Cranford Review 2022

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 It is a wonderful read and a useful historical document which, with its termly sister publications and occasional special editions, also serves to describe the values of the academy and support the aspirations of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

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It is a wonderful read and a useful historical document which, with its termly sister publications and occasional special editions, also serves to describe the values of the academy and support the aspirations of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


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2021 / 2022

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

Kevin Prunty

Executive Headteacher &

National Leader of Education

Jenny Lewis

Chair of the Academy Trust

Peter Stumpf

Associate Headteacher

Rita Berndt

Joint Head of School

Rob Ind

Joint Head of School

Maria Bramhall

Deputy Head of School

Alan Fraser

Assistant Headteacher / Director

of Community Partnerships &

Income Generation


Berkeley Academy - Heston West Big Local -

Hounslow Promise - Hounslow Education Partnership

“Cranford Review” © 2006-2022

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:.............

EnzoGD.com / Enzo Gianvittorio Danese




am delighted that you are now reading our annual

publication of the Cranford Review for 2021/22. There

is so much to celebrate, and this publication captures some of

the many opportunities offered to our students and community

during this past year. I have been involved in the leadership

of Cranford for 25 years and can truly state this is an amazing

school full of a range of opportunities both within the formal

curriculum but also outside of lessons during period 0 and 6,

school break times, weekends, and school holidays.

Our outcomes for students have been truly exceptional, yet

again, and on the next few pages you can find out more about

our excellent A-Level, T-Level, vocational and GCSE results.

Over the last two decades, examination outcomes have been a

major strength of Cranford Community College and summer

2022 has been no exception. We are particularly pleased

with the Year 13 cohort as this group have never sat formal

examinations before until this summer. They did not disappoint

us. The destinations where these young people go to after

Cranford are a testament in themselves to their hard work,

resilience and determination.

Ofsted inspected the school in March 2022 and the feedback

they gave the trustees on the quality of education was

excellent. Our students, staff, parents and trustees really took

the opportunity to show the school as it is and we are very

thankful for the contributions everyone made. Everyone was

stunning and the unity and pride shown was both impressive

and humbling. Middle and senior leadership shone with a very

strong light – which makes me very proud, and the inspection

team were also able to see how well colleagues at all levels and

students support each other. I had a clear and strong sense of

envy from the inspectors who were also school practitioners

when they were feeding back on what they saw. That level

of mutual support is not automatic in any organisation, but

it is a reassuring feature of relationships at Cranford. The

only area for action was Ofsted’s new policy that all schools

and academies must now offer the national curriculum to be

considered as Outstanding.

There are so many things to be thankful for in our world (not

everybody’s world but in ‘our world’ and ‘our experience’).

We are so fortunate in so many ways but, at Cranford, we have

never rested on our laurels or wallowed in our successes or

taken for granted our liberties or our opportunities. Instead, we

always work strategically to make things better and better, for

our children, for each other and for our community. We do this

every day, and year on year.

by Kevin Prunty

One of the greatest blessings we have now is an

opportunity to develop the concept of ‘normality’.

Normality does not mean everything returning to

how it was prior to the pandemic – It has to be much

better. After the first lockdown when we started

talking about returning to normality, the term ‘new

normal’ was often used. It was used in a deficit

way, implicitly the new normal ‘would be like the

old normal but we would have to live with some

additional restrictions.

I want to reconceptualise that ‘new normal’ to

ensure that, for us and for our entire community,

it is even better than normal would have

been had there been no pandemic. It can be better,

even with all the political and financial pressures

that fill the news media. Some great things happened

during and as a result of the pandemic – but greater

things can still be made to happen in recovery. We

have back control and where it is not given back,

we must wrest it back. We have back democracy

and where it is not given back, we must wrest it

back. We must not just revert to the agenda as we

saw it in 2019/2020, resilience is about ‘catchup’

to a certain extent but for our children’s’ lives

to be better, resilience and recovery must also be

about ‘acceleration’.

When I started as Headteacher, I introduced the

first community conference in a plan of

one per decade so that I could understand

better what our community (staff, children,

parents, trustees, contractors, businesses, the LA,

local charities and the community in general) would

want from the school in the 10 years that would

follow. I believe we have delivered fully on the

things our community has prioritised in the first

and second such conference.

I am planning another community conference in

October 2023, to find out once again what

this community wants from the academy for

which we are the ‘care-takers’. This will happen

just before Cranford Community College celebrates

its Golden Anniversary. Crucial to the Community

Conference and its impact will be garnering

the considered views of our pupils, many of whom

will be the parents of future pupils at Cranford.

2021 / 2022

I will be encouraging them to not just think about

how they would like to see the school improve but

what they would really want to be better for their

own children if they become parents.

Our 6 whole School Priorities may very well be

immutable, although even that is up for grabs

in the genuine consultation that the Community

Conference represents.

Here is a reminder of these priorities:

Identity 1:

► Inclusion, opportunities and safeguarding

Identity 2:

► Community, high quality alliances and

partnerships – Transforming a Community

Identity 3:

► Innovation, research and development

Identity 4:

► Building social and cultural capital

Identity 5:

► Excellence (not perfection) in all areas

Identity 6:

► Standing out from the crowd

As I mark my own Silver Anniversary at Cranford

Community College, I reflect on the achievements

and successes of thousands and thousands of

young people in the quarter of a century that I

have led the school and its community work. What

has been achieved has only been possible by the

dedication, hard work and passion of parents,

students, teachers, support staff, trustees, alumni,

partners and the whole community who have

ensured that the word COMMUNITY is at the

heart of everything we do. I am always energised

by the sheer scale of our staff and students’

achievements, and I hope that you too will gain a

flavour of these when you read this Review.

Kevin Prunty

Executive Headteacher &

National Leader of Education



A Level Examination Results 2022

Exams are back and

Cranford’s tremendous A level success stories this year are even more remarkable

when we remember the disruption this cohort suffered in Year 12. For many

of these students, this will have been their first ever series of national exams

and it was a bumper year for the top A*/A grades which jumped 10% from 2019 to

represent 20% of all grades.

Cranford’s results saw significant rises across the top grades and the proportion

of students achieving A*- B grades has doubled to 44%.

“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”.

“We are also very pleased with the performance of our first cohort of T Level students who have done

brilliantly.” Many of these students will now progress directly into employment as Early Years Educators or

Digital Production, Design and Development professionals whilst others take up graduate apprenticeships

and university offers.

Amongst the many students heading off to Russell group universities, there are some real stand out high fliers:

• Iman Jaura achieved an A* grade in RE to go with A grades in History and Maths and has won a place at

Gonville and Caius College, Cambridge University where she will study Law.

• Ahmed Ali turned down his place at Cambridge University, despite achieving four A* grades, as he has

been offered a full scholarship to read Maths at Imperial College, London. Also going to Imperial will be

Rayyan Khan (A*, A*, A) who will study Electrical and Electronic Engineering.


results are better than ever at Cranford

• Rohan Kapoor was another student who achieved a perfect set of four A*

grades and will be reading Maths at Warwick. He will be joined there by

Kavleen Arora and Manpreet Bahtra who gained superb results of A*, A*,

A and will study Law and Computer Science respectively.

• Kings College, London has proved popular with Cranford students this year,

particularly for future doctors. Aliya Abdullai (A*, A*, A*) will be reading

Medicine at Kings alongside Shargeel Hussain (A*, A*, A) and Filsan

Abdillahi (A, A, A). They will be joined at Kings College, London by Zehra

Hasan (A*, A*, A, A) reading Computer Science and Raaid Athar (A, A, A) reading Electronic Engineering.

• Other high fliers staying in London include Mohammed Abdul Hamid (A*, A*, A*), Faizaan Abbas

(A*, A*, A) and Ajeet Bhatti (A*, A*, A, A) who will all be attending University College London to read

Maths, Electronic Engineering and Law respectively; Zayia Berum (A*, A*, A*) and Guneet Dhameja (A,

A, A) who will be heading to London School of Economics to read Economic History and Geography and

Economics; whilst Priyajeet Bagga (A*, A*, A, Distinction*), Sybil Raposo (A, A, A) and Jasmin Kaur

(A, A, A) have opted for Royal Holloway to study Economics, Business and Management and Psychology

respectively; and Athisha Sivabalan (A*, A* A) will read Computer Science with Maths at Queen Mary,

alongside Dua-E Zehra (A, A, A) studying Accounting and Management.

• Ehsan Ayobi’s straight A grades in Chemistry, Maths and Physics have helped him secure a prestigious

Civil Engineering apprenticeship at Balfour Beatty.

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

Rob Ind (Joint Head of School)



GCSE Results


Cranford Students Shine As Exams Return

Cranford students have achieved another

set of fantastic GCSE results, despite

all the challenges they have faced over

the past two years.

Executive Headteacher, Kevin Prunty said:

“We are absolutely delighted by the

brilliant GCSE results our Year 11

students have achieved today. We knew

they wouldn’t let a pandemic hold them

back! Progress is phenomenal with two

thirds of students performing well above

national expectations. This is particularly

impressive given that 89% entered all

EBACC subjects which is more than

double the national average and testament

to our outstandingly broad and balanced

academic curriculum”.

There are so many Cranford students who have done exceptionally well it is hard to pick just a few. Some

particular stars include:

• Nancy Harkous who achieved an incredible 10 grade 9s, including the top grade 9 in all her attainment

8 subjects, resulting in an attainment score of 90 which cannot be beaten anywhere in the country! Nancy

will continue at Cranford Sixth form and is intending to study Further Maths and Spanish at A level – well

done Nancy.


GCSE Results


• Tegh Kang, Abdulkhaliq Powell and Prem Pun gained six grade 9s each averaging well above 8 across

their subjects. All three intend to remain at Cranford for A levels.

• Ahmad Ahmadi, Hanan Benaissa, Tamana Qadari, Musa Raza, Alia Samad and Ifrah Shehzad

managed an amazing 22 grade 9s and 23 grade 8s between them.

• Mafee Ehsan obtained an incredible Value Added score of 4.4, meaning he secured on average well over

four grades better than other students nationally from his starting point across every subject. Juan Molano

Repollo also scored a Progress 8 score of above 4!

• Sameiksha Sharma who has only been with us for one year after arriving in the UK in September 2021.

She didn’t let that hold her back though and her hard work and the support of her teachers have helped her

secure an unbelievable 4 grade 9s and 2 grade 8s.

Congratulations to all our students and staff on a truly tremendous effort.

Rob Ind (Joint Head of School)


Cranford OFSTED Inspection 2022


Cranford was inspected by Ofsted on

9th and 10th March 2022. The was the first

inspection that the school had had in almost

10 years following the removal in 2020 of the

exemption for outstanding schools.

In line with existing inspection practice Cranford was given

just one day’s notice regarding the inspection which meant

that inspectors really got to see the school as it truly is

every day.

The previous inspection in 2012 was against a very different and easier framework so we were under no

illusions that the inspectors would leave no stone unturned in order accurately assess the school. HMCI has

been clear that she wants a large reduction in the number of ‘outstanding’ schools and we were fully aware

that this would be part of the inspection agenda. The new framework has set a much higher standard.

During the two days the team of five inspectors visited lessons and observed social times. They met with

students, leaders, teachers, support staff and governors. They looked at student books, curriculum plans and

scrutinized school documentation including policies and records. They also conducted online surveys with

students, staff and parents. The team were incredibly thorough in their work.

Everyone in the school community came together to do the school proud and reflect what a truly great learning

institution Cranford is. The student survey and pupil discussion groups showed that Cranford students are

incredibly positive about the school and their learning experience here.

Staff worked very hard, particularly in the target ‘Deep Dive’ departments where inspectors focused heavily

on their first day here. The Heads of Department, as well as the rest of the subject teachers, did a stunning

job and received incredibly positive feedback. Well done to English, Science, History, IT & Computing, and

to Music who were very much in the limelight during the inspection.

The staff survey was a key feature of the inspection as inspectors focus heavily on what it is like to be a

teacher at the school. The survey received an incredibly high response rate and was overwhelmingly positive

– Cranford is a great place to work and one where people fell very well supported and able to develop their

careers. During the inspection, staff supported each other immensely, but the important point is that the event

drew everyone together.

Parents completed the anonymous survey online, and again were overwhelming positive about the school

and the education that the school provides for their children.

The governors of the academy played a key role in the inspection too and reassured inspectors that Cranford

is a very well-run school and that leadership at all levels is very strong.

Following a very rigorous two days, Ofsted concluded that Cranford is GOOD in every area:

• Quality of education

• Behaviour and attitudes

• Personal Development

• Leadership and management

• Sixth-form provision

We are very grateful to everyone who contributed to the inspection and would like to share some quotes from

the report which is available on the Ofsted and the Cranford websites.


Peter Stumpf (Associate Headteacher)

Ofsted Quotes

Quality of Education

• Pupils are happy and safe in school

• Teachers are ambitious for their pupils

• Teachers help pupils to learn and provide support

with any aspects pupils find difficult

• Teachers use their strong subject knowledge to

enrich pupils’ use of technical words and deepen

pupils’ understanding of complex issues

• Teachers routinely refer back to what pupils have

learned previously and provide useful hints to help

them remember facts

• Teachers check pupils’ learning regularly

• Pupils gain qualifications in a wide range of

subjects. This helps them to be well prepared for

their next stage in education and employment.

