,

to ensure students still had access to quality homework and

marking without the need to collect and quarantine their


I would like to thank all of the Maths teachers for their

commitment to providing engaging and challenging lessons

during both in class and online learning.

Sarah Brackley (Head of Maths Department)

Model United Nations


The year 12 Economics cohort had an

amazing opportunity to put their economic

knowledge into practice by participating in

a Model United Nations (MUN) experience.

The MUN was organised within the school,

with each student representing delegates of

various countries: such as the United States,

United Kingdom, China, Turkey, India and

Saudi Arabia, to name a few. Their mission

was to discuss current affairs, representing

the favours and common interests of their

own ‘nations’. Key topics included how to

transform and expand their economies post-

COVID, how their countries can support the

refugee crisis, or how to tackle social issues

globally such as female discrimination.

Whilst their interests and ideas were

unanimous at heart, the realisation of putting

these into practice were proven to be difficult

due to conflicting vested interests held by

countries, as well as understanding the power

held by the UN Security Council. The MUN

also provided the opportunity for the students

to practise their communication, leadership

and presentation skills.

Alham Ahmad (Economics Department)

Sixth Form Trip

Winton Gallery / the Science Museum



months of virtual learning, mock exams and UCAS applications,

20 Year 12 Mathematics and Further Maths students were

selected to visit the Winton Gallery at the Science Museum on 9th July 2021.

These students, among many others, had demonstrated hard-work, diligence and

resilience throughout the academic year. The trip provided them with an insight

about the importance and everyday use of mathematics. Some examples included

the importance of mathematics within economics, statistics, computing, philosophy,

trade, war and architecture.


Alham Ahmad (Mathematics Department)

On our short yet productive trip to The Winton

Gallery, we were able to witness how maths is

used in real life more often than we would imagine

first-hand. For example, we got to see the Elliott

401 computer which was used to analyse insect

damage as well as to work in the mathematics

of genetics, emphasising the limitless uses of

maths, all the way from 1954 until now. We had

the opportunity to look around the gallery at

our own pace and look at many artefacts which

extended our knowledge about war and trade, all

in relation to maths. This opportunity allowed us to expand our interest in

maths as a subject as well as give us a genuine insight into how it can be

applied to the world around us and understand why it is such an important

factor. It was also a perfect chance for us as sixth formers to see if we were

interested in studying maths in higher education and perhaps pursuing a

career in this field. Getting to visit The Winton Gallery was definitely a

valuable opportunity and further sparked my interest in going on to study

maths at university.

Athisha Sivabalan (year 12)




Challenges and Solutions in a Covid World


education in a COVID environment

has been an adjustment for staff and

students alike. This has been the most

disruption to a student’s education since World War

2 and it was imperative that students still reaped

the rewards from being delivered an outstanding

education. One of the challenges for science was

balancing theory with practical work which is the

heart of the subject. Through collaboration with

science technicians, teachers and external agencies

this was made possible allowing students to continue

developing their problem solving and analytical

skills which are crucial in wider contexts. This was

an important milestone this year as not all schools in

the borough had the facilities or resources to allow

practical work to occur in a COVID environment but

with the support from the school it made it possible

for students at Cranford. This meant the department

could continue to fulfil its mission statement to

“maximise aspirations and opportunity for all

students, regardless of backgrounds and abilities to

reach their full potential in mastering the skills and

harbouring the deep knowledge required in order to

become young scientists and appreciate the value of

science within society through outstanding teaching

and learning”.

Just as a sense of normality was on the horizon

the UK was hit with wave 3 resulting in a national

lockdown. The department’s vision has always been

to use research led techniques to build student’s

science capital by delivering a holistic curriculum

that; invokes an enthusiasm for science, focuses

on developing working scientifically skills and

promotes a deep understanding of scientific concepts

through links to the bigger picture. This meant the

departmental focus for this period was delivering

outstanding lessons with a focus on engagement

and informative feedback to mimic the classroom

environment. Students and staff spent the autumn

term developing proficiency in using Microsoft

teams thus our curriculum was adapted to deliver live

lessons to all classes. During the school closure, it

was important that the department was able to ensure

students continued to engage in science and reflect

the same enthusiasm they had in a classroom setting.

This meant staff were trained and confident in using

software programmes such as Nearpod and Kahoot

to model in class teaching and assessment. Staff

feedback was that Kahoot unlocked a competitive

element in students they hadn’t seen before with year

13’s looking forward to and being disappointed if

the weekly Kahoot quiz didn’t go ahead. The use of

Nearpod in a virtual environment also worked well

with students stating “it is more interactive and good

for questions” and “other teachers should definitely

use it”. To ensure students were still receiving

an opportunity to develop scientific skills the

department incorporated use of PHET and

Java simulations into lessons to allow students

to continue developing their observational

skills through these online investigations.

This allowed students to model scientific

investigations and change parameters in an

experiments just as they would do in school.

A feedback poll was completed by students

across all year groups about their experience

of science lessons in a remote environment in

which an impressive 367 pupils responded. In

this poll students voiced that they knew they

were making progress in their live lessons

as they were now able to do things that they

could not do before. They could also see an

improvement in their marks when completing

exam questions. Students enjoyed their lessons

as they were able to converse with their teachers

and they liked the use of Kahoot and Nearpod

as these allowed them to actively engage in

the lesson. These responses enthused our

staff to deliver high quality lessons where the

teacher demonstrates good subject knowledge,

highlighting misconceptions and strong use of

questioning using interactive tools. Students

were offered scaffolded tasks and given lots of

praise and encouragement to engage with the

lesson and also to work independently.

As with an ever changing COVID climate

students returned to school in March 2021 and

the departmental focus was shifted back to

creating a positive learning climate in line with

the department ethos to ensure contact time

with students was maximised whilst supporting

students with their adjustment back into normal

routines. Alongside their return to school there

were opportunities to promote science capital

that had been put on pause. These included a

national STEM week and a lecture from a guest

speaker in the medical and research field, both

designed to inspire our students and for them

to see real world impact of science.

The science department would like to take this

time to thank students for continuing to show

resilience this year and adapting to changes

in school and during remote learning. You

endeavoured to work hard and concentrate

in live on-line lessons which itself was quite

intensive. The positive attitude you have shown

this year in science is commendable and we

looking forward to building on your love for

science next year.

Amrat Atwal and Seema Mehmi (Heads of

Science Department)



Period 0 Activity

I really enjoyed all experiments.

It was so fun and engaging. My

favourite experiment was the

rainbow boiling tube because

it was so cool to see how acids

can make a rainbow. All the

experiments were fun. It was

fun to enjoy the experiment with

many people. We learnt many

new things. Cranford Community

College is a enjoyable place to

learn new things especially doing

many experiments.

Palveer Layal (year 7)

My definition of science is the

way of learning about life. I am

grateful to be chosen as a student

to attend a morning of fun. We

did practices using acids, making

a rainbow in a test tube, and

seeing static electricity and how

colour spreads to make beautiful


I enjoyed the rainbow practical as

it showed how 0.5 ml of salt added

to acid could make a rainbow.

Science has shown a different

perspective to what we believe.

Experiments are fun but also show

how science has evolved for us to

gain greater understanding.

Sofia Bisnauthsing (year 7)

I really enjoyed the science session

as it was really fun and was a way

to get our minds thinking. I think

my favourite experiment was the

rainbow in a boiling tube as it was

really interesting to see a rainbow

.This was so much fun and my

group made one! This has inspired

me to become a scientist and this

shows how great science is at

Cranford Community College.

Jagroop Layal (year 7)


I really enjoyed the ‘Rainbow

Fizz’ practical because I got to

learn about the different acids and

how the reactions occurred. The

science experiments at Cranford

overall are really enjoyable as

they allow me to understand

science practically, as well as

have fun.

Jasleen Ghattoray (year 7)




Cranford “Innovates for the Future’’


have continued with the annual tradition

for the Science Department at Cranford

where British Science Week is an opportunity to

advertise the biggest and best of what Science can

do for our students. The annual theme this year was

‘Innovating for the Future’ which allowed us to offer

a range of activities harnessing on the curiosity

and imagination of our students and offering them

opportunities to be innovative in all areas of Science

throughout Biology, Chemistry and Physics. The level

of enthusiasm and participation from our students was

exemplary despite the unprecedented circumstances,

owing to the disruption caused by COVID 19, and it

being their first week back at school after almost 8

weeks of remote learning.

Mind, Body and Soul

Every year the Science Department involves the entire

school in a whole school activity for the Science

week. This year saw the Science Department join

forces with the weekly Mind, Body and Soul sessions.

Here teachers from different departments led their

groups in using technology to design a prosthetic limb

blending the empathetic aspect of human nature with

the use of technology to help people lead and enjoy

an all rounded experience with life. The activity was

equally enjoyed by the students of Year 7 to Year 9 as

well as the members of staff who led it. Well done and

a huge thanks to everyone who took part.

Key Stage 3 Science Lessons

Throughout the week the KS3 students in the Science

lessons took part in a variety of activities that

spanned across the three Sciences including Physics,

Chemistry and Biology. The main objective was to

overcome the misconception that Science works in

isolation and offer students opportunities to establish

cross curricular links with disciplines such as Maths

and Geography.

The students saw themselves being involved in

planning strategies for management of floods,




including urban areas and country side as these

become more and more frequent and severe as a result

of global climate change. Students also designed their

own rain gauge to collect data on rainfall and then

present it to their peers. A session based on Biology

had students researching key features of various

biomes on the planet as well as the organisms that

inhabit those biomes. After this students were then

involved in exploring the human threats to the biomes.

They had to design and present solutions to overcome

these threats and maintain biodiversity.

The sessions were extremely valuable in further

developing the Science capital of our students while

offering them a chance to work in small teams and

demonstrate their communications skills to their


Virtual Talk - Clinical Genomics

As part of the National Science week, our A Level

Science students were offered an opportunity to attend

a virtual talk by Dr Lena Rai (Senior Clinical Scientist,

Department of Clinical Genomics, Royal Marsden

NHS Trust). It was organised virtually via Teams

focussing on ‘’Enabling Precision Medicine through

Genomics and Innovative Therapeutic Strategies.’’

It helped enrich the students understanding of how

Science has helped develop an array of applications

ranging in their use from offering an early diagnosis

of patients with rare diseases as well as facilitating

more effective use of cancer therapies. The session

helped enthuse the students and they not only engaged

with the lecture part of the session but also asked

the speaker very enriching and thought provoking

questions. Very well done!

Overall, the activities in the Science week were very

well received and helped maintain student curiosity,

motivation and engagement in the lessons even


Aastha Swaminathan (Science Department)




schools closed in March 2020,

the English department rolled up

their sleeves and got to work. From the sight of Mrs

Brooks running along Cranford High Street giving

out copies of A Level texts to departing students, to

staff delivering exercise books and folders forgotten

at school, to delivering a steady stream of technology

across what felt like most of West London, the English

department have been fully committed to ensuring

that our students stay engaged in education, whether

at home or in the classroom. We were a core part

of trialling blended and online learning (creating

YouTube channels, piloting Zoom and Teams lessons

and delivering beamed lessons live to whole year

groups at the end of the summer term 2020) and this

has continued as we refine our online skills in 2020-


Adopting Microsoft Teams as a medium was an

incredible asset to our department. It meant that

we were able to make resources immediately

accessible to students, uploading revision materials

and resources which would have been prohibitively

expensive to print. From the Autumn term, Teams has

been used to set and submit homework which makes

submitting and giving feedback on work much easier.

The facility to share and edit work in real time with

students is an incredible way of giving meaningful

feedback and helping students improve their skills

with individual attention. We used Teams as a way

of delivering intervention and catch-up materials,

based on our very successful “learning mat” format

which aims to summarise learning with a range of

activities in accessible, “chunked” stages of learning.

This allowed students to work through revision at

their own pace, while also providing opportunities for

stretch and challenge.

of arts material now available online while theatres

are closed: students have watched productions from

the National Theatre available free to all schools

through the National Theatre Online Library, and the

school have invested heavily in students’ access to the

Arts through our subscription to Digital Theatre Plus,

an online platform which houses hundreds of filmed

productions of plays from leading theatre companies

across the world alongside teaching resources,

documentaries, films and interviews. Students have

been able to access this from home, bringing them as

close as possible to incredible productions which they

would not have been able to access otherwise. We

continue to make use of our subscriptions to Audiopi

(a bank of podcasts on GCSE set texts, available

online and as an app) and the EMag (a magazine from

the English and Media Centre for A Level students)

to foster independence and give our students access

to the very best possible resources.

When the second national lockdown happened in

January 2021, we were able to move into full live

teaching immediately; as a department we played

a significant role in professional development of

others in the school and driving innovation. While

online lessons will never be able to fully replicate the


We also used this year as an opportunity to investigate

resources available online to support our students,

particularly in Key Stages 4 and 5. We now subscribe

to Massolit, an online database of short lecture series

by university professors on a range of subjects –

these include every set text for A Level and GCSE

alongside wider contextual and genre studies to

support students’ wider knowledge and to stretch

and challenge. Mrs Brooks is also working with the

site, writing questions to accompany these lectures

which will be published online in the summer in order

to provide a more interactive learning and revision

experience. We have also made the most of the wealth

classroom experience, there was a huge amount

to celebrate: staff used the time to be creative

and innovative about the way they delivered

lessons and engaged students, from interactive

activities on platforms like Nearpod, to high

energy competitive quizzes; students were able

to access individual and small group intervention

through Teams after school and during study centre

periods; staff were able to use features like “class

notebook” to track and respond to student work in

real time; teachers recorded their own audiobooks

of set texts (complete with voices!) and both staff

and students were able to bring some of their home

personas to the classroom.

As a result of our successes over lockdown, the transition

back to in-school teaching was simple. We kept the best

of online learning, and regained the in-person interaction

that we missed so much as teachers. If the past 18 months

have taught us anything, it is how much the students we

teach are the best part of our jobs.

Evelyn Brooks

(Head of English Department)



Teachers brought atmosphere and personality

to their virtual classrooms with custom

backgrounds. Gothic Victorian houses when

studying Dr Jekyll and Mr Hyde, theatre sets

for lessons on plays to the White House or the

Death Star – we explored!

Being online allowed us to be more creative

with our task setting. Here, year 13 created a gif

summary of their set text Hamlet. The only rules

were – no words allowed!

Cranford English


This was created by an A Level student to

celebrate Tolkien day. Contemplating framing

it for the English office.



The poem “Limbo” and slavery


And limbo stick is the silence

in front of me



limbo like me


limbo like me

long dark night is the silence in

front of me


limbo like me

stick hit sound

and the ship lie it ready

stick hit sound

and the dark still steady


limbo like me

long dark deck and the water

surrounding me

long dark deck and the silence

is over me


limbo like me

drum stick knock

and the darkness is over me

stick is the whip

and the dark deck is slavery

stick is the whip

and the dark deck is slavery


limbo like me

knees spread wide

and the water ishiding


limbo like me

knees spread wide

and the dark ground is under me




and the drummer is calling me


limbo like me

sun coming up and the

drummers are paising me

out of the dark and the dumb

gods are raising me




and the music is saving me

hot slow step

on the burning ground.

Edward Kamau Braithwaite




this presentation I will be explaining what this

poem is talking about and how it is linked with

slavery and how the British colonized West Africa. I

will be talking about the part “long dark deck and the

water surrounding me” to “limbo like me” and how

slavery is linked with this poem.

“Stick is the whip”

I think that this part of the poem is about how the

British would abuse and hurt the people from west

Africa if they were slacking off, tried to escape or

even tried committing suicide or worse. All these

people had to go through this punishment so to punish

them the crewmembers would whip them.

“And the dark ship is slavey”

I think this quote talks about how the slaves were in a

ship that was in horrible condition and all the slaves

were in a very unhygienic place. The hygiene was so

bad that people started to have diseases like smallpox,

yellow fever, malaria and many more; which caused

a lot of people to suffer and even die because of this.

Personally, I think that the phrase “the dark ship” is

about on the lower deck people would be crammed in

a tiny place with ceilings as low as 4 and a half feet

which was horrible.


Limbo is a dance that the slaves were told to do for

the crewmembers enjoyment and they thought that it

would enliven captive spirits and reduce their pain,

however it was also a form of exercise and it helped

make sure the slaves were healthy and that they were

in good condition.

Written by Edward Kamau Braithwaite (2005)

What is Love?

(TWICE – What is Love?)

What is Love?

What makes someone feel things?

That makes you fly like a dove

And make you feel like a king?

What is Love?

What makes you realises these emotions?

With a sensation of being beloved,

Like you drank cursed potions.

What is Love?

A question I ask myself every day,

Wondering if I’m enough.

I say this in May,

The day we met.

What is Love?

Something I feel whenever I see you, my crush,

With your hand around my hand like a glove,

That makes me blush.

What is Love?

Something I saw at first sight,

That made Earth throw adoration, like a shove

While the stars shone bright.

What is Love?

Something that I don’t want to believe in anymore,

You made me feel unloved,

That made me run out the door.

What is Love?

A once in a lifetime....

Alisha Pereira Habibo (year 7)


poem ‘What is Love?’ is based on a song

that I’ve listened to for many years. I

decided to use this song because we want to know

what is love and why we feel emotions for people we

like. I also thought why not use it near Valentine’s day

since some of us are alone, and some of us are with


A technique I’ve used are some sentences like ‘The

day we met’ and ‘A once in a lifetime’ to add emotions.

A once in a lifetime is to show that we all fall in love

really hard and that it will always feel like a once in

a lifetime because we never know if we will feel like

this anymore.

If you notice, in the beginning of each stanza I use

repetition of ‘What is Love?’ because each stanza

shows the days going by of my character wondering

what love is.

Another technique is that I’ve used some similes in

stanzas 1-5. I’ve decided to use the similes in stanza 1

‘like a dove’ and ‘like a king’ because doves are very

majestic birds that we use in weddings so a dove can

represent a very loving and beautiful bird flying around

with those flower bunches to show you are so in love.

‘Like a king’ is used to show that they are the most

important rule in life, and this character (the person

they like) feels ‘like a king’ in their life.

The simile in stanza 2 ‘like you drank cursed potions’

is meant to show that the character isn’t used to the

feeling, and it feels like they must’ve drunk something

wrong. I put potions because it is multiple feelings they

are feeling, so they might have drunk multiple potions.

The potions are cursed because when you look at love,

at first it is scary but then you realise it is very good.

In stanza 4, I put ‘with your hand around my hand,

like a glove’ because their hands fit perfectly with

their crush, and since they are holding hands a glove

description fits perfectly and mainly because when I

imagined this scene, I imagine the person they love to

have large hands so when they hold hands it’s like a


Finally, in stanza 5, I put the simile ‘that made Earth

throw adoration, like a shove’ because it’s like Earth

giving the character advice to make a move for it.

The rhyme scheme I’ve used is, ABAB, CDCD, EFEF,


In my last stanza, I especially want people to be

sympathising with the character because it shows

rejection because sometimes love isn’t our path at the


Overall, I want to show the reader that all these

emotions have a meaning.

Alisha Pereira Habibo (year 7)






The Extended Project Qualification (EPQ)


students whilst in Year 12 complete the taught element of the Extended Project Qualification as part

of an academic programme of lessons that seek to develop their research skills, critical thinking

and academic writing ability. Alongside this, students are taught how to reference work correctly and improve

their ability to organise their time and work independently. Students then have the choice whether to use these

skills to complete the Extended Project Qualification. It is a stand-alone qualification which is worth half an

A Level and adds a further dimension to students’ studies in the Sixth Form, stretching and challenging the

“Overall, throughout the EPQ process

I believe that I learnt a multitude

of useful skills which I will be able

to utilise when undertaking my

Engineering degree at university.

This is because the learning is largely

independent and project based and so

doing the EPQ has given me the skills

I need to plan and complete a large

project. I have really enjoyed being able to undertake

research into computers and their processing power as this

is an area I am passionate about. Sourcing information

form a range of sources, I was able to extract the salient

detail and cross check these for validity. I am really proud

of what I achieved”.

Are computers

reaching their

processing limit?

Faizaan Abbas (year 13)

Why are cosmetic dental

treatments becoming more

“When I started the EPQ, I chose a


title that really interested me as I

want to study dentistry at university.

Therefore, the opportunity to explore

my prospective career in more

depth was one I leapt at. Although

I had some prior knowledge of

certain areas of dentistry due to the

university application process, I was

by no means an expert in the field. I chose to focus on

cosmetic dentistry as there is so much to explore and the

popularisation of dental procedures in the media meant

that it is currently a ‘hot’ topic. This aspect meant there

was a lot of information around the topic and so I had

to carefully refine my question and carefully plan the

research that I wanted to undertake. Writing a 5000-word essay required a lot of dedication and I had to amend

my plan several times to ensure that I stayed on track. I am really please with my finished project and the

advantage it will give me when I am writing research papers as a qualified dentist in the future.”

Anjali Bhambra (year 13)




most ambitious by allowing students to choose a topic of their choice and study it in greater depth. As well

as developing their independent skills, the EPQ also offers students the chance to develop their creativity and

develop their hobbies, skills and talents outside of their Level 3 subjects. Students can choose to produce a

written report or to plan, organise and run an event or to produce a creative artefact. It provides an excellent

foundation for students to develop the academic skills they will need at university and beyond.

Frances Green (Assistant Headteacher)

Are there gender disparities in

sentencing within the criminal

“I learnt so many skills and a great deal

justice system in the U.K.?

about existing gender inequalities that

exist in society as a result of doing my

EPQ. Studying Sociology has made me

more aware of the role gender plays

within society and this coupled with

my ambition to study law at university

led to me choosing to research this

topic. Time management was key to

balancing my EPQ with the rest of my A levels; I have

definitely improved my skills in this area as a result of

completing my EPQ and I have also learnt to recognise

when a strategy or method is not working for me and to

respond and adapt accordingly. All of the reading and

research I have done has opened my eyes to the way the

criminal justice system operates in the U.K and has helped prepare me for my degree and future career.”

Fatima Braganca (year 13)

“During this project, I feel I have learnt

a lot and had a fantastic experience. EPQ

lessons were once a week and during

this lesson my supervisor supported

and guided me to help me understand

how I should approach sources and

how to be more critical about the type

of sources I chose to use as part of my

research. I was introduced to the idea

of a Gantt chart, which I had never used before, and this

helped me a lot with time management skills. I think that

learning organisational tools such as this has really helped

with my time management and helped me to understand

how to prepare for my A Levels. Moreover, completing

reflections was key to this project and whilst at first I did

not understand the benefit of doing this, gradually as I approached the mid--project review I grew to appreciate

the opportunity to look back on my own work and evaluate my own progress. I think the evaluation has helped

me to understand myself as a learner and I think this will be invaluable at university.”

Elina Gorjunova (year 13)

How can interior architecture

promote well–being in

residential and dementia care

homes in the U.K?



Geography Department - A Lockdown Rollercoaster


Geography Department went through a rollercoaster ride during the national lockdown, gradually

migrating from Frog to MS Teams, with lessons published virtually and interactive lessons for

students to fully engage. Students managed brilliantly coming online to classes and engaging through the

various activities that were created for them. Geography lessons grew from strength to strength with various

use of quizzes, documentaries, interactive games and activities.

The Geography curriculum is designed to grow inquisitive students with a passion for the natural and human

processes on Earth. Spiralling down from Geography A Level, the KS3 curriculum is designed to give students

the foundational map and inquiry skills to better understand our planet. For example, by the end of year 7

students are able to carry out their own fieldwork and make decisions in relation to our school environment.

Year 7 students also look at local place, space and area, studying Europe and Russia through topics such as

Climate, Biomes and Resource Management. In year 8 students are able to articulate controversies surrounding

climate change and plastic pollution through debates and projects. Our year 8 students look at wider continents

such as Africa and Asia, through the formation of the Himalayas and the development indicators within Africa.

This prepares our students to be educated and engaged future citizens with an engrained love and respect for

the world. At GCSE, the broad range of themes and topics enables our students to delve further into Earth’s

processes, whilst the combination of human and physical geographies develop critical thinking skills. Thus

our students reach A Level Geography with an abundance of skills and knowledge, which are utilised through

an analysis of current political issues, such as contested borders, and enhanced during the study of Earth’s

scientific processes, such as the carbon cycle and geomorphology of the coastline.

The main curriculum is enriched by a programme of extensive fieldwork trips to Surrey, Central London and

the region of Devon. Our connections with numerous educational institutes enable us to offer enrichment

in the form of workshops to build on interpersonal skills, as well as opportunities to visit the Geographical

Association and the Royal Geographical Society. Students are directed towards a variety of local universities

and their outreach programmes, encouraging them to explore the value of further specialisation within a

geographical context.

This seven-year accumulation of analytical, mathematical and cartographical talents prepares our students for

a variety of future opportunities, including entry to Russel Group universities in both arts and science subjects.

This leads to an array of exciting careers including new fields linked to climate change, globalisation and the

management of the earth’s resources.

Aaron Lever (Head of Geography Department)





A-Level Trip to Slapton, Devon

In July 2021 Year 12 Geography students travelled

to Slapton, Devon to conduct research and gather

data for their Non-Examined Assessment on a five

day residential visit. Students spent 5 hours in the

minibus driving from Cranford to Slapton, through

heavy torrential rain.

One day of the residential involved our students

spending a whole day in Plymouth, observing and

collating data on regeneration within the town

centre looking at the different areas of regeneration

and how this has impacted on the local people and

the environment.

On the following day students walked along

Slapton Sands, and conducted beach profiles,

sediment size in relation to erosion rates and

enjoyed fish and chips with ice-cream!

The students enjoyed themselves thoroughly and

had a great time.

Thank you to all the staff involved in making this

trip possible.

Aaron Lever

(Head of Geography Department)

Geography GSCE Trip

to Epping Forest, Essex

Year 10 Geography students travelled

to Epping Forest, Essex in July 2021

to conduct their fieldwork on rivers.