• Curriculum leaders have thought carefully about

how pupils will develop knowledge and skills over


• Teachers and teaching assistants communicate

closely so that the most effective strategies for

individual pupils are identified and used consistently

• Pupils receive extra help with reading when needed

so that they catch up quickly and develop reading


• All pupils benefit from having access to highquality

texts in the classroom and well-stocked

school libraries

• The school has a well-established programme of

curriculum enrichment opportunities for pupils

• There is a comprehensive careers education and

information programme providing advice and

guidance on a range of future pathways, including

apprenticeships and university courses

Behaviour and Attitudes

• Pupils are settled and attentive in class

• Pupils interact positively and respectfully in class

and around the school

• Pupils attend school regularly

Personal Development

• Through the school’s ‘Mind, Body and Soul’

programme, pupils are involved in a variety of

activities each term

• Mind, Body and Soul include learning needlecraft,

debating contemporary issues, swimming and

learning about different languages and cultures

• Wider curricular activities include theatre trips,

overseas travel and an award scheme to develop

essential skills for life and work

• The personal, social and health education and

relationships and sex education programmes are

planned carefully for each year groups and are

delivered by specialist teams

Leadership and Management

• Leaders have high expectations for pupils’


• Pupils said that there are trusted adults they can

speak to

• Leaders are committed to helping pupils gain

experiences and develop new interests beyond their

academic work

• Leaders ensure that pupils with special educational

needs and/or disabilities (SEND) are well supported

• Staff felt well supported by leaders. They appreciated

that leaders consider staff’s workload and well-being

and provide opportunities for professional growth

• Leaders, including the governing body, build strong

links with parents, carers and the local community

• Leaders are committed to providing a safe

environment in which pupils’ education and

experiences give them a broad range of options for

their future

• Members of the governing body organise appropriate

training for themselves to help them fulfil their roles

• The arrangements for safeguarding are effective

• The safeguarding team works closely with outside

agencies so that appropriate actions are taken

• The safeguarding and pastoral teams work together

to identify and review support for selected pupils

• Leaders are committed to supporting pupils

throughout the year, with staff available through the

school holidays if needed

Sixth-form Provision

• Sixth form students enjoy taking on leadership

responsibilities, including being part of the student

leadership team and organising charity events.






When students started school again in

September 2021, we all felt excitement at

returning for – finally – a full year of inperson

schooling. There was much talk in the news

about a ‘return to normal’ but, what did that mean for

the English department? We went back to sitting in

classrooms together, sharing our thoughts and ideas;

we benefited from being with our peers and learning

from their successes and mistakes; we returned to

having live feedback and modelling in lessons to

help us progress. We also had to go back to practising

our great classroom behaviours of listening, waiting,

and raising hands – there are no mute buttons in the

classroom! So, if that’s what we went back to, does

that mean that this year was just like all the previous

ones? No!

We introduced a host of new, exciting topics to study

in English this year: Year 7 were the first year to

read ‘A Midsummer Night’s Dream’ and we loved

hearing all of your dramatic readings in lesson. Year

8 did some speaking and listening and got to speak

passionately and persuasively about topics they felt

strongly about; well done – many of you had us

convinced! Year 9 started a new unit reading ‘Animal

Farm’ by George Orwell and learnt some powerful

lessons about rhetoric and allegory. They also learnt

some interesting new metaphorical ways to tease

each other – we’ve heard you accusing each other of

being a ‘Napoleon’ or a ‘Snowball’!

In years 10-13, we have continued to teach all

the poems, plays, novels, and skills necessary for

excellence at GCSE and A Level. Our subscriptions

to GCSE Pod, an excellent resource for revising key

content through videos, activities, and self-marking

quizzes, Audiopi (a bank of podcasts on GCSE set

texts, available online and as an app), E-Magazine,

a publication by the English Media Centre which

contains a plethora of interesting articles that helps

students build their research skills and find their

own, individual ways to approach key texts, and

Massolit, an online database of short lecture series

by university professors on a range of subjects

(including every set text for A Level and GCSE

alongside wider contextual and genre studies to

support students’ wider knowledge and to stretch

and challenge). Many of our students will have

done Massolit quizzes written by Ms Brooks who

worked with the site, writing questions to accompany

these lectures in order to provide a more interactive

learning and revision experience.

Our time in lockdown was not how we would have

preferred to teach, but it did result in a wealth of

arts material being made available online. We have

continued to benefit from these and during our studies,

students have been able to watch productions and

behind-the-scenes interviews with actors and directs

from the through the National Theatre Online Library

and 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.

We haven’t been satisfied with just online

productions, however, and have started to reintroduce

departmental trips. We took a group of year 7students

to Guildford to enjoy an outdoor performance of

‘A Midsummer Night’s Dream’ and Years 12 and

13 loved their trip to see Hamlet at The Globe. We

are working away planning more exciting trips and

opportunities for the year ahead – watch this space!

This year has been a return to normal for many

students and a completely new normal for those

who had yet to experience a full year in school at

Cranford. We hope you have enjoyed studying in

person as much as we have enjoyed teaching you. We

said it last year and we’ll say it again: the students

we teach really are the best part of our jobs!

Evelyn Brooks

(Head of English Department)


Hamlet at the Globe Theatre March 2022


A Level English students, trips to the theatre are some of

the highlights of the course and we were so excited to see

this return in 2022. With tickets eagerly booked in the Autumn term,

and fingers kept crossed against any covid-based chaos, the English

department returned to The Globe theatre almost two years to the

day since their last trip to see Shakespeare’s greatest (and longest)

tragedy: Hamlet.

The Sam Wanamaker theatre (a replica of the Jacobean Blackfriars’

theatre) is the indoor “little sister” of Shakespeare’s Globe on the

Southbank; intimate and candlelit, it holds just 340 in the audience,

seated as close to the stage as humanly possible. In this space, Hamlet’s

soliloquies became a direct conversation with the audience – the

question “am I a coward?” was repeated until there was an answer.

This was a brave interpretation of the play which attracted love/hate

reviews – but we loved it. I’ve never laughed so much in a production

of Hamlet (and I’ve seen more than 20)!

Year 12 went on a Wednesday night in the middle of our Ofsted visit,

and Year 13 went a month later. With two intervals and a running

time of more than 3 hours it was a bit of a marathon performance

(we didn’t get back to Hounslow until 1am), but students came out

with a greater understanding of the play and a wealth of ideas about

possible ways of interpreting the text which stood them in great stead

in their summer exams. It was incredible to be back in the theatre and

we can’t wait to go again.

Evelyn Brooks (Head of English Department)

Saturday 18th June 2022, 35 year 7 students enjoyed their very own

Midsummer Night’s Dream: a trip to an outdoor theatre performance

of Shakespeare’s famous Athenian comedy. The students absolutely loved

watching the play they had been studying in their English lessons come to

life in front of them. The setting, a forest clearing in the grounds of Guildford

Castle, lent itself perfectly to the heady midsummer setting of the play. The

students on the trip were discussing the play for weeks afterwards, talking about

their favourite characters, actors, and moments in the performance. It is so

important for students to experience Shakespeare exactly how it was intended,

and these lucky year 7 students will be able to draw on this experience as they

continue to read and love Shakespeare into year 8 and beyond.

While the course of the minibuses never did run smooth, the students will be

remembering this ‘rare vision’ for a long time.

Aisling McConville

(English Department)

Time Out: ****

“This ‘Hamlet’ is a wild, wild

ride, that shows Fouracres to be

a major star in the making and

Holmes to finally be hitting the

form at the Globe that he did

at the Lyric. It’s ‘Hamlet’, but

funnier, scarier and more daring

than you’ve seen it before”.

A Midsummer Night’s Dream

Year 7 Theatre Performance

“This is the best day of

my life”.

(Jagga Singh (year 7)

“The show was amazing

and I really liked watching

this summery play in an

outdoor theatre”.

Melanie Khanal (year 7)

“I really liked watching the

play we had been learning

about because it helped me

understand it. Bottom was

really funny”.

Paramveer Sidhu (year 7)



English Department Reading List

nglish department want to share with the school the best books they’ve read this year!

The ETeachers have put up posters all around school to share what they are reading. Have you

seen them around the school? Why not ask your teacher about their book and if they would recommend it;

you might find some great reads!

Aisling McConville:

Open Water by Caleb Azumah Nelson

At once an achingly beautiful love story and a potent insight into race and

masculinity, Open Water asks what it means to be a black person facing

discrimination, to be vulnerable when you are only respected for strength, to

find safety in love, only to lose it.

Veronica Chow:

Anthropocene by Burtynsky, Baichwal, de Pencier

The Anthropocene is a proposed geological epoch which suggests that human

impact is becoming the most dominant factor on changes in the environment.

With insights into this issue through photography, essays and commissioned

poetry by Atwood, it makes a really poignant text. (Best enjoyed with a good

watch of The Salt of the Earth - Salgado)

Evelyn Brooks:

Great Circle by Maggie Shipstead

Spanning Prohibition-era Montana, the Pacific Northwest, Alaska, New

Zealand, wartime London, and modern-day Los Angeles, Great Circle tells the

unforgettable story of a daredevil female aviator determined to chart her own

course in life, at any cost.” – I love the combination of rich historical detail, a

human narrative about love, relationships and family, and sublime landscapes.

Bobbie Mahendru:

Big Ideas for Curious Minds

This is an Introduction to Philosophy by The School of Life. Without prompting,

they ask some of the largest questions: about time, mortality, happiness and the

meaning of it all. This is a book that helps to answer some of those questions.

I read it with my children and they were engrossed. It is also my go-to gift for

all their friends !


Oscar Johnson:

An American Marriage by Tayari Jones

This book follows the relationship of newly married Roy and Celestial, and

explores what being married means in contemporary America. Almost at once,

the couple’s relationship is ripped apart when Roy is convicted of a crime that

both he and Celestial know he didn’t commit. Roy’s time in prison passes, but

when he is released things are not as they once were. I think this book is really

important because unlike so many of the other narratives we read nowadays, the

book begins with marriage, and the hope and promise of the future. The reader

is transported, with the couple, into an actually quite uncertain future, that is

perhaps more realistic and reflective of relationships today.


How good does that sound !

Cicely Long:

Dune by Frank Herbert

Not just one the most critical and influential works in science fiction, but an

exquisitely detailed and completely immersive experience that examines big

philosophical questions about human nature and politics, as well as the more

micro-experiences of dealing with grief and responsibility. Ahead of its time –

it’s hard to believe it was published in 1965 !

Sixth Form Favourite books:

Huda Sharif (year 12) outlines the sixth form favourite

reads of the year. Some are so good they even got sent

by Uber to friends in the middle of the night !

Honey and Spice by Bolu Babalola

It Ends with Us by Colleen Hoover

Circe by Madeline Miller

Song of Achilles by Madeline Miller

Heartstopper by Alice Oseman



Maths Department



Maths department is really proud

of how all of our students have

worked this year, dealing with their second year

of living through a pandemic. The students have

been mature and eager to learn and have done

themselves proud.

We have been particularly impressed by the

dedication shown by the year 11s and year 13s

in preparing for their GCSEs and A levels. We

are delighted to have had over half of year 11

attending half term sessions and 75 percent of

year 13 coming in to multiple holiday revision

sessions. We wish year 11 and 13 all the best for

results day.

I am sure many of the students would like to thank

the teachers in the department for their devotion

to their students, and their flexibility in coping

with teaching simultaneously in person to most of

the class while still including online students who

have needed to isolate at home. Also, I would like

to thank the teachers who gave up their holiday

time to help prepare students for their summer


Sarah Brackley

(Head of Maths Department)


“Maths is important as it is

used in everyday life: we can

work out the area of a building

using formulae, find out the

price of a missing item using

algebra and accurately analyse

statistics. I enjoy maths because

you can use reasoning to work

out an answer. If you do not

know the answer, you can use

reasoning and knowledge from

other topics to work it out.

My favourite topic is algebra

because, in an exam, you can

substitute your answer into the

question to see if you have got

it right. I also like trigonometry

as it is easy if you know sine,

cosine, and tangent”.


Jaskiran Bhullar (year 9)

Junior and Senior Maths Challenge 2022

This year has seen great success in the

Senior and Junior Maths challenges. In

November, 38 sixth formers took part

in the Senior Maths Challenge. We are

delighted that 18 of these students’ won

awards, including every student in our

year 13 Further Maths class. We are

particularly proud of our year 13 students

who won Gold and Silver Awards. These

are Ahmed Ali, who received Gold and the best score in school, Rohan

Kapoor and Syed Hasnain, who also received Gold Awards, and Zehra

Hasan, Faizaan Abbas and Yuvraj Gabrie, who all received Silver Awards.

There were also nine year 13s and 3 year 12s who received Bronze Awards,

including Manav Vivek, who had the best score in year 12.

In April, it was the turn of the year 7

and year 8 students in the Junior Maths

Challenge. One hundred and thirty-six

year 7 and 8 students took the Challenge

in their Maths lessons, with 44 achieving

Silver and Bronze Awards. Jenny Mistry

(year 8) scored Best in School gaining a

Silver Award, and Risha Patil scored best

in year 7, also gaining a Silver Award.

Jasmin Talwar, Mohammad Chauhary and Yunus Sheikh (all year 8) also

gained Silver Awards. Bronze Awards were also achieved by 20 students

in Year 8 and 19 students in year 7.

We are very proud of our students and look forward to more Maths

Challenge success next year.

Sarah Brackley (Head of Maths Department) &

Loide Gando (Maths Gifted and Talented Coordinator)

“I love Maths because the

teachers are helpful, and the

work is always a challenge. In

my spare time and even during

sanctions, Maths is my go-to

subject and I even managed

once to beat Mr Shingardia at

a Maths question”.

Amani Salim, (year 10)

“I love Maths so much because

I am able to understand it well

and I love solving equations and

problems. Once I can answer

a difficult question, I am very

satisfied. I also appreciate the

Maths teachers giving up their

own time to help us. I love

Maths from the bottom of my

heart, in fact, if I have nothing

to do then I will do a bit of

Maths for fun”.

Asta Dias (year 10)

“I like Maths because Mr Plaha

makes it fun and gives us a

deeper understanding”.

Emily Gulbinaite (year 7)

“I like Maths because in lessons

Sir does fun activities such as

mini whiteboards and coloured


Aman Brar (year 7)

“I love Maths because Mr

Plaha makes the lessons really

fun and interesting, even when

we have lots of work to get

done. I always look forward to

Maths lessons”.

Navjot Dhillon (year 7)



Science Department 2021-2022

2021-2022 was a year where Science focused on bringing back the extra-ordinary to our students lives.

Practical work had a renewed focus, allowing students to continue to develop their analytical and investigative

skills as part of their balanced curriculum. The re-introduction of STEM club, open to all Year 7 and Year 8

students, assisted by 6th form scientists, allowed younger pupils to develop the practical and working

scientifically skills outside of lessons. Students in Years 7 and 8 who have made a particularly impressive

start with their lives to Cranford were also rewarded with trips to the National Space Centre in Leicester

and the Centre of the Cell exhibition at Queen Mary University respectively. Through opportunities such as

these, as well as the Siemens Infinity STARSHIP challenge for Years 9 and 10, the Year 11’s participation in

the Royal Society of Chemistry “Top of the Bench” competition, and school wide competitions and activities

for British Science Week, we have endeavoured to ensure that we are fulfilling our departmental vision to

increase the science capital of all students at Cranford.

The return of external exams brought with it the opportunity to trial new research-based techniques such as

Hattie’s Triage method. This involves unpicking the areas their specific class struggled with the most and

targeting these areas through bespoke teaching during both lesson time and Period 0 and Period 6 revision.

This tailored intervention approach not only proved to be an effective preparation strategy for public exams

but would ensure that the department would continue to fulfil its mission statement to “maximise aspirations

and opportunity for all students, regardless of background and ability”.

As ever, the science department would like to both congratulate and thank all students for their outstanding

hard work throughout an unpredictable and exceptionally busy year at Cranford. There have been many ups

and downs from 2021 into 2022, but your attitude and the progress you have all made throughout this year

has been truly exceptional, and we cannot wait to see what you have in store next year.

Angus Aughterson (Key Stage 4 Science Co-ordinator) and Amrat Atwal (Senior Teacher)

Discovering The Hidden World of Trees

Year 7 & 8 Ecological Survey

During late September 2021, fourteen volunteers

from Year 7 and twelve volunteers from Year 8

visited the memorial gardens at the front of the

school to conduct their very own ecological survey.

These students carried out detailed observations

of the health of Cranford’s trees, which creepycrawlies

were present, and some of the diseases

our plants might be susceptible to. The students

spotted the presence of lichen, slugs, spiders

and even insects such as ladybirds – indicating

our trees are extremely healthy and provide a

suitable habitat for a range of organisms! These

observations have been collected and sent to the

Natural History Museum, and subsequently been

used to inform a study about the health of Britain’s

trees in a real-life scientific investigation.


Angus Aughterson

(Key Stage 4 Science Co-ordinator)

Science STEM Club 2021-2022


This year, a number of key stage

3 students took part in the weekly

Cranford STEM (Science, Technology, Engineering and Mathematics)

Club, every Thursday morning. Students took part in a programme

participating in a range of fun, exciting, enquiry based practicals,

supported by their class teachers as well as the Sixth Form STEM committee.

Some of the sessions that students managed to take part in include:

• Flame tests – what colour do different metals burn?

• Methane bubbles

• Cell model making

• Invisible ink experiment

• Making a pH rainbow

• Microscopy investigations & preparing our own slides

• Egg drop experiment – how to protect an egg from a high fall?

• Hands on dissections of organs & organisms

Angus Aughterson (Key Stage 4 Science Co-ordinator)

Physics Taster Day hosted by Oxford University


attended Oxford’s online Physics Taster Day and we learnt a lot of stuff. I’ve

attached the files of what I think was important in what we did. I also got told

off for not including my units in one of the questions. We looked at spectra lines,

diffraction grating and galaxies. They made all of us plot our galaxy’s velocities

and distances to plot Hubble’s constant and showed us how the estimation of

the universe’s age was predicted and how it’s not exact since we’re making the

assumption that all galaxies have the same emitted brightness. Afterwards we did

some estimation questions on how many swimming pools of coffee are brewed

every day and how many dentists there are in Bristol. My estimate was way off for

the dentists because I overestimated the population of Bristol. I was also taught

that instead of using a random percentage which I thought were dentists, to think

about supply and demand and how many dentists Bristol would need.

Ziyad Nuru (year 12)




the week of 14th-18th March 2022, British Science Week, this year based on the theme of “Growth”,

was celebrated in style by the Cranford Science Department, through a range of activities through the

school. This included a poster competition demonstrating growth, which was won by Elaha Najem (7X), who

created an outstanding booklet on the growth of leaves in nature. Student activities included a school-wide

competition guessing mystery microscope images, daily period 0 practical sessions for Year 7s and 8s, and

Mind Body Soul sessions on how life could grow on Mars. During science lessons, pupils created scientific

posters, learnt how to be engineers, thought analytically about climate change and population growth, and

even finished their week by growing their own bacteria!

Angus Aughterson (Key Stage 4 Science Co-ordinator)


In the amazing Science Week, we all tried out different

and cool experiments which we hadn’t done before.

All the activities were fun! On Monday there were 5

mini experiments to do, and Mr Aughterson and the

6th Form helped us. There was an experiment where

we used air through a straw to transfer coloured water

to the bowl with normal water, we used tissue to show

chromatography and we used Fairy Liquid to make a

boat made from foil run fast in a bowl. There were two

more experiments, one experiment was to use toothpicks

and make them flow and the second was to use some

chemical tablets to make a rocket fly.

On Tuesday we used water bottles to make water fountains

and on Friday we had a dissection session. There were so

many things to do, and it was hard to choose what to do

first as they were all just AMAZING! My favourite day

throughout that week was the dissection session because

it was something very new for me. It was very smelly and

weird, but I loved it! The dissection session I think was

very important because it was a real moment where we

could learn more about animals and see them with our

naked eye. I would like to say that if this event takes

place next year, more people should take part and it

would be memorable for them as well. Thank you.

Sukhman Anand (year 7)




Year 7 Science visit to the National Space Centre

“I, four teachers and a group of year 7 students visited

this biggest space centre in the whole of the UK in

Leicester. What I really enjoyed was the space artefacts

that were displayed and the space theatre. I also really

enjoyed the strawberry milkshakes! There was a big

space rocket displayed on the top floor in the space

centre. On each floor there was an interesting room full

of the different facts about space - I would definitely go

again if I had the chance”.

Hammad Hanif (year 7)

“The National Space Centre is an incredible place and

was a once in a lifetime experience with fascinating

things to learn about and explore. There were lots of

facts about the solar system and many interactive games/

activities to play and explore. Out of all the things we

saw, I think my personal favourite was the Planetarium

- it was all about the stars, solar systems, galaxies and

ultimately, the universe. This was shown on a screen,

and when it moved, it felt like we were moving in the

Planetarium. Before we left, we got the opportunity

to buy things from the shop, so we had our own little

souvenirs of the space centre. Overall, the trip was

fantastic! My friends and I would definitely go again,

and I will forever cherish this magical experience”.

Devneet Ghaba (year 7)



Year 8 Trip to the “Centre of The Cell”

at Queen Mary University

Year 8 students were chosen for this trip on

the basis of their outstanding Attitude to

Learning and achievements throughout the year

in science. After a long tube journey into East

London, students were able to explore Queen

Mary university, meet current students and attend

two live interactive science shows carried out by

university faculty. The first show focused on genes

and evolution, developing students’ understanding

of natural selection and the driving forces behind

it. After a brief lunch, they took part in a interactive

show around disease and sickness, aptly named: “Snot, Sick and Scabs”. After a stomach-churning hour

where students developed their comprehension of how diseases spread and various events in the history of

medicine, and a brief but eventful trip to the gift shop - we all left the university behind for our expedition

back to Hounslow.

Angus Aughterson (Key Stage 4 Science Co-ordinator)

“I enjoyed the trip a lot and it was fun. There were

teachers in every group so we all felt safe. Everyone

enjoyed the science show lead by two ladies who worked

there. They did two shows, and they were both very

interesting. Mr Aughterson was a very good group leader.

He made the instructions clear and played games with us

on the journey there. Everyone was polite and engaging

in the show. Overall, it was a very good show and I hope

to have more opportunities like this again”.

Safiya Ali (year 8)



Another Successful Year for Cranford’s UCAS Programme


are pleased to share that it has been another

successful year for Cranford Community College’s

Year 13 students and their UCAS Applications to university.

This year, we have had 93% of our students apply via the

UCAS route and choose to go to university as a future pathway

choice. All other students have chosen to pursue a degree level

apprenticeship or go straight into full time employment using the knowledge and skills learnt from their

sixth form studies.

We are extremely pleased that our year 13 students have received offers from their desired universities

including a large number of students receiving offers from a range of Russell Group universities.

The Sixth Form at Cranford Community College has a strong academic ethos and ensuring that all students

have a strong pathway ahead of their sixth form studies is an important goal to ensure student success. The

sixth form team continue to have very high expectations of year 13 students. They have pushed the sixth

form students to aim high and aspire to obtain places at the top universities in the UK.

Throughout the year, both year 12 and year 13 students have been attending events and taking on opportunities

both within and outside of school that promoted high aspirations. These included;

• Promoting and supporting applications and visits to university summer schools, masterclasses and


• Delivering workshops to support pupil applications to early entry courses.

• Guest speakers from a range of universities and industries to provide taster lectures, support and advice

on university and career pathways.

• Supporting with interview skills with interview coaching.

• Follow up mentoring and support after students received their offers.

• Support and guidance with university admissions tests such as the BMAT, UKCAT and LNAT.

At Cranford we have had a substantial proportion of the year 13 cohort applying for Early Entry UCAS

courses. Many of our students were supported through the process of applying by the 15th October for Oxford,

Cambridge and medical courses. Due to disruption in learning through the pandemic, these students received

further support and guidance from the sixth form leadership team. Experienced teachers also supported this

process by conducting mock interviews with the students.

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. The current year

13s have continued this trend and here are a few notable mentions:

Ahmed Ali

University of Cambridge, Mathematics

Rohan Kapoor

University of Cambridge, Mathematics

Iman Jaura

University of Cambridge, Law

Shargeel Hussain

Kings College London, Medicine

Aliya Abdullai

Kings College London, Medicine

Cranford Community College is so proud of all the year 13 students aiming high and working hard to get to

their desired destination. We wish our outgoing year 13s all the best for their future endeavours.

Chetan Shingadia (Assistant Headteacher)


Imperial College London - Electrical Engineering

Applying to UCAS is quite an overwhelming experience however, I was given support and

guidance every step of the way. This was through lessons on how to write a personal statement,

after school meetings for early entry and mock interviews, all of which were extremely beneficial

in making my UCAS process as smooth as possible. The teachers were easy to approach and

gave invaluable feedback on my personal statement which helped improve it dramatically. The

mock interviews really helped me gain an understanding of what I could expect from an interview

and allowed me to feel fully prepared and more confident. For anyone thinking of applying for early entry I

would say to go for it, there is a lot of work that goes into it however it’s an experience I would never regret.

I would recommend starting as early as possible as this will help getting things done and make deadlines

less stressful. Looking at any entrance exams you need to sit and starting to prepare as early as possible

for them is also a good idea. They can be really difficult and require a decent amount of time to prepare for

however don’t let it take over your A-levels, remember to manage your time wisely.


London School of Economics - Geography with Economics

Faizaan Abbas (year 13)

The UCAS process was stressful, but the support given from teachers made it much easier.

Filling out personal information and looking at university choices before summer was heavily

encouraged by teachers which helped us get a brief idea of the full process. The main part of

UCAS was the personal statement. Leaving it till last minute was a very bad idea so I cannot

stress enough how important it is to get a first draft done by summer!!! However, the guidance

given by teachers was amazing by assisting me with my personal statement alongside the constant

feedback that was given (big shoutout to Miss Arnold who literally saved me). Overall, the UCAS process

may be scary, but the support given by the teachers eased it all and they cannot be thanked enough.

Guneet Dhameja (year 13)

University of Nottingham - Pharmacy

I was very well supported throughout the UCAS process. The hardest bit was my first interview

but receiving help from the Sixth Form team to prepare for it definitely made me more confident

going into the interview and after the first interview it became much easier. When writing my

personal statement, it helped to look at pervious personal statements for the same course and

planning but also getting advice from teachers on what should I add or amend. I look forward

to achieving my predicted grades and going on to study Pharmacy at university.

Prabhjot Bharaj (year 13)

The Sixth Form 16-19 Bursary


are pleased to see the bursary continuing

to make a positive difference to the

academic lives of our students and their families.

The bursary provides financial support for eligible

Post-16 students. These incudes the cost of school

lunches, travel, textbooks, revision guides and

learning equipment. This also included several

students receiving a laptop which they can use in

their independent study sessions in school and at

home. These students received laptops not only for

their time in the sixth form but also beyond that

when they are studying for their university degree

or working as an apprentice.

What is also fantastic is that the bursary also

provides financial support for academic visits such

as university open days, masterclasses, and work

experience programmes. The bursary provided

financial support to allow eligible students to

complete and send their UCAS application and to

pursue their ambitions of attending university after

completing their Post-16 studies at Cranford. This is

extremely important to us as Cranford believes that

facilitating access and raising aspirations will lead

to high achievement.

The bursary scheme enables eligible students to

access the full breadth of the curriculum they are

studying, feel safe in and out of school, and provide

them with many opportunities beyond Cranford.

At Cranford we are pleased that the bursary scheme

supports excellent outcomes and reflects the school’s

mission to transform a community.

Chetan Shingadia (Assistant Headteacher)


UCAS Apprenticeship Virtual Fair



Wednesday 9th February 2022 30 year 12 and year 13 students participated in the annual UCAS

Apprenticeship Fair 2022. This took place virtually in school and students beamed into the fair

using their webcams and headsets.

Apprenticeships are becoming a very popular future pathway both in our sixth form and also nationally.

A degree apprenticeship enables students to gain a full undergraduate or master’s degree while they work.

Degree apprenticeships take three to six years to complete, depending on the course level. Students spend

most of their time working and study part-time at university.

In the UCAS Apprenticeship Fair, students were able to attend talks from career experts and current

apprentices across many different businesses and industry. Students also had the opportunity to visit stalls

lead by prospective employers of the future.

Highlights of some talks that were on offer were:

• My journey as a Google apprentice.

• Apprenticeship roles within the UK Intelligence Services.

• Where can an apprenticeship lead me?

• Discover Bloomberg: How to build your personal brand.

• Discover the unexpected: Being an Apprentice at Experian.