Students collected data on Debden

Brook, by measuring the width, depth,

and velocity and sediment size. Students

used tape measures, metre sticks and

stop watches to determine whether the

flood risk increases or decreases as you

travel further downstream. Seventy-seven

students went to the rivers and enjoyed

themselves thoroughly.

Thank you to all the staff involved with

making this trip possible.

Aaron Lever (Head of Geography





Bienvenido! Willkommen!

Welcome to the MWL Department

Our Mission

At Cranford, all students have the opportunity to learn a modern

world language. They learn German or Spanish and immerse

themselves in another culture. Thus, our aim is to offer an immersive

learning environment to all our students where they feel liberated

and empowered to express their ideas and thoughts in a different

language. Furthermore, by learning a foreign language at Cranford

our students are given the opportunity to be equipped with the

necessary skills to become open, tolerant and proud citizens of the

world through a varied and diverse cultural and academic experience.

In the Modern World Languages Department we have an ambitious

and comprehensive curriculum which ensures that all students are

well prepared for the next phase in education/life. We build on

the varied linguistic skills students have learned at Key Stage 2

and use the insight they have gained in their language lessons to

cement a love and passion for language learning. We aim to make

the communication at Key Stage 3 meaningful and relevant to the

students, thus igniting a desire to communicate in another language.

We use a communicative approach where students learn and practise

the new language through the interaction with their peers and the


Building on this solid foundation, our Key Stage 4 curriculum

enables students to further explore the depths of the language they

study. This provides students with a valuable opportunity to critically

explore the world around them and to become inquisitive and openminded

citizens of the world.

At Key Stage 5 we kindle the students’ curiosity and encourage in

depth discussions about political, historical, artistic and cultural topics

in the target language, preparing our students for their personal and

academic journey as well as a wide variety of career opportunities,

such as Languages combined with a Science, Economics, Business,

International Law or Engineering.

Finally, within the MWL department, students are given the

opportunity to express an individual voice and are encouraged to

experiment with language. Our intention is that by the end of their

last year of secondary education, all our students have understood

how to “shape” the language to create this voice and make it their


In the past year, we have embraced new ways of making this

ambitious curriculum happen for our students. Our staff have been

proactive in finding new ways to teach while online from home and

still keep the spark and fluidity of language learning alive. We have

re-written schemes of work taking account of new technology, such

as Nearpod to allow students to continue to collaborate and work on

projects together. We have challenged our students to learn in a new

ways as well as challenging ourselves to deliver outstanding lessons

whatever the context we find ourselves in.


Ally Manole (Head of German - Modern World Languages Department)

Christmas Baking Challenge for Year 7 and Year 8



part of our immersive programme in German and Spanish, we encourage our students to get into

the spirit by researching and finding out more about the cultures behind the languages. What better

way to get to know a culture than through the food! Our Year 7 and 8 students rose to our Christmas baking

challenge, donned the aprons and introduced themselves to the rolling pin with delicious results!


John Lennon

(Modern World Languages Department)

Feeling inspired?

Try one of the recipes yourself!



Buen tranajo! Gute Arbeit!



• 120 gr de harina de repostería

• 100 gr de mantequilla

• 100 gr de azúcar glas

• 2 claras de huevo + 1 yema

• 1 cucharadita de esencia de vainilla

• 1 pizca de sal

• 100 gr de chocolate negro para la cobertura

1. La mantequilla tiene que estar a punto pomada, sin pasar por el microondas.

2. Ponemos en un bol la mantequilla y el azúcar molido y lo batimos enérgicamente con un batidor manual

hasta que quede todo bien integrado.

3. Añadimos poco a poco las claras de huevo, sin dejar de batir, hasta que quede todo bien mezclado.

4. A continuación pondremos también poco a poco la harina previamente tamizada y seguimos batiendo.

5. Lo mezclaremos todo con una espátula hasta conseguir una masa bien fina.

6. Pasaremos la mezcla a una manga pastelera con una boquilla lisa.

7. Preparamos una bandeja para el horno cubierta con papel de hornear y con la manga hacemos unas tiras

finas de unos 7 cms. aproximadamente de largo. Hay que dejar una separación ya que al entrar en el horno

se expanden.

8. Hemos precalentado el horno a 200º centígrados por arriba y abajo y ya las cocemos durante unos 12

minutos aproximadamente.

9. Cuando empiecen a dorarse hay que sacarlas del horno ya que después se secan. Las dejamos enfriar.

10. Derretimos el chocolate en el microondas y después le ponemos un poquitín de mantequilla para darle

brillo al chocolate.

11. Al final bañamos una de las puntas con el chocolate caliente y las dejamos en una rejilla hasta que el

chocolate se seque.






Cranford continues to be

a World Class School


October 2019, I was on fortunate enough to be one of the staff

members going with our year 12 students to visit our partner

school in Pohang, South Korea. This is where I noticed a plaque standing

proud in the school’s English themed café. It was the World Class

Schools Quality Mark plaque. At that time I did not know that I would

be involved in the reaccreditation of this award however I realise now

the significance of this achievement for their school.

Cranford first received the award in 2015 and is one of only nine schools

in the country to have proved worthy of accreditation over a period of

five years. This is a fantastic achievement! This has only been possible

with the enthusiasm and dedication of our students who have been at

the centre of the application process. Due to the disruption of COVID

the accreditation process was very different, though this did not stop

our students showcasing the school’s ‘World Class Quality’. Students

were required to upload evidence to demonstrate the schools values on

Learning, Leading, Community to Achievement, Community, Workplace

and Knowledge and Understanding. Over the course of a term students

worked valiantly to write statements about these values. I was blown

away by the stunning things that students wrote. This re-accreditation

process reminded me of the world class students we have!

Mahavir Ladva (Examinations Officer and Careers Co-ordinator)

Students who participated:

• Prem Pun (year 10) (WINNER for the Character of the Year Award

2021 on the COMMITMENT TO ACHIEVE category)

• Victoria Albu (year 9) (Shortlisted for the Character of the Year

Award 2021 on the KNOWLEDGE AND UNDERSTANDING category)

• Gurshaan Ghattoray (year 12) (Shortlisted for the Character of the

Year Award 2021 on the LEARNERS category)

• Amanjot Grewal (year 7) (Shortlisted for the Character of the Year

Award 2021 on the LEARNERS category)

• Sharanjit Kaur (year 12) (Shortlisted for the Character of the Year

Award 2021 on the LEARNERS category)

• Anajli Bhambra (year 12) (Shortlisted for the Character of the Year

Award 2021 on the LEADERS category)

• Muqadas Saleem (year 9)

• Dua Zehra (year 12)

• Jeff Mensah (year 9)

Commitment To

Achieve WCSQ

At the start of last year, I was

on a trip to our partner school

in South Korea, this is where

I noticed a plaque standing

proud in the school’s English

themed café. It was the World

Class Schools Quality Mark

plaque. At that time I did not

know that I would be involved

in the reaccreditation of

this award however I realise

now the significance of this

achievement for their school.

We first received the award in

2015 and are only nine schools

in the country to have proved

worthy of accreditation over

a period of five years. This is

a fantastic achievement! This

has only been possible with

the enthusiasm and dedication

of our students who have been

at the centre of the application

process. Due to the disruption

of COVID the accreditation

process was very different,

though this did not stop our

students showcasing the

school’s ‘World Class Quality’.

Students were required to

upload evidence to demonstrate

the schools values on Learning,

Leading, Community to

Achievement, Community,

Workplace and Knowledge and

Understanding. Over the course

of a term students worked

valiantly to write statements

about these values. I was blown

away by the stunning things

that students wrote. This reaccreditation

process reminded

me of the world class students

we have!

Mahavir Ladva

(Examinations Officer &

Careers Co-ordinator)

World Class Student:

Winner Character of the Year 2021


Form tutor approached me with the opportunity of being

a World Class student. ‘World Class’ was enough to draw

me in and I quite blindly put my name down for the chance and in my

defence, World Class is a seductive title. Characteristics of the ‘World

Class Student’ were organised into areas and fields which students

were put into. Each student had their respective field or several to

provide evidence in how either their day-to-day or previous actions

would suffice as proof that they have validated themselves as World

Class in their respective field. My allocated field was commitment to

achievement and that was further subdivided into several more sections

for which I had to provide evidence: for example, my ability to adapt

my strategies, being able to communicate efficiently with varying

demographics and an area of specialised talent.

This opportunity caused me to do something I have rarely ever done

before. Was it practicing the ability in proving myself and evaluating

my ability to provide sufficient evidence? Sure, in some way – but for

me, personally, this caused me to stop. To look around my room and

try to collect certificates and memorabilia that I never stop myself to

do. Though often it appears vain and narcissistic to look upon your

achievements and past glories, I believe this proved to me that it is

not the case. Being proud of your work is essential to perpetuate you

further into excellence through careful planning, re-evaluation and


I would advise all students to stop just for a moment. Take a productive

break by basking upon the fruits of your labour. Admire your work yet

know not to grow complacent and continue to strive further, continue

to aim to be World Class and continue further.

Prem Pun (year 10 - WINNER for the Character of the Year Award 2021)


Year 7

“About Me” Booklet

This summer term, our year

7s created an autobiographical

booklet in Spanish and German.

The content was based on their

learning throughout the year and

was a means of consolidating

their knowledge. Lessons took

the form of revising the specific

language and structures, which

accumulated in the production

of different pages of the booklet.

Inside, students described

themselves and their families,

both their personalities and

physical appearance, all in the

target language. They expressed

their opinions about artists and

their hobbies, using intensifiers

and comparatives to create more

sophisticated content. Other

topics included talking about

pets and their favourite animals.

Students were encouraged to get

creative and include drawings

and pictures of themselves. It

proved very popular among the

students, who were committed to

creating linguistically accurate

yet exciting target language

booklets which they can keep


Above are some examples of the

students work.

Hope Eley (Modern World

Languages Department)




Careers Education

through Lockdown


a time of extreme uncertainty in

the labour market, the Cranford

students’ hunger and enthusiasm for opportunities has been

astonishing. Careers information, guidance and support has

transformed to meet the needs of our students. Rather than

delivering blanket guidance, we have recognised the need

to deliver individually tailored guidance and support. From

1-2-1 phone calls, virtual assemblies and meetings with

students I know how ambitious our students are to apply for

so many diverse opportunities. There has been an increased

interest in recent years in technical and vocational education.

There is a massive need to prepare our young students to

meet the current and future needs of the labour market. As

employability skills have developed, a significant number

of our Year 11 and Year 13 students have managed to secure

apprenticeships. Having secured these places before results

day proves that our students are confident in starting their

journey into the world of work. Cranford, together with

other local schools was involved in the first virtual careers

fair. This was organised by the careers professionals in the

borough and designed to meet the needs of our young people.

It was great to see Cranford alumni taking part noting the

important contribution that former students make. This is

evident in the contribution they made towards the fair. These

included Karishma Lall, Devyani Geentilal and Amrita Tarall

who all held webinars at the virtual fair to give our students

their top tips and the ‘insider view’ from the world of work.

The number of virtual opportunities companies are offering

has catapulted. There are a vast number of organisations who

are offering initiatives and experience to young people through

their corporate responsibility schemes. It has been beneficial

to engage with these companies and discover all the amazing

things on offer. It was particularly exciting embarking on our

T Level journey, especially with the industry placements.

Having spoken to a magnitude of companies, I have been

awe struck by the number of organisations that want to offer

these young people some work experience. Our current T

Level industry placement partners have demonstrated their

amazing values and commitment to students. I have been

stunned by Ajar Technology, Berkeley Pre-School and

St Mary’s University from the beginning of this journey.

This portfolio of partners is growing quickly. We are in

exciting discussions with a few international companies at

the moment. It has been great to be bold, passionate and

enthusiastic in grasping any opportunity to develop, learn

and grow. With so many positive outcomes from this year,

next year’s careers information, guidance and support will be

even more dynamic in meeting the needs of students.


Mahavir Ladva

(Exams Officer and Careers Co-ordinator)



ounslow Virtual Careers Event was held on Wednesday 3rd March 2021.

The HThis event was sponsored by the Mayor of London ESF Funding and

Hounslow Borough. It was the first of its kind in the London area.

First and foremost, this event formed part of the ongoing commitment to the Careers

Education Programme and supports the GCSE Options process for Year 9 students. Students

and parents found out more about the options process, GCSE courses and visited the school

booth to take part in a live Q&A session.

Students were also able to have live conversations with employers. Both local and national

businesses were represented including Heathrow, BT, Wilmott Dixon and Metropolitan

Police. STEM Careers also featured and students spoke to companies such as DreamMedic,

NHS staff and research scientists.

Our alumni were involved throughout the evening and students visited the virtual theatre

to listen to stories about their career journeys and took part in the Q&A session.

1. Senior Finance Department for American Express - Karishma Lall

After leaving Cranford Community College in 2012, Karishma went to study Economics at

UCL. Her course included a year abroad at the University of California. Since 2016 she has

worked for American Express and is now a Senior Finance Analyst. Karishma told students

about her experience of working in a huge international company

2. Network Engineer Apprentice from BT - Amrita Tar

Amrita often gets asked if her job as a Network Engineer for BT takes her out on site, even

climbing up poles! While her studies at Cranford Community College didn’t prepare her

to climb trees, however it did help her to make a decision about her post 18 course. Amrita

told students about her story discussion the daily work of a Network Engineer.

3. Apprentice from Cisco - Devyani Geentilal

After leaving Cranford Community College Devyani decided to opt for the apprenticeship

route. Students listened to Devyani discussing her training and the benefits of doing an

apprenticeship with a top company such as CISCO.

Mahavir Ladva (Exams Officer and Careers Co-ordinator)




Virtual Careers Event



Hochtief Murphy Virtual

Work Experience

At the start of this year,

I had the opportunity

to be a part of the



virtual work experience

programme which was

absolutely incredible.

This joint venture

construction group

undertakes large scale construction projects

in London and beyond. I was really nervous

about it during the application process but

the programme itself was extremely fun and

intuitive. I was able to learn a lot about the world

of construction which was really cool. I got to

see first-hand stories and workshops from the

perspective of different roles on a construction

project such as the CAD technician, Site

manager, environmental expert, etc. In addition,

the activities themselves were very insightful

and comprehensive. We were able to fully design

a project and create completed plans for it. We

covered a large portion of the various steps and

components of a real construction project in a

way which was easy enough to work through

for students of our skill level but still advanced

enough to properly challenge and train our way

of approaching a large scale project.

Aside from the exciting challenges we worked

on each day, the instructors really helped to

create a fun and comfortable environment for

the project, as well as help us relax and calm

down during the downtime with fun brainteasers

which really made us laugh about the obscurity

of such answers. Overall, I had a really great

time on the programme and learned a lot about

the ins and outs of the construction world in

addition to exciting projects and construction

companies working across London.

I am extremely grateful to Cranford for

organising this opportunity for me and would

highly recommend the experience to anyone

wanting to pursue a career in construction or

engineering. I promise you that you will have a

great time and learn a lot of useful things about

your career interests.

Johnson & Matthey Virtual

Law Experience

‘Our vision is for a

world that’s cleaner and

healthier, today and for

the future generations.’ –

Johnson and Matthey

Johnson and Matthey is a

global leader in sustainable

technologies. Currently,

they are trying to tackle

three major global challenges: the need for clean

air, conservation of our planet’s natural resources

and the need for more affordable and ever more

personalised healthcare.

In December 2020, I attended a virtual skills and

careers day with Johnson and Matthey. This well

structured and interactive session was led by two

female lawyers who have the same roles in their

career but having taken different paths to get

there. They both explained their journeys, which

was quite fascinating as you realise that there are

several different ways to establish career in law. As

the virtual experience proceeded, we learnt about

the different types of qualified lawyers that are

out there, e.g., solicitors (private practice vs inhouse)

and barristers, the differences that there are

within each type, their specific role and what type

of qualifications are required. The two women then

went to further describe what a typical day in their

life is like and how it varies from each other’s. This

session ended with a really useful question and

answer session on careers in law.

Personally, I think that if you are able to have as

many experiences as possible in a variety of career

talks or work experiences this is great because it

can allow you to have a greater understanding of

each career. Career talks allow you to learn that

you do not always need a law degree to qualify

as a solicitor, there are alternative routes for

every career. Despite it being virtual, I thoroughly

enjoyed this career talk, it not only allowed me

to understand what it is like to be a lawyer but

also what skills are required in a professional field,

which I believe will help me build a strong career.

Arushi Varshney (year 11)

Manav Vivek (year 11)





at Cranford

Economics is a real life subject and develops enquiring minds so students can relate what they

are learning to the world around them. The real world nature of the subject provides numerous

opportunities for students to explore and analyse significant issues such as inequality and poverty,

implications of Brexit and the need for sustainable development in the wake of global warming. Our students

are taught to examine the impact of the theories by eminent economists on the world and why they evolve

with the changing needs of society.

Economics helps students to develop an insight into current events happening nationally and globally. COVID

19 is such an event which has led to numerous economic implications nationally as well internationally

due to the interconnected nature of the world. This pandemic has taught us how Economic theories could

provide answers to the problems faced by society. The study of Economics is not only carried out through

in class learning but also through independent research tasks outside lessons. This became more evident

to the Economics department during remote teaching as a result of the lockdown. The year 13 students

carried out research tasks to assess government interventions such as the furlough scheme, ‘eat out to help

out’, stamp duty and business rates exemptions, and grants for the tourism, hospitality and leisure sectors.

An education in this context has required adjustments for staff and students alike. This year was used as

an opportunity to explore online resources to support our students. We adapted our curriculum to ensure

the students were able to have good learning experiences through the use of video clips and educational

documentaries. We made use of online teaching and learning tools such Kahoot and Seneca. The Kahoot

quiz activities were thoroughly enjoyable. Seneca was a useful platform which provided opportunities

for online revision with interesting tasks. KS4 students made good use of resources available on BBC

Bitesize and Quizlet in order to consolidate and strengthen their economics knowledge. Microsoft Teams

has been an effective platform to provide live lessons to the students. To track students’ knowledge and

provide quick feedback, Teams features such as interactive virtual white board, quizzes, and class note were

extremely useful. In order to support year 11 and year 13 with their next phase of learning, comprehensive

transition packs were provided virtually with a programme of enrichment activities, careers advice and

transition sessions during the lockdown. Feedback from students on remote teaching and learning was very


Upon their return to school, students were presented with enrichment opportunities to promote cultural

capital. These included Junior Economist of the Year Competition organised by the Royal Society of

Economics and FCDO Next Generation Economics Competition organised by the Foreign, Commonwealth

& Development Office. Students also took part in the Model United Nations (MUN) programme whereby

they brought their economics knowledge to assess contemporary economic problems.

This past year has taught us the valuable life skill of adaptability which will serve our students well not

just in their academic endeavours but in life in general.

Ramanpreet Kaur (Head of Economics Department)









CPD 2021


Cranford Community College, we provide a

robust and wide ranging CPD (Continuous

Professional Development) programme accessible to

staff at all stages of their careers. With new teachers,

we not only have specific courses that address

practical strategies within the classroom, but we also

make extensive use of Mini Action Research Projects

(MARPS). These MARPs encourage our teachers to

not only reflect on their own teaching practice and

be innovative in the application of new strategies

with the use of pedagogical literature, but they also

keep the student and their attainment at the forefront

of their project. Here, staff are guided by our Lead

Teachers as well as their mentors and are expected to

present their findings to the rest of their cohort after

evaluating the data they have collected. Examples

of these MARPs include new competitive reward

strategies and investigations in to how formative

assessments can be used effectively to monitor student

progress when teaching remotely and online.

Whilst we provide opportunities for our new teachers

to engage in CPD which encourages innovation, we

also ensure that our aspiring middle and senior leaders

have similar prospects through the NPQs (National

Professional Qualifications in Senior and Middle

Leadership). Accredited by the University of London

Institute of Education, these courses ensure that our

leaders of today and tomorrow are able to develop

their leadership and management qualities through

the implementation of either a department wide or

school wide initiative. These aspiring middle and

senior leaders demonstrate their skill and knowledge

as not only strategic and effective practitioners, but

also as successful front-runners of change, always

representing the school’s ethos.

Our school’s CPD provision aims to ensure that all

staff engage with professional development together

and that they have a shared platform to share best

practice. To this effect, Cranford Community College

runs frequent training programmes that address the

school priorities as well as the emerging needs and

desires of our teaching staff. Teacher Development

Days are also similar examples of where CPD has

been provided, particularly regarding our use of

MS Teams and other creative teaching platforms as

part of our blended teaching and learning approach

thereby catering for our staff’s needs to ensure that

our students receive the best education possible.

At the forefront of Cranford Community College’s

CPD provision is the impact on our students; we are

a school that strives for excellence in all areas and

as such, we firmly believe that by investing in our

teachers’ professional development, we are investing

in our students’ success.

Sahrish Sheikh (Lead Teacher)









Newly Trained Teachers

Speak for Themselves

As a Teaching

School, Cranford Community College has always put the training

and development of staff as a key priority for the organisation.

This includes training new entrants to the profession and 2020 – 2021 was no exception where the school

successfully trained 15 new teachers all of whom were awarded QTS (Qualified Teacher Status). Over 75%

are continuing their careers at Cranford with the others going to work in other London schools. Here are some

testimonials from this cohort of trainees:

Peter Stumpf (Associate Headteacher)

Throughout my first year of being a trainee at Cranford I

have been offered many different opportunities to aid my

development. The first of these is weekly CPD sessions, these

run weekly afterschool with all other trainees at the school.

These sessions are led be experienced members of staff

that have each offered invaluable advice on their range of

expertise. These sessions also allowed us to gain the support

of the other trainees in the same situation and offer each

other advice. As a trainee you are assigned a mentor, they

are an experienced member of your department with which

you meet weekly to discuss your progress so far and how to

take that progress even further. My mentor arranged for me

to observe members of my own department teaching as well

as members of other departments. This allowed me to take

techniques observed in other departments and adapt them to

suit teaching in science. Over the last term I have been able to

shadow a year 7 form tutor and experience the pastoral side

of teaching for the first time. In September I will be becoming

a year 7 form tutor, the experience I have gained over the last

term as prepared me with the skills I will need to take with

me next year.

I am very grateful for all the experiences Cranford have

provided mw with so far and cannot wait to start a new year

in September.

‘Throughout the course of this year I, as one

of the many trainees, have been provided with

numerous opportunities and experiences to

develop as a teacher. This has included but

not been limited to: weekly CPD sessions with

focuses such as behaviour management and

planning for progress, Teacher Development

days where training was provided to develop our

teaching skills in a Covid secure environment,

and weekly mentor meetings every Monday

morning. These meetings have allowed me to

develop my classroom presence, as well as

begin to improve my planning skills in areas

such as scaffolding and differentiation.

In addition, Cranford has provided me with

the chance to observe many fellow teachers

and incorporate some of the highly varied

methods and techniques used effectively by

others, into my own lessons. The use of many

of these strategies has allowed me to cultivate

stronger relationships with pupils and in

turn run more effective lessons. In addition,

I have particularly enjoyed the opportunity to

teach two Year 12 classes and experience the

challenges of teaching A-level compared to

those of Key Stage 3 and 4. These experiences

have all led to an incredibly busy but ultimately

hugely fulfilling first year at Cranford, where I

am very excited to continue on next year.

Angus Aughterson (Science Trainee)

Megan Jones (Science trainee)





As a former Cranford student I wanted to

give back to my community and what better

way than to convey my knowledge to the

community where nearly all my teenage years

were spent.

With the pandemic surrounding us, I am

certain that this year has been vastly

different. Students wearing their masks made

it increasingly difficult to identify specific

students which may have resulted in more

efforts in managing behaviour. Furthermore,

we were restricted with many activities due

to COVID-19 rules and therefore we had to

be very innovative with our teaching. As a

trainee I would try out many different methods

to motivate and encourage students to work

to the best of their abilities.

Personally, one of the perks of going into lockdown was the ability to

create engaging lessons online. Although the first few weeks of remote

learning were difficult, as soon as both teachers and students settled

into the new format of teaching, this ironed out the initial impediments

challenges to teaching and learning. Furthermore, I realised that

providing students with these fun activities online and promoting

competition lead to students being motivated. In fact many students

produced more pieces of work virtually than in real-life. That is when

I made the biggest discovery as a trainee teacher that engaging and

competitive lessons lead to students having a very positive attitude to


When returning to school post-lockdown, I promoted a lot of competition

between pupils and this led to high levels of student engagement.

Furthermore, being involved in the marking of the Year 11 GCSE papers

allowed me to evaluate where pupils have misconceptions in mathematics.

This allowed me anticipate and clarify these misconceptions during my

final term of teaching this academic year.

I look forward to going into the next academic year at Cranford and I

hope to continue developing my skills as a teacher.

Aminul Islam (Mathematics Trainee)

Training this year at Cranford has been one of the most illuminating

experiences. I have learned so much from my department,

mentor and the students. It has been extremely rewarding

being able to train to teach in such a supportive environment.

Despite teaching being mildly uprooted this year with the virtual

learning; the whole teaching community rallied together and made

transitions as smooth as they could have been for staff and students.

I very much look forward to contributing more to the school and

continuing to develop my knowledge and skills in the coming year.

Veronica Chow (English trainee)




Virtual Duke of Edinburgh 2020-21


been an odd 18

months for Duke

of Edinburgh! Our

presentation evening in March 2020

was possibly one of the last events

we were able to hold in “normal”

conditions – but that doesn’t mean

Duke of Edinburgh has stopped!

In 2020 we enrolled 65 students into Bronze and Silver awards,

and the vast majority of these participants have continued with

their awards from home. Some activities needed to be changed,

and a bit of imagination was needed, but I have been blown away

by the creativity and resilience of our young people.