Some key employers that our students engaged with virtually were:

• Bellway Homes

• British Airways

• Dyson Institute of Engineering and Technology

• Experian

• National Grid



• Rolls-Royce Plc

• Sky

The fair enabled students to be one step ahead in securing an apprenticeship and inspired them further to

raise their aspirations and achieve their goals. Here are what some of our students said about the UCAS

Apprenticeship Fair.


Chetan Shingadia (Assistant Headteacher)


At the UCAS Apprenticeship Fair, I learnt the importance of apprenticeships. My key

highlights were the comparisons of apprenticeships and universities across a wide range

of different sectors. The fair helped with my career plans as it gave me an insight into

how I want to continue after sixth form and what will benefit me more.

Reiko Mistry (year 12)

We learnt about different routes after sixth form and how to research these opportunities.

I found it quite helpful as it really got me thinking about whether I want to go to

university or into an apprenticeship. Before I went to the fair I wasn’t sure as to what

apprenticeships were and whether the they were good as degrees. The fair reassured

me. Overall, I found it quite eye opening.

Muskaan Sanghera (year 12)

I learned about different apprenticeships that are located in London and the UK. The

key highlight for me were the MI5 and MI6 apprentice talks, as I wanted to know

about this opportunity and how to apply for it. The fair helped me know about all the

opportunities available, and the jobs that are high in demand.

Tiana Duggal (year 12)

I learned that there are many different companies that offer apprenticeships, in many

diverse fields. It showed us that there are many different opportunities that are available

to us. The fair also showed me that apprenticeships are not only restricted to computer

science or engineering. Apprenticeships are for a diverse range of people.

Ahmed Mumin (year 12)



Summer Sutton Trust Pathways Programme

Pathway to Law at Oxford University

Starting year 12 off as an aspiring lawyer, I was eager to try and find as many opportunities as I could to

help me draw nearer to my goal of becoming a barrister. I had asked Ms Agarwal if there were any law

opportunities available and a few days later she told me about a Sutton Trust programme known as “Pathways

to Law.” So I applied for the programme at Oxford University, where I was potentially thinking of applying

to. After a long application process, I found out in November that I was accepted and was asked to attend

the launch event at the Law Faculty, which was an amazing experience as I got to explore the city of Oxford

and listen to a fascinating lecture about Serious Injury law.

So far, this programme has been extremely helpful in building my student portfolio. It gave me the opportunity

to meet many students from across England and build new relationships outside my school. Also, it provided

me with the chance to do work experience at Irwin Mitchell Law firm, the largest full-service law firm in

the UK. This gave me insight into what the working life of a lawyer looks like and helped me to develop my

teamwork and presentation skills. Moreover, this experience has helped me finalise my decision that I would

be applying to Oxford as opposed to Cambridge in year 13.

With a year left on the programme, I am excited to see what lies in store for me as I continue to grow deeper

in my knowledge of the legal field and experience of the legal profession.

Samuel Dickson (year 12 Head Boy 2022-2023)

Pathway to Medicine at Nottingham University

I attended a Sutton Trust Summer School at the University of Nottingham between the 10th and 14th of July

2022. During the programme I was in the Medicine and Medical Sciences strand which meant that I attended

academic sessions regarding medicine.

Throughout the programme I attended multiple lecture-style academic sessions by medical professionals

and researchers who talked about getting into medicine, studying medicine at university, and about working

in medicine. These were very insightful and provided me with a vast amount of useful information which

has helped me know what to expect from a career in the medical field and has taught me about the different

pathways available after a medicine degree. The summer school was led by ambassadors who were university

students. This gave me an opportunity to ask questions about their thoughts on university, their courses and

their preparations for their admissions tests and interviews.

The Summer School also involved sessions about networking, finance at university and support systems

available for students. In addition to the academic sessions, we also played many games, had a tour of

Nottingham and were able to take part in the different societies available at the university which made the

programme fun and exciting. Overall, the programme was very interesting and was a fantastic experience as I

met new people, developed my interpersonal skills/ networking skills, and learnt a lot regarding my next steps.


Oliwia Bartnicka (year 12)

Summer Sutton Trust Pathways Programme

Pathway to Biochemistry at

St Andrews University

This is a short summary of my experience at Saint

Andrews which was my Sutton Trust University. I

am not going to sugar-coat my honest opinion but

the week I spent in Scotland was genuinely the best

week of the year. I met tons of new friends, easy to

talk to ambassadors, admission officers who gave me

insightful information and I experienced great and

memorable presentations on how to get into Saint

Andrews (which I hope to attend this time next year).

We were all given an itinerary of what the next

week was going to be looking like and at first

glance I questioned it. I was wondering how on

earth are nearly 500 students going to complete this

many activities in the timespan of 5 days? But the

admission officers and ambassadors immediately

had us working on our first activity which was a

scavenger hunt around the whole University. This

had to be one of my favourite activities as I received

the chance to talk to new people and receive their

initial opinion on the university. These new friends

I had made also were known as my “academic

family” as we all had an interest in BioChemistry.

Our academic family’s prioritised Chemistry and the

day after the scavenger hunt, we attended our first

Chemistry lecture which was easy to understand and

comprehend as the lecturer was a final year lecturer

so he seemed to know what he was talking about

and the information he was bestowing upon us. After

that it was then our second subject lecture (mine was


Each day was different because the Biology lecturers

managed to interpret different activities to do, for

example the first day we did a practical, then the

second day we had someone talk to us about Marine

Biology which sparked our interest in Biology more,

we then did another practical, and then more lecturers

came to talk to us about their course. I want to say

I enjoyed the lectures more but the activities we

did after them genuinely makes me reminisce about

the week more than ever. We did fun activities like

comedic movie nights and breezy evenings on the

beach (which resulted in all of us walking through

the town of Saint Andrews barefoot and covered in

salty water).

On the last night of our amazing residential trip

we attended a “Ceilidh” which I still struggle to

pronounce to this day, it means “Scottish Party”.

There was a band which played tons of songs which

we all performed Scottish dances to like the Gay

Gordon’s and Canadian Barn-dance (just to name a

few), at the end of it all, we all inevitably had to say

our goodbyes and hope to reunite in September 2023.

To conclude, I loved this Sutton Trust experience

so much and recommend it to anyone who’s having

second thoughts on applying.

Naffay Mahmood (year 12)


Pathway to Medicine at Oxford University

Being part of the cohort for this year’s Pathways to Medicine program has given me a realistic view of

what it’s like to study Medicine, as well as giving me the drive, motivation and encouragement to apply

for Medicine. It started in November, and ends in the following year’s December, so they can support me

throughout my A-Levels. I was able to take part in many informative webinars, workshops and conferencesprompting

me to do further research and wider reading. There were also in-person events throughout the

year, where I was able to meet doctors of different medical fields, and even getting clinical work experience

at St Mary’s Hospital! Furthermore, by being in the program, I have received a contextualised offer from

Imperial College to study Medicine.

Oxford is a highly renowned and prestigious university, therefore taking part in the UNIQ Medical Sciences

program has been a privilege and an amazing learning experience. Throughout the course, I was able to meet

many different students from across the UK and develop soft skills such as teamwork and communication.

This amalgamated with the scientific knowledge I gained from experts: Oxford’s professors, students and

researchers. I wasn’t able to attend the summer school as it overlapped with my exams, however, they were

very understanding and facilitated me with virtual courses to cater to my needs. Being on the program has

definitely encouraged me to apply to Oxford.

Swarnali Acharjee (year 12)



Over this past year, the careers activities,

enthusiasm, and opportunities has been

astounding. From the impact of the pandemic

on the world of work, excitement for careers,

industries and businesses was a little diluted. This

year, it is evident that our community has pushed past

this barrier and turbo charged the students to think

about the world of opportunities. As always, there

has been immense focus on preparing our students

for their next steps. Whether that be choices for

GCSEs, A Levels or choosing their future pathway.

All these decisions and milestones allow our students

to have the right tool kit to transition into the next

phase. With the skills, knowledge, and confidence I

know our students develop, it is always inspiring to

see them take their next big step.

On 11th November 2021 we had some amazing news

from the Spark! Awards ceremony. All 3 nominations

won! It was a great opportunity to celebrate the

success of our T Level industry placements:

Aspirations Day

On the Thursday 25th November 2021, the school

held its first Aspirations Day. This day was dedicated

to students’ engagement with businesses, charities

and further education providers. We had over 40

organisations attend the day in our Sports Hall.

Students were encouraged to mingle, engage and

ask lots of questions so that they made the most of

the opportunity. I know this will be the first of many

future Aspirations Day

The event was attended by a large number of

companies across different sectors including Higher

Education providers, Business, Public Sector,

Healthcare, Science, Construction, Charity, Colleges,

Engineering, Digital, Travel, Hospitality, Cranford

Alumni Network and much more.

1. Isha Ali – Work Experience Student of the Year

2. Tara McLaughlin (Ajar Technology) – Volunteer

of the Year

3. St Mary’s University - Work Experience

Provider of the Year

We could not be any prouder of all this success.

Segro Employability Workshop

Spark! is a local education partnership who support schools with their careers provision. We were lucky to be

offered 30 places for an employability programme with Segro. Segro is a real estate investment trust, which

owns, manages, and develops modern warehouses and light industrial properties. The programme aimed to:

• Increase the employability and work readiness of young people

• Raise the confidence and careers aspirations of young people

• Raise awareness of the property and logistics sector

• Develop diverse talent pipelines for Segro.

The programme had three different phases. A 2 hour workshop with managers, directors and colleagues from

Segro. An industry insight day for 10 students. Lastly, weekly career mentoring for 6 weeks for 4 fortunate



• Karamveer Tamna • Simleen Shdana • Guneet Dhameja • Maria Naz

The students benefitted highly from all the different phases and were really able to get a good feel of the

business and the employees. The insight day was fascinating, students visited a warehouse in Hayes and

then to Heathrow Cargo Centre to see how Segro supported the airline industry. Rachel Mcadam from Spark

facilitated the programme and said that the students were ‘… a brilliant bunch of young people!’

Aadil Awan, Lucy Tirahan & Zala Amiri

Cranford Alumni

What our students said about the


“It was good to see different


“I got to ask questions”

“Hearing about their company

was useful, now I know how to


“The people in the company

gave an insightful review of their

company structure”

“I am thinking of doing an

apprenticeship and got to talk to


“The universities were keen for us

to join them”


List of Attendees

Business: Allianz - Ipsos

MORI - Eco world. Higher

Education: Richmond upon

Thames College - Royal

Holloway University - UCFB (University Campus of Football

Business) - University of Surrey - University of Creative Arts

- UWL (University of West London) - Uxbridge college - West

Thames College - St Mary’s - Brunel University - Coventry

University - University of Law - Kingston University. Healthcare:

GSK - Pharmacy. IT/ Engineering: Infosys - Atos - Qinetiq -

Jacobs. Construction: Mace Group. Public Service: Met Police

- British Army. Charity: FareShare. Science: NPL (National

Physical Laboratory). Transport: TfL (Transport for London).

Hospitality: Hilton Heathrow

National Apprenticeships Week 7th to 13th February and

National Careers Week 2nd to 7th March 2022

Students are so fortunate to receive a rich and wide curriculum that

supports and celebrates the careers, employability and enterprise

curriculum but commemorating these events is a crucial reminder

of how vital these national events are. As well as partaking in

assemblies with vital information, students had the opportunity

to take part in tutor time activities. These events and activities

helped students to gain new knowledge and consolidate all the

information they have.

Mahavir Ladva (Head of Careers)



EPQ / Extended Project Qualification 2021-2022


Extended Project Qualification (EPQ) is an A-level standard standalone qualification designed to

extend and develop students’ abilities beyond the A-level syllabus and prepare for university or

their future career. It can be taken as an extension of other Level 3 qualifications or vocational qualifications.

It is worth half an A-level and is recognised by universities and employers.

The EPQ allows students to lead their own projects. Students get to plan and carry out research on a topic

that they’ve chosen and they can take inspiration from something touched on in class or something personal

and unrelated to their studies. They then use this research to produce a written report and, in the case of

practical projects, an artefact or a production. Here is just a sample of the EPQ projects undertaken this year.

Fran Green (Assistant Headteacher -EPQ)


Vote for...


Hounslow Youth Parliament Election 2022


initially applied to be a member of Hounslow Youth Parliament

because I wanted to improve my confidence in preparation for

university. Prior to this experience, I was nervous about public

speaking. However, after a few training sessions and campaigning,

speaking in front of an audience no longer paralysed me with fear.

The campaigning process was three weeks and surprisingly a lot of

admin work. I spoke to Heads of Years to coordinate and present

assemblies to each year group. During the voting week, my campaign

team and I collected one thousand five hundred ballots over the

course of four days. Form time was very hectic that fateful week.

I am incredibly grateful to Isra, Manav, Oliwia, Sanjana, Shenon,

and Tanishka whom I very lovingly named “My MYP Minions”.

Mr Fraser was a great support in my election journey. He provided

great guidance and crucially gave me the motivation and confidence

to follow through with my goal.


Thank you to Ms Jenkins and Ms Ledlie for helping me collect all the ballots.

Now that I have been elected to this position, I have gained amazing networking opportunities, developed

my managerial skills and attended events like the Vote at 16 Panel Discussions with Members of Parliament

at Westminster. I am responsible for leading Hounslow Youth Council, my three manifesto points and

contributing to two national projects. This position has increased my awareness of our community and the

steps young people are taking to make improvements.

Leading such projects has increased my motivation to contribute to social change through the legal domain.

I enjoy settling disputes and believe this would only be enhanced in a legal career, which is why I would

like to become a lawyer. Work experience placements at firms like DLA Piper have solidified my goals and

I cannot wait to become part of the legal profession.

Marjaan Aman (Deputy Head Girl - Environment Committee)

“I am delighted to let you know that Marjaan Aman

was elected as the member of Youth Parliament for


As a school we are very proud of her and that her hard

work and diligence has paid off.

Marjaan is going to be an excellent ambassador for

Cranford and Hounslow, and I am sure all that know

her will be equally delighted and in no doubt that she

will be both very successful and effective in her role.

During the campaign Marjaan has demonstrated her

intelligence, confidence, determination, resilience and

integrity. Indeed she is a wonderful role model for the

other Members of Parliament.

On behalf of Marjaan please pass on her thanks to

all the students who voted for her and as a school we

should all celebrate in her success.

We will continue to support Marjaan in this important

role. I know that the London Borough of Hounslow

wants to engage more with young people and Marjaan

will be key to that success”.

Kevin Prunty

(Executive Headteacher & National Leader of Education)



Study Centres

6 & 7 Opened


September 2021, two additional

study centres opened ‘SC 6 and SC

7’. These spaces had been entirely

refurbished in the Summer holiday to provide an

additional 155 study spaces. This is in addition to

the existing Study Centres so that in total, we now

have 382 individual study spaces in Cranford.

At Cranford we want to ensure all students can make

the most of our facilities and help them maximise

their education. Outside of lesson time, 6th form

students can use our study centres as a quiet place

to work. Each study centre is equipped with a

minimum of 40 computers, laptops and books.

Having a space dedicated to quiet independent

study encourages students to push themselves and

their peers.

Each study centre has a staff member present

to uphold and maintain the work ethos and high

standard expected of all. Year 10 and 11 students

are able to access the study centre one lesson per

week, to help them develop independent study

skills. The study centres create a culture of hard

work and focus with resources readily available to

assist students in reaching their academic potential.

Manjula Giga (Study Centres Manager)


Study centres at Cranford include

computers, laptops, desks and larger

round tables allowing students

to choose what suits them best

depending upon the work that they

need to undertake. Study centres

give students the opportunity to

work independently and utilise their

time efficiently. They are kept tidy,

ensuring that the students can focus

in a clean environment and they have

comfortable chairs so students can sit

and finish their work. Study centres

are also quiet areas, this guarantees

that students will be able to focus and

work to the best of their ability in a

peaceful area. Study Centre 7, the

biggest study centre, has been newly

built and allows for group work with

large round tables.

Study centres have been a blessing

in disguise, they provide me with

the facilities that I need to complete

tasks effectively, without wasting

vital revision time after school. As

a student myself, I enjoy sitting at

a desk by myself, since I work best

independently, and study centres

allow me to do so. When having my

laptop and headphones, I can sit

quietly and get through all my work

at my own pace. Since the study centre

periods are fixed and timetabled, this

allows me to schedule

tasks for that day.

Sanjana Bhola

(year 12)

Cranford’s study centres are an

excellent learning environment

which provide students all they

need to have a successful education.

For example, access to computers,

textbooks, and laptops across

study centres, ensures that students

always have opportunities to further

themselves in their academic studies

and are always catered for regardless

of their subject choice or level of

education. Moreover, in Sixth Form

having 8-10 hours of time in a study

centre a week is extremely helpful as

it allows students to undertake much

of their studies in school. Many

students do not have a quiet working

space at home, so the abundance of

study centre periods in Sixth Form

gives students the quiet time needed

to finish course work and revise.

Study Centre 7 has been a fantastic

addition to the facilities at

Cranford: the round tables make it

ideal for both student and teacher

meetings, where teamwork and

group discussion is needed. As a

‘Sixth Form only’ study centre, it

is also extremely useful as it means

that year 12 and year 13 students

can work in breaks and study centre

periods without the interruption of

the younger year groups.

Overall, the study centres have

been very effective in allowing

Cranford to maintain its status as an

outstanding learning environment.

Having worked in multiple schools as

a supply teacher, I have a fair sample

to use for comparison when it comes

to the quality of each 6th form. At

Cranford, I could instantly see the

framework and ethos of the school,

which is displayed through students

and staff alike. There is a trusting

and mature relationship between

everyone in the school, with a focus

on making the students feel welcome

and comfortable to ensure they make

the most of their education.

Working in the study centres

reinforced my initial thoughts,

as I was able to see students

taking responsibility for their own

aspirations. 6th formers, rather

than having free periods, are sent

to study centres where there are

ample resources to aid them in their

studies. Leaving students to their

own devices can be a risk, but I

believe the trust shown by the school

is what motivates them.

You spend a lot of time with the 6th

formers when working in a study

centre, and it has been a real pleasure

getting to know all the students and

seeing their drive and determination

to succeed. One of the 6 Cranford

identities is to be innovative, and

the study centres are a clear display

of that. I have yet to see a school

that wants to constantly improve and

optimise the learning environment

for students as much as Cranford.


Samuel Dickson

(Head Boy 2022-2023)

Ilias Kubica

(Study Centre Assistant)


Bienvenido! Willkommen! Welcome to the MWL Department




the Modern World Languages

Department 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 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

interaction with their peers and the teacher.

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

open-minded citizens of the world.

At Key stage 5 we kindle the students’

curiosity and encourage in depth discussions

about political, historical, literary, artistic

and cultural topics in the target language. We

prepare 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.

In the past year our students have embraced the

opportunities given to them, such as taking part

in the Foreign Language Spelling Bee, which

resulted in two year 7 students participating

in the national final at Cambridge University.

All of our year 7 students participated in the

class competition. In Key stage 3 students also

immersed themselves in cooking and baking

traditional Spanish and German dishes to

deepen their understanding of the cultures and

produced fantastic booklets about themselves

all in target language!

Gute Arbeit! Buen trabajo!

Ally Manole (Head of German Department)

Korean Club

Congratulations to Saido Mohamed C6L who

won second place in a national Korean speaking

competition organised by the Korean Education Centre


Well done indeed to all of Korean Club members in

strengthening our school’s link with our sister school,

Ocheon High School in Pohang, South Korea. We

received lovely gifts from the school in Korea such as

letters, Korean ramen, stationery and sweets and, in

turn, our Korean Club members sent over a very British

care package including tea and stationary to our Korean

friends. Our students honed their Korean writing skills,

sending heartfelt letters to our friends in Ocheon. We look

forward to recommencing the sixth form trip to Ocheon

High School.

Our key stage 3 and key stage 4 Korean club is currently

getting stuck into K-Drama in addition to Korean language

tuition. We are currently organising a pen-pal exchange

programme with a middle-school in Daegu, South Korea

with the help of the Korean Language Education Centre


We are deeply indebted to the fantastic Sunny Chung who

comes to Cranford every Wednesday to teach Korean

to key stage 3 as part of the school’s Mind Body Soul

programme and Sunny also then teaches the afterschool

Korean club and has shown tremendous dedication to

spreading interest in the Korean language and culture in

the UK.

If you are interested in joining our Korean Club where

we learn a little language and culture, play fun Korean

games and watch Korean dramas, please come along

to our club – we cater for all year groups. For more

information about the club please contact Mr Lennon –


John Lennon (Head of Year 8)

Modern World Languages Week 2021


department was proud to host a range of activities in

celebration of Languages Week in September 2021.

The students took part in a language’s scavenger hunt, which saw them searching around

school for pictures of their teachers holding their favourite foreign language word written

on a whiteboard.

Those with the greatest number of teachers and words were the winners!

Congratulations to Jessica and Ashpreet in year 10, and Nica in year 8.

During the week, each day the department hosted a Lingo Bingo, where

students had a board made up of lots of different words in a foreign language.

Students were learning words in Punjabi, Polish, Romanian, Somali,

Albanian, Turkish, Swedish, Nepali, Dutch and many more


We also worked with the catering staff to create a tri-lingual

menu for the canteen, teaching students the different names

for their food each day.

Ally Manole

(Head of German)


Year 7

“All About Me” Booklet

Having learned how to describe themselves,

their family and their hobbies, our year 7

students spent a half term creating a booklet

about themselves in Spanish and German. They

had to collate everything they have learned

this year and talk about themselves, their

family, pets, hobbies, favourite artists etc., all

in the target language. They produced work

that was not only linguistically accurate

and complex, but also very creative and




Foreign Language Spelling Bee


German Biscuit recipe


Christmas, our German year 7 and year 8 students

got busy baking typical German biscuits and Spanish

omelettes. They had to follow a recipe in Spanish and German – the

results looked amazing, and our students and their families got to enjoy

German baking delicacies and traditional Spanish tapas.

How about you try one of the recipes? Much like our students, you will

have to translate the recipes first.

year, all of our year 7 students

took part in the Foreign Language

Spelling Bee national competition for Spanish

and German. Three of our students qualified as

school champions to compete in the Regional

Final in March 2022 as part of the last 45 out of

the 2428 students who started the competition

in London. In true Cranford spirit, the three

qualifying students were not only exceptionally

supportive of each other before, during and after

the competition, but also of other participants.

They had to translate each word from English into

German/Spanish, before spelling it correctly in

the respective language within one minute!

Well done to Aisha, Sukhman and Melanie!


backe Kuchen !




cocinar !

Spanish Omelette recipe

• 5 huevos

• 500 g de patatas

• 1 cebolla

• Sal

• Aceite de oliva virgen extra

Primer paso: cortar y freír las

patatas y la cebolla.

Segundo paso: mezclar con

los huevos.

Tercer paso: cuajar la tortilla.

• Zutaten für 50 Plätzchen

• 250 g weiche Butter oder Margarine

• 250 g Speisestärke

• 100 g Mehl

• 100 g Puderzucker

• 2 Pck. Vanillezucker

Zubereitung: Alle Zutaten werden zu

einem geschmeidigen Teig geknetet.

Aus dem Teig werden ca. 50 Kügelchen

geformt und auf zwei mit Backpapier ausgelegte Backbleche verteilt. Lasst

dabei ausreichend Abstand dazwischen. Mit einer Gabel werden oben

Muster eingedrückt und die Plätzchen kommen erst mal für 15 Minuten

zum aushärten in den Kühlschrank. Danach werden die Bleche nach und

nach bei 160°C Ober- und Unterhitze für ca. 10-12 Minuten lang gebacken.

Sie müssen noch hell sein und keinerlei Bräune annehmen. Ansonsten

werden sie nicht weich und zart. Nach dem die Plätzchen abgekühlt sind

werden sie mit Puderzucker bestreut. Sie halten sich luftdicht verpackt ca.

2 Wochen frisch.


Speisestärke = cornflour 2 Pck

Vanillezucker = two teaspoon vanilla extract

geschmeidig = smooth

geknetet = kneaded

ca. = approximately

Kügelchen = small balls

mit Backpapier ausgelegte Backbleche = Baking trays lined with baking paper

lasst dabei ausreichend Abstand dazwischen = leave sufficient space between

the balls eingedrückt = press in erst mal = initially bei 160°C Ober- und

Unterhitze = at 160 degrees Celsius conventional oven setting (not fan oven

setting) Sie müssen noch hell sein = they still must be light coloured and not


To top off that fantastic achievement, Sukhman and

Melanie then went on to qualify for the National

Final taking place at Cambridge University

on Monday, 27th June 2022. They were part

of the last 107 out of 20,000 participants

nationwide and have made Cranford proud.

Well done both of you!

Ally Manole (Head of German Department)

I was so exhilarated to have this opportunity to visit Cambridge University for a Spelling Bee for German; I

would have never imagined that I would come second in the whole of London and be able to compete in the

semi-finals, representing Cranford Community College.

The astonishing support from my teachers, family members and friends, I felt jubilant and reassured my entire



My time in Cranford with

the amazing teachers has

been great and so has the

languages subject German.

It has been a pleasure to

learn this subject and it has

taken me to a higher level.

I started off thinking that

this was difficult but with

the help of my teacher Ms

Manole I finally understand

everything. When it was

time to do the Class

Spelling Bee competition, I

was so worried, I thought

that I could never get to

a higher level but then I

was shocked when I found

out I won. Next, I did the

School Spelling Bee and

then the Regional Spelling

Bee competition and I won

again. I came 3rd from the

whole of London so I got

a bronze medal! At the end

of this I had to compete in

the National Spelling Bee

competition at Cambridge

University. I didn’t win, and

I couldn’t go further into the

Grand Finals. I wasn’t upset

at all because I had a chance

to visit a big University and

at least I got to this high level

where I could learn German

and now, I can speak parts of

German fluently. I thank all

the teachers especially, Ms

Manole for all the support

in the MWL German. It has

been a wonderful journey!


Sukhman Singh Anand

(year 7)

Overall, it was a thrilling and remarkable time that I had meeting people,

competing and being able to congratulate others. I felt like a winner being

able to make it so far in this competition.

Melanie Khanal (year 7)

International School Award 2022

Reaccreditation Success

Cranford Community College has been successful in becoming

reaccredited with the International School Award in the summer

of 2022. The International School Award (ISA) recognises

the school’s commitment to embedding and developing international

awareness within the school community. This is something that Cranford

Community College takes great pride in, particularly following on from

our language college legacy.

Part of being an ISA school requires working in collaboration with

international partners in relation to the curriculum as well as working

with the wider community. We are pleased to share that in 2021-2022,

we were able to return to our international activities and partnerships

through a variety of ways: the Korean Culture-box Exchange, Erasmus+

Soft Skills project activity visit to Italy with our Erasmus+ partners and

the Languages Week scavenger hunt organised by the Modern World

Languages Department – these are just 3 of the many activities the school

community has led and engaged with. We look forward to continuing

to develop our work with our current international partners and forging

new partnerships internationally and locally, supporting our school and

wider community.

Sahrish Shaikh (Senior Teacher)




Thailand Partner School Visit

Renew and Deepen Relationships


June 2022, Kevin Prunty (Executive Headteacher) and I were

able to visit our partner school in Thailand, Princess Chulabhorn

Science High School (PCSHS) in Pathumthani. This was the first visit to take place since the pandemic when

our teacher exchange programme had to be put on hold.

The visit saw us attend the annual teacher celebration day. This was a celebration for the whole school

led by the students whereby they showed their appreciation to their teachers. This included poems, songs,

processions and giving gifts. It was a very special and unique occasion.

Following this the leaders of both schools met to re-negotiate the partnership arrangement and sign a

Memorandum of Understanding between the two organisations. We are delighted that shortly afterwards, our

first delegation of teachers made their pilot trip and more details are provided on these pages.



Here is an extract from Kevin Prunty’s speech at the ceremony…

“We are always very happy and it is always a privilege to visit Princess Chulabhorn Science High

School. It is so much more important this year as it is a signal of things turning back to normality.