Shenon Dias


Arushi Varshney

Over the past year, Cranford students have logged 273 hours of

volunteering work. They have run around 300 miles between

them. They have learnt to knit, to cook, and to play chess. They

have developed their photography skills. They have tutored

siblings, neighbours and family friends. They have helped elderly

and vulnerable neighbours. This summer, many of our year 11

students will be volunteering in their communities, working

towards their awards and gaining valuable experience. Our

students have embodied everything the Duke of

Edinburgh award was created to foster in young

people and I am so proud of each and every one

of them.

The ultimate testimony to the impact of the DofE

is the number of students who have enrolled for

the prestigious Gold award this year. Through

Heathrow funding, we were able to secure places

for seven of our year 11s on the award, which

includes an extended expedition in wild country

and a residential element. The most challenging of

the DofE levels, the Gold award, is celebrated with

a presentation at St James Palace or Buckingham

Palace Gardens, and attended by a member of

the Royal Family. We are one of the only schools

in the borough to offer the Gold award, and for

these students to have enrolled and started work

during a period of such turbulence and uncertainty

just goes to show that they have what it takes to

complete the full award. I am particularly keen to

celebrate this group, as they have completed every

award level through from Bronze and were the

first cohort I worked with as Duke of Edinburgh


Plans are underway to get students out on

expeditions again in September, and next year I

am determined that Duke of Edinburgh will be

back bigger and better than ever.

Marjaan Aman

Samuel Dickson

Shamaila Baig

Sanjana Bhola

Evelyn Brooks

(Duke of Edinburgh Lead)






Abdulla Chaudhary

Ahmad Noori

Alicia Grinhaff

Arjun Mankoo

Amandeep Thiara

Amanprit Khaneja

Amar Dhillon

Anchal Chawla

Ashveer Sidhu

Bobby Banga

Damon Szumowski

Erika Gorjunova

Angel Aiduki

Arwa Umar

Ashaani Balendran

Ayesha Kaur

Esa Rana

Hamdan Khanzada

Hussein Mahamud

Ibrahim Chaudhary

Bernice Pereira

Gurnoor Kaur

Heenal Mehra

Inderjit Singh

Ifrah Shehzad

Ines Goncalves

Ishmeet Singh

Jagveer Kang

Satnam Curry

Isra Jadoon

Jack Macmillan

Kinza Saasaa

Leroy Eshun

Jaiden Dhillon

Jasleen Sethi

Karan Sangha

Kirandeep Khurana

Murtaza Abbas

Mya Shambhi

Nadra Hassan

Navneen Awaldi

Luliya Jemal

Manraaj Khaneja

Maria Ferreira

Naiera Hussein

Rahma Suleiman

Robert Keeley

Ryan Dulay

Satnam Curry

Neel Nakum

Nihal Kang

Oliwia Dabrowska

Prashin Kumar

Shritu Singh

Sukhpreet Bual

Tyisha Rebelo

Ria Vivek

Samira Cali

Shreyas Shikhare

Sohrab Ahmadi

Urina Paudyal

Tyrone Emmanuel

Tegh Kang

Zayna Chaudhary




Religious Education Department Review 2020-2021

The Religious

Education Department is committed to offering an ambitious

and innovative curriculum which develops spiritual,

moral, social and culturally rich students who are equipped with the skills to think critically whilst

building religious literacy. The unique nature of Religious Education requires students to engage

in topical, controversial and often sensitive issues. Class discussions and debates are paramount to

learning and through listening and responding to their peers, students appreciate each other’s views

and also become tolerant members of society. The pandemic therefore offered a fresh challenge

for the department and we were set with the task of ensuring we protected the nature of Religious

Education despite not being in the classroom. The department was ambitious and innovative in their

approach. Through collaborative discussions and planning we all researched various virtual learning

platforms which we tested through trial and error before sharing best practice with one and other.

Some examples of good practice used and shared were:

Microsoft Teams Chat Feature

One particular benefit of online learning was the utilisation of the chat feature on Microsoft Teams.

This allowed students to contribute to the class discussion throughout the 50 minute lesson, as well

as to continue the sharing and evaluating of ideas after the lesson had finished.

I found that students that were otherwise quiet and happy for more boisterous members of the class

to take the lead in discussions, really came out of their shell and expressed their ideas in a way that

they wouldn’t have done in a traditional classroom setting.

This has inspired me to continue this practice moving forward, utilising Microsoft Teams as a

discussion forum, where students can post articles or debate issues surrounding the content covered

during lessons. This has proven very successful with many fantastic debates unfolding on our Teams

pages, ranging from discussions of the ethics of capital punishment to considering the effectiveness

of arguments for and against the existence of God.

This unforeseen benefit of remote learning allowed all students the opportunity to discuss and debate

with their peers, within the lesson and beyond, promoting personal development and ensuring that

students still feel connected to their class, in spite of the physical isolation imposed upon them.


A fantastic virtual learning platform used by the department was Nearpod; the website allowed for

lessons to remain interactive and student led. RE lessons place a strong focus on students working to

find out information for themselves and then to consolidate through discussions and practice exam

questions. Nearpod allowed me to take advantage of students having access to the internet in lessons

in order to research key religious teachings and beliefs. For example, students were learning about

religious teachings on the topic of exploitation and after introducing them to the topic I allocated

students a particular religion and they then had to research and share a religious view on the topic.

Students were able to share their view on the collaborative board feature and this also allowed their

peers to see the range of views collected by the class and ensure all students contributed to the lesson.

Microsoft Teams Breakout Rooms

The RE curriculum tackles a range of topics which require discussion and debate, such as abortion,

euthanasia, and LGBTQ+ rights. I found during virtual lessons many students were too shy to discuss

their views via the microphone and this made such discussion near impossible. To overcome this

challenge, I trialled the use of Breakout Rooms to allow students to work in small ‘classrooms’.

Students were allocated to a small groups of 4-6 students and given a task to do such as write reasons

for and against the use of animal testing for medical purposes or to peer-assess each other’s responses

to an exam practice questions. I was able to enter the different ‘classrooms’ and found that students

were far more confident in using their webcams and microphones in smaller group discussions.


Avneet Kang (Head of Religious Education Department)


Cranford Thought for the

Week Programme 2020-2021


The Thought for the Week (TFTW) programme

is delivered to all students every week through

form time. TFTW encompasses a broad spectrum

of topics and issues from current affairs to social

movements. Through exposure to topical and

important issues students can build upon their

cultural capital and be fully aware and a part of

the society they live in. TFTW continued during

virtual learning via form time and continued to

allow students to consider the morality of topics

and issues discussed. During virtual learning TFTW

covered a range of topics such as the Capitol Riots,

fear of the Covid Vaccine, Misogyny, Black Lives

Matter and the Indian Farmers’ Protest. To help

further engage students with virtual learning some

TFTW’s offered students an opportunity to take

the topic further independently. One such example

was for a TFTW on Black Lives Matter where

students were offered a range of extension tasks

to pick from. Miadeep Sahota 8T chose the task of

choosing a British Black photographer and created

a stunning collage.

Avneet Kang

(Head of Religious Education Department)

“I have always had an eye for photography and

diverting this task to my life I believe a collage will

pose as the ideal way to capture the significance of

black lives noticeably and hurriedly.

I chose the Black-British photographer Raphael Albert

owing to the fact that he was a good-hearted, righteous

and extraordinary individual who made it apparent that

black is beautiful. Indisputably, black is stunning and I

am eternally grateful that he emphasised this.

When racial tensions develop, they don’t just affect one or two of

us — they affect us all… as neighbours, workmates, friends and

fellow individuals. Racism creates a society where people don’t

trust and respect each other. When it’s allowed to flourish, it lessens

us as people. We are all equal; that’s how it should be. This is a

basic human right. Finally, by guaranteeing life, liberty, equality,

and security, human rights protect people against abuse by those

who are more powerful. We should all be equal, irrespective of the

pigmentation of your skin. At the end of the day we all bleed red.

The colour of your skin should not deprive you of human rights.”

Miadeep Sahota (year 8)



Keep the Beat Music Club

Making a difference to young people’s lives

“The music club is fun and

I look forward to it. Instead

of doing silly things or

wasting time, I practice in

preparation. It’s a great

way to channel energy that

I would otherwise have used

in a negative way.”

Rayan Ali (year 9)

“It’s really helped with my

confidence and thank you sir

for believing in me.”

Dontae Anyia (year 7)


‘Keep the Beat’ music club was set up

as an intervention in June 2021 as a

platform for students’ self-expression through music.

The aim was to creatively channel students’ energy

through music therapy and to demonstrate that through

hard work and pushing past our own limitations that

we are able to feel a sense of accomplishment and

confidence in our abilities.

The club ran once a week after school and was very

much student led. During our first session we spoke

about what our end goal would be and discussed a

strategy for ensuring that the end goal was met giving

students a sense of ownership and responsibility, not

only to the project but to each other. The end goal was

to put on a small performance for a select number of

teachers. The group were fully committed and worked

diligently supporting each other to create their own

songs as well as working as a group to create a free

style and student voice.

With the periods of remote learning and various

lockdowns due to the pandemic, this academic year

has been challenging for so many of our young people.

Through music, they have been able to connect with

each other and reflect on their own well-being and have

had the opportunity to share their stories, celebrate

their identity and express themselves through music.

We were very lucky to have use of the fantastic

resources and equipment in the music department

which contributed to the sense of professionalism

and really helped with engagement. The group gave a

mind-blowing performance at the end of the summer

term and did themselves proud. ‘Keep the Beat’ are

now aiming to continue next year and to hopefully

record some of their original material.

Kerry Mulhair (Assistant Headteacher and SENDCo)

“The music club boosted

my confidence to perform in

front of actual people. It was

something to look forward to

and it was a reward. Overall

I really enjoyed it and hope

to be in it again.”

Matthew Akinmuleya

(year 9)

“I am so proud of all three students and the amount of hard

work that they put into their music, they should all be so

proud of themselves and what they were able to achieve. I

really loved how they all worked together and supported

each other with their performances, you could see how they

have worked hard. They are all so talented. The sky is the

limit for these students and I hope to continue to work on

their music with them in September”.

Jake Fernandez (Teaching Assistant)

“The music performance was a lovely example of the bond

between our three students. It was great seeing their hard

work pay off.”

Faisa Hassan (Teaching Assistant)

“I was really impressed with the music performance! I

loved each performance and was so proud of all of them.

Thanks to Rayan for kicking off the show, one of her raps

really touched my heart and made me quite emotional.

Matthew is definitely on his way to making it big because

the talent on that stage was honestly impressive (should

he wish to do so). Well done to Dontae for closing the

show! His own performance was amazing and is definitely

one I want to see and hear again! As each performance

happened, it was lovely to see their confidence develop!

Well done to them all.”

Sabine Geister (Three Bridges Twilight School Manager)


A zooming

good Christmas

for Cranford and

Berkeley Staff

afternoon of Friday

18th December 2021

provided a wonderful opportunity for

staff at Cranford Community College

and Berkeley Academy to get together

virtually and wish each other a Happy

Christmas. By now we were all experts

in using Zoom for virtual meetings and

so like ducks to water we donned our

Santa and elf hats and enjoyed some

Christmas songs and an eventful game

of online bingo.


In recognition of all the hard work

staff have been doing and to provide

some Christmas cheer, staff were

given a Christmas grab bag to enjoy

over the festive season. A fitting end

to a busy year.

Rita Berndt (Head of School)

Santa Claus Came to

Cranford Virtually


Cranford Community College

we always endeavour to send our

students off for the Christmas festivities with

an upbeat message, and this year it seemed

even more appropriate to send the message

of good will and good health to our students,

even though we could not come together to

celebrate. This year we sent a virtual message

to them all via a Christmas classic with

many familiar faces rocking along to “Santa

Claus is Coming to Town”. A definite upbeat

moment at the end of a challenging year.

Sharandeep Saroya

(Assistant Headteacher – Sixth Form)







Media Studies


New Ways






modern world is all but

consumed with Media, we

experience it in every aspect of our daily

lives and in the year in which Covid meant

‘normal’ didn’t exist the multitude of

media platforms that we are exposed to

became even more pertinent and essential

to our connection with the world. The

Media Studies Department at Cranford

Community College believe it is essential

that students are given the tools to explore

and engage with a multitude of media

platforms. Television, radio, newspapers,

magazines, advertising, film, music and

the internet – media is now both produced

and consumed in more forms and quantities

than ever before. We used these to our

benefit as we found new ways of engaging

our sixth form students with the A level

curriculum using Nearpod, MS Teams,

Kahoot and Socrative.

While the Eduqas specification was adapted

to allow students to submit ‘mock ups’ of

their final NEA products we continued to

promote high expectations and supported

our Year 13 Media students in completing

their coursework projects whereby they

responded to the exam board brief to create

marketing campaigns for original films

including a theatrical release poster, teaser

poster, Blu-Ray cover and website. During

the period of lockdown we developed

focussed research and planning activities

which would allow our students to gain an

in depth knowledge of industry standard

marketing materials to inform their own

development of ideas and final products.

One student even drew inspiration from

the pandemic and developed her ideas

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Media at Cranford offers a broad

and balanced curriculum with ample

opportunities to explore social and

cultural capital through our exploration

of set texts as well as wider analysis.

We aim to enlighten a spark of

curiosity in our students where they

delve beneath the surface to analyse

the complexities of media texts, be it

through the political contexts or social

and historical backgrounds which

inform the content an audience views.

While in lockdown we taught our Year

12 Media students through Nearpod in

order to ensure all students were able

to engage with the set text and share

valuable opinions. As we studied issues

surround industries and audience in

Black Panther (2018) we were able

to encourage the enquiring minds of

our Year 12’s to carefully consider

the representations they are offered in

media texts, through use of sophisticated

and technical media language and the

application of theoretical perspectives.

We support students in developing

an awareness of how the media

constructs representations of reality

and unravel the stereotypes of gender,

race, ethnicity, disability and sexuality

that are both reinforced or subverted

through technical codes.

The media is a powerful entity

which plays a significant role within

society as audiences growingly

move from passively receiving

messages to actively participating in

the construction of media. We offer

students the opportunity to turn the

spotlight back in the medium itself as

they investigate exactly how and why

the media functions. Throughout the

curriculum we teach students to apply

their knowledge whilst expressing their

creativity and developing their use of

new and professional technologies.

Sharandeep Saroya

(Assistant Headteacher - Media Studies)







past 18 months have been like

no other at Cranford and yet the

students have been able to demonstrate how

amazing, adaptable and resilient they are. The

curriculum at KS3 was drastically changed

as students did not have access to PCs in the

classroom, some units were adapted where by

students were covering theory and skills during

the lesson and then completing the practical

tasks at home. The use of MS Teams allowed

students to then showcase their work during

lessons to gain feedback from both peers and

their teachers. The second lockdown worked as

an advantage, as students were able to work on

practical tasks at home during the lesson. One

aspect that students enjoyed was that they were

able to showcase and present their work in class

to others online.

IT & Computing Department

Our Key Stage 4 and Key Stage 5 curriculum remained the same, however as a department we had to adopt

different styles of teaching. Both students and staff pulled together making sure disruption was kept to a

minimum to ensure that students were able to progress. Where trips and visits had been planned, these were

adapted to virtual workshops for example the Game Design workshop delivered by Brunel University and Ajar

Technology also delivered a workshop on The Business Environment.

Overall students and staff have developed

through making use of different technologies to

help collaborate and teach, truly appreciating

the importance of IT and Computing in the

ever changing world we live in today.

Sukhjeet Kudhail

(Head of IT and Computing Department)



On line Game Design Workshop with Brunel University

Students had an exciting opportunity to take part in an online workshop delivered by Lecturers

from the Gaming Department at Brunel University. The timing of it was great as students

had just started a Game Design and Prototyping Unit as part of their Cambridge Technicals

Diploma in IT course. The initial arrangements were to go and visit the university, however due to

the restrictions the workshop had to be conducted online. The students found it very engaging and

thoroughly enjoyed completing the challenges set during the breakout sessions. The experience

allowed students to gain an understanding of a career in Gaming, where some came away from the

session wanting to explore the option further and potentially make changes to their UCAS options.

Sukhjeet Kudhail (Head of IT and Computing Department)

The experience was exceptional and eye-opening as my fellow peers and I have learnt many aspects within

the gaming community ranging from the physical production of the games to the concept and audience

behind it. The tasks and activities that we undertook were very amusing and really involved us within the

program. I would recommend anyone who is looking into creative software or any IT related career to

look into the Brunel University Games Design unit.

Anas Abdirasaq (year 13)

My experience with the Brunel Meeting was really good as I enjoyed how much depth they went in to when talking about

games development. Other interactive activities such as group work and the Card game were also really fun to play

and be a part of as well finding more about the course from the actual lecturers. Their engagement really inspired me

and it has made me reconsider my course choices for university. I would definitely recommend this meeting to anyone

who is interested in games development or other type of computer projects.

Palakjot Singh (year 13)

The workshop was very useful and interesting as it allowed us to gain information and knowledge about a course that I

was interested in but didn’t know much about. The teachers interacted with us a lot which made it interesting and gave

us activities that allowed us to understand the course and what we would expect at university if we took the course. I

would recommend this workshop to anyone who is interested in game developing as a career or to study at university

as it helps to understand what the course is about and what to expect.

Ashvin Kapoor (year 13)

The work shop was very interesting in that it gave me more knowledge about game design. Part of the session involves

groups sharing ideas. Two random words are picked which you have to make a game about. It was challenging and fun.

Nalen Gurung (year 13)

I came into the online workshop with an open mind and I believe that it was very helpful. This is because it actually

helped me widen my viewpoint of gaming as a career. I have learnt many things about games and believe that this

workshop is perfect for anyone who may be unsure what they want to do after year 13.

Yahya Ishaq (year 13)

My experience with Brunel University

was fun and enjoyable as we did a lot

of activities and we learnt a lot about

games, the processing time, and money

that goes into game development. I

was quite surprised to see that GTA

(Grand Theft Auto) took only 7 years

to make £700 million. I also enjoyed

the card activities where we would

pick two cards that have random words

and then we would have to think of a

gaming concept that links those two

words. This activity really challenged

and spiked my creativity and that is

why I really enjoyed it.

Sankavi Sivaharan (year 13)



T Levels Programme 2020-2021

September 2020 saw the launch of Cranford Community College’s new T level programmes.

Inspired by our collaborative international projects with colleges in Norway and the Netherlands

and a constant openness to new and exciting curriculum opportunities, 29 of our sixth formers

began their studies in Digital Production, Design and Technology, and Education and Childcare.

As well as providing our students with the amazing opportunity of 45 days industry placement, these

first T levels provide academic and technical skills in key shortage areas for the local economy. For the

Social Sciences and IT and Computing departments delivering them, it has been a whirlwind year and

the Minister for London, Paul Scully MP, waited only three weeks before he wanted to see some of the

new T level learners in action. Naturally, his first port of call was Cranford and, as Secretary of State for

Business, he was wowed by the students’ and staff’s enthusiasm, aptitude and vision for this new course.

The Member of Parliament for Sutton and Cheam was greeted by our Sixth Form Leadership team and

toured the academy before his entourage were joined a selection of our potential digital industry partners

to visit a T Level Digital lesson. Students impressed the visitors by showcasing their programming skills,

working in groups to develop some existing code to meet some requirements. They also met with a range

of teaching staff who were involved in the planning and delivery of the course. Overall, the Minister was

very impressed with the course and was excited about the opportunities and skills the young people will

gain from the work experience. The students were far from overawed and spoke fluently and thoughtfully

about T levels and wider issues in education with one enterprising young man even asking the MP if he

would personally mentor him! We are still awaiting a response on this but were told:

“The Minister really enjoyed the visit and found it very helpful. It was useful for him to get a sound

understanding of how T Levels fit in to the skills agenda; he also particularly enjoyed engaging with the


Thanks to you and the college for all the work on pulling the visit together. It was very much appreciated!”

Cranford is proud to be at the forefront of changes to the post-16 curriculum. We will continue to work

tirelessly to equip our students with the knowledge and skills that will help them succeed in the 21st

Century economy and plan to expand our T level offer in 2022 to include Construction, Healthcare

Science, Business Improvement and Laboratory Science. The T level cohort of 2020/21 are pioneers and

their successes this year are a huge testament to their own hard work, the dedication of Cranford staff and

a range of fantastic new partnerships we are developing with local industry. A particular thanks to Ajar

Technologies, St Mary’s University, IAG and Berkeley Academy.

Rob Ind (Head of School)




The T

Level Digital students have

made a great start to the

course this year, albeit through these unusual

circumstances. I have been especially impressed

with their continued motivation and adaptability.

This cohort are some of the first ever students

to start this new and exciting course. Students

have covered a range of theory; The Business

Context, Emerging issues and impact of digital,

Problem Solving and Programming. Students

have been working on tasks within the class both

independently and in groups, with an emphasis on

presenting their findings back to the whole group.

All of these are key skills that will help them in

their work placements and beyond. Where possible

we have tried to incorporate workshops with our

partners like Ajar Technology. These have focused

on The Business Environment and Work Readiness.

Sessions were delivered by the London Enterprise

Advisor Network mentor, Christine Osgood who

has a professional background in HR.

Students have already gained many transferrable

skills that they will be able to use while out

on industry placement and in readiness for

employment. From their knowledge and

understanding of the Business Environment, they

will be able to decompose problems and provide

solutions based on given requirements. Students

have grown in confidence and have developed their

communication skills. This has been evident from

their interviews and the feedback received from

the employers and students currently on placement.

Students adapted with ease to the online learning

during the lockdown and isolation periods.

However they are very happy to be back in the

class with their peers and teachers.

At first I was quite sceptical at choosing

the T level Digital course but after looking

at the specification and the experience I

would gain, I am now looking forward

to completing this course. So far I have

learnt and developed valuable skills

such as being able to programme/code.

I was also given the opportunity to have

an actual interview with the companies

that have offered us work placements, I

found this very beneficial as it helped me

prepare and have a feel for what it’s like

going for an actual job interview. I have attended

workshops with a former HR member where we

discussed the workplace. I now feel prepared for the

work placement which I will be attending during the

second year of the course.

Harsh Jeintilal (year 12)

Within this course of unforeseen ups and downs I

believe I was able to make the most of what was

on my plate with the help of my teachers, which in

my eyes, were always putting me first and helping

me to achieve what I didn’t expect of myself at the

beginning of the year. As it was my first year within

the course and not having a lot of experience, I can

confidently say that I am more knowledgeable and

more aware of what my future could entail, and how

I should act and behave with the experience I have

gained for the second year of the course thanks to

my teachers and peers.

Emmanuel Adebowale (year 12)

My T Level journey has been fun and also complicated.

At the start of the course my python skills were not

the best but with time I got better by continuously

practising at home and in supervised study. I really

enjoy the business side of the course because i got to

see how organisations operate and what they do to

be able to reach client needs and reach their goals.

I’m really looking forward for my work placement

but i am a little bit nervous because I want to impress

the people at the work placement and potentially

get an apprenticeship. The interview I had with Ajar

Technology and St Mary’s University made me very

nervous but in the end I think I did well and now I

know how to prepare for an interview so next time

I’m sure I will do better than before.

Octavio Rodrigues (year 12)

Sukhjeet Kudhail

(Head of IT and Computing Department)



“One of our key initiatives this year

which focuses on our local community

in Hounslow is the partnership

with Cranford Community College.

Cranford is one of only around 50

education settings in the UK to be

delivering Digital T-Levels. We

identified this as an excellent new

pathway for young people to move into

technology industries and way for us

to get involved and develop our home

grown talent while increasing our

commitment to social value and the

local community. In September 2020

our team joined the launch at Cranford

with Paul Scully, MP and Minister

for London to look at the impact of

introducing the Digital T Levels in our

local community and London.

Since then we have worked with

Cranford to create suitable placements

for their students and support their

learning journey. Three students finish

their first work placement with us

today and this has been so successful

that one of the students will actually

be staying on with us for her first ever

summer job!

By working with Cranford and

the students, Ajar Technology has

been able to give back to our local

community and disadvantaged young

people in our borough, develop new

talent and hopefully future proof our

business with young people interested

in our industry. It has also allowed our

teams to develop their mentoring skills

by working with these young people.

As we all work to recover and

regenerate workforces across our

borough, this work with Cranford is

pivotal in providing opportunities

for the young people in our area. I’d

encourage more local businesses to get

involved and support Cranford with

work placements where they can”.

T Levels

Placement Interviews


class students have

spent all year learning

about the digital curriculum

and the knowledge gained

prepared them for their industry

placements. Students in the

class were commencing their

first four-week placement in

June but first they needed to

work for their place. Students

took part in a rigorous

recruitment process which

involved applications, C.V.s

and interviews. They were

very nervous however with

preparation and determination

they did themselves and

everyone proud. It was lovely

to see how they were very

supportive of each other

throughout the process. Tara McLaughlin, Bid Manager at Ajar

Technology, and Ben Henderson from St Mary’s University

conducted the interviews as both these organisations were

going to be offering the placements. The students came suited

and booted and conducted themselves very professionally

throughout the process.

Sukhjeet Kudhail

(Head of IT and Computing Department)

“Thank you all for coming along

to the interviews on Monday.

You did a great job of presenting

yourselves and representing

your school in a mature and

professional manner, you should

be very proud! From meeting

you it is clear to see that you

all have a great future in digital

industry and being the first

group to take the Digital T-Level

course, you really have taken on

the challenges of the past year,

approached your learning in a

positive way and excelled. I wish

you all the best as you continue

with the course, and look forward

to hearing how you get on with

your placements either at Ajar

Technology or other companies

working with Cranford.”