Although there were many disappointments because of COVID I think the one thing that it did achieve

was to point out to young people and to the world how important science is. We are very keen to renew

and deepen that relationship through the projects that we have planned for the future”.

We are looking forward to renewing links with our partner schools in other countries such as South Korea,

France, Germany, The USA, The Netherlands, Norway, Italy, Portugal, as well as making new links. These

international opportunities are a key part of the mission Cranford provides for our students in preparing them

to be global citizens.

Peter Stumpf (Associate Headteacher)




Staff Exchange Programme

July 2022

Princess Chulaborn Science High School

(PCSHS), a boarding school in the

province of Pathum Thani - Thailand,

was the two-week home and workplace for

three staff members from Cranford Community

College from 4th – 15th July 2022. This was

the continuation of the teacher exchange

programme post pandemic between PCSHS

and our school and it was, without a doubt, a

fantastic success.

The two-week exchange programme involved

teachers from three subject areas: Science,

English and ICT & Computing, with a very

clear focus on teaching and learning. The academic aspects of the programme consisted of co-teaching

and planning lessons, understanding the curriculum and assessment processes as well as STEM project

successes at PCSHS (national and international) with academic visits to a wide variety of institutions. To see

how PCSHS taught and delivered its STEM projects was very important to this programme as it naturally

linked with Science and ICT but also specifically with English language teaching. The STEM projects are

presented in English and allow the students to work directly with their partners at Thammasat University,

selecting their own topics of interest. One of the things that really stood out to us was the use of small scale

‘green’ science within the Science lessons which encouraged an all-inclusive and equality for all in access to

science knowledge. As a Science school, PCSHS was keen to share its newly built ‘Solar System’ room and

the practical application of programming skills through use of KidBright micro-computer devices. Students

within the English Language classrooms were keen to show off their command of the language, particularly

when it came to conversational English and pop culture.

Whilst the programme had an academic and teaching and learning based foci, it was equally (and very

importantly) also focused on culture. We were able to engage with Thai culture from day 1 of our arrival,

as seen in the welcome ceremony and assembly, involving the singing of the national anthem at the start

of the day. Food is a very big part of Thai culture and is something that we thoroughly enjoyed learning

about…and eating! Thai people like their food spicy, healthy and in small yet large quantities – it really is


a whole event that goes on for a few hours. Thai cooking classes as well

as the sheer variety of meals consumed made for a fantastic experience,

most particularly learning to make at least 3 different varieties of Som

Tum Salad and experiencing Mu ka tha – the Thai equivalent to a BBQ.

Other culturally relevant activities that we were able to participate in and

learn from were traditional Thai dance, Thai tie-dying and the drawing

of national and historical Thai symbols.

With cultural experiences came Thai history – both are intrinsically

linked. Two of the key experiences that stand out is the visit to Ayyutaya,

a UNESCO World Heritage Site as well as the visit to the Royal Palace

and Temple of the Emerald Buddha in Bangkok. It was an opportunity to

learn about how Bangkok came to be the capital city that we know today

as well as understand the impact of Buddhism on the country’s identity

on a deeper level. The latter was seen more closely when PCSHS hosted

an annual ceremony for 9 visiting monks from the local temple and

monastery, marking the beginning of the harvest season. Of course, as

this was an exchange programme, these visits and experiences were an

opportunity for us to share with our hosts the contrast within the UK where we have multiple cultures and

ethnicities who contribute towards a very diverse and developing society.


With all the activities and experiences that we had the pleasure of being a part of, one of the core things

that rooted itself within us was the extremely positive and family-like relationships that exist within the

school. In essence, it felt like we were at CCC, being in a family and community that cares for each other.

This shared ethos is a clear indicator of why this partnership and exchange between the two schools will go

from strength to strength.

All in all, the teacher exchange to Thailand was not only a remarkable and fantastic experience for all

involved, but it has established itself as the starting point for a growing partnership and friendship between

the teachers and students as well as the schools themselves. We now look forward to hosting PCSHS when

they come to visit us in the Spring of 2023.

Chetan Shingadia (Assistant Headteacher), Sahrish Shaikh (Senior Teacher) &

Homayon Zeary (Technical Infrastructure, Planning & Strategic Developments Manager)





2021-2022 has been a very exciting

academic year for the History

Department. With the world

experiencing a number of ‘turning

point’ events, we have made it our

mission to ensure that students have

had a platform to discuss their independent ideas. ​Students of

all key stages have been able to engage with a wide variety

of opportunities, maximizing on their cultural capital but also

supporting their academic progress and critical evaluation of

the world they live in. In October, students had the opportunity

to engage with a whole school competition for Black History

Month, with the winning prize being Akala’s new release ‘Dark

Lady’, a young adult novel inspired by African tribal history and

Shakespeare’s sonnets. As a department, we also ensured that

our Post 16 students had weekly debates on Microsoft Teams,

with each student responding to the topic and question of the

week. These topics ranged from discussions to do with exams

going ahead in the Summer of 2022, to more historically related

topics such as what political system of governance is better

or an alternative to Democracy. These resulted in some fiery

discussions! For year 8 students, the department was able to

engage with the Holocaust Educational Trust and arrange for a

Zoom call and talk with John Fieldsend, MBE, a survivor of the

Holocaust. This was not only thought provoking, but it was also

a perfect example of how history is very much alive. His message

of hope, strength, and kindness towards each other could not

come at a better time than this. Whilst the History Department

seeks to run activities that will enable our students to become

well-rounded members of our society, we have also ensured

that our students have had plenty of academic opportunities too.

Year 9 students have had the chance to visit the National Army

Museum and work with specialists on the British Sector of the

Western Front 1914-1918, handling primary source materials

and gaining experience that they can use when it come to their

GCSE Paper 1 content. Year 12 students have had the exciting

opportunity to visit Pevensey Bay and Castle, the site where

William the Conqueror first landed when he arrived in Britain in

1066 as part of the Norman invasion. The opportunities that we

provide our students also focus on student aspirations. In July,

some of our year 12 students visited City University’s UCAS

day in conjunction with the Historical Association. Here students

were able to speak to current university students studying

History, get specific advice regarding their UCAS applications

as well as attend some lectures lead by university professors. We

are extremely proud of the work that the department has done

and how fantastically our students have engaged and developed

this academic year.

Every year the History department

at Cranford Community College

likes to run a whole school learning

opportunity and competition for all

students. This year was no different.

Students were asked to focus on

what Akala (activist, rapper and

author) had to say about his own

experiences as a black individual

in his semi-autobiographical text

‘Natives: Race and Class in the ruins

of Empire’. They were then given

two options: a) research a key black

historical figure as mentioned by

Akala and create an informative post

or b) select a key black historical

figure and write a rap or poem from

that person’s perspective. We were

fortunate enough to have a number

of entries from across the school but

there were three particular entries that

stood out for us. Here they are for you!

Each of these students was awarded

a copy of ‘The Dark Lady’ which is

Akala’s first venture into writing

for young adults, taking inspiration

from African Kingdoms as well as

Shakespeare’s sonnets. Here is also a

review for you of this book, written

by one of our winners. It is a fantastic

read - definitely one on the History

Department book recommendation list.

Sahrish Shaikh

(Head of History Department)


Sahrish Shaikh (Head of History Department)

Rosa Parks

Black History Month is an annual

observance originating from the USA

where it is also known as African

American History Month.

BHM has received official recognition

from governments from the USA and

Canada, and more recently has been

observed in Ireland and the UK.

It began as way of remembering

Important people and events in the

history of the African diaspora. It is

celebrated in February in the USA

and Canada while in Ireland and the

UK it is observed in October.

These are some significant people

from Black History Month.

Barez Popal (year 8)





Year 9

National Army Museum Visit


Wednesday 29th June 2022 the History

Department organised an educational trip

for thirty Year 9 students who had the opportunity to

visit the National Army Museum. Students were able

to see first-hand what British soldiers experienced on

the home front.

We had an excellent tour round the museum which

was full of interesting and interactive exhibits. The

Museum told the history of various armies and

soldiers both from the past and present. We even had

the privilege of reading about a British soldier whose

face was dismantled by a bullet wound but was able

to recover and works in the Museum today!

After a well-deserved lunch we took part in a very

interactive trench medicine workshop which allowed

students to engage with real-life materials such as

trench boots, stretchers, and soldier’s uniform.

Students were even able to try on Indian soldiers’

uniform! After analysing these primary sources in a

real hands-on approach, each group presented their

findings to each other.

We had an amazing time at the museum which made

us feel as though we were back in the 1900s.

Kajol Kaur (Key Stage 3 Humanities Curriculum and

Assessment Co-ordinator)

“The National Army Museum trip was an amazing

experience. We got to look at weapons used in the World

Wars and also looked at the treatments used for injuries

and diseases in the war. Additionally, we also saw uniform

worn by the British Army in different parts of the world

depending on the climate and atmosphere. Overall, it was

a really good experience and we got to learn lots about

the British Army and how they have served all over the


Divya Sareen (year 9)

“The trip to the National Army Museum gave us an

extraordinary chance to experience life in the War and

a great deal of battles in other countries for the first

time. We also viewed the “Road to Recovery” section

of the museum which gave us an interesting outlook on

soldiers’ lives after and during injuries they gained in

WW1/2 and taught us the struggles of being able to live

with the injuries for the rest of their lives”.

Ruqayyah Vora (year 9)

Year 12

Pevensey Castle and

Eastbourne beach

Pevensey Castle was an amazing educational

experience, from learning about how the

castle was used during the World War to how it

linked to our Detailed course that consisted of how

the castle changed after the Norman Conquest

in 1066. Furthermore, it also enlightened me

about it was a prison for a range of prisoners,

from Queens suspected of being a witch to low

level peasants who were kept at the bottom of

staircases. Overall, I really enjoyed the trip and

would recommend it to everyone, a special thanks

to Ms Kaur who organised it. #it’snicetobenice

Zayed Fadhluddin (year 12)

The trip was great for a first-hand historical

experience about our course on the Anglo Saxons.

Our first visit to the castle had a lot of information


Nineteen Year 12 students made the trip with Miss Kaur, Mrs Jenkins and Mr Lever to the Sussex coast

on Tuesday 12th July 2022 to take in a number of sites of the historical interest to A-level historians

who are studying ‘Anglo-Saxon England and the Norman Conquest’ in year 12.

Pevensey Castle is a medieval castle that has been home to Romans, Normans and was even used during

World War Two. We started our journey exploring the stone castle which is well-known as a place where

William the Conqueror landed near to defeat Harold Godwinson and become the first Norman king of


The Year 12 pupils were excited to see in person this historic location, especially the stairs to the dungeon

… luckily no one was imprisoned by the keyholder of Pevensey Castle! It was very interesting to see

what life would have been like for those who broke the law in the medieval ages.

The castle also had an extraordinary exhibition on the World War Two which displayed how there were

over 1,300 explosive bombs and 14,000 incendiary bombs that fell in the local area. Many soldiers also

trained and lived on the castle grounds before heading to the Home Front.

We then took a short drive to Eastbourne beach to explore the local area which was also home to much

history especially the war. In January 1939, Eastbourne was classed as a “safe zone” so many children,

teachers and mothers were evacuated to Eastbourne. Overall, it was a brilliant trip that reminds us of the

rich History this country holds.

Kajol Kaur (Key Stage 3 Humanities Curriculum and Assessment Co-ordinator)

not covered on the course and allowed us to see much of what

had been left over by the Normans. The castle gave good insight

about the Anglo Saxons and Normans – the weapons used and

how the castle was constructed to ensure that they were safe.

Additionally, the beach was a good reminder of how and where

the Normans landed during their invasion, and how normal

places we visit have history behind them.

Shehrose Haddad (year 12)

The trip was very educational as we got to explore some of the

places that are related to our Anglo – Saxon course. We also got

to learn about some different historical events such as the WW2,

and it was very exciting to see the Gun emplacement which was

rebuilt during the 1930s. Moreover, the trip to the beach was

a good historical insight as looking at the sea reminded us of

how the Vikings would have sailed to England through the sea.

Umamah Shaikh (year 12)

I enjoyed my time visiting Pevensey Castle -

it was nice to get a brief insight into what the

History students learn about on their course. It

gave me a chance to learn about the background

of the castle and the events that took place there.

As a geography student, visiting Eastbourne

afterwards was my favourite part of the trip, and

luckily the weather was nice enough for us to

have a nice afternoon along the coast.

Shamalia Baig (year 12)






Talk from a



istory Department had the

The Hfantastic opportunity to

engage in a talk with John Fieldsend (MBE),

a survivor of the Holocaust who escaped to

Britain via the use of Kindertransport (child

transport) in 1939. Whilst this was conducted

via a Zoom call during a Mind, Body and

Soul activity for our year 8 History students,

suffice to say, this talk lead by the Holocaust

Educational Trust and John Fieldsend really

did touch our minds and souls. The talk was very personal and emotional and allowed our

students to engage with Oral History as well as reality, recognising that History is made up

of survivors who lived to tell the tale. John Fieldsend began by addressing the society that we

live in today and the struggles that we see and

experience, particularly as young individuals.

He moved swiftly onto his own experiences

of bullying, hate crime and discrimination.

One particular example he gave us was of

when he injured himself whilst playing with

his father and he needed stitches as he had

hurt his head. But, when his father took him

to get medical attention, the doctor refused

because John was Jewish. His personal stories

continued to capture us all as he carried on,

most specifically when he read out the last

letter he received from his parents before they

were taken to a concentration camp and killed.

It was clear to see that over 75 years on, that letter still had a powerful impact on him; it most

certainly stunned the students and staff who were a part of this talk. The year 8 students were given

the opportunity to ask John questions, showing off their knowledge of the Holocaust but also their

historical investigative skills. Ultimately, John

Fieldsend’s heartfelt message and harrowing

stories evoked a sense of realisation within us

all: we need to make sure that we remain kind

to each other in a world such as the one we live

in today and we must continue to look after

each other without hesitation. The History

Department would like to take this opportunity

to celebrate the maturity of our students but

also thank the HET and John Fieldsend as well

as the Cranford staff who supported in making

this event happen.

Sahrish Shaikh (Head of History Department)



John Fieldsend was born on 11 September 1931 in Czechoslovakia to a

Czech mother and a German father. He had an older brother and they

lived in a town called Dresden in Germany. One of John’s earliest

memories is that of a visit from Hitler to the town of Dresden in 1935/6.

Whilst John and his family did not go and watch the procession, Hitler could

be heard shouting “Die Juden, die Juden…..those terrible Jews.” At the age

of five, John’s life began to change. He could no longer play with friends

he had always played with because he was Jewish. One day when he was

playing with his father, he cut his head and the doctor refused to treat him

due to being Jewish. One night, John’s mother and father decided to leave

Dresden due to the treatment of the Jews. They drove to John’s grandparents’

house in Czechoslovakia. They had a secure life here until Hitler invaded.

Again, Jewish life became very hard and the Jews were treated terribly. One

day, John’s mother and father told him and his brother that they would be

going on a long journey to England on their own. John and his brother were

put on a Kindertransport train and arrived in England at the end of June 1939.

On arrival in England, John and his brother were separated and lived with

different foster families. Soon after the war in 1946, John received a farewell

letter from his parents that had been written just before their internment and

some photo albums that had been passed on by the Red Cross. John had not heard from his parents since

1942. Sadly, his parents both died after being sent to Poland. John’s foster home was a happy home, and

he remained living there until he got married in 1961. John carried out research into his family history and

discovered the name of the man who had put him and his brother on a Kindertransport train. His name was

Sir Nicholas Winton, and he was responsible for saving the lives of over 600 children during the Holocaust.

John married Elizabeth and they had three children and seven grandchildren. He lives in Oxford and regularly

shares his testimony in schools and colleges on behalf of the Holocaust Educational Trust.


John Fieldsend BEM

Year 12 Independent trip

Historical Association & City University


Wednesday 13th July 2022, 5 year 12 A Level

History students made their way to the far side

of London to attend a UCAS and Historical Association led

day at City University, London. This fantastic opportunity

came about through the History Department’s links with the

Historical Association and meant that students who aspire to

study History at university had the opportunity to speak to

UCAS guides, current students of History at the university

as well as get a flavour of what lectures at university are

like by attending some of them. This type of exposure is a

big part of the History Department’s intent and philosophy

- to inspire students and support their aspirations in more

ways than one. Have a read through some of or student

testimonies of their big day out.

Sahrish Shaikh (Head of History Department)



The Geography Department 2021-2022


Covid restrictions relaxed the Geography Department was able to teach the full national

curriculum to its best, incorporating fieldwork, fieldwork and even more fieldwork! Students

investigated the school site in year 7 examining environmental quality and conducting field sketches, whilst

year 9s and year 10s went to South Kensington and Knightsbridge for their urban fieldwork looking at the

quality of life. Year 10s also enjoyed a day to the River Wye, where they investigated flood risk and river


All of these trips and fieldwork could not have been possible without the help and support of Caitlin Arnold

who joined in September 2021. Caitlin has been an integral part of the Geography Department, supporting

students with revision, holding extra classes, and writing our new Europe Scheme of Work.

Students were fully engaged in geography this year, learning about the continent of Africa and Asia in year

8, Europe and Glaciation in year 7 along with climate change and pollution. It was the first year since 2019,

for public exams to take place and we wish year 11 luck for their future aspirations and career paths.

More, now than ever, geography is becoming an increasingly important subject to study, with geopolitical

events happening with Russia and Ukraine, Palestine and Israel, climate change disasters and degradation

of the natural environment from increased human activities. There is a lot to learn about how we can create

a sustainable and greener world for our future generations.

Here is a short extract from The Guardian “View on Geography: it’s the must-have A-Level”

“It is inherently multidisciplinary in a

world that increasingly values people

who have the skills needed to work

across the physical and social sciences.

Geographers get to learn data analysis,

and to read Robert Macfarlane. They

learn geographic information systems.

They can turn maps from a twodimensional

representation of a country’s

physical contours into a tool that

illustrates social attributes or attitudes:

not just where people live, but how, what

they think and how they vote. They learn

about the physics of climate change, or

the interaction of weather events and

flood risk, or the way people’s behaviour

is influenced by the space around them.

All these are not just intrinsically

interesting and valuable. They also

encourage ways of seeing and thinking

that make geographers eminently

employable, which is why, according to

the latest information from the Higher

Education Careers Services Unit, only

5.8% of geography graduates were

still job-hunting six months after they

graduated, against an average of 7.3%”.

You can read this book from the library or

purchase it from any book retailer store.

Aaron Lever

(Head of Geography Department)



Geographers Back in the Field

After several disrupted years – Cranford Geographers were back out in the field!

Year 7 kicked off the field work in a new topic

investigating Cranford Community College’s human

and physical geography. Students tried out several

data collection methods throughout the Spring term

to build a picture of our school environment including

field sketches, environmental quality surveys and

quadrat land-type surveys.

The combination of investigation and not being in

the classroom made this one of the enjoyable and

memorable topics of the year:

‘It was good fun because we got to be in the fresh air

and learn about the environment’

Himatullah Baha (year 7)

‘It was interesting to learn about because I have never

done fieldwork before’

Maya Ganger (year 7)

Field trips provide an invaluable opportunity

for students to embrace the physical and human

environments that they spend so much time studying

in the classroom. Studies have found the opportunities

to conduct hands-on fieldwork helps students to ‘do

geography’ and to ‘think geographically’ about their

world – a key reason why they are a compulsory and

essential part of the Geography GCSE at Cranford.

Summer fieldwork began in May 2022, with 120

year 10 students visiting Amersham field centre.

Students investigated changes in the River Wye and

the impact on flooding upstream and downstream.

After a million questions about packed lunches,

what to wear and whether the new Jordans were

appropriate, students arrived at school early for a full

day of fieldwork. Welly boots and clipboard – check!

After some protests all students bravely stepped into

the river to help collect data about river width, depth,

velocity, and field sketches. With lots of data and

damp socks students were ready to return to Cranford

and complete the rivers fieldwork section of their


Despite many of our students never having been to a

rural area, students said:

‘It was really helpful for consolidating our rivers

knowledge and for our exams plus we got to use new

equipment such as the hydroprop’

Krithik Balamugunthan (year 10)

After half-term it was time for the urban geography

trips. Prepared with clipboards and questionnaires,

240 year 9 and 10 students were ready to investigate

how quality of life differs between inner city South

Kensington and outer city Hounslow. Over 8 days

and with help from 8 different teachers, all students

safely tubed, bused and walked across London.

Cranford students took in the joys of the Piccadilly

line, wondered at the Victorian architecture, milliondollar

mansions and ‘boujie’ bakeries.

‘I really enjoyed looking at the architecture and

environment in Central London’

Krish Kumar (year 10)

‘The fieldtrip was amazing because we were able to

explore new places we’d never visited before’

Anshika Kaur (year 9)

Our conclusions... South Kensington beats Hounslow

in income, employment, education and health

categories, but Hounslow’s access to housing, living

environment, green spaces and lower crime rate

make it a tight competition.

This year has been full of fieldwork (with loads

more to come next year) which we hope has inspired

Cranford Geographers to be interested and engaged

in the world around them.

A massive shout out and thanks to the following staff,

who helped support the fieldwork trips: Rita Berndt,

James Grammaticas, Shobana Reji, Alisha Qaddoos,

Salma Hamadi, Bradley King and Krystie Field.

Caitlin Arnold (Key Stage 3 Humanities Curriculum

and Assessment Co-ordinator)



Teaching and Learning Team




academic year has been a busy yet

exciting year for the Teaching and

Learning team at Cranford Community College.

We introduced and implemented the new Early

Career Framework (ECF) with its large cohort of

Early Career Teachers (ECTs) who successfully

gained their QTS in July 2021. The ECF is a twoyear

induction programme for new teachers and

encourages extensive use of pedagogical readings

for developing teaching and learning within the

classroom as well as action-research projects. Whilst

the programme was new to us, many of our ECTs

were not – a fantastic example of how our trainee

teachers continue on to stay with us after completing

their initial teacher training year.

We have had trainees train with us on a variety of

different routes this year – Teach First, School Direct

and PGCE. Three of these were former Cranford

students who returned to the school to not only train

and qualify as teachers but also to give back to their

local community, a trend that continues on into the

new academic year. Our initial teacher trainees have

also continued to stay on with us after gaining their

QTS this July and will begin their ECT induction

with us in September 2022. To recognise their

achievement and success in gaining their QTS and

completing a challenging training year, we hosted a

celebration event for this for which you can see some

of the photos here.

One of the key aspects of support for teacher

training that the school provides is its outstanding

CPD programme with particular use of Mini Action

Research Projects (MARPs). After their success in the

previous academic year, the Teaching and Learning

team supported the 2021-2022 teacher trainees in

completing their MARPs on foci of their choice.

The final presentations were not only insightful and

well structured, but they were also indicative of the

depth of pedagogical knowledge and passion that our

trainee cohort has for teaching.

As part of whole school CPD, the Teaching

and Learning team were able to implement the

Developmental Observation cycles for all teaching

staff. This was a fantastic success as it enabled

within department as well as cross-departmental

support through the GROWTH coaching method,

establishing a platform for sharing best practice as

well as the process of continuous self-reflection and

action. Through this development in the CPD ethos

of the school, there is no doubt that teaching staff

at Cranford Community College will continue to go

from strength to strength.

Amrat Atwal and Sahrish Shaikh

(Senior Teachers Teaching & Learning)

A new cohort of Teachers Graduate in 2022

I am a former student of Cranford Community College and having returned as a trainee teacher,

I was able to quickly see the positive changes across the school. These included, but were not

limited to, the use of the Restorative Justice approach, development of high-tech resources for

use in classrooms and pedagogically focused development in the quality of teaching. As a school,

Cranford Community College has provided me with support at every step of my training year

through the CPD sessions allowing for greater recall and retention of important information

and knowledge. As a whole, my experience has been one that will be positively shared with

others and I believe the journey I’ve embarked upon with CCC has resulted in me having all

the necessary tools and knowledge to be a great ECT and further improve as I become a more

experienced teacher.

Harminder Plaha – Maths (School Direct)

One of the reasons I decided to train at Cranford Community College for my teacher training

year is because I am an ex-student. Being from the local area, as well as attending Cranford

Community College myself, motivated me to give back to my local community. I am able to bring

my experiences to teaching, allowing me to have a deeper understanding of the issues students go

through. With this understanding I am able to adapt my teaching styles to better suit the students

of and inspire them to not only love Psychology but broaden their mindset of what they can

achieve if they work hard. The work environment at Cranford is one that allows you to flourish

and work toward greater independence in becoming an outstanding practitioner.


Aleena Khan – Psychology (School Direct)

It feels like a long time ago that I was being welcomed to Cranford during the Teach First

induction in the Summer of 2021. Since then I have been embraced by the Geography Department

and school community. From day one Cranford’s Teaching and Learning team have supported

my development in the classroom and beyond the classroom. Through regular developmental

observations, professional development and scheduled mentoring, I have been able to better

manage and overcome challenges I faced in behaviour, lesson planning, adaptive teaching, and

workload. It is clear Cranford values the energy and perspective of their trainees and I have been

provided with ample opportunity to take on additional responsibilities from leading geography

fieldtrips to taking on KS3 Curriculum and Assessment lead in my department. I look forward to

another year both teaching in and learning from Cranford’s community.

Caitlin Arnold – Geography (Teach First)

Training at Cranford was a great experience. The ongoing support from the Senior Leadership

Team and my mentor ensured my journey through the training year was smooth. I had the

opportunity to teach a range of classes which gave me a wide breadth of knowledge on the IT &

Computing curriculum at all key stages. The program strikes a perfect balance between being

directed and giving you the independence you need to progress as a practitioner in the field at a

healthy rate. The school has a highly diverse demographic which is perfect for the training year

as you are able work with pupils from all walks of life. I believe it is of utmost importance to train

with an institution that provides a clear progression ladder for your career and Cranford does

this so well. I am very excited to reach the next milestone in this journey I started two years ago.

Safwan Sheikh – IT & Computing (School Direct)

Working at Cranford this year has been an enlightening experience. Having previously taught

abroad, it was great to come back and teach in a school within my local area. I feel that I have

really progressed this year, in terms of organisation, planning as well as building a strong rapport

with both students and staff. Being a member of the Mathematics department, I witnessed a strong

support system which led to me receiving excellent feedback from various teacher observations.

I have also enjoyed partaking in extra-curricular activities, such as football with KS3 students

during Mind Body Soul, supporting with the Sixth Form Cultural Fashion Show and visiting the

Bank of England with the Year 13 Economics class. I am very much looking forward to working

with such a prominent school in the borough that takes utmost pride in its core values, as well

as contributing more to the school and developing as a teacher.

Adnan Nassari – Maths (PGCE)



I can’t believe I have only been working at Cranford for a year. Since I started teaching here,

I have grown in confidence in the classroom, developed my practice as a teacher, and built

strong relationships with both the staff and student body throughout the school. Cranford is

incredibly supportive of teachers training here; staff run CPD sessions for trainees each week

on different areas within teaching – from student metacognition and recall to teacher wellbeing

and workload-management. This CPD, run by the Teaching and Learning team, is a whole-school

initiative that has the best interests of developing new teachers at heart. As a trainee, I have

been encouraged to observe outstanding teaching practice across the entire school, which has

been fundamental to improving my own pedagogy. All teachers training at Cranford are lucky to

have the support of the entire school behind them.

The opportunities I have had this year are extensive; teaching an A-Level class, taking on a Year 7 form class,

and organising a student trip to the theatre name just a few. As an English trainee, I have found the entire English

department – postholders, my mentor, as well as other Early Career teachers – to be an absolute bedrock of support

that has allowed me to develop and thrive, professionally and personally. Teaching English in such a diverse

environment is a real privilege, and I have thoroughly enjoyed reading my favourite texts with students as well as

exploring new ones with them for the first time. All of the staff at Cranford, and particularly in the English department,

are aligned in ethos, values and vision, and I feel like I have developed professional relationships that I will continue

to learn from as I continue my teaching career here.

My absolute favourite part of this year, however, has been getting to know and building relationships with the students.