Tara McLaughlin

(Ajar Technology)

Tara McLaughlin (Ajar Technology)


T Level in Education and Childcare

The T

Level Education and Childcare

students have had an exceptionally

challenging yet rewarding year with their progress and

achievements. Students embarked on a professional

journey learning the ways of the education sector

with the support of fantastic teachers at Cranford

Community College and the splendid work

experience opportunity at Berkeley Academy. These

experiences nurture our budding T Level students

to learn theoretical as well as practical elements of

the education field. These included elements such

as child development, working with parents, carers

and families and reflective practice to name a few.

In addition to these very attractive attributes of the

course, students have gained training in safeguarding

children, prevent training and gained a DBS

certificate too. Accompanying the theoretical and

practical skills was the employer set project module.

The employer set project is an assessment where

students complete different tasks for education and

childcare which include completing an intervention

plan and an activity plan in response to a child profile

giving information on a specific child. The employer

set project is a perfect example of the skills that are

applied by students and the excellent opportunities

that students are given for readiness in a career in the

education and childcare sector.

How do T Level students achieve success in the

employer set project I hear you ask?! Well, this is

by the consistent and frequent work experience at

Berkeley Academy that students complete alongside

their theoretical studies. Here at Cranford students are

lucky to have many doors open for them to transfer

their skills from the T Level course directly to the real

life workplace environment. At Berkeley Academy

students invest a certain amount of hours a week

where students work with a range of children from

Early Years to year 6. T Level is unique in giving

students the ability to work with different age groups.

Our T Level students gain confidence, explore their

interests, improve their CV and learn networking

skills with other professionals. Students have shared

that they have gained social skills too such as empathy,

patience, communication skills and listening skills.

The qualification is equivalent to three A levels whilst

also providing students with incredible employability


Sunaina Nayyar (Second in Social Sciences)



“My favourite part of T Level in Education and Childcare

is the work experience. This I because it allows me to

interact with children and apply it to my T Level. It also

gives me an idea of the real world”.

“Work experience allows us to interact with the children

and experience life in the workplace. I find it useful

because it helps me apply my knowledge to real life and

gives me a taste of what it’s like in the real world. I mainly

find it enjoyable and a great way to encourage me to take

my course seriously. Moreover, work experience is a great

opportunity to test ideas into practice and it also provides

an excellent look at my CV” .

“The employer set project provided me with the opportunity

to acknowledge the different activities that are suitable

for different ages and what type of planning it takes to

make activities like resources, risk assessment and how it

links to the national curriculum of early years”.

“The employer set project was a great opportunity to

help me understand what it takes to create activities for

children which will give them the opportunity to develop

in many ways. It also helped me understand the different

milestones of children’s development at work”.







Reflection 1

In the employers set project I found it useful to explore my creativity and ideas as it gave me a look into how

much planning is really needed in work situations. It allowed me to use my knowledge and form ideas of how

to work towards my targets for the children. For example if a child was struggling with social development/

social skills, I would base my ESP on this issue and search for ways in which I could support the child. This

is useful because it allows me to explore options and different approaches I could take to not only engage the

children but make sure they reach their target successfully.

How have the teachers helped?

Our teachers are incredibly experienced and therefore they have more knowledge and expertise in this specific

field. They have helped us through telling us about the Dos and Don’ts in work placements. They have

supported us through our elements of learning and made sure it was well structured ensuring that we learn in

the best way possible.

Maysa Mearlin (year 12)


Reflection 2



The employer set project was a wonderful opportunity to help me understand what it takes to create activities

for children who are behind in their developmental milestones. It helps them in the moment to develop in

many ways possible, with the help of the support. It also allows me to incorporate play in their activities which

allows me to see the child’s interests and help me to understand them and do intervention plans to support

them further, so they can reach their full potential development.

I personally believe that I have progressed in this course, and have achieved a lot of confidence. Throughout

this course I have filled the gaps in my knowledge. In T- level Education and Childcare I have learnt behavior

management for children and different educational theories. I have studied how to be approachable to EAL

(English as an Additional Language) and SEND (Special Educational Needs and Disabilities) children and

help them by creating activities to support them. Safeguarding was in element 3, where I learnt different laws

and legislation to protect children from harm. In element 5 I have been taught how to communicate with

parents and other professionals. I have excellent teachers who helped me during this time in the course, they

all helped me to do well and provided me with different opportunities to progress in the course. I have studied

most of the content by creating and learning through PowerPoint slides, creating leaflets, and undertaking

independent research. I have completed two exams along with employer set project which tested all the work

we did independently and studied in lessons. I also do work experience as part of my course; it allows me to

use my knowledge of what I have studied and apply it to the work setting. Throughout this T-level course we

have been given training such as the prevent training which helped me acknowledge how to act in a situation

that requires me to prevent an incident from occurring. I have also received a DBS certificate which qualifies

me to work with children. I enjoy this course because it teaches me how to work with children and to support

them if they have any additional needs. T-level is interesting because it provides industrial placement and helps

me learn and understand children.

Wolisha Fernandes (year 12)

Reflection 3

Over the course of this year, T-level Education and Childcare has taught me numerous things and has also

given me the opportunity to place what I have learnt from my teachers into my work experience at Berkeley

Academy. We are given the chance to experience what life is like as a teacher by going to our placement in a

primary school once a week. At Berkeley Academy we are assigned with year groups from pre-school (ages

2-4) till year 2 (ages 6-7), which changes after every half term. Since taking part working with children has

taught me many aspects within myself and within my course. It has taught me many social skills, such as

patience, empathy, communication with the children and my colleagues. It has also allowed me to develop

confidence within myself.

Ms Dosanjh, Ms Nayyar, Miss Campbell and Miss Forbes are our 4 teachers who teach us this subject. All

together we cover elements 1-12. For example in element 3 (Safeguarding, Health and Safety, and Wellbeing)

we have covered the importance of safeguarding and protecting children from harm or maltreatment. This has

allowed us to think like professionals and be aware of how the children in our settings can be in harm and

ways we can prevent that. Another element that we cover is element 5 (Parents, Families and Carers). In this

element we focus on the advantages of working with parents, carers and wider families to support children

and young people, the different contexts in which children may grow up and the importance of being sensitive

to this. We have learned various techniques such as making PowerPoints, note-taking, exam questions, group

discussions and group activities. This is an advantage as it allows us to take on many skills that we can use in

our exams and employer set project.

So far in this T-level I have completed 2 internal exams, an employer set project that lasted for 2-3 weeks and

topic tests for each element. The exams have allowed me to reflect on my practice and take from my mistakes

and improve for year 13. I have loved the T-levels so far as I have gotten all the support from all of my teachers

and peers. I hope the new year 12s will enjoy this subject as my peers and I do.

Harsimran Kaur (year 12)



Reflection 4

I personally feel that I’ve done well and made a lot of progress during this course. We have covered a lot of

different throughout the course. In element 9 we have been looking at reflective practice and how beneficial it

is and what type of impact it has on us and why it is important. In element 12 we have looked at EAL (English

as a second language) and we have looked at some strategies which will provide help to support students that

have English as an additional language. In some of our lessons we created PowerPoints which helped us build

up confidence by presenting to our class. We have also done a lot of active learning which helps us receive

a better understanding of the work and provides us with the opportunity to link it back to our placement

at Berkeley Academy. I have found this course to be very enjoyable as it has adapted my knowledge of an

individual’s developmental milestones and how theories are linked to my work placement.

The employer set project provided me with the opportunity to acknowledge all of the hard work that goes into

every activity in every single lesson and how a lot of different aspects are taken into consideration such as

planning, risk assessments, and if a child has any type of disability or requires additional support. I was also

able to see how the activities would link to the national curriculum and Early Years’ Foundation Stage.

Simone Mandall (year 12)

Reflection 5

For task 1a I made an intervention plan for Amelia to show

the different strategies that I would use to her meet expected

milestones for her personal, social and emotional aspects of

development. Through the intervention plan I stated what

strategies I would use to achieve this. After stating what my

strategy was I linked it to an educational theory. After linking a

theory to my strategy I stated what my intended outcomes were

for Amelia after the strategy had been used.

When completing my activity plan I felt very confident as I

understood what I was being asked to do and had enough time to

do everything that I needed to. Overall, I think my intervention

plan went well as I wrote down everything that I had in mind

and completed it to the best of my ability.

Task 1b was the activity plan. I used the activity plan to establish

what activity I thought would help Amelia to meet her expected

milestones for her personal, social and emotional development.

The activity that I chose was a role-play and I picked it because

it would encourage Amelia to communicate and interact with

her peers. As she socialises with her peers it will make her more

confident in herself and make her feel more confident to form

new relationships with her peers or other practitioners in the


I felt confident when I was completing my activity plan as

I understood the task and was able to complete and include

everything that I wanted to write. What I thought went well was

that I completed the task to the best of my ability.

Keiria Ahmed (year 12)




Reflection 6

T Level has taught me how to be confident and believe in myself, allowing me to express my inner character

throughout the course and gave me the opportunity to interact with all different types of people.

I found the programme challenging at the very beginning however I soon got the hang of it and now it is very


Zuhur Osman (year 12)

Reflection 7

Throughout our first year we have completed all our content which we needed for our employer set project as

well as our end of year exams. This content included topics on behaviour, safeguarding, child development,

working with parents and professionals and many more.

One of the things we learnt was that everyone learns differently, through different ways. Hence why our teachers

changed our learning strategies all the time. For example, even though some of the students struggle with doing

a PowerPoint presentation in front of the class and the teacher, we still did them from time to time. As a result,

pupils have gained confidence in presenting in front of people which is an essential skill.

As a retake student, who was doing A-Levels last year, in my experience, T-Level has been more impactful.

One of our tasks was to create an activity plan for a child. We were given a child profile which told us what

her interests were as well as her struggles and home situation. This is similar to coursework. However, it was

under timed conditions and also allowed us to apply our work experience.

Another benefit of T Level is that we were able to do work experience which allowed us to practically learn,

apply our knowledge and be prepared for our future roles. This is because students in my class and I want to

go on to being Nurses, Social Workers, Occupational Therapists etc. This will allow us to transfer our skills

like interaction with children onto our future jobs. Furthermore, next year our main focus will be on our

work experience. This will include completing three assessments as well as being observed all on our work


Jessica Singh (year 12)




Skully’s Visit




Cranford Community College is one of a few

schools nationally delivering the new T Level

qualification in Digital this year. As part of

this the Parliamentary Undersecretary for Business

and Minister for London, Paul Scully together with

some of his Westminster staff visited Cranford

in September 2020 to see first-hand how the new

courses were going. Minister Skully was interested

to see how Cranford was delivering the Digital and

Education and Childcare T Level courses.

The Minister was given an introductory debrief by

our Sixth Form Leadership team and went on a tour

of the school. He met with potential partners for the

industry placements to get a better understanding of

the practical aspect of the course. Students impressed

the visitors by show casing their programming skills

through working in groups to develop some existing

code to meet some requirements. He met with a range

of teaching staff who were involved in the planning

and delivery of the course. Overall he was very

impressed with the course and was excited about the

opportunities and skills the young people will gain

from the work experience placements.

Sukhjeet Kudhail

(Head of IT and Computer Studies Department)





Cranford has been a very busy place

over the summer with 6 major

summer school activities going

on. At our busiest there were nearly 450

children taking part in a variety of different

activities run by Cranford Community

College, Creative Spaces, Heston West Big

Local, Smart Learning and a football camp

run by the Youtuber SV2.

We felt it was important after the past

18 months to give children the chance to

engage in fun activities where they would

learn important life skills and to be more

confident about starting the new academic



Summer School, we have had lots of fun

learning new things, making new friends,

and getting ready for next year. Some of us are new

to Cranford and some have been here before, but we

have all enjoyed the games, activities, and challenges;

in physical, we’ve played games like rugby, football,

cricket and had competitions in ultimate frisbee,

archery, and dodgeball. In creative, we’ve improved

our confidence and creative skills through drama,

discussion, and crafts - we made some amazing artwork,

origami, friendship bracelets, and more! There

have been many highlights to Summer School - not

least the delicious free lunches - and there have been

many moments to shine. I would like to congratulate our

winners for being most helpful, improved confidence,

community minded, and outstanding contribution -

there have been prizes including Fit-Bits, a Nintendo

switch, and iPad! Thanks to all the teachers, support

staff, canteen workers, and students who made this all


Katherine Pederson (Summer School Lead 2021)





A big thank you to all the Cranford staff

who were involved in the design and

delivery of the summer schools and the

other organisations for providing much

needed opportunities for the children from

our community.

We had activities for 6 to 16 year olds

helping to make it a summer of fun and


Alan Fraser

(Assistant Headteacher - Director of

Community Partnerships)



Spaces London are thrilled to be back at Cranford

Community College offering children and families a chance

to connect, create and grow together again.

With over 140 applications from children ranging from 6 to 10

years, 2021 has been CSL’s most popular year to date and thanks

to HAF they have been able to offer free school meals to all

participants to keep tummies full and faces smiling.

CSL have been running their usual wellbeing programme, keeping

communities well through play, drama, art, cooking and much

more. The children have been thinking about everyday little

changes that they can make that will help make a difference to their

own wellbeing and that of those around them. As always, CSL are

keeping it local by employing some of Cranford’s amazing young

people and a handful of fabulously talented Hounslow mums.

“After a tough year, being able to reunite as a community has been

an absolute joy. We are so pleased to hear laughter in the corridors

and to see creativity and friendship thriving together once more.

It is during times of hardship that we are able to see just how

valuable local projects and networks are to local families and we

are incredibly humbled to be part of such a wonderful community.”

CSL hope to be back running a range of Creative Wellbeing projects

for Local Mums, Teenagers and Children in September. Please visit

Creativespaceslondon.org to find out more.

Rachel Doherty

(Artistic Director - Creative Spaces London)




Remote Learning

at Cranford Community College

September 2020

When students and teachers returned

to school in September 2020 there was

an enormous amount of enthusiasm for

teaching and learning and excitement

at being able to socialise and reconnect

with friends and colleagues.

It was also clear that the way teachers

teach and the way students learn

needed to be responsive to a range

of situations that we were are likely

to find ourselves in over the coming

weeks, months and potentially years.

We knew that teachers and students

needed to be agile enough and

competent enough to switch from one

mode of teaching and learning to a

different mode seamlessly.

Microsoft Teams training was

delivered to teachers and students

so that everyone was confident in

delivering lessons remotely, attending

lessons remotely, completing

classwork, homework, catch up work

and handing it in remotely. Teachers

were marking, giving feedback and

monitoring student engagement. We

were ready for whatever Coronavirus

was going to throw at us.

September 2020 to December 2020

proved to be a challenge but the

training and confident use of Microsoft

Teams ensured that students were

able to learn from home if needed

and teachers were able to teach from

home. Teachers isolating were beamed

into lessons and students isolating at

home joined their classmates via a PC,

laptop or tablet. It wasn’t at all unusual

for a student in the classroom to be

doing pair work with a student at home

using Teams on an Ipad.

At this time we also continued to ensure

that everyone was connected at home

and able to access Teams. To date we

have loaned out to students 247 PCs

276 laptops, 64 internet dongles, and

over 100 headsets and cameras.


January 2021

The lock down in January 2021 tested the whole

school community’s IT skills, adaptability and

resilience. It also offered an opportunity for teachers

to be extremely creative and use a range of teaching

strategies and resources to ensure that lessons were

engaging, interactive, curriculum focussed and

enabled students to learn and make excellent progress.

During the second lockdown Cranford continued to

deliver a full curriculum and full-time provision, with

‘live’ teaching and learning predominantly through

Microsoft Teams, with some use of Zoom. These live

face to face lessons allowed students to interact with

the teacher and other students, work in small groups

and have learning opportunities as close as possible

to learning in school. The provision extended to

include homework and some extra-curricular clubs

and activities.

Remote education provision at Cranford continues

to evolve and improve as teachers explore new

technologies and software and incorporate innovative

practices into their lessons.



March 2021

On the 8th March 2021 all students returned to school.

Where students and teachers have been required to

isolate they have continued learning and teaching from

home. When this happens students still attend their

timetabled lessons live using Teams which ensures

that they are able to access the same curriculum

as their peers. Teachers isolating at home are still

beamed into classrooms to deliver their lessons which

ensures as little disruption to learning as possible.

The whole school community from parents and

students to teaching and non-teaching staff should

be applauded for their commitment to ensuring all

students have access to a full and engaging curriculum

whether they are in school or learning remotely at


Blended learning, the combination of face to face

learning, classroom based learning and on line

learning will continue to be a feature of the curriculum

at Cranford Community College.

Rita Berndt (Head of School)



Business Department

Remote Teaching Dream Team


we were remote teaching from January to March 2021, the Business Department used this

as an opportunity to reflect on our ability to provide accurate feedback to the A-Level

Business students, that was also motivational and facilitated their development.

To give the project a starting point, we conducted a focus group with our students to identify what they liked

and disliked about our current approach to assessment. Based on the results, our students were satisfied with

the consistency, transparency and accountability of assessments and feedback. However, students disliked it

when they felt their work was compared to others, had limited guidance of when an assessment would happen

and what would be covered. They also said that they wanted more informal assessment opportunities, and

exemplar materials for post assessment reflection.

The department also analysed the expected outcomes for this cohort in January and identified that zero students

were exceeding their target grade, only four students were performing at their target grade, and on average

students were performing three and half sublevels below their target.

After completing this primary research, the department used secondary research to identify suitable theorists

and current best practice to enhance their remote teaching provision. Key theorists and approaches identified

were; Herzberg’s seven Principles of Motivation, Keeley’s guidance on formative feedback and Lemov’s

approach to delivery.

Following this research, the department implemented the following changes to our remote teaching provision;

embedded high challenge/ low stake testing using applications such as Quizlet, Nearpod and Kahoot; removed

names from tracking sheets and encouraged students to use appropriate nicknames during activities; produced

a timetable for assessments; allowed students to have bespoke assessments based on their own areas for

development; and contacted the examination board for additional exemplar materials as well as starting a bank

of our own outstanding student work.

To assess the impact of our intervention, we completed another focus group and analysed the latest data entry.

The students now said they felt reduced pressure, a greater sense of ownership and autonomy, and really

enjoyed the gamification of activities and revision. The data for the cohort showed that, four students were

now exceeding their aspirational target grade, only one student was not performing at their aspirational target

grade, and the average achievement level had increased by just under three sub levels.

In summary, we believe our department, practice and students have thrived during lockdown. We appreciated

the opportunity to combine our own research with the latest pedagogical theory, in order to transform our

students’ virtual teaching experience. Moreover, we plan to keep progressing with our action research, so that

the school can remain ‘beyond outstanding’, we lead from the cutting edge and continue to transform our





BTEC Business – External Assessment Champions


January 2021 at the start of the

second National Lockdown for

schools, three of our students made the very

brave, mature and amicable choice to attend

school in order to complete their BTEC

Business external assessments. As a school,

we gave all our students the choice to sit these

assessments based on their personal situation.

If students decided to attend, they had to wear

PPE and arrive early to complete a lateral flow

test and temperature check, which no doubt

added to the stress of the situation.

Junaid Mussa and Jithwin Lalel Venkata sat

a 2 hour examination for Unit 3 Personal and

Business Finance. This unit required an understanding of why money is important and how managing your

money can help prevent future financial difficulties. It was vital they understood the financial decisions you

need to take throughout your life and how risk can affect you and your choices. The business finance aspects

of the unit introduced them to accounting terminology, the purpose and importance of business accounts and

the different sources of finance available to businesses.

Nyat Btomlak sat a 3 hour controlled assessment for Unit 6 Principles of Management. This unit examined

how businesses adapt their approaches to management, in response to challenges in their environment. It also

covered the roles and responsibilities of management and the skill sets they require to work effectively in

areas such as the management of people, financial, resource and quality management, and the management of

change. This unit helps students to progress to employment, by considering a career working in supervision

and management.

The students received their results from the examination board in April, with all students achieving a Merit and

Jithwin scoring the highest points with 26/ 32. Nyat’s outcome contributed to her being predicted a Distinction*

and Distinction for her Diploma. Jithwin’s outcome has contributed to him being predicted a Distinction* for

his Extended Certificate and Junaid’s result has led to him being predicted a Distinction* and Distinction for

his Diploma.

Gurpreet Patel (Head of Business Studies Department)




Remote working


are incredibly proud of how well our SEND (Special Educational Needs and Disabilities) and

vulnerable students adapted to the periods of remote learning. One of our main concerns during this

period was that our SEND and vulnerable students would be at risk of falling behind due to problems accessing

remote learning independently. Our main priority as a SEND team was to provide quality pastoral and academic

support to young people to enable them to engage with their remote learning and continue to make progress.

Whilst the majority of students accessed remote learning from home, there were a small number of students

who engaged with their remote learning on school site.

During the periods of remote learning, all students with SEND, students with Education, Health and Care Plans

(EHCPs), those known to SEN and other vulnerable students, were allocated to a teaching assistant to provide

both pastoral and academic support during this period. Teaching Assistants were available to offer pastoral

support, ranging from: a friendly voice on the end of the phone or on TEAMs to promote well-being; wake up

calls to ensure students were up and ready to join their lessons remotely, and ensuring that students had the

right resources and equipment to work effectively at home.

Teaching assistants also supported academic progress in lessons and were quickly able to share innovative

strategies to effectively work with individual or groups of students on TEAMs to maximise progress. There

were some excellent support channels in place on TEAMs where TAs were able to share differentiated materials

and to provide one-to-one or small group support to ensure young people were able to access the curriculum

whilst working remotely.

Maintaining lines of communication between school, students and parents was essential in enabling us to

provide quality support to our young people. Parental questionnaires were sent out and provided us with

necessary information to ensure that we were dynamic in meeting the demands of remote learning and able to

support and meet the needs of our young people.

Staff and students adapted very quickly to remote learning. Students showed admirable resilience in how

quickly they were able to adapt to this new way of working. Together, staff and students found innovative

ways to ensure that Cranford was able to provide the best SEND provision possible during these difficult




AQA Unit Award Scheme

This year, students at Cranford have been working

towards achieving certificates through the AQA

Unit Award Scheme. The Unit Award Scheme is a

unique recording of students achievement rather

that a qualification. Students have the opportunity

to study a range of engaging units which can be

tailored specifically to their personal needs. The

scheme allows students to receive accreditation

for their achievements across a broad range of

units accessible to students regardless of ability.

The Unit Award Scheme offers students the

opportunity to have their efforts and achievements

formally recognised with a certificate for each

unit they successfully complete. The Unit Award

Scheme has an ‘Achievement for All’ motto, the

scheme encourages students to celebrate what

they can do, rather than what they can’t and has

been hugely successful this year.

The Unit Award Scheme offers an important

pathway in the development of our students’

social, emotional and mental well-being as well

as focussing on some more practical, hands on

components. Students this year have studied:

Emotional Wellbeing, Awareness of Bullying,

Building Healthy Relationships, Social Media

and Staying Safe Online. All these units have

had been central to the development of social and

communication understanding as well as helping

to prepare young people for adulthood.

‘This year students from years 9, 10 and 11 have

taken part in the scheme. The students have

really enjoyed working on the different units.

The lessons are very interactive and often include

independent research, making and presenting

PowerPoints, creating posters/leaflets and

group work – all necessary skills when working

towards greater independence and preparing for

adulthood in the wider community.’ (Mrs Tutt,

Lead Teaching Assistant)

The Unit Award Scheme is a really nice way of talking and

gathering others opinions. I really liked the Emotional

Wellbeing and Awareness of Bullying units. During the

lockdown we all made a PowerPoint about Bullying and

presented it to the rest of the group over Teams, we all did

well with this. My presentation techniques have improved

and I felt confident and my voice was loud.

Avneet Sandhu 10U

In Unit Award Scheme we learn new things including

presentation skills – where we made a PowerPoint and

presented it to the rest of the group. I like Unit Award

Scheme and have enjoyed doing it as it is interesting to

learn new things. It feels like a free lesson as its fun, I

learn things and contribute and discuss with everyone

around me.

Chester Aitken 10Y

My favourite unit was Awareness of Bullying because we

learnt how you can be better and kind. In lockdown we did

a presentation. We talk about how you can stay healthy. I

like learning about real life things.

Ryan Arnold 10T

We have only just started Unit Award Scheme this half term

but I think I will enjoy it as I like presenting my ideas and

developing better understanding of certain topics.

Warda Abdillahi 9U

I really like doing the Unit Award Scheme programme

because it gets me to learn about interesting topics such as

Knife Crime and Awareness of Bullying. I really felt happy

for myself because I have got two AQA certificates and by

the end of Summer I will have three more. When I started

doing this course it made me really happy because I like

the group and Mrs Tutt really makes things interesting.

Thank you for letting me do the course.

Aminah Yousuf 8T



The students were all very happy to receive their

first two AQA certificates in the post over the

Summer half term break and I am sure will be just

as happy to be awarded a further three certificates

before the end of this year. The Unit Award

Scheme motivates and encourages students to

become independent learners as well as giving

their self-esteem a boost when they see what they

can achieve.

Kerry Mulhair

(Assistant Headteacher and SENDCo)




Fostering Strong

Attitudes to


Sociology is the study of human social relationships and institutions. Sociology’s subject matter

is diverse, ranging from crime to religion, from the family to the state, from the divisions of race

and social class to the shared beliefs of a common culture. Sociology offers a distinctive and

enlightening way of seeing and understanding the social world in which we live and which shapes our lives.

Sociology looks beyond normal, taken-for-granted views of reality, to provide deeper, more illuminating

and challenging understandings of social life.

Lockdown uncovered numerous challenges and barriers with online learning, but it also proved how

effective it can be. With the Sociology department, it was extremely important to us that we fostered strong

attitudes towards online learning and providing students with the resilience to overcome any potential

challenges posed by online learning such as, for instance, remaining focused during online classes or

maintaining sufficient motivation. We achieved this by incorporating various medias in our lessons such

as quizzes through online learning platforms (Kahoot, Quizlet). We also used video chat on TEAMS rather

than basic instant message when interacting with students as well as times using non-verbal communication

such as emojis.

Sarah Campbell (Head of Sociology Department)



- Social Sciences -

Student Well Being at the Forefront of Learning

Social Sciences we put a huge emphasis on

student wellbeing. We sent all of our students

wellbeing questionnaires to complete in order to give

us a better idea of how our students were coping with

their remote learning. It gave us an opportunity to

identify areas for improvement in our online approach

so that we could provide our students with outstanding

teaching and learning opportunities remotely and also

to be prepared to continue with this practice once we

were all back in the classroom.

Following on from the responses we got from the

questionnaires, huge emphasis was placed on student

mental wellbeing as well as academic wellbeing.

Contact was made regularly with parents to inform

them on progress students were making and ways

in which they could support their online learning

for Social Sciences subjects. As a department, we

supported and taught each other how to use interactive

platforms such as Nearpod, Quizlet, and Kahoot

so that we could embed these confidently into our

lessons in order to make the lessons more engaging

and challenging for our students. More focus was

placed on completing exam questions under timed

conditions and then sharing answers with each other

so that students could gain an in depth understanding

of ‘how to think like an examiner’. Students fed back

that this was a huge help, allowing them to understand

the requirements of Assessment Objectives more

clearly and how these are applied to their answers.

To assess impact, we challenged students with timed

exam questions. We got them to peer assess answers

as well as critically evaluate and reflect upon the way

in which they worded their own answers in order to

gain maximum marks. We found that students started

to gain higher marks and a deeper understanding of

how to answer questions.

Lockdown itself helped our students to gain a more

in depth understanding of how our subjects work



“Ripper Street Tour”

supports Psychology Students

in the ‘real world’. In Psychology, students got to

explore how psychological concepts apply to mental

wellbeing especially during times where aspects of

our lives may be more out of our own control as they

were during the lockdown. In Sociology, students got

to experience first-hand how social policies shape our

lives and gain a more critical understanding of how

these social polices impact on their lives as students.

Our CPLD and T level students had to stop their

work placements for the duration of the lockdown

but continued to apply knowledge and understanding

of work expectations through observation videos

and simulated activities that would be required of

them as Early Years Professionals. The effort and

enthusiasm of the students during these activities

exhibited their professional attitude toward learning

and understanding the need to care for children

especially during such uncertain times.

Barinder Dosanjh

(Head of Psychology and Social Sciences)

Just before the first lockdown in March 2020, the

Psychology Department and year 13 students were

lucky enough to take in a trip to London for The

Jack the Ripper Tour. The tour, undertaken in the

darkness of a cold winter evening, set the scene

for what was to be a very interesting experience

for all of us. Students got the opportunity to gain

a deeper understanding of the topic ‘Aggression’

which we study in year 13 and how it may have

played a part during the murders. We journeyed

back into time and followed in the footsteps of

Jack the Ripper to gain a deeper understanding of

his gruesome crimes in order to try and discover

who he was and try to delve deeper into the mind

of the infamous serial killer. The students loved

the tour and fed back how it solidified their

understanding of the topics we study in Year 13

for Psychology and how the tour exceeded their


Barinder Dosanjh

(Head of Psychology and Social Science)



History Curriculum


is a part of our fabric as a society – the past is all around us, embedded in every nook

and cranny of our local area and is deeply rooted in our cultural backgrounds and

experiences. For this reason, the History department’s curriculum at Cranford

Community College is not only full of depth and variety, but it is also

all encompassing. Our students are taught to explore their local History

and consider how it was impacted by global events such as World War I.

They are also equally taught to question the exchange in power between

individuals who governed the state and the people who worked the land.

With all of its beauty and variety, History is something to be experienced

and not just read. This became even more evident to the History Department

when remote teaching and learning as a result of the pandemic lockdowns.

We very quickly adapted our curriculum to ensure that students were able

to experience History and still gain the benefits of a broad curriculum

through the use of documentary clips and videos, engaging with recorded

eye witness accounts and testimonies of the Holocaust. Our students were

also directed to involve their family in their learning by enquiring about

their migration stories and experiences of living in the local area during the

British Civil Rights

movement. Where students were exploring life in Tudor England, they were given a Tudor biscuit recipe to

try! The results were interesting to say the least! Our KS4 students in year 9 and 11 were exposed to current

medical developments and asked to produce time capsule pieces of their own – they all were, of course, living

through a historical event itself. Despite these adaptations, the department endeavoured to ensure that students

developed their historical skills – critiquing source materials, understanding how to write historical narratives

as well as apply second order historical concepts such as significance.

Whilst we adapted our curriculum activities to become more explorative for

students, we wanted to retain the feel of historical narratives and studentteacher

engagement. Therefore, the History Department was very quick to try

out new remote teaching and learning apps and platforms – two of which was

Kahoot and Nearpod. The quiz activities here were thoroughly enjoyable and

a clear indicator of how competitive our students really are! To be able to

track our students’ work, the History Department also implemented the use

of OneNote – an online notebook linked to MS Teams. This was a fantastic

live way of monitoring student work and providing feedback in real time,

almost replicating entirely for staff and students the experience of being

in a real classroom.

Our students at Cranford Community College have experienced History

in its purest form by living through global events that we often only read

about in textbooks. They have been fantastic at adapting to the changes that have

taken place and out of it all, they have learnt so much which will only serve them well in their future



Sahrish Shaikh (Head of History Department)



Year 7 - Tudor Biscuits

In an attempt to learn what life was like in Tudor England, year 7 students in History were encouraged to have

a go at baking some biscuits using a traditional Tudor recipe. Ms Shaikh had a go at baking them along with

her year 7 class and suffice to say, they all very soon realised that Tudor biscuits are not suited to 21st century

taste buds. However, the results for students such as Divya Sareen and Lina El Jamiy in 7W were far better

than the results for Miss Shaikh. It was a fantastic way to engage with History through remote teaching and

learning during the lockdown of Summer 2020. Check out some of the photos of their Tudor home-baking.

The recipe is here for you to have a go at baking too if you like!

Sahrish Shaikh (Head of History Department)

Year 8

100 Great Black Britons


the summer term of 2020, Year 8 students explored

the development of Civil Rights for minority

groups in Britain, post-1945. Part of this unit was a

national competition: ‘100 Great Black Britons.’ Students

were asked to complete a mini research project on their

selected individual from the list (nationally compiled:

https://100greatblackbritons.com/list.html) and

present their ideas in any form they wished, celebrating

the life and achievements of their chosen individual. Here

are some of their examples – many very thoughtful and

celebratory pieces! Their sentiments couldn’t be more

relevant to society now, more than ever before. Well done

year 8!

Sahrish Shaikh

(Head of History Department)



The Holocaust Explained: Freddie’s interview

Freddie’s story makes me feel really upset and sad as from a young age, Freddie was faced with anti-

Semitism; he was beaten up and described as a “dirty Jew” when he was in primary school. This shows

that from a very young age, many Jews had to face rude and offensive comments which could have affected

them mentally. He also mentioned that under Nazi occupation, life for Jews were very hard. Shops owned by

Jews had signs outside them saying, “Do not buy from Jews,” written by the Nazis. When Freddie reached

Auschwitz, he said that he saw, “officers with whips and dogs on a lead.” Via a speaker, they announced that,

“young men shall walk to the concentration camp, but the elderly, women and children will be taken to them

concentration camp via trucks and cars.” They also mentioned, “not to worry as all will be reunited.” Freddie

mentioned that when they reached the camp, they were given numbers and they were now only going to be

called by the number and not their name. This makes me feel very downhearted as their basic human right of

being called by their name was taken away.

Additionally, in the concentration camp, they had to do very hard labour. An example of this is carrying a 25kg

bag from one place to another and they were not allowed to walk but had to run. This makes me sympathise

with all the Jews and others who were in the concentration camp as they had no choice but to do the hard

work. I feel really upset as they already were separated from their family and friends but now also had to do

hard work while being alone without any of their loved ones. Also, after hearing Freddie’s story it makes me

want to raise more awareness about the Holocaust and educate the people around me about what genocide is

in order to prevent history repeating itself.

Divya Sareen (year 8)


Year 11

National Army


Online Workshop


COVID 19 pandemic meant that the History Department’s

planned trip to the National Army Museum in Summer 2020

could not go ahead. However, we managed to find a solution to this problem.

The NAM was absolutely amazing in offering to run an online workshop

for us in December 2020 for our year 11 students. This workshop could not

have come at a better time – right before year 11 were due to complete their

mock exams for History. The workshop was based around the British Sector

of the Western Front 1914 – 1918 and addressed the treatment of wounds

and illnesses experienced by soldiers at the Western Front. The workshop

was interactive and students were able to learn from the museum experts

what life really was like in the trenches and how medical advancements

were made.

Sahrish Shaikh (Head of History Department)

Year 11


History Curriculum

Summer term 2020


we had to narrow down why History

is important to one simple statement,

it would be foolish for that statement not to

be: ‘Those who do not remember the past are

condemned to repeat it’ (George Santayana).

The world experiencing a pandemic in the

year 2020 and living life in lockdown was

a perfect example of History repeating

itself and so, it was the ideal opportunity to

encourage our year 11 students to become

true historians. As part of our end of year 11

History curriculum, the History department

created a Pandemic Project in which students

were asked to reflect on their knowledge of

plagues and pandemics from their study

of Medicine Through Time, c.1250 to the

present day. Here, they explored the trends

and patterns of the Black Death 1348, the

Great Plague 1666 and the Spanish Flu

1918, as well as how the world responded

to these. As part of this project, students

were encouraged to engage with a number

of source based activities – the creation of

materials that one day, will become historical

sources documenting their experience of

the COVID-19 Pandemic. One such activity

was a ‘time capsule’ activity where students

were asked to document their experiences of

the Pandemic in the form of a letter to their

future selves. Here are two examples which

we thought were particularly poignant and

indicative of how much we have all been

impacted by the Pandemic and what our

hopes are for the future.

To Future Self

Being in quarantine feels normal. I still have the same

schedule however it feels a little weird as even summer

holidays are not this long. The impact coronavirus has

had on my education is that my GCSEs are cancelled, and

I no longer go to school. School is done online, it’s weird

but I’m also happy about it as I won’t have to wake up

early until September (hopefully!). I recently heard that

Slovenia is the first European country to completely wipe

out coronavirus – some hope that it is possible. Countries

such as USA are bad, they have over 1 million cases.

If you do read this in a couple of years, remember to

appreciate and be grateful to the little things in life.

Sometimes humanity forgets to be so appreciative to be

able to go to things such as restaurants or parties and I

think it is important that we just be grateful about it.


May 21st 2020


Hi Iman.

It’s you... Or me... It’s us!

Only I am slightly younger (and probably dumber) than you.

I just survived day 63 of the coronavirus lockdown and sadly haven’t really

achieved anything. Despite having all this free time, I’ve failed to learn a new

skill or discover a hobby or even manage to get my school work done before its

deadline. The complete opposite to you, of course. I hope...

Depending on when you see this letter again, you could be at university, married

to some loser with eight kids together or you could be 70 years old and barely

able to move - remember that 16 is the age when you first started experiencing

back pain. You did this to yourself.

Also, please don’t have eight kids.

On another note, I thought I’d remind you of what you were doing during the

famous COVID-19 pandemic of 2020 that swept across the globe and pretty much

changed everyone’s life. It’s surreal. And not necessarily in a good way, though

there were benefits for some people. Including you. I’ll explain how.

1. You spent more time with your family. Although there were a fair share of

arguments, you still stayed up until the early hours of the morning with them

having plenty of good fun together.

2. You had a super-long holiday off of school. This was needed after the weight

of revision that was on your shoulders (which you didn’t even attempt to decrease

by the way - something that I hope has changed by year 12).

3. You got to know people better! In particular, someone who I hope becomes

the loser you could potentially be married to in ten years’ time. Again, please

don’t have the eight kids.

4. The lockdown made you realise how many things you’d been taking for

granted. I’ve always been content with sitting quietly in my room and not

bothering to leave the house yet now I find myself craving fresh air and just

wanting to go somewhere. Anywhere!

Cranford is also something I miss: coming late to form almost everyday, laughing

like a maniac with my friends and enjoying the canteen food. Oh the canteen

food! Delicious.

When I first heard that Friday the 20th of March would be the final day of year

11, I can’t say I was surprised. With the pandemic worsening it was bound to

happen. Nonetheless, the reality of the situation is much bigger than we could’ve

imagined; it’s all about finding a way to cope now.

I hope that upon coming out of lockdown, life returns back to the way it was,

with a few alterations. Perhaps 20 years from now we’ll be living in an advanced

society, where people are more tolerant and kind, where we do more for those who

are putting their life on the line for our protection, where we are considerate of

what other people have had to go through in this time. I also hope that sometime

soon the salons open so I can get my eyebrows done!

See you in the future,

From past you/me/us



Sahrish Shaikh (Head of History Department)






seemed very far away when we began our First Story sessions at Cranford Community

College. We joined a Teams call in January 2021, in the middle of a deep lockdown,

dealing with technological difficulties from a variety of different houses. In these dark afternoons, writing was

perhaps a particularly useful escape and students travelled backwards and forwards in time as we wrote about

spring and summer, remembering or anticipating the smell of barbecues or the sounds of bouncing basketballs

or the feel of a bike ride in a park on a breezy day. Much had changed by our final session a couple of months

later. Restrictions had eased enough so that students could return to school and I could appear in person instead

of as a discombobulated head projected onto a whiteboard. The weather even co-operated so that one of our

later sessions could take place outside in the school grounds. As well as the welcome move towards summer

in tone and temperature, it was great to see how the students had developed as writers over the eight sessions,

despite some of the challenges that the pandemic created. This anthology showcases some of the work that they

were able to produce under difficult circumstances and is a great testament to their tenacity and commitment.

The first section of this anthology, ‘Perspectives’, explores how this group of writers see the world and are

seen by others. From powerful provocations about prejudiced gazes to more playful explorations about which

creatures are appreciated, these pieces pose questions to the wider world and demonstrate the power of writing

to engage with social justice.

The second section, ‘Memories’, explores a range of different moments from the writers’ lives, from heroic

climbs up hills to tense missions to detonate virtual bombs. Relationships are at the heart of this section, with

pieces showing the intense intimacy that can define encounters with other people – from the joy of spending

time with friends and family to the jagged feelings left after a break-up.

Intense emotions also drive the final section, ‘Definitions’, which brings together some of the students’

explorations of ideas. Among the nouns that are under their magnifying glasses are ‘spring’ and ‘summer’,

with a variety of details and feelings evoked by these seasons. Other pieces here build on exercises we

did to imagine abstract nouns through

concrete imagery, with some delightful

analogies emerging to showcase the

writers’ imaginations.

This collection wouldn’t be possible

without the generous support of staff

at First Story and Cranford Community

College. We owe huge thanks to Emma

Leahy, Jay Bhadricha, Charlotte

Prendergast, and all the tremendously

supportive and enthusiastic First Story

team. Staff at Cranford College have

also been supportive and flexible in

this challenging year, and Aisling

McConville and Robert Ind have

been brilliant at ensuring the smooth

continuation of the programme.

As the lead teacher working on the

programme, Conor Campbell has

offered extraordinary levels of support,

deftly navigating any technological

and logistical hurdles and always

being willing to share words of

encouragement and his own writing

with the students; we couldn’t have

asked for a better teacher to guide us

through this year.

Writing is often presented to young people as a form of escape. Many

of our young authors were glad to take it as just so and have produced

some wonderful and evocative works, pointing towards past meetings

and future hangouts (restrictions permitting!). As Darragh rightly

points out in his introduction this year the opportunity to escape

was more valuable than ever. But as you consider the perspectives

presented in this volume, I hope you will also note how our students

here at Cranford Community College have approached serious and

personal topics, expressing themselves and their identities with a

deftness and confidence many professional authors would envy.

This volume as a whole speaks to the ethos of Cranford Community

College: being optimistic and positive while also encouraging our

students to engage with and explore the larger issues in the world

around them. You will, I trust, find the pieces as interesting to read

as they were to encourage.

The challenges of the ongoing pandemic have affected all of us, but

thankfully they have not affected the brilliance and generosity of the

staff at First Story. Emma Leahy has been fantastic in organizing all

aspects of the volume’s administration, while the students could not

have hoped for an author better suited to meeting the challenges of

the pandemic than Darragh Martin. The energy he brought to the

online meetings ensured the students pushed through the additional

after-school screen time, and his diligence and thoroughness in his

feedback has helped shape the students’ work into the compelling

writing you will find in this volume.

But Darragh and I could only encourage, and ultimately the work

speaks primarily to the inspiration and talent of the students who

took part. This book is their canvas – enjoy their work.

Conor Campbell (First Story Lead)


Cover design by First Story


One of the pieces in the final section likens happiness to music on a rainy day and I hope that this collection

can bring music of a different kind to what has been a rather rainy year so far. The summer activities mentioned

in this book should become possible again and, hopefully, these adventures will also include more writing

from this brilliant group.


Darragh Martin (Writer-in-Residence)

Pigeons Talk Back

Message to My Hair

Our Canvas is an anthology of new writing by the First Story

students at Cranford Community College who took part

in creative-writing workshops led by Writer-in-Residence

Darragh Martin. First Story believes there is dignity and

power in every person’s story, and here you’ll find young

people expressing themselves in their own unique voices.

The questions you ask are annoying.

Long strands of messiness Featuring writing by: make me

Abdulrahim Awal•Arnav Mehta•Azhar Abdi

Blue•Brian Basaj•Hamail Afzal


Harshika Sarna•Iman Kabanda•Maria Ferreira

Nancy Harkous•Nihal Kang•Prashin Kumar

Samira Cali•Waa’il Ali•Zahra Sarwar

Tangling feelings stress me out.

Uncomfortable pigments of red


Every day, knots twist me up.

Why make me feel uncomfortable?

What happens next?

Do I cut you off?

Hamail Afzal (year 10)

Spring Snapshot

‘First Story is a very exciting idea –

writing can liberate and strengthen

young people’s sense of themselves

as almost nothing else can.’


Author of His Dark Materials

www.firststory.org.uk £10.00

Our Canvas

The First Story Group at Cranford Community College


An Anthology by the First Story Group at



Edited by


Our Canvas is an anthology of new writing by the First Story

students at Cranford Community College who took part

in creative-writing workshops led by Writer-in-Residence

Darragh Martin. First Story believes there is dignity and

power in every person’s story, and here you’ll find young

people expressing themselves in their own unique voices.

Featuring writing by:

Spring smells like fresh chicken

and chips,

And the burning of barbecues.

Spring feels like a cool bath,

Or the uprising of a solar


After a cold supernova

degraded our souls.

In the park, young girls and

boys avoid each other like


As a newlywed couple stare at a blue sky.

The beating of a basketball and the striking of nets,

Almost reminds me of a perfectly ordered orchestra.

Prince and Michael Jackson play,

While parents reminisce about a ‘perfect’ 90s


Spring is just a favourable time.

Abdulrahim Awal•Arnav Mehta•Azhar Abdi

Blue•Brian Basaj•Hamail Afzal

Harshika Sarna•Iman Kabanda•Maria Ferreira

Nancy Harkous•Nihal Kang•Prashin Kumar

Samira Cali•Waa’il Ali•Zahra Sarwar

‘First Story is a very exciting idea –

writing can liberate and strengthen

young people’s sense of themselves

as almost nothing else can.’


Author of His Dark Materials

Cover design by First Story

www.firststory.org.uk £10.00

Hello there, young lad,

It’s me, the Pigeon, the spectacular


Now listen, I promise I won’t be mad,

And with the rest of my tragically short


I’d like to know why exactly

You humans treat us like trash!

You shun us,

You poison us,

You laugh when we’re in pain,

You shoot us all the time,

And don’t give us the time of day!

Now I’ve stopped to wonder,

To think, reflect and ponder,

What exactly have we done

To be bullied by everyone?!

We clean up all your gutters!

We clean up all your streets!

We keep away the dirty rats!

And eat up all the bugs!

Yet, for some unknown reason,

We’re hated, shunned and beaten.

All we wish for is to be loved…

To be treated with kindness and


like you do to the

noble dove.

Why must OUR you CANVAS humans always disgrace

Those who differ from what you view

An Anthology by the First Story Group at

as okay?




this isn’t


the way things should be,

A world of hatred and separation,

Our Canvas

The First Story Group at Cranford Community College

Edited by

Where man goes against man,


Pigeon goes against pigeon,

A world of pain and segregation.

Surely, aren’t we both meant to be free?

So please, humans,

Stop killing us for your twisted amusement!

But wait, do not despair,

For there is, of course, a silver lining.

All you have to do

Is feed us, like the old men and ladies!

Then, there is a small chance,

we may forgive you.

Made by the Pigeon Gang,

keeping it real since 1983.

Waa’il Ali (year 10)

Abdulrahman Awal (year 10)




Hands off my Hijab

The blistering sun scorches my back

as I scramble away,

Scurrying to escape the hateful glares

directed at me.

Their judgemental eyes are fixated upon me,

I don’t feel like I belong in my own community.

Run, Nancy – they don’t want you here.

They don’t like you and your identity.

Run, Nancy – you don’t belong here.

They don’t want you and your individuality.

Fear and anxiety overwhelm me,

I ponder: What have I done wrong?

My frightened legs begin to flee,

I wonder: What’s to hate about my hijab?

In the day and age where modesty is to be feared,

I question the world I live in.

The world in which covering your body

results in sneers

Is a grotesque reality full of misery?

Society’s expectations pressure me to veer

From my faith and the beliefs which I hold dear.

To be frowned upon and despised by peers

Makes practicing my religion hard to bear.

To conceal my hair and body empowers me,

However, mankind paints a contrasting image

Of oppression, restriction and captivity.

But this is not what the religion of Islam preaches!

Freedom and liberty are the sensations I feel

when wearing my hijab:

Freedom and liberty from the barbaric beast

of body criticism,

Freedom and liberty from the sadistic swine

of sexualisation,

Freedom and liberty from the pernicious predator

of patriarchy.

How can a civilisation be so corrupt?

To transform a symbol of peace into one

so malicious?

The ignorant view the hijab in disgust –

But how can something so innocuous be viewed

as flagitious?

I scurry until my legs can bear no more,

The booming sun strangles my trembling skin,

Familiar shrieks and howls of ‘terrorist’ roar,

I cry – this is a war us Muslims will never win.

Nancy Harkous (year 10)

Summer Memories

I remember,

The scorching sun trickling its rays across my body,

The sounds of birds singing their cheerful melodies,

Flowers which were painted

all the colours of the rainbow,

The still, glass lake decorated

with lily pads and leaves from trees.

I remember,

I raced with Maria on the obstacle course,

And felt afraid when we reached the top.

The refreshing feeling of the orange flavoured


And the sweet tingles it brought to my taste

buds with each bite.

I remember,

We climbed up the lush, green northern hills,

The sun’s heat pulled me back and

made it harder to climb,

I almost slipped many times,

But when we reached the top,

the view was beautiful.

I remember,

The warm grass welcomed our picnic,

We laid food on a brightly coloured blanket,

And ate sweet strawberries and savoury burgers,

Tangy juice exploded with flavour.

I remember,

The towering trees which brought us shade,

Their lush arms made roofs over our heads,

Emerald leaves danced in the wind,

Some fluttered down onto the ground.

I remember,

The sun beginning to set,

The journey back with the new memories

we’d made,

How tired I was after such a long day,

And how excited I was to finally get some rest.

That was in summer 2020 and now we’re in 2021,

I can’t wait to get another summer

away from school,

So I can relax and have some fun,

It might take a while, but it’ll be worth the wait,

With the pandemic taking over the year,

Hopefully, summer won’t come too late.


Iman Kabanda (year 10)

My Point of View



‘You’re craving attention by showing those

shoulders, don’t you lie.’

When I just saw a shirtless boy walk by.

Boys will be distracted by the shortness

of my dress.

But tell me, can’t they just stare at me less?

‘You’re overdressed, stop trying so hard.’

‘You’re underdressed, now try harder.’

I’m hearing their voices, not taking it in.

My patience has scraped thin.

‘You’re a woman, don’t you raise your voice.’

As if speaking my opinion can’t be my choice.

I try to speak normally but I’m just not heard,

I get pushed away and told it’s absurd.

Put yourself in my shoes,

Remember everything women go through,

Having to deal with people like you.

Please, just look from my point of view.

Into the Linguistic Loophole is an anthology of new writing

by the First Story students at Cranford Community College

who took part in creative-writing workshops led by Writer-in-

Residence Ross Raisin. First Story believes there is dignity and

power in every person’s story, and here you’ll find young

people expressing themselves in their own unique voices.

Featuring writing by:

Adelaide Samgi•Aliza Abbas•Angel Aibuki

Anjali Bhambra•Arwa Umar•Kimran Virk•Mahira Butt

Manav Vivek•Maryam Moeen•Nadra Hassan

Raisa Hassan•Syed Jaffery•Tara Rooprah•Zena Rehmamn

Into the Linguistic Loophole

The First Story Group at Cranford Community College



An Anthology by the First Story Group at



Maria Ferreira (year 10)

Edited by



‘First Story is an inspiring initiative.

It’s a joyful project that deserves as

much support as we can give it.’


Author of White Teeth

and Swing Time

The trees have life again.

Nature crawls out from the shadows.

The blazing hot sun blesses us with its power.

Baby foxes scurry out of their dens.

Daisies sprout out of the ground.

Busy bees buzz around the emerald grass.

The sky covers us with its turquoise painting.

The smell of barbecues comes from

neighbours’ gardens.

Hedgehogs unravel from their hibernation.

Spring looks like merriment.

Azhar Abdi (year 10)

First Story 2020 Open House:

Delving into the Linguistic Loophole


Cover design by First Story

www.firststory.org.uk £10.00

Wednesday 4th November 2020, the

First Story cohort 2020 were finally able

to share their anthology readings at the First Story

Open House in the Cranford Suite. This was a long

awaited event, originally planned for July 2020 but

through the challenges of the pandemic, like many

other events it had to be rescheduled. But the wait

was definitely worth it.

The event was attended by students, parents and staff.

Together we ventured into the Linguistic Loophole

witnessing an array of diverse storytelling full of

imagination, creativity and empowerment by their

own authentic voices.

Ross Raisin, resident author, reflected on the schools

continuing support and encouragement for Cranford

students to be part of this wonderful initiative. He

spoke of how these writings reflected Cranford’s

continuing inclusive approach, fostered by staff and

the Executive Headteacher Kevin Prunty, since its

first cohort.

It was certainly an afternoon of inspiration, humour

and imagination as together we delved into the

Linguistic Loophole.

Aisling McConville (First Story 2020)




Physical Education

during Remote Learning

Remote learning was a challenge that all staff had to adapt to. In

PE we had to adapt and think outside of the box on how to keep

students engaged in a practical subject now being completed via

computer screens without creating any online unease.

When adapting to remote learning it was a priority that the quality

of PE education was not to be compromised, so we used this as an

opportunity to try something new. Lessons were delivered with a

theory and practical split. Students continued with the sport they

would have been doing if it wasn’t for lockdown. Adaptations were

made for them to be able to practise at home by using items such

as using frying pans and sock balls. In this way we ensured that the

curriculum was still followed. The second part of the lesson had

a theory focus allowing the department to promote healthy active

lifestyles with topics such as nutrition, psychology and sports and

how the human body works during sport.

In order to further promote physical activity to ensure student

wellbeing was at the heart of our “lockdown’’ curriculum we ran

weekly competitions with winners having medals posted out to them.

I am very proud of my team as it was not an easy transition for such

active teachers, but they displayed the right behaviour and attitudes

which reflected on students in order for online PE lessons to be


Hamesh Rattu (Director of Sport and Community Wellbeing)

Divya Sareen (year 8) Ravrahet Singh (year 9)

PE in

in lockdown sounded to

P.E. me like an old riddle. I was

perplexed about the logistics behind it

and the notion of P.E. in lockdown was

amusing. Were we to do star jumps

and burpees for the fifty minutes or

dance along with our teachers on call?

Well, the inevitable time came that

we had P.E and I was thrown into a

completely different side of Physical

Education that I never really realised

was a discipline.

Diet was a key topic. Although

intuitively intertwined with sports

I never saw this as a topic to be

covered. It wasn’t just the traditional

pie-chart diet plate of veggies, cheese,

meat and a sliver of sugary snacks and

confectionary. Instead lessons delved

into a lot of biology I was unaware of. I

was introduced quite comfortably into

buzzwords I had heard before, calories,

macros, micros, and this established a

foundation of knowledge. Alongside

my own curiosity, which acted as a

catalyst of sorts, this caused me to do

further research and finally apply the

learning to my life. Measuring what

I eat helped me control my weight to

my needs – whether it was to add on

a little more lean-mass or to lean out

after a binge weekend, having that

knowledge of diet radically improved

my training and mental health.

Alongside watching my calorie intake

and my macros, I was soundly retaught

the importance of sleep and

how essential sleep is to my training

Abd El Rahmane Brik -

Chaouch (year 9)

Rianna Lukka (year 7)

Yunnus Sheikh (year 7)



A student’s


and to my everyday commute from

my bed in the morning back to my

bed at night. I gave myself a regular

bedtime and a time to get up in the

morning and though I do not have a

one hundred percent track record of

sticking to this, my quality of sleep

has increased exponentially.

The final aspect was an area of

sports psychology that I was already

aware of – ‘crash cutting’. This is

the process of trying to lose as much

weight as possible in the shortest

amount of time. Whether it be through

dehydration, starvation or sitting in

saunas in a bin-bag, this lesson in P.E

provided me a new angle on sport and

the willingness some athletes have to

resort to such measures.

The lockdown lessons provided me

with a fantastic perspective on how

everything from sports psychology,

diet, and sleep all impact upon physical

and mental health. I attempted my

hardest to heed what was taught and

have now applied my knowledge to

my daily routine.

Coming back to the astro-pitches and

kicking a football is enjoyable as

always, but those lockdown lessons

were arguably more fundamental to

my involvement in sport than scoring

any penalty I could dream of pulling


Prem Pun (year 10)

Sunny Sports Day July 2021


This year we decided that after all the ups and down with COVID-19

and sports the students deserved a sports day. With restrictions

still in place we had to keep it safe and maintain bubbles which

meant a traditional whole school sports day was not possible but

we adapted and moved forward. Forms in year 7, 8 and 9 selected

athletes to take part in track and field events which they came out

to participate in during lessons. This was followed by the year

group coming together for the final races so everyone was able to

cheer on friends to gold!

The 3 days of sporting events, including events in track and

field, were a great success in the sunshine, with students coming

together enjoying healthy competition, socialising, having fun and

supporting each other’s accomplishments.

As with previous years, form groups in each year competed against

each other and the results contributed to the overall result in key

stage 3.

The sports days wouldn’t have been possible without the fantastic

help from the sixth form sports committee and I would like to give

a special mention to; Sean, Tara, Karolina Mucko and Yaseen Khan

who did an excellent job helping to organise and manage events

on the day.





Sunny Sports Day July 2021

Well done to all athletes, forms and teachers who were

involved in 3 successful sports days. The results were

at times really close.

Key Stage 3 Winners Table:

• Year 7 Winners 7T

• Year 8 Winners 8X

• Year Winners 9T

• Overall Key Stage 3 winner T.

There are so many stand out athletes from sports day.

Special recognition goes to:

• Tanvir Sahota 9W

• Amani Salim 9W

• Tyler James 9T

• Ravrahet Singh 9V

• Harith Sheikh 7Z

• Anshveer Chugh Chawla 7X

• Kirsten Woodward 9U

• Radwaan Mohsin 8V

• Renu Begum Da Fonseca Hossain 8U

Hamesh Rattu

(Director of Sport and Community Wellbeing)

“Year 8 loved it and the buzz created was

lovely to see after a hard year. I have to

say thank you too to the sixth formers

involved. They really gave it their all

and I was happy to see them engaging

well with the younger students”.

Milton Venancio Ferreira

(Head of Year 8)

“A Huge thanks to the PE department

and the 6th form students who supported

them for a smoothly running afternoon

which was really well planned and

carried out. Well done”.


Mehmoona Yousaf

(Senior Teacher – Pastoral)



and Inter-forms

in Sport


Competition should not

be feared, it should drive

us to learn at a faster rate

and perform at a higher

level. Competitions

and inter-forms are put

on by the PE department

because we want to help students

learn this, have fun and install resilience on how

to win and lose gracefully.

Lockdown did not stop us from doing so. We carried out many

at home competitions which students had to enter online ranging

from physical challenges such as the plank or how many steps you

can do in one day. The final lockdown competition we had was an

‘Express Yourself’ challenge encouraging students to be creative

and express what makes them happy which was run during children

mental health week. Students created videos, wrote articles or

sent images in as entries. In school we ran inter-forms in football,

running, athletics and dodgeball. Winners received medals for

their efforts.

We hope to continue our extensive competition approach and will

be using the new online format a lot more in September 2021.

Dodgeball Review

Students in year 7 and year

8 took part in an interform

dodgeball tournament

after school. The students

played within their form

in an exciting round robin

tournament. Due to COVID

the tournament was played

outside on our astro

pitches. Throughout both

tournaments, all students

showed a great amount

of passion, resilience and

respect towards one another.

After some fantastic

performances from both

students and teachers who

took part, on the first day

8X came out as the winners

and 7Z on the second day.

Congratulations to both

forms who are currently reigning

champions for interform dodgeball

at Cranford.

Basheak Bussue (PE Department)

Rebecca Carter (PE Department)

Express Myself

I express myself by

playing sports. I love to

play many sports but I

love one particular one and that is

netball. Netball to me is my passion

and I believe that I can express

myself in many ways through it.



Netball makes me happy and I believe I can be

myself and become a better person. Netball helps

me to take things off my mind and lets me be

myself. It makes me become more confident and

determined. Netball makes me feel resilient and

I can really show my true colours by showing

people what I love. Netball is in my comfort zone

and makes me feel stronger and it tells me that I

am ready to do anything I want but I just have to

be resilient and I have to persevere. In year 6, I

was in a netball team and that is where my passion

for netball started. I started in an afterschool club

then I slowly got into mini tournaments and then

I was chosen to go to this big tournament. It

showed that I need to be patient and it takes time

to achieve your dreams and goals.

Jagroop Layal (year 7)







How Far Did

We Go Together?

Following the success of One World Marathon

2019 where over 7000 people participated

in 63 different countries we had big plans

for 2020. Unfortunately, due to Covid we were not

able to build on the success of 2019 but we did

manage some events across the world including

at Cranford. We held the event in October with

students completing at least a mile while for the

first time staff also contributed miles by either

walking or running. Although One World Marathon

is not meant to be competitive there were some

great rivalries individually and by department. We

are hoping that the 2021 event in autumn will be

able to go ahead with very little restrictions.

Alan Fraser (Assistant Headteacher -

Director of Community Partnerships)








October 2020 105 staff took part

in our One World Marathon event

alongside all Key Stage 3 and Key Stage 4

students. A fantastic effort from all led to staff

accumulating 138 miles, meaning we logged

5 full marathons as a staff team.

As a partner of the One World Marathon, the

students and staff at Cranford Community

College have really promoted and encompassed

the core values of the One World Marathon of

collaboration, unity and working together in

our efforts to complete miles.

My aim this year was simply to beat last year’s

total of 33 student marathons but also to use

the event for staff to promote wellbeing, create

new role models for students and a reminder

that during these un-precedent times we

can still have fun (social distancing & rules

considered). This shows how much of a team

we are at Cranford.

The team and I appreciate that not all staff

were 100% comfortable running or walking

around the field but without sounding cheesy

they have broken a barrier and potentially a

barrier that was stopping many other students

from getting involved in Physical Activity.

They now have 99 other roles models in school

to help promote the importance of physical

activity and wellbeing.

A truly outstanding effort from us all has led

to a staff and pupil total of 1184 miles and 45

marathons – Simply Amazing! A BIG Thank

You from all the Sport Team.

Hamesh Rattu

(Director of Sport and Community Wellbeing)


sports runs every Friday after school.

The focus of Staff Sports is wellbeing

and staying physically active while also socialising with

teachers across departments promoting the community

aspects of our school. A range of sports and activities is

on offer so anyone can get involved including fitness,

football, tennis and badminton.

The Friday sports has made finishing busy weeks much

more enjoyable allowing for a good mental break before

heading into the weekend alongside some friendly

rivalries as staff challenge others to games of short tennis

and table tennis outside, badminton and Tennis.

Below are some quotes from staff who have taken part

on a regular basis:

“I have really found the after school sports sessions played

a huge role in helping me take better care of my physical

health. I got advice on how to work out and how to improve

my form during the exercise. It’s been really useful and I am

very grateful to the team for helping us prioritise fitness”.

“It was fun and a chance to engage with colleagues over

something other than teaching”.

We hope to continue with more sports in September!

Jescynda Savige (PE Department)



PSHCE - Supporting Students during Lockdown and beyond

What a strange time it has been for us all! Here in the PSHCE department we have spent our time

ramping up our education on mental health to support the students during lockdown and coming up

with some innovative projects and leisure time ideas to engage our students and help them to thrive.

You might remember some of them featuring in our last publication.

This year we have also enhanced our curriculum to focus on supporting students to become more critical

thinkers, in both year 8 and year 9 we’ve added more content to our lessons on disinformation, misinformation,

fake news and conspiracy theories. We want to help our students to develop their skills at spotting deliberate

and dangerous information as well as helping them to identify trustworthy and reputable sources.

We have also introduced new units to teach students about dangerous online behaviours and how to spot red

flags in potentially unhealthy relationships. As always we provide an emphasis on where to get help and

support with any matter they feel concerned about. Keeping our students safe and teaching them strategies to

do that with has always been a priority.

Students continue to report a high level of enjoyment of their PSHCE lessons, stating that they find it very

helpful in their day to day lives. We believe that PSHCE plays a vital role in supporting students with their

non-academic learning and the way in which they navigate and interact with the world beyond our school gates.

Barbara Lodge (Head of PSHCE)


PSHCE Statistics

Internal Review from Students:


In a survey from last year (March 2020):


• 75% of students rated their enjoyment of

PSHCE lessons as 8 out of 10 or higher.

• 85% of students said that PSHCE challenged

their thinking and helped them to form opinions

about a wide range of topics.

• Over 85% of students reported feeling that

they felt secure in knowing where to access

help, advice and support if they need it.

• Almost 100% (97%) of students said that

they were encouraged to share their views and


• Almost 100% (98%) of students agreed that

what they have learnt in PSHCE could make a

real difference to their life.

“For me PSCHE has changed my lifestyle

in a good way its taught me how to manage

anger which I needed and I enjoy every


year 7 student

“I think PSHCE education is important

because we are learning about everyday

life and how we should control our


year 8 student

“I think PSHCE is a good subject because

every lesson you have a wide variety of

things to do and every lesson we talk about

the subject and it is fun to hear everyone’s

views and to learn different ways of

looking at things”.

year 8 student

“PSHCE has really helped me to become

more confident in sharing my opinions.

I don’t worry about what other people think

as much as I used to”.

year 9 student

“PSHCE really helps you understand what

goes on in society and helps stop you from

making stupid decisions”.

year 8 student

“The lesson topics help me become

a better person”.

year 7 student




Mind, Body & Soul 2020-2021




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.




It is

always exciting to create the Mind, Body and Soul curriculum at

the start of the academic year. The curriculum offer aims to provide

students with a range of exciting opportunities that will develop

a range of skills, broaden their knowledge and understanding and increase their cultural

capital. The teachers at Cranford have an amazing array of passions, interests and hobbies

and it is from our talented teachers that we get the inspiration for the Mind, Body and

Soul curriculum.

Debating, STEM activities, Shakespeare in Schools, Chess, Italian, Korean, Art and Craft

and a range of sporting activities have been popular sessions for the last few years. This year

we further expanded and enriched the offer with Yoga, Philosophy, Mandarin, Enterprise,

Journalism, Boules, Music Technology, Situation Ethics and Wellbeing groups.

In September the students made their choices and embarked on a voyage of discovery

enthusiastically learning Mandarin, practising Yoga and contemplating philosophical

questions. In January 2021 we were not deterred by the second lockdown and continued to

deliver the same curriculum to the students through face to face lessons on Microsoft Teams.

Sports activities became Joe Wicks style with the teachers leading practical sessions from

school encouraging students to use household implements as a bat and rolled up socks as a

ball. Teachers and students were very resourceful with the STEM sessions, and art and craft

sessions using whatever was available in the home and raiding the recycling box. Students

and teachers continue to enjoy the benefits of the Mind, Body and Soul programme whether

we are in school or learning remotely.

Rita Berndt (Head of School)



Year 7

A Plethora of Talent

Year 8

Adapting to the Challenge


Every year Cranford Community College

welcomes a plethora of new talent through its

doors and this Year 7 cohort has been no exception.

To showcase their talent, our Year 7 form time

programme included competitions and challenges

including the Year 7 Microsoft Paint Competition

and the Screen-Free Bingo Challenge. The talent,

effort and attention to detail on display in the Paint

competition amazed form tutors and classmates


The Screen-Free Bingo Challenge encouraged

students to get away from their computers during

lockdown by pitting forms against one another to

complete as many challenges as possible. Tutees

challenged themselves to learn new skills such as

photography, cooking, baking, and handicrafts to

mention but a few. Participants showed hard graft

too: helping with the housework and even getting

out to wash the family car.

Year 7 students exhibited critical-thinking through

form time discussions on wide-ranging themes

such as social injustice, coronavirus, the dangers

of social media and the climate emergency. At

Cranford we strive to foster autonomy amongst our

cohort and currently our very own Environmental

Protection Agency has come into its own in this

regard, taking responsibility for environmental

awareness campaigns and fact-finding missions

to inform their classmates.

Mindfulness has been a core focus of Year 7

and will continue as such in each year to come.

Looking after ourselves begins with the mind.

During form time, we facilitate student reflection

and a moment of calm to begin the day at school.

Students have engaged with activities such

as mandala colouring and watching slow-TV,

while being guided towards self-reflection and

contemplation, invaluable life-skills.

As we hope and pray for a much more “normal”

school year, we know that whatever life throws at

us, our current cohort of Year 7s has already shown

the ability to turn challenges into opportunities

for growth.

John Lennon (Head of Year 7)

It is still hard to believe that our year group is now in year

8. It has been a year and a half that we will all remember

for many years to come. We have had to adapt in ways

that we never thought possible, get used to technology

like never before and depend on one another not just as

classmates but also as friends. At the start of the pandemic

we were stripped of our regular pastoral routines. Form

time, assemblies and regular tutee ‘check ins’ were all

taken away from us. We suddenly found ourselves in the

position of having to be very creative- and fast.

To substitute form times, form tutors called their tutees

during the morning to check in with them and see if they

needed support with anything. As time progressed this

went from individual calls to group calls, to whole form

class Microsoft Teams calls.

Suddenly, we saw a spark of ‘normality’ in our daily

morning routines. Although this was great, I was still

missing one of the highlights of my week: assemblies.

I started to record my assemblies for tutors to show their

form classes. This was often a labour intensive process

of planning, recording and then editing. If you have ever

had to listen to your voice playback from a recording,

you will share my pain. Thankfully, I came across Loom,

a software that supports people who need to record

presentations but also want to have their face recorded

so people can see them too. This helped break down the

barriers that learning from home created.

Recording assemblies was interesting and for a while,

filled the gap but I wanted more. Once the year group

were stable with their use of Microsoft Teams, I wanted

to experiment with a whole year group LIVE assembly:

210 students and 9 members of staff, all online with

participation. The first assembly filled with many

unknowns, but Year 8 made me incredibly proud. They

were there, on time, attentive and wanting to participate.

I left that assembly beaming, proud of what a big group

of young people had accomplished.

There was a quote circulated that has stuck with me

throughout: “There is a strength built in those who

overcome adversity”. This year group is made of

resilience, compassion, creativity and determination and

I look forward seeing them through another year and see

them grow in these traits.

Milton Venancio Ferreira (Head of Year 8)

Year 9

Up for the Challenge

Year 10

Displaying Impressive Resilience


With the first national school closure and period

of remote learning behind us, Year 9 returned to

school in September ready to push on with all of

the challenges that Year 9 brings. Whilst school

was different with the new safety and procedural

routines that Covid brought, such as lessons in tutor

bases, wearing masks and increased sanitisation on

the entry to school, Year 9 students quickly adapted

and before long it was like we had never truly been

away for so long.

The beginning of Year 9 also saw the start of GCSE

learning in some subjects. Year 9 have proven

themselves more than up to the challenge, leaving

their class teachers extremely impressed with their

resilience, determination and will to succeed,

particularly throughout the second school closure,

where remote learning returned with a vengeance

to form another barrier for Year 9 students to

successfully overcome.

As national restrictions began to ease we saw many

of the highlights of the year take place. Amani

Salim made her national TV debut on Football

Focus, showcasing her football skills as she had

a kick around with retired professional footballer

Marcus Bean; Matthew Akinmuleya and Rayan

Ali displayed the wealth of musical talent at their

disposal when they hosted their own music concert;

and a larger group of Year 9 pupils represented

Cranford with pride during an Amazon technology


I have never been prouder of my year group and I

have extremely high hopes for them as they move

on into Year 10.

Bradley King (Head of Year 9)

The Year 10 cohort have shown such impressive

resilience in the face of extreme adversity this year.

They have made the safety advice implemented by

the school seem like an easy to follow habit, which

has helped keep us all safe. They have mastered the

art of lateral flow testing very quickly and seamlessly

and have incorporated this process into their tutor time

routines. In most tutor groups, it was students who

maturely oversaw the procedure and made sure that

everything was done properly and hygienically and

that the classrooms were left tidy for the next lesson.

They also had their first GCSE style internal exam

experience this year, for which they received glowing

feedback from the exams coordinators. It was a great

chance to become more familiar with the exam

process so that it is not too overwhelming next year

and although it was stressful at times, they all came

out of it stronger and better prepared.

Year 10 have worked with restrictions and found ways

to keep connected and stay creative. I have received

lots of videos on Teams of students playing musical

instruments and I have also received lots of pictures

of drawings that they have been doing. I had no idea

just how original, imaginative and artistic some of the

students in the year group are.

In assemblies and form time Year 10 have tackled

mental health issues, learned about Chinese

philosophy, and competed in current affairs quizzes.

They are an extremely passionate group and engage

keenly in debates. Working with these brilliant young

people has enriched my experience as a teacher at

Cranford immeasurably.

Matt Nation-Tellery (Head of Year 10)





Year 10 July Return

Brings Happy Sunny Days for All

After a very long time away from school and lots of Frog based

learning we were all super excited to get back into school on

Monday 6th July 2020 for two weeks of long awaited time with our

teachers and friends. We were organised very safely in Covid secure

tutor group bubbles, which we soon got used to and before long it

was like we hadn’t been away. At the end of the two weeks we had

had some great fun doing some really interesting activities and even

more importantly been given the skills and knowledge we needed

for all our subjects to make sure we were all back up to speed and

ready to hit the ground running in September.

How to do a public speaking challenge virtually

In the February 2020 we got the chance to do the Jack Petchey Speak

Out Challenge in school. Little were we all to know that this would

be the last time we ever had a live event in school in our year group.

I was lucky enough to win the challenge that day and was excitedly

waiting for the final in March. Well we all know what happened

next! Fast forward a few months and at last the Challenge Final

came around! It was all very different on Zoom but I did my speech

on Racial Stereotyping and my solutions to it. Although I didn’t win

I got really good feedback and thoroughly enjoyed the experience.

Ahmed Mumin (year 11)

Future Leaders



February 2021, ten well

motivated and excited year

11 students became part of the

excellent KPMG girls Future Leaders

programme. This is what they had to

say about it:

The programme was interactive and

provided new and better understanding

of the KPMG workplace in the form of

activities set up to be easily accessible

for the participants. In the short time

we spent under their guidance, we

learnt how the staff worked together in

groups to complete complex projects.

Mentors were assigned to help us decide

what careers we are interested in and

introduce us to further opportunities in

the future.

Marjaan Aman (year 11)

The work experience with KPMG not

only gave us a new perspective of the

work world but also guidance. We

were assigned mentors who check in

with us regularly and are always there

for when we need them. They give us

advice for our future careers, education

and everything in general. The work

experience was really interactive as we

got the opportunity to speak to a variety

of people in different departments and

have a go at fun activities. Despite

it being virtual, we still were able to

obtain an understanding of how different

departments work together to complete

projects. Overall, the work experience

was really great and I am grateful to

have been a part of it.

Arushi Varshney (year 11)

Simon Watton

(Assistant Headteacher Year 11)

In Loving

Memory of

Aaron Singh Matharu

Year 11

End of Year




celebration events for Year 11

completing a very important

milestone in their education lives was very

different this year owing to the obvious

restrictions due to Covid.

The event kicked off with a virtual assembly,

something that students were all too familiar

with in lockdown and since returning to

school in March. Mr Watton and Ms Bahra

took everyone down memory lane reminding

them of all the wonderful things the year

group had achieved since Year 7 and how

much they had all grown and developed as

individuals. Ms Sidhu even managed to send

a message to students expressing her sorrow

at not being able to attend the celebration

but reminded them that she would see them

very soon. Each Tutor then said a few words

about their tutor group and wished them well

for their future endeavours, even though we

know we’ll see them back in September as

Year 12.

Aaron Singh Matharu was paid tribute to

through the virtual assembly and I know

each and every student took a moment to

remember him and his infectious personality,

all the while wishing he could have been

here with us all on this day to celebrate.

The second part of the celebration was a

little less formal where students and staff

were able to say good bye, socially distanced

of course and wearing masks, in person on

the back field and sign shirts & folders. It

was lovely to see so many staff that have

taught Year 11 come along to say their good

byes and congratulate students in managing

to get through what has probably been the

toughest year for them. Ms Prunty had kindly

organised refreshments for the celebration

which went down really well with staff and

students, and coupled with the beautiful

sunny weather it turned out to be a perfect



Deepak Bahra (Head of Year 11)




11T what a phenomenal tutor group you have been, you

have made me laugh and smile every day this year and

I am missing you very much. Although I haven’t​been

lucky enough to be your tutor all the way through I have

known you all for many years as your teacher and I am

grateful I got to spend this last year with you. I hope you

do incredibly well in the Summer, you have all worked

so hard this year and coped well with all the uncertainty

and disruption. I wish you every success in your GCSEs

and for your future.

Barbara Lodge (Tutor 11T)

11U have had a successful 5 years here at Cranford and

have shown they have a positive and caring attitude,

getting involved in a variety of activities. They organised

and successfully ran a charity event, they donated and

wrapped Christmas presents for children staying in

hospital for an extended period and every year collected

a large haul of items for the food bank. The year group

competed in a variety of interform competitions showing

great sportsmanship when 11U were given their podium

positions every year. They have shown great resilience

these last two years with COVID impacting their studies

but they did not let this impact their academic successes

and continued to work hard until the end of the year.

The growth and maturity they have developed across the

years has been a pleasure to see and this will serve them

well in any milestones in the future.

Seema Mehmi (Tutor 11U)

In the face of what can only be described as a

tumultuous year, 11V have shown admirable maturity

and perseverance. Every single morning has been full

of optimism and it has been an absolute pleasure to be

their form tutor even if only for a short while. During

times of high pressure, looming exams and assessments,

and the stresses of a never-ending pandemic, 11V never

ceased to find reasons to smile and laugh, and to make

me smile and laugh too. Our form room was a place of

solace and comfort, where each individual and their

unique, brilliant character contributed over the past five

years to making 11V the brilliant form that it was. I have

no doubt that their futures will be bright, and most of all

that they will continue to mature into kind, conscientious


Kulsoom Raza (Tutor 11V)




I am so lucky to have been with such an awesome group for

five years. It’s been an incredible journey from year 7 to 11

with our ups and downs but I’m hoping we had fun along the

way too. I am so proud of each and every one of you and

the progress you have made especially overcoming all the

obstacles in lockdown. You have shown great determination

and perseverance. As your form tutor I’ve always tried to

be as honest, real and supportive to each of you and tried to

have a positive impact on your lives by making registration

meaningful and thoughtful. I hope you can take with you all

my advice, quotes and most importantly my best wishes for

your future.

Gurpreet Patel (Tutor 11W)

It has been an absolute pleasure and privilege to be 11X’s

form tutor and seeing them go from strength to strength. They

have come a long way with their perseverance, hard work and

commitment despite being in unusual times in the past year.

They have made the most of every opportunity that came their

way. I have to say how impressed I am seeing them to be such

incredible young mature people and I am grateful to be a part

of that journey with them. As now they are about to achieve

an important milestone in life. I am confident that they will

achieve the best grades in their GCSEs. To 11X - I would like

to send my best wishes for your next academic endeavours.

I look forward to seeing you in the Cranford Sixth form. You

will always be part of the Cranford family.

Ramanpreet Kaur (Tutor 11X)

It has been a rollercoaster 5 years, with many ups and a fair

few downs in between, but we have all made it in one piece!

I am so proud of you for showing true grit and determination

to succeed in your GCSE year despite the once in a century

challenges you have faced with the lockdowns! I could not

be happier with the people who have made up our form and

I hope that as a form tutor I have given you the advice and

support you have needed and made your time at Cranford

as enjoyable as possible. I wish you all the best in the next

chapter of your lives and all the successes you deserve.

Vinay Dhokia (Tutor 11Y)

I may have only been their form tutor since year 9 but they

will always be memorable. The first 6 months of being their

form tutor was challenging but I know that is because they

were all learning to trust me. 11Z have always been honest

and accepted challenges when they needed it and this has

helped them become the amazing people they all are now. I

am so happy with them as a form and I could not have asked

for a better group of students.

Jescynda Savige (Tutor 11Z)




The year 13





Year 13 Leavers Event

Celebration event took place on the

28th May 2021 on a bright warm

morning in the school’s beautiful memorial garden. This was to celebrate

the end of a chapter in their school lives and wish them best for the next

stage in either education, training or employment. The year 13 students

arrived after their final form period and dressed up extremely well for

the occasion. They arrived at their round tables, sat with their form tutor

with a grand selection of pastries, sandwiches, cakes, fruit, soft drinks

and also extremely delicious cupcakes made by our year 13 baking expert

Sara Majothi.

The celebration event kicked off with speeches from the Sixth Form

Leadership Team to say how exceptionally proud they were of the year 13

students in regards to putting their education and future first despite the

disruption that the pandemic has caused. This included having a positive

and upbeat mindset and role modelling resilience to the rest of their school

peers. The Sixth Form Leadership Team also spoke about how Cranford

would be there for them even after their school life ends and continue to

support and advise them should the year 13 students need it.

The event in itself was organised by the Student Leadership Team. They worked tremendously hard with the

Sixth Form Leadership team to ensure that the event was successful and memorable.

During the celebration there were pastoral awards presented by the form tutors. Each form tutor said a few

words about their tutor group to reiterate how amazing they have been during the year including sharing many

funny anecdotes and moments. There were also department awards to recognise students that were beyond

outstanding and showed exceptional effort during the year in each subject area.

The student leadership team ended the event with their final speech. This inspiring speech described the

academic journey that they have all been on and that there are more great things to come in the future.

The end of the event gave time for form tutors, subject teachers and students to say their final farewells in

school, take memorable photos, and finish eating the amazing spread of food that was on offer.

Year 13 truly deserved to have the best event possible to celebrate their formal end to school and the Sixth

Form Leadership Team were tremendously delighted to provide it.

Good luck year 13! You have been an absolute pleasure to have in the sixth form and give the world all you

have got.

Chetan Shingadia and Sharandeep Saroya (Assistant Headteachers – Sixth Form)




Year 13 Celebration Event

Message to Year 13

As we have come to the end of the celebration event,

we would like to take a moment to think about the past

two years. We’ve all spent a significant portion of our

time at Cranford and there is probably a mixture of

unprocessed emotions in this crowd. Some of you may

be excited to start the next chapter of your life, whereas

others may be finding it harder to say goodbye.

But for us personally, there was far more fear in this

final week than anticipated. The idea of leaving school

probably seemed so easy and exciting all those months

ago, but as the time approached, it became a lot more

real and hard-hitting. The time spent at Cranford is

unforgettable in many ways and we’re sure that you’ll

be leaving with fond memories just like us.

We would like to congratulate us all for reaching this

major life milestone, as well as the teachers for helping

us come so far. For now, the toughest times are behind

us and we can begin to look forward to enjoying this

summer and our lives ahead. No more Teams lessons, no

more thinking about coursework, and no more gathering

of evidence. This might be the freest you’ll be in a while,

so make the most of it! Take this opportunity to pick up

that hobby, get that job or be more active. From today,

you will virtually be a blank page; the responsibilities

you had as an A-Level student will no longer hold you

back, and you will have the chance to re-evaluate and

redefine your identities.

I’ve learnt that being able to embrace your individuality is an important

asset to have. I found that the common attribute between many successful

people is the appreciation of their individuality and the ability to love

themselves harder every time they develop further. You define your own

success and you will set the standards for yourself that you know you’ll

be proud of.

You may have heard that after the age of 18, life goes downhill and that

your school days will be the best time of your lives, but we hope you

realise that life is what you make it. Look around you and appreciate

the presence and support you’ve been given by your peers and teachers

because it’s undeniable that you have been influenced by the environment

around you, and hopefully you have made a positive impact on someone

else too. But ultimately, you are the one who decides how to react to

changes and take them in your stride.

No matter what you decide to do, life will be hectic and things may

seem overwhelming, so we want to remind you to reflect on yourselves

from time to time. Check in with yourself to make sure you are content

with what you are. Don’t think less of yourself, but think of yourself

less. Ground yourself in the present moment and enjoy life as it happens

because it will only happen once. And the same thing goes for this

celebration event. So let’s take a moment to take this all in and simply

enjoy it. Stay safe this summer and we wish you all the best in your

future endeavours, and don’t forget to be kind to yourselves!

Guy Boonyarakyotin & Anjali Bhambra

(Head Boy and Head Girl 2020-2021)





some of the key issues our students were facing I worked

with our School Counsellor, Nisha Benning to put together

a programme of online workshops to support students in

four key areas. All workshops were recorded to ensure

they were accessible to students who were unable to join

sessions and also after the sessions so they could reflect on

the strategies shared by Ms Benning. We received really

positive feedback from students and parents

Sharandeep Saroya (Assistant Headteacher - Sixth Form)

a school this year we were particularly aware

of the immense impact of the pandemic on

our students physical and emotional wellbeing and we

proactively implemented a range of supportive strategies

to meet the needs of students in what was challenging

circumstances. We committed to ensuring that all students

were in daily contact with their form tutors and partaking

in a daily routine with registration, thought for the week

and assemblies in the morning but we were keen to gain a

greater insight in to the individual impact on wellbeing and

surveyed students across the entire school. In response to

“The wellbeing workshops were delivered online,

exploring different topics to help students think about

their mental health during lockdown and support

attending online lessons. The topics included:

understanding and managing anxiety, how to make

space for your wellbeing in a big household, routines

and creating a productive working environment,

dealing with uncertainty, and managing emotions”.

Nisha Benning (School Counsellor)




year the Sixth Form Committees were

determined to ensure that the pandemic

would not stop them from raising money for Children

in Need and that Covid Safe measures could be put

in place to ensure that a range of activities could be

organised to support the charity.

The traditional bake sale wouldn’t be possible so the

charities committee got creative and worked with Ms

Prunty to produce ‘sweet treat goodie boxes’ which

were sold in advance via the online school shop and

then pre-packed for a collection only service. The

beautifully packaged treat boxes went down a storm

and meant that although we missed the masses of

students gathering to take a peek at the array of cakes

on offer, the committee were able to arrange a safe,

well organised and well managed ‘covid friendly bake

sale’. Teachers were delighted to find their goodie

boxes delivered to their desks and students were

pleased to find additional boxes had been prepared

for those who suffered with ‘treat box envy’ having

not pre-ordered.

The STEM committee organised a series of three fun

workshops for Year 7, 8 and 9 where students were

able to participate in exciting experiments including

Methane Bubbles, Screaming Jelly Beans and Van der

Graff generator. The committee limited the number of

students in each workshop to ensure safety procedures

could be followed so the lucky students that were able

to take part were able to gain a really engaging and

practical experience.

The Sports Committee organised a football tournament

for each year group which was so popular that many

year groups sold out of places by the end of the day on

which the signup sheet was released! Teams competed

against each other with great spirit and the Sports

Committee worked well to run the matches and create

a positive atmosphere for the competitions.

The Wellbeing, Arts and Culture Committee worked

together to run a series of three Origami workshops for

Year 7,8,9 in which some real talent was discovered

and we found some Origami masters who ended

up modelling techniques within the sessions. The

workshops were so calming and inviting that even

the supervising teachers got involved and learnt to

create some mini Origami pieces.

In total the committees were able to raise a

tremendous £370.76 for Children in Need.

Sharandeep Saroya

(Assistant Headteacher - Sixth Form)




Sixth Form

STEM Committee


year as Head Girl and as STEM committee leader, I led STEM club for Year 8s which took

place in a Covid friendly manner. The aim was to increase socialising skills but also to allow

students to gain communication skills. The first session consisted of students carrying out a crystallisation to

make blue crystals, the aim of this session is to apply the chemistry in a familiar context. The second session

consisted of students carrying out methane bubble experiment; the solution was prepared by the committee

members due to safety issues. The third session involved students building and launching a water rocket. The

last session consisted of students assisting dissections of the heart and a squid; the committee members were

present at all times and looked after the students. This club was put together by STEM committee members

and each and every one of them showed great leadership and communication skills. We hope to replicate this

for other year groups in the future.

Sharanjit Kaur (Head Girl 2021-2022 - STEM Committee)




Sixth Form Committees Summer Fair for Young Minds


Wednesday 14th July 2021 the Sixth Form

Student Committees hosted a very popular

Summer Fair on the concourse to raise money for the

charity ‘Young Minds’.

The various committees organised a range of stalls


• Wellbeing and Arts and Culture Committee –

Decorating Biscuits, Wish tree, Sweet Cones,

Guess the Jelly Beans

• Environment Committee – Tombola

• Charities Committee – Popcorn, Ice Pops,

Cakes, Samosas

The concourse was buzzing with activity and brimming

with smiles and the sound of joy as teachers could

be seen standing back to take in the small glimmer

of normality resuming at Cranford. The committees

were proud to have raised £565.77 for a charity

they feel passionately about.

Sharandeep Saroya

(Assistant Headteacher – Sixth Form)


The Summer Fair was a very

educational experience for me. It

boosted my confidence in leadership,

and within my committee. I feel

that it achieved my aim of getting

students across all year groups

involved and integrating as a

Cranford Community. I was quite

anxious about our ideas but as a

committee we decided to run an

activity in which students decorated

leaves with wishes, and hung them

on a tree. To my amazement this was

quite popular, and the sixth formers

helped immensely in promoting the

stall which contributed to drawing in

the younger years, as they wanted to

be involved. Overall, this experience

taught me to believe in myself more,

and if you are able to speak, and get

the right people on board with your

ideas, the execution of them will be

easy and enjoyable.

Ruqaya Qureshi (Deputy Head Girl

- Arts and Culture Committee)



This term the Charities Committee

were keen to run a Cranford

Summer Fair which took place

on Wednesday 14th July 2021 to

raise money for Young Minds, after

what had been a very stressful and

uncertain year for everyone during

this ongoing pandemic. Each

Committee had their own stall,

making the market a success ranging

from: tombola, decorating your own

biscuits, cupcake and samosa stall

(which sold out very quickly) and

a popcorn and ice pop stall. Within

minutes the Concourse was packed

with excited students; it was very

heart- warming to see the Cranford

Community come together once again

and enjoy the afternoon and was a

great way to end the academic year.

Gurshaan Ghattoray (Deputy Head

Boy - Charities Committee)

It’s Coming Home… Maybe

Euro 2020 was finally here and it wouldn’t have been football

fever if we didn’t have our very own Cranford Euro’s tournament

organised by Sean Udott and the sports committee for the 6th

formers. Teams signed up and entered paying a small sign-up fee

which was donated to the Young Minds charity as all committees

looked to raise money towards one good cause.

The tournament was a great success with a mix of students and staff

enjoying themselves and socialising after school. The winners on

the day were Belgium which was made up of Prabhjot Bharaj, Endri

Basaj, Mark Lowis-Naya, Ali Firdous Sadiq, Jack Talla, Hanad

Hassan and Taranjeet Bharaj all in Year 12. Well done boys.

A special shout out to Karolina Mucko, Akshra Bhati and Arshnoor

Gill for managing the tournament on the day.

Great work!

Sean Udott (Head of Sports Committee)



Art & Design

March 2020

saw the start

of the first

national lockdown for the students however the

Art Department had already prepared for this. Art

equipment packs had been ordered so that students

were able to have resources at home and they

could continue to do practical work whilst online

at home during the first lockdown. In addition to

this school staff delivered sketchbooks and some

additional equipment that individual students had

requested that assisted with personalised learning

and ensured that students continued to produce

creative and individualised work.

The Art department were innovative and tried

different delivery methods to see what worked

well for students including using Google Docs to

upload evidence of sketchbook pages and utilising

Teams for lessons and sharing of ideas. There were

structured learning activities for GCSE students

which linked to the equipment they had been given

and individualised written feedback helped them

to further refine work. This worked in line with

the curriculum plan as students were developing

the skills they were being taught. A Level students

were also able to continue working on their own

portfolio project. This worked well, students were

making very good progress and were also able to

continue with creative exploration in their work.

Students at this uncertain time were very engaged

and receptive to online learning although they did

miss having the time and space to work in the art

room which they referred to as ‘home’.

On return to school in September 2020, teaching

Art to GCSE & A Level was challenging as social

distancing rules in Autumn prevented sharing

of resources and avoiding cross contact across

bubbles. The curriculum plan was adapted to take

into consideration health and safety however,


GCSE & A level



this did not deter the students and they were keen

and eager to learn and to be back in a conducive

work space. Using a visualiser during lessons also

helped to demonstrate techniques so that students

could observe the technique and interact and ask

immediate questions.

During the second lockdown Nearpod was used

online to involve students interactively. They

then produced work that they regularly uploaded

through assignments in Teams. Students were

given verbal feedback on a one to one basis online,

which was done whilst the rest of the group was

working. This meant that students were able to

listen in to advice that would also be applicable

for them such as ideas for techniques, skills

and processes. All students attended all lessons

while online which is a great testament to their

commitment and work ethic.

On return to school students were able to continue

with their work after review and feedback was

given to refine their work. The students were

extremely pleased when they were once again

allowed to come back and work in the Art rooms

making the most of the opportunity for practical

independent learning.

All students at Cranford have worked extremely

well during these unprecedented times. Their

dedication, commitment and perseverance have

been outstanding! They continued working hard

even though there were elements out of their

control and have made us very proud. There has

been some excellent creative work produced this

year, students have explored, experimented and

created some lovely personalised and meaningful


Pam Hunt (Head of Art)






& Visual:

An Innovative

and Creative


Digital and Visual is an innovative and creative

curriculum. The effects of lockdown and the

Covid pandemic has not hindered students’

ability to design or be creative. The pandemic meant

that the teachers had to adapt the curriculum plan and

they were still able to implement both Digital and

Visual learning.

The subject teaches students about designing on a

Digital and Visual platform using iPads and PCs as

well as traditional drawing techniques to focus their

designs in response to an industry standard brief.

The students work collaboratively within projects

and develop skills in problem solving and critical

thinking. The curriculum is planned to be skills based

and industry focused to develop our students so that

they are skilled for careers in the future.

2019 was the first year of the Digital and Visual

curriculum and students began building up their skills

following the exciting curriculum plan and then in

March 2020 lockdown hit. The Digital and Visual

staff were quite responsive to this by creating a bank

of online lessons in line with the curriculum plan.

Students were given a choice of digital or visual

responses to the brief depending on the resources that

they had available to them. As a result they were very


We were lucky that the students could continue

with the creative curriculum on their return in the

summer. Teachers had to implement health and safety

protocols and students were good at following the

new guidelines. The curriculum plan again had to

be amended slightly due to health and safety but

remained innovative and interesting for the students.

During the second lockdown, lessons were taught

through Microsoft Teams using Nearpod. This is

an app where presentations that are creative can

be interactive and allow students to participate and

contribute to class discussions. We also made small

collaborative working groups within Microsoft Teams

which was monitored through channels. All groups

produced creative drawings which were submitted

through assignments in Teams and were given


Students worked on Teams remotely to learn about the

main genres in films and conventions of film trailers.

We watched film trailers for Disney’s’ Mulan and The

Lion King and tried to identify the key conventions

in each trailer. The 2nd half of the term we were back

in school and students explored conventions of film

poster which culminated in each student working on

their own theatrical release film poster on the iPads

(using Autodesk Sketchbook). For some students this

was the first time they’d used iPads to create a poster

in a digital format and created some really exciting

posters using the iPads.

Students have learnt a lot about industry and covered

a range of different skills in the Digital and Visual

curriculum even through the pandemic. They have

learnt about careers, marketing, branding, creating a

brand identity, film production, genres, conventions

of a poster, presentation of ideas, story writing,

storyboarding, games design, games mechanics,

drawing features of characters, avatar creation,

Coding, app design, poster illustration, photography,

artist’s analysis, poster analysis, Augmented reality,

collaborative working.

Students have really enjoyed the creativity and

relevance of the Digital and Visual Curriculum and

the department would like to thank the students for

their enthusiasm, continued efforts and excellent

work this year!

Pam Hunt (Head of Art)



We get to use lots of technology which gives us the

opportunity to portray art in real life. It was really fun

to use the AR technology.

Krish Sidher (year 9)

The best aspect in my opinion about Digital and Visual

is how we learn new and exciting extra ordinary

subjects- unlike normal school subjects. We experience

new and interesting activities while learning using

technology and iPads.

Abdullah Faisal (year9)

I think a good aspect about Digital and Visual is that

we learn about more options for the future and also we

get more experience.

Pranav Bhandare (year 9)

In Digital and Visual we designed

a game and this was really fun and

we got to use iPads.

Richa D’Cruz (year 7)

The best thing in DV is using the

iPad to help us work.

Amal Mumin (year 7)

A good aspect is the creativitywe

are allowed to produce work

from our own ideas, which makes

it more interesting and enjoyable.

Teamwork is also a good thing.

Jaskiran Bhullar (year 8)

The best thing about Digital and

Visual is being able to use your

imagination to make amazing things.

Eve Aibulxi (year 8)

The good thing is that we can learn

new things like coding and AR. So

very good to learn these skills as it

can help in the future.

Mylene Fernandes (year 8)





Performing Arts

A Year Like No Other


single light placed at the centre of a darkened

stage denotes that theatres across the world

are closed. A ‘Ghost Light’ as they are

referred to is placed to remind the theatre ghosts of

the past that they will be remembered and the stage

will be full of light again. Not since the Second World

War have theatres been closed on such a scale. But

the Arts industry is not unused to these kinds of

challenges. Throughout history they have had to live

through closures, disease, war, Puritan outrage and

now a pandemic. Each time the industry’s resilience

and determination has resulted in a reinvention and a

creative brilliance which has brought to many much

needed joy and entertainment.

At Cranford, we work with industry professionals who

know what it is to reinvent themselves. Improvising

and adapting is an integral part of the creative process;

it is the nature of the subjects we teach. When the

pandemic hit we had to move from a wholly practical

learning experience, where “doing” and being with

others, working in groups, having physical contact,

playing instruments, singing and performing was

no longer allowed, to an online remote learning

experience, in isolation, with no instruments and

limited interaction.

The first lockdown was a real challenge finding new

ways of engaging students by trying not to deliver

a dry, uninspiring curriculum. Design elements and

storytelling, poetry and lyric writing became the

focus. Learning about the music industry and music

genres. Testing knowledge through quizzes. It was a

learning curve for everyone.

When school returned in September 2020, the team

were determined to get students back into learning

practically. Students worked in bubbles and respected

the boundaries. A new project emerged, Humans and

Humanity, based around the experiences of the first

lockdown and the pandemic. Each year group focused

on one aspect and the work culminated in some kind

of performance, depending on what was allowed. It

was not long before confidence began to build and

although limitations were in place, students need for

creativity was on the road to recovery…. then the

second lockdown happened.

Undeterred the practitioners regrouped their ideas

and adjusted their plans feeling better placed to build

on the experiences of the past. By this time the Arts

industry, primarily theatre, had created many more

online resources allowing for greater opportunities

for creativity. It was still a challenge, a challenge

which the team rose to by drawing upon their passion

for the arts, their extensive knowledge and their


The Music department wanted the students to be able

to still create their own music, to feel that music

making was still at the heart of their learning. Band

Lab proved to be invaluable in this purpose as was

Nearpod. Both platforms providing real learning


The Drama department also drew upon online

platforms to engage the students in Drama and Theatre

Craft. The National Theatre, the Old Vic, RSC,

Chichester Festival Theatre etc, released a plethora of

pre-filmed live performances free to schools to help

bring live theatre to the students learning. Productions

of “WarHorse”, “Medea” and “Wonderland” inspired

students not just on performance elements but on

learning about the technical side of theatre including

set design, lighting and costume.

School re-opened on 8th March 2021.Much had been

achieved in building material for the Humans and

Humanity’s project. Students worked on putting into

action the written aspects and finding new ways of

presenting ideas practically. Theatre Craft lessons

had a two pronged approach using performances

of “A Monster Calls” to inspire animation using

digital software and practical activities building sets,

experimenting with stage makeup, costume design

and storytelling. In music they focussed on developing

playing skills, for year 7 the first time of actually

playing an instrument, before coming together in their


When Executive Headteacher Kevin Prunty introduced

the Arts Practitioner vision for teaching drama and

music, the fundamental idea was for it to be fun. The

past 18 months has tested this vision, but as we come

through the other side and things begin to return

to some kind of normality, there is a sense of hope

that the Ghost Light will soon disappear from stages

across the world, including those at Cranford as we

launch four new performance projects in 2021-2022.

A Christmas concert and “BadTimes” Stories studio

performance in December, Shakespeare in Schools

Festival “The Tempest” in the Spring and an original

school production to be developed across key stage

3 in July 2022. There are exciting times ahead with

much to look forward in the next academic year.

Jessica Joyce (Head of Performing Arts)



Theatre Craft

Post Lockdown

During the summer term, with the threat of another lockdown receding, we were able to move some of

our theatre craft studies offline. This gave the students a much needed break from computer screens,

and a return to the more practical side of the subject. Working in pairs and small groups, the students formed

production companies devising and designing their own original shows, inspired by some aspect of life during

the pandemic, whether personal to them or drawing on wider world events during the last year. We followed

the same creative process used by professional production companies and the students developed their ideas

from the ground up, beginning with initial inspiration and research, through to the planning stages, before

realising their ideas as detailed costume designs and set models. I was delighted by the level of engagement

shown by the students and the care and thought they put into their work. It was also fascinating to witness the

wide range of subject matter the students chose to draw upon as inspiration for their stories.

Tom Daplyn (Performing Arts – Drama Department)

Year 7 - Set Designs

Anish Subramanian (7U) and Natanial Myszakowski

(7U) built this scene of a road block for their piece

about the farmer’s protests in northern India.

Ritika Vohra (7T) and Beyoncé Lobo (7T) created

a double sided set model for their production about

racism set in an American high school, inspired by

stories of the BLM movement.




Humans & Humanity:





Key stage 3 students have been using their

Drama and Theatre craft classes to reflect on

and respond to their experiences of lockdown

and world events over 2020/2021.

Exploring a practical subject like drama through

Teams was quite a challenge! Rather than developing

performance skills such as voice work and physical

theatre, during the spring term our drama students

considered how different theatrical conventions can

be used to enhance the audience experience, wrote

their own original scripts and investigated the nonacting

roles within the theatre industry. Students

also enjoyed live recordings of theatre productions

through the National Theatre Live at Home provision

In Drama year 9 explored political theatre, using

plays by Anna Deaver Smith and Katie Mitchel as

inspiration before creating their own pieces of political

theatre imagining what a post-pandemic world might

look like. Year 8 focused on choral performance,

studying the National Theatre’s production Medea

and learning about the creative potential and uses

of Greek chorus before writing pandemic inspired

choral pieces. Meanwhile year seven focused on their

non-verbal performance skills and were inspired by

WonderLand to adapt existing stories with a modern

twist, including mime and tableau to share stories

based on their own experiences and to adapt existing

stories to set them in the pandemic.

Adapting an extremely practical subject that requires

participation and teamwork seemed impossible at first.

However, we quickly found that our young people

had ideas to share and using a few easy resources we

still managed to share and develop those ideas. Using

sharable whiteboards on Microsoft Teams, Kahoot

quizzes and interactive suggestion boxes on Nearpod

students were able to make unique creative writing

pieces and innovative designs.

In Theatre craft students developed their visual skills.

In year 7, students created fictional sketchbooks

inspired by “War Horse” and learnt about the various

off stage roles and careers within the theatre industry.

Our year 8 students practised their photo-shopping

skills by editing new ‘pop art’ realities whilst year

9 imagined what they would like their community’s

future to look like and replicated it through animations

made in adobe after effects.

The work created ranged from humorous to thought

provoking, satirical to deeply personal and we

were blown away by the creativity and resilience

demonstrated in Performing Arts lessons during this

unique year.


Laura Rae, Tom Daplyn and Daniel Ramsden

(Performing Arts Drama Department)



Inside These Four Walls

Inside these four walls:

a single daisy in a huge field,

Inside these four walls: a lone raindrop in a storm,

Inside these four walls:

a fox separated from its pack,

Inside these four walls: a duck away from the pond.

Inside these four walls: as open as a labyrinth,

Inside these four walls:

as calm as an airport in a blizzard,

Inside these four walls:

as empty as a five-star restaurant,

Inside these four walls: as free as a prison.

Inside these four walls:

some were marching in protests for a change,

Inside these four walls: some were voting

in politics and elections,

Inside these four walls:

some were stopping bushfires,

Inside these four walls: some were evacuated

due to floods and landslides.

Inside these four walls: longing to dress up,

Inside these four walls: longing to touch,

Inside these four walls: longing to see faces,

Inside these four walls: longing to go out.

Inside these four walls: sick of covered faces,

Inside these four walls: sick of constant sanitizing,

Inside these four walls: sick of two-meter signs,

Inside these four walls: sick of computer screens.

Inside these four walls: soon there will be a party,

Inside these four walls: soon there will be hugs,

Inside these four walls:

soon there will be school corridors,

Inside these four walls:

soon there will be crowded places.

Inside these four walls: not for much longer.

Time Always Getting Slower

Every day, time’s always getting slower

Is the clock even moving?

Every time passes by

It’s getting slower

When was the last time

I was surrounded by people?

Time is always getting slower

My brain slows down

as the hands make a click

Wondering when the next one will occur

Am I crazy or has time slowed down?

I’m on an endless loop



Life will never be the same again

I used to go shopping every week

It’s been 6 months

Having to wear a mask

Keeping hand sanitiser and

staying 2 meters away

Family, friends have been separated

Will normality come?

Shops are closed

Markets are down

Businesses have run out

Online is the new life

Shopping, eating, watching and communicating

Are all reliant on technology

Shops are empty

Soap and shampoo and tissues have run out

Never thought this would happen

It has been so long

Feeling like 1000 years

But now it’s finally coming to an end.

Aaron Mankoo, Aisha Ansari and Abid Akhan

(year 8)

Jaskiran Bhuller (year 8)






Developments for

Live Remote Learning


September 2020 we were delighted to receive the

Music Mark Award for the second year running.

This award recognises the high quality music education at

Cranford. We have always been very proud of the range of

music opportunities we have been able to provide students

and we had plans to continue this even when the challenge

of the pandemic interrupted our plans. During lockdown

we were forced to re-invent our music syllabus to be

able to run the lessons remotely and without instruments

or music technology facilities. We split our lessons into

two different foci: firstly; ‘interactive learning of music

theory’ and secondly; ‘music technology’ using an online

accessible platform.

Music Theory

Although this can often be a dry topic to learn, we used

the amazing features available on Nearpod, the online

platform that allows teachers to run lessons in real time

along with students. Students can interact with questions

in various forms such as words, pictures and sounds. The

lessons feature engaging videos and clear information

on a range of topics. We ran lessons covering ‘Melody’

‘Tempo’ ‘Dynamics’ ‘Rhythm’ and ‘Harmony’. These

lessons proved very successful in engaging our classes

during lockdown and helped to build our students

knowledge and understanding of music terminology as

well as grasping new skills through the various activities.

Music Technology

We discovered the excellent online platform ‘Band Lab’.

Students were all able to sign up and use the digital audio

workstation via their P.C or device. As music teachers, we

were able to set assignments and check students’ work in

real time, as well as make changes and giving feedback.

The website includes an amazing array of modern

electronic music loops that the students had access to,

including EDM, Hip Hop and Grime. We even managed

to use it as part of our RSL lessons for key stage 4, as the

website allows you to use your computer keyboard as a

midi controller. This online platform was a game changer

for us and the students as it made it more possible for

real music making to continue and we saw some amazing

creative work being produced across the year groups. It

really empowered and engaged students and gave them a

real sense of achievement and a feeling of being part of

a live music lesson.




Music Curriculum Developments

Summer 2021

We recently chose to update our live music curriculum

at Key stage 3 in order to help students develop their

individual musicianship skills. After creating new

resource sheets for each instrument, we looked at how we

could change the music spaces and put them to better use.

We have now created separate areas for each instrument

group in the band – Drums, Keyboard, Bass, Guitar and

Vocals. Students spend the first half of term practising

alone using headphones, with MP3 players for backing

tracks and newly created resource sheets. This takes place

in the designated instrument areas. Our goal is to give

more opportunity for students to get familiar with playing

the instruments and focus on their musicianship skills in

a non-distracting environment before working in their


Drummers can now follow basic drum notation sheets,

keyboard players are given sheets with triad chords,

guitar and bass players learn using TAB chord sheets and

vocalists have time to develop techniques such as correct

breathing and voice projection.

After half term the students move into their bands,

and by this time are a lot more confident playing their

instruments. The focus now becomes learning how to

work in a group, how to keep in time together and how to

develop an appropriate arrangement of their song ready

to perform at the end of term.

Luke Joyce and Rory O’Hare

(Performing Arts – Music Department)




Much Ado About Nothing

Shakespeare in Schools Festival 2020

Every year Cranford Community College has seized the opportunity to bring their fresh take on the

classics of Shakespeare. From gritty portrayals of King Lear to the party town in the Merchant of Venice,

the students and directors have reworked life into these productions.

Cranford’s keen drama group were excited to start on another Shakespeare production again this year but we

were all faced with a challenge. With restrictions in place for people being close and performing to an audience

we quickly realised we wouldn’t be able to perform our finished play to a live audience thanks to the ongoing


Not willing to let our performance go we looked at how we could still capture and share the hard work of

the company. During lockdown many theatres had tapped the power of film and the Shakespeare in Schools

Festival agreed this would be a great option and opportunity.

Over the autumn term our outstanding company worked hard every Mind, Body and Soul session to build their

vision. We boiled the story of Shakespeare’s ‘Much Ado About Nothing’ down and quickly realised that a

farcical love story shared many of the same stories today about gossiping crushes. The students came up with

great suggestions, transposing soldiers to the football team and rival groups to teachers and staff.

Whilst not only constructing a great story and improvising the original dialogue, the group then had to take on

the task of learning to shoot for film. Through a crash course of skills the crew learned all the basics of film

making, turning into distinguished film directors and the actors refined their acting for the camera.

Shakespeare in Schools Festival

also worked round restrictions by

providing a useful workshop from

one of their directors over zoom. Even

though we were many miles away the

company director could still feel the

energy and creativity of the students

over the zoom call.

We ended up having an exciting term

of drama at a difficult time thanks

to all the young people’s hard work

and adaptability, alongside amazing

support from Shakespeare in Schools


Dan Ramsden (Performing Arts

Drama Department – SSF Director)






As part of the

Shakespeare project

I was a part of the

Beatrice group. We

had to portray them as

a group of mean girls

within the school. My

favourite part of the

project was to be able

to learn how to film at

different angles. Another time I enjoyed was at the guest

workshop. In the guest workshop we had to play many

interactive games. Even though this was via zoom, it was

an amazing experience. In this project, I think I overcame

things such as public speaking and was more comfortable

and confident in speaking and acting in front of everyone.

Ashvika Jaitly (year 8)

Throughout the term of doing the Shakespeare play I had

so much fun. I was the camera woman. I found it quite

easy to get the hang of it and ended up falling in love

with the concept. I still needed a bit of assistance here

and there but for the most part I was quite independent

and I liked having the freedom to use my imagination

throughout the term. Alongside this, I also learnt many

skills throughout and loved developing my skills more and

more each lesson.

The guest workshop was a little bit out of my comfort zone

as I had never really acted in this kind of way, however I

found it very useful. After the workshop I found it easier

to do my job as the camera woman as I could assist the

“actors” with what I thought looked nice based on the

skills that the practitioner had taught us.

Overall my experience was very positive and I enjoyed

learning the new skills each week. The skills which

I learnt will also help me in the future too. It was an

amazing opportunity and would recommend to anyone

who gets the chance to take it, it’s a lot of fun!

Caitlin Pyatt (year 9)

I played the role of Don Pedro, Prince of Aragon. My

favourite part was when we used to film separately. I

developed the skill of improvising as we didn’t have a

set script. I can use that now as in future auditions I

can improvise without a script. My favourite part of the

workshop was when we were thinking about what happens

next in the play.

Lakshay Mehra (year 8)

For this Project, year 8 and 9 students worked together to

perform Much Ado About Nothing for the Shakespeare in

Schools Festival. It was quite challenging to do so in the

middle of a pandemic yet it still was an enjoyable project.

My favourite part was working with my friends to plan

and film different scenes in the show. I think I developed

different skills revolving around acting and coming up

with new ideas. The workshop was very enjoyable and

helpful despite it being done virtually. My favourite part

was working with my friends on each of the different


Syed Hassan (year 9)

I took part in the Shakespeare School Festival; the whole

experience was amazing and different. Our performance

was based on one of Shakespeare’s famous plays: Much

Ado About Nothing. As a part of this project, my teammates

and I worked on acting out and filming a modern version

of Benedict and his love for Beatrice. My favourite part

of this project was when we used the hot seat and asked

questions to really think about what our character’s

motive in the play was. I learnt many skills from being

there such as becoming more confident in myself and has

been very helpful to me. The guest workshop was such a

great time, even though our practitioner was teaching us

online. My favourite part was when we played all the fun

games and activities.

Tashmin Kaur (year 8)

I really enjoyed this experience because it has taught

me how to bring out my inner-self and my creativity.

My role in this particular project was mainly being the

camera woman. The reason why I really liked this job was

because I filmed the people who were in my group and it

was really fun. Being the camerawoman was awesome.

My favourite part of the project was when we reviewed our

videos and discussed them at the end of each lesson. The

skill that I developed was not to be nervous easily because

now I do not become shy whilst performing. My favourite

part of the workshop was the zoom call with Louie Keen

because he wanted us to unlock our creative mindset. I

really liked it because we had fun challenges, scenarios,

and little plays with our groups. But all together I really

liked the Shakespeare Festival because it was so much fun

and I learnt new things in drama. This is really a once in

a lifetime opportunity and I am hoping to do this again in

my life…….. ‘To Be, Or Not to Be? That Is the Question’.

Warda Abdillahi (year 9)




Sixth Form

Prefect Team



prefect team at Cranford was set

up in 2019 to give recognition

to students in the sixth form who regularly

volunteer to support at important school events

from engagement evenings and transition events

to performances and Open Evening. Not only

did they support these events as ambassadors

of the school, they took on a range of roles

including welcoming students and parents at

‘sign in desks’, acting as car park attendants

and tour guides. Their role was expanded as

they took on a weekly break duty joining the

staff duty teams to engage with students in

the lower school, manage queues, supporting

staff in reinforcing expectations and Cranford

policies around the site.

This year has been unique and much of what

students once knew to be normal came to a

halt as we adhered to a range of COVID safe

measures. There was no more moving around

the school from lesson to lesson as the year

group bubbles were formed, each year group

was given a designated entrance/exit to the

school and their own eating space and time to

maintain the bubbles during lunch breaks. All

of this meant the prefects role this year had

to be adapted so they could continue to work

alongside staff and students without breaking

bubbles and supporting staff in our enhanced

COVID measures. The sixth form student

leadership team led their five prefect teams in

duties positioned outdoors where they helped

sanitize hands, ensured students kept masks

on within 2 meters of each other and keeping

group sizes below six.

Our prefects embraced all the changes and

also took the opportunity to support student

wellbeing by using their duty positions to

actively engage in conversations with students

across the school and even fed back to student

committees on ideas for events and activities.

Sharandeep Saroya

(Assistant Headteacher - Sixth Form)









Despite being cut short, my experience as Head

Girl has taught me many things such as thinking

outside the box, managing and prioritising my time

efficiently, and being a positive role model. I was

fortunate enough to be working closely with the

student leadership team, teachers and the Charities

Committee members in order to collectively organise

a ‘Children in Need Week’, whereby we sold prepackaged

sweet treat boxes to raise money and

awareness for Children in Need. In the period of

remote learning, the student leadership team and I

set up a page on FROG for students to participate in

weekly challenges for each of the six committees.

Creating such events and challenges became much

more rewarding when I saw everyone at Cranford

getting involved. The role of Head Girl has been a

massive privilege, and I am thankful for the lifelong

lessons that I am taking away.

Anjali Bhambra (Head Girl 2020-2021)

Paradoxically, the past year has been both eventful

yet serene as our lives were reduced to simplicity by

lockdown after lockdown. My role in the leadership

team also faced this duality; the work piled on as new

responsibilities surfaced, but I also felt as if a lot of

time was spent deciding that some things cannot go

through in light of new safety precautions. Overall,

the STEM committee put together a charity event for

students to take part in science demonstrations outside

of the curriculum, as well as providing activities and

competitions throughout the year. A highlight of this

year was definitely the moment I overheard a student

tell their friend that our event was the ‘most fun thing

they’ve done in a while’. It is difficult to not label the

past year as a bad one, but moments like this go a long

way in making it memorably fun.

I’m not sure how long the current state of affairs will

last, but I would greatly encourage any of the younger

students to aim for this position. I was blessed with a

good team of fellow students to work with and both

the role and my ordinary student life was a lot more

enjoyable because of it; you get to talk to people you

wouldn’t normally get a chance to, both students and

teachers alike.

Harit (Guy) Boonyarakyotin (Head Boy 2020-2021)



One World


Cranford is leading on the

development of a new One

World initiative. In the autumn

we teamed up with three countries in

Western Africa; Niger, Cameroon and

Ghana, to run a pilot football tournament

bringing people together from across the


The rules are that you play two games

in your own country with one team

representing the home country and the

other team representing another country.

The games take place simultaneously

in each country and then the scores are

aggregated to see which team has won.

The pilot proved a great success

and there are plans to hold a bigger

tournament in the autumn involving

more local schools teaming them up

with other countries around the world.

Alan Fraser (Assistant Headteacher -

Director of Community Partnerships)

Football for Peace


the past year Cranford Community College has worked with Football for Peace (FfP)

on a number of food initiatives. Football for Peace is a global foundation co-founded by

professional footballer Kashif Saddiqi with the aim of using the power of football to tackle many of the world’s

problems. Sara Vite, a former Cranford student and a Special Envoy for FfP and got in touch with us about a

new food initiative they were looking to run in December 2020.

The Christmas food initiative saw Cranford and Heston West Big Local deliver 500 meals to our local

community. A big thank you to the volunteers for helping to organise and deliver the food.

In April 2021 we worked with FfP on another food initiative delivering food to families in the local community.

The food was sourced by FfP from Wembley Stadium. It was frozen food which because of the pandemic would

have just gone to waste but was rescued by FfP and distributed across the country. Volunteers from Cranford,

Berkeley Academy and local football team Hounslow Wolves came together to deliver the food to the local


The BBC heard about the story and asked if they could do a piece for their flagship football programme Football

Focus. So we arranged for a camera crew to follow Kash and Marcus Bean, a former Brentford player as they

made deliveries. We were delighted to be able to share this great community initiative across the county.


Alan Fraser (Assistant Headteacher - Director of Community Partnerships)



Cranford Community College becomes

a designated Vaccination Centre

Since the start of the pandemic, Cranford Community College has played an

important role in supporting our community in difficult times. In March 2021

we were approached by Bhogal Pharmacy Hounslow about using Cranford as a

vaccination centre. The school was very keen to support the vaccination role out

and help our community be safe against Covid 19.

Following an inspection and a long meeting with the pharmacy regulating board it

was agreed that we would become a vaccine centre starting in April. Unfortunately

due to the vaccine shortage at the time we did not finally open our doors until May.

Since opening our centre has delivered to date over 20,000 jabs to members of the

community, Cranford staff and Sixth Form students.

Officially, the centre will be open until the end of September but we are waiting to

find out if we will be involved in the Booster Jab rollout in the autumn.

Alan Fraser (Assistant Headteacher - Director of

Community Partnerships)



Walking Football

It’s the beautiful game

without the running!

Since 2016 the Big Local have been running weekly Walking Football sessions aimed at all ages and abilities.

The project, originally a brainchild from two former Cranford Community College students – (Kulbir Maras

and Baljinder Padda), has since grown in strength and in numbers. The sessions are a great way for parents to

come together with their children for a kick about and a chat. The sessions have proven to be hugely popular

with local residents. Big Local board member and volunteer Layba Nisar, 17, said: “I love coming to Walking

Football, it’s a great way to get some exercise and fresh air, but also get to know my local community. I have

made so many friends attending these sessions and it’s really nice to see everyone play regardless of ability. I

would encourage you to come along, you won’t regret it!” Sessions are fully inclusive and open to all in our


Big Local Christmas Hampers Surprise


few days before Christmas the Big Local in conjunction with Cranford Community College delivered

festive hampers to 50 families in our local community. We focused on families and residents

who previously received our Covid-19 essential food parcels during the first lockdown and a few

volunteers. The Christmas hampers were kindly donated by Sapna Dhall and Mimi’s Coffee and Dessert Lounge

in Hounslow. We also prepared our own hampers supported by chef and author Manju Malhi.

Watch the film here: https://www.youtube.com/watch?v=EHA6vJCGdMU


Success at our

Socially Distanced


Clean Up Day!



nearly six months of lockdown, we

finally got together to run our Big

Local Socially Distanced Community Clean Up Day

on Saturday 26th September 2020. In partnership with

Hounslow Highways and Keep Britain Tidy campaign,

we collected over 25 bags of rubbish. In total, we had

20 volunteers (including local MP Seema Malhotra),

4 groups of 5, staggered throughout the morning and

afternoon. The Clean Up was an opportunity to trial

our new Covid-19 secure measures to ensure the

health and wellbeing and safety of our volunteers

and the public. We would like to thank our brilliant

and amazing volunteers for their incredible dedication

and support and our partners Hounslow Highways,

Keep Britain Tidy and Cranford Community College.


Cranford Community College is proud to

continue hosting the Big Local Youth Film

Club for over 5 years alongside experienced

filmmaker Blaise Singh. The sessions provide young

people an opportunity to learn the art of filmmaking

and an opportunity to get creative. Pre-pandemic

we have worked on a number of exciting projects,

including Hounslow Council’s Young People’s Voice

documentary and anti-knife crime awareness films

in partnership with the Mayor of London. Many of

our young participants have since gone to university

to study either film, drama or journalism and a few

have already secured employment in the industry. The

Youth Film Club equips young people with the skills

required to get into the industry and nurtures local

talent. Cranford student and film club participant

Sanjay Suresh, 14, said: “Since coming to film club

my confidence has grown, I have made new friends

and learned new skills working with the camera and

also acting. I love attending every Sunday and look

forward to working with my team”.

Making a


through film

If you would like to get involved or would like to learn more about

what we offer, please go to our website: www.hestonwest.org

Taz Virdee (Heston West Big Local – Project Manager)





The Student Leadership Team 2021-2022

My role as Head Girl is to contribute to supporting the social, physical and mental health of Cranford students

while also making sure that they are achieving academically. My manifesto was to encourage students to work

with the local community in order to enable students to achieve a greater sense of community. I decided to

this by increasing the number of youth-led activities and clubs to help students gain transferable skills and

improve work ethic. My goal and ambition is to provide support and give every student an opportunity to leave

an everlasting legacy in Cranford and to inspire others to get involved with the local community.

Sharanjit Kaur (Head Girl - STEM Committee)

During this academic year I didn’t really plan on applying and becoming Head Boy however it became clear

that not only would this benefit me, but I could help my peers and other students get the most out of their

time here at Cranford. The application made me super nervous, making me go outside of my comfort zone

doing things like videos and interviews; however, it built my foundation and boosted my confidence to where

I can be comfortable in those kinds of environments. During the school year in my role as Head Boy as well

as leader of the Environment Committee I have put together and helped plan a successful Summer Fair and

other projects, involving other younger years. Through all of this and with the help of the other members on

the student board, being Head Boy has been a big learning curve and has taught me things like leadership and

how to persist during tough times. My main aims are to make school a place where students enjoy succeeding

both academically and mentally no matter what. In the near future I also plan on making big events involving

all years and other fun surprises to come.

Mudathir Ahmed (Head Boy - Environment Committee)

The process of becoming Deputy Head Girl involved two main steps. These were the letter of application and

the interview process. During the interview process I was asked questions such as how I would represent the

student body or how I planned on leading a team of prefects. This was a lengthy process but I felt relieved and

proud when I was chosen to be Deputy Head Girl and the leader of the Wellbeing committee. The Wellbeing

committee believe that the wellbeing of each individual in the school is extremely important, especially after

the pandemic. We aspire to host workshops and intervention sessions next year to embed effective wellbeing

strategies into all year groups. One of our core aims for this year is to create a safe space for all students to

go to. This space would be surrounded by positivity and people to talk to. We aim for this to be completed in

the near future and have spent time carefully planning and finalising the details.


Alisha Meaney (Deputy Head Girl - Wellbeing Committee)



Sharanjit Kaur

(Head Girl - STEM Committee)

Mudathir Ahmed

(Head Boy - Environment Committee)

Ruqaya Quereshi

(Deputy Head Girl - Arts and Culture Committee)

Alisha Meaney (Deputy Head Girl -

Wellbeing Committee)

Sean Udott (Deputy Head Boy –

Sports Committee)

Gurshaan Ghattoray (Deputy Head Boy

- Charities Committee)

Dua E Zehra

(PSHCE Ambassador)

Being appointed as Deputy Head Boy is a position I look forward to fulfilling. Having studied at Cranford

Community College since year 7, I have appreciated the support from the school and would like to contribute

back, before completing my final year. I am also the chair of the Charities Committee and as a team our core

aims are to involve the school community in supporting smaller local charities and to raise money for mental

health charities. We are keen on bringing the school community together by delivering exciting opportunities

for the students. To conclude my Cranford journey as Deputy Head Boy is a privilege and I look forward to

the responsibilities that lie ahead.

Gurshaan Ghattoray (Deputy Head Boy - Charities Committee)

As the head of the Arts and Culture Committee, my main aim is to bring together the students from Cranford,

through creativity and diversity. I want to celebrate the arts at Cranford, as there are an amazing bunch of

talented individuals amongst the students. I would like to set up workshops helping student’s wellbeing

through art. I am currently planning on organising a cultural fashion show for next year to promote diversity

at Cranford, and help students enjoy, and appreciate the diversity at Cranford. Overall, this role is enhancing

my leadership, organisation, and team working skills, and helping me learn many new things.

Ruqaya Quereshi (Deputy Head Girl - Arts and Culture Committee)

As Deputy Head Boy my aims for this year are to create a platform for sixth formers to have their opinions voiced.

As Head of the Sports Committee my aims for this year are to increase female participation in sports and to

make sports and active lifestyle integral to the routines of all Cranford students. As a committee we assisted the

PE department with extra-curricular events running after school for KS3 and 4 and set up after school events

for sixth formers allowing them to relieve stress from the usual school day. After expressed interest we started

a girl’s only basketball club which runs on a Monday at break time which provides a safe space for female

participation in sports. Also this year we had great success with a Euro themed football event for sixth formers

and staff which raised money for the charity ‘Young Minds’. It has been a great experience thus far and with

the support from the rest of the leadership team it’s exciting to see what we can achieve in the upcoming terms.

Sean Udott (Deputy Head Boy – Sports Committee)

When I first stepped into my new role as a PSHCE ambassador at Cranford Community College, I knew

that it would be challenging and balancing my A levels with this may be difficult. However, my passion for

positive wellbeing amongst students eliminated any challenges that this role initially posed. My role as PSCHE

ambassador involves delivering educational assemblies to students regarding topics such as mental health,

wellbeing and student finance. Some of my core aims as PSHCE ambassador for the following academic year

include: raising awareness of social issues such as gender discrimination and introducing self-defence classes

for all students.

Dua E Zehra (PSHCE Ambassador)




Magic Singh

makes his

West End debut


Thursday 22nd July 2021, I had the privilege

of attending the West End debut performance of

Cranford’s own ‘Magic Singh’ as he took to the stage alongside

renowned magicians and illusionists in ‘Wonderville’ at the

Palace Theatre in London’s West End. ‘Wonderville’ brings

together some of the greatest illusionists live on stage in a

breath-taking display of magic and illusion that will electrify,

surprise and leave theatregoers in awe at what they are seeing.

The electric excitement of returning to theatres after the

pandemic was felt by the audience and performers alike

but for me there was also an overwhelming

sense of pride as I watched a fellow alumni

Amardeep Singh Dhanjal accomplishing such a

well-deserved achievement. As Magic Singh was

introduced and took his place on stage with an

air of sophistication and confidence in his stride,

he emerged from the smoke as a true gentleman

cloaked in green velvet wearing his turban with

pride. I was transported back to a time 18 years

ago when crowds of students gathered around

Amardeep on the Cranford Concourse all gasping

in amazement as they got a glimpse of the latest

magic he had learnt with coke can in one hand, and

a deck of cards in the other. He was always able

to engage, mesmerize and astound audiences and

this night was just as spectacular, as a young girl

from the audience volunteered to take part in the act

and made her way to the stage neither she nor the audience

had any idea of the astonishing, nerve wracking magic she

was about to be part of as Magic Singh’s performance got


I felt a real sense of pride seeing a fellow Cranfordonian

achieving his ambition on a London Stage.

Sharandeep Saroya (Assistant Headteacher)


“Cranford Review” © 2006-2021 is a publication of Cranford Community College, distributed in printed copies,

either available in PDF (digital format) to be downloaded from our school website: www.cranford.hounslow.sch.uk

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