It is the students that make Cranford such a fantastic place to work; they are driven, hard-working, and aspirational.

I have been able to develop a positive relationship with all of the students that I teach – as well as some I don’t—and

I really look forward to nurturing these relationships over the coming years.

Oscar Johnson – English (Teach First)


IT and

Computing Department



of the highlights of this year has been the students’

excitement in getting back to our engaging KS3

curriculum on the computers. Students have covered a range of

both creative and technical units producing some fantastic games

through visual programming, analysed data using spreadsheet

software and some impressive reports on innovation within

technology. The curriculum is fun and interesting with a high

level of stretch and challenge, equipping students with directly

transferable skills.

The different pathways offered at both KS4 and KS5 remain

one of our many strengths as we ensure that students have an

option to choose a course that is best suited to them, either the

academic, technical or vocational route. This year saw our first

cohort of T Level students complete the course along with the

industry placements. It was a remarkable experience going out

to visit the students at several different work places, and seeing

them thrive in the working environment. We aim to continue to

develop and strengthen our ties with our industry partners.

This year we were lucky enough to have both Amazon and Cisco

deliver apprenticeship talks to both our year 12 and 13 students

to help guide and inspire them. They provided information on

the whole process, from the application stage as well as how

to progress up the hierarchy once successful. Students found

these talks most beneficial and have submitted apprenticeship


As a department, we are proud of the opportunities this year has

brought and wish to continue growing and supporting students

to reach their full potential.

Sukhjeet Kudhail (Head of IT and Computing Department)

Amazon Web Services


We have had yet another successful

year with taking part in the AWS GetIT

programme. Students have been working

in mixed groups to design an app that

would solve a problem in our school or in

our local community. The ideas that were

generated covered a range of different

areas from; recycling, budgeting, buddy

systems and health issues. When the

groups presented their ideas to our AWS

ambassador, she was really impressed

with the extensive range of ideas the

groups had generated, along with the

thought gone into the different features

the app would include. Students attended

weekly period 0 sessions to help develop

their ideas and produce a presentation that

covered; the initial problem, the possible

solutions, the technology they planned

to use within their apps and then finally

what their app would look like. Once

their presentations were ready the groups

presented them to the AWS ambassador.

Both of us were extremely impressed with

how well prepared, mature, supportive

and confident they all were. A huge well

done to all for taking part, you should all

be very proud of yourselves.

Sukhjeet Kudhail

(Head of IT and Computing Department)


“Over the course of 4 months, every Wednesday

during period 0, I participated in the Amazon

GetIT competition workshop which was run by Ms

Kudhail. In these sessions, we were working on a

project to create an app design to benefit the local

community. After the planning process, towards the

end, we presented our app design to an employee

who works at Amazon Headquarters. I learnt many

skills from this competition such as: team working

skills, presentation skills and leadership skills. These

attributes were key in the process of planning the

end result and I enjoyed working with my peers in

developing the project”.

Jasleen Ghattoray (year 8)

“Being in the Amazon GetIT competition was a brilliant

experience learning leadership skills. It was fantastic to

experience the process and to be a part of the journey. We had

so much fun creating and designing the app. This was amazing

as it taught us how to use marketing and advertisement and

most importantly having fun. This was an incredible time

solving problems for the community and helping them by

creating an app. The most significant skill we have learned

through participating in the Amazon GetIT competition is

teamwork. We had all worked together to combine all our

fantastic ideas into one app design, demonstrating passion

and determination. This competition has helped us develop

our skills which we can take on in the future”.

Palveer Layal (year 8)



Our T

T Level Education and

Child Development

Level students have continued to complete their industry placements and apply the

pedagogy they learn within the classroom. Students have fed back that the topics they

learn are pertinent within the context of the local community where their placements usually are and have

allowed them an opportunity to ‘give back’ to their community by helping young children learn and develop

as well as give our students a real sense of social connectedness.

The course curriculum has been designed by us in a way that encompasses employability, enrichment and

pastoral elements which are vital in order to get our students ready for higher education or facilitate a career

in early education. We ensure that students are taught in a way that allows them to apply their pedagogical

knowledge to the skills they are learning at their industry placement in ‘real time’ since both take place side

by side throughout the duration of the course. This allows our students to develop a deeper understanding

of the requirements of industry placement and the reality of what work within the early sector encompasses.

Many of our students have already been offered work at their industry placements and many have also applied

and been accepted on to degree courses ranging from social work to child psychology to teaching, which

will allow them to continue to pursue their passion of working within the sector and making a difference to

the lives of our future generations.

“This placement has been a great opportunity for

Barinder Dosanjh (Head of Social Sciences)

me to really find out what type of work is involved

in an early years setting and I have

been able to apply all the knowledge

I learn at school at my placement.

It has definitely helped me to make

up my mind that I want to pursue

a degree and career in this field,

I recently went for an interview

at university and found that I was

surprisingly confident and able

to express my views and ideas

more clearly and really express

myself through the use of my body

language. I really feel that this is

due to the experience I have been

gaining working alongside other

professionals during my industry

placement because it has made me

more confident in social situations

and I am able to communicate with

others more easily”.

BCS - The Chartered Institute for IT Awards


Wolisha Fernandes (year 13)

were delighted to receive an invitation to the BCS - The Chartered Institute for IT

awards evening. One of our proud placement partners, Ajar Technologies had invited

us. Without hesitation we accepted the invitation and were looking forward to a night celebrating

Isha Ali’s amazing achievement. Ajar had nominated Isha for the Digital T Level student of the

year award. The board, however, reviewed the application and felt that her journey at Cranford and

Ajar warranted something a bit more special so a recognition award for progression was announced on the

night. Isha was truly overwhelmed when her name was read out as winner at the end of the evening. We are

so proud of what she has achieved over these past 2 years in the Digital T Level course and placement and

we have no doubt that Isha will continue her triumph as she embarks upon her journey of starting a degree

level apprenticeship with Ajar Technologies. A true T Level success story and many more to come!


Sukhjeet Kudhail (Head of IT and Computing Department)

T Level - Year 13

The first Cohort


huge congratulations to the students for being part of the first ever cohort of the Digital T Level.

They have triumphed, persevered, been adaptable and remained motivated throughout the 2 year

course. All students have successfully completed 9 weeks of industry placement, where they all

made fantastic impressions with the companies, so much so that they have asked for more placement students

next year. Some students have secured part time work and one student will be completing a degree level

apprenticeship with her placement provider. The IT and Computing Department are so very proud of you all!


Sukhjeet Kudhail (Head of IT and Computing Department)

“The T Level Digital Production, Design and Development course was the most eye opening 2 years

of my life and was a risk I’m glad I took. Being one of the first to go through the course, I had no

previous older students to get guidance or a sense of direction from or even past papers to go through.

While deep in assignments and coursework, it wasn’t necessarily at the top of my list in terms of what

to study at 6th Form, however with the balanced workload and real-world work experience (working

with the Department of Health and Social Care), this course has really set me up for multiple career

paths like apprenticeships or straight into the workforce with experience gained from the 9 weeks

work placement. I can confidently say that T Levels is the course for the future. I’m someone who

really enjoyed the course and the connections I made”.

Emmanuel Adebowale (year 13)

“When first choosing the course, I was unsure of what it had included as it was a new course to begin

with. However, over the 2 years I realised that picking this course has opened up a lot of opportunities

for me. Throughout year 12, there was a lot of content that you had to understand and familiarise

yourself with. I joined Ajar Technology on a T Level work placement in the summer of 2021 working

directly with their software solution RealCADENCE by VoloForce.

Following successful completion of my required placements, I was offered part time roles during my

school holidays. During my placement and through school holidays, I supported the UK Head of

Operations working on account management and service support for their automated task management

app RealCADENCE which allows enterprise organisations to complete tasks through an automated

process. My role included supporting the service desk, solving technical issues, and designing help

guides, along with general admin and marketing tasks. My experience with Ajar Technology and

VoloForce UK has helped my confidence grow and I am able to speak confidently with various

colleagues, clients and stakeholders. During my time, I have joined client meetings working with

colleagues in the UK and USA and contributing to live projects. I was involved in a live project for

Sky implementing changes in the system for their needs. I have learnt how to conduct myself in a

work environment, from learning the different styles of professional communication to being able to

present in front of people with confidence”.

Isha Ali (year 13)

BCS Awards

Tuesday 12th July 2022 was the day I received an

award. Not knowing what award I was receiving,

at the end of the day I walked home with an award

for progression and a smiling face from everyone that came

and supported me. It was an amazing experience of meeting

new people and making that new connection with different

people from different companies. At first, I was a bit scared,

as I didn’t know if I was supposed to speak on stage, however

it was way better then I imagined it in my head. I thank

everyone who supported me on that incredible night.

Isha Ali (year 13)



Cranford’s exciting Erasmus

project, delayed by the

Covid pandemic, got back

into full swing in February 2022

with our second visit to Kvaløya Videregående Skole

in Tromsø.

Back to the Arctic

For Sukhjeet Kudhail (Head of IT and Computing)

this was a first trip to the arctic circle joining

Mudassir Sarwar (Data Manager) and Rob Ind (Joint

Head of School) on a project building collaborative

relationships with high performing technical

education systems around the world.

Kvaløya (‘Whale Island’) school specialise in

Construction, alongside the general education they

offer their 16-16 year old students, working closely

with the industry in Tromsø to educate the carpenters,

plumbers, concrete workers and tinsmiths Northern

Norway needs. We were also fortunate to visit Nordkjosbotn upper secondary school who showed us round

the mechanical and electrical engineering facilities.

Norwegian vocational education is hugely impressive. We observed practice demonstrating huge amounts

of technical skill but also secure and highly academic specialist knowledge, culminating in a visit to the

Level 5 and 6 maritime school in Tromsø school where they use their new £1.6m virtual bridge to train ship

captains of the largest vessels on the world’s seas.

Our hosts, Oddbjørn, Jon and Tore, were fantastic and we even got a night out in Tromsø to see the ‘Norwegian

Ed Sheeran’ – not quite!

Tromsø is very near the top of the world geographically but also in technical education and there is a lot we

can learn from them. We look forward to working together to create opportunities for our students to have

the chance to witness

the magic of the Arctic

in the future.

Rob Ind

(Joint Head of School)


Cabins built by

students and

then sold to local


Cranford Goes Dutch


May 2022 saw Cranford’s long-awaited trip to the

Netherlands as part of our Erasmus project sharing

best practice with high performing vocational education

providers across Europe. Sukhjeet Kudhail (Head of

IT and Computing), Mudassir Sarwar (Data Manager)

and Rob Ind (Joint Head of School) are leading the

project from Cranford to support our delivery of the new

T levels and sharing our expertise in assessment practices

and integration of migrant students with our European


Koning Willem I College is a Vocational school primarily

for 16-19 year olds. They welcomed us warmly to their

college, which is spread over several campuses in the

heart of ‘s-Hertogenbosch, introducing it as its very own

country. And with some reason. The college is host to

18,000 students and boasts a hairdressers, theatre and

several different restaurants all staffed and run by the


With their cutting-edge facilities, UNESCo school status

and recent accolade as the most sustainable education

institute in Holland, our Dutch partners were the perfect

hosts to us and our Norwegian colleagues. We were able

to learn about their teaching methods and impressive

relationships with the local labour market, as well as

observing a coaching session for training social workers

and meeting with the teachers in their ICT academy.

Den Bosch is a beautiful medieval city which is the capital

of North Brabant. We were lucky enough to explore the

town and its surroundings by car, bike, horse, train, canal

boat and even rollercoaster (on a backstage tour of the De

Efteling theme park) – quite a journey. We can’t wait to

go back for the final leg of our project in September 2022.

Rob Ind (Joint Head of School)



Cranford welcomes

our Erasmus partners


first week of June 2022 brought with it the

opportunity to welcome our Norwegian and

Dutch Erasmus partners back to Cranford after their first

visit in 2019.

Whilst some of the team have changed, our focus on sharing

best practice in the areas of inclusion, assessment and

technical education have not and we spent a brilliant week

showing off our school, local area and city with a focus on

our developing industry partnerships and integrating new

migrant students. In fact, the itinerary proved so popular

two extra Norwegian language teachers joined our group.

Since the project began, our new T level courses in Digital

Production, Design and Development and Education and

Childcare have seen their first cohorts shine and these

students, as well as the new 6th form leadership team

played an integral role in the visit. All the students involved

in observations, feedback groups and tours hosted with

maturity and skill and our guests commented on how

aspirational and engaging they were.

We are also grateful to Sheena Poley, Hounslow Local

Authority’s Head of School Organisation and Access to

Education for an illuminating presentation on Hounslow’s

educational provision for asylum seekers and other students

arriving from overseas; and to Springwell Primary school

for welcoming us with open arms to meet with our students

working to support their early years and Key Stage 1


The social side of the programme enabled us to embrace

our cultural history with visits to central London and the

London Eye and Hampton Court Place – well, international

collaboration isn’t all work, work, work.


Rob Ind (Joint Head of School)

Italy April 2022


Erasmus+ Soft Skills Project


Erasmus+ Soft Skills Project is

something that Cranford Community

College had started to part-take in pre-pandemic.

However, the first visit for this was delayed… until

April 2022. April 2022 saw not only the first visit

and event of the Erasmus+ project, but it was also

Cranford’s first teacher and student international

activity to take place in over two years. It was a great

way to re-start our international visits in person!

The project involves collaborative work between

4 schools: Liceo Statale Bonaventura Rescigno

(Italy), Zespok Skol NR2 Wgrowiec (Poland),

Agrupamento De Escolas De Ourique (Portugal)

and Cranford Community College (England). It is

a project that requires students to address a number

of different themes: culture, language, mental health

and enterprise whilst also presenting their work and

working collaboratively to develop their soft skills.

This first trip of the entire project and scheme was

a huge success. 3 teachers and 6 students visited

Salerno, Italy during the school Easter break in

April. The year 12 students were from different

backgrounds and ethnicities, as were the teachers,

which celebrated the diversity of our school. This

diversity enabled rich and meaningful conversations

and formation of friendships.

Whilst in Salerno, students took part in workshops

and presentations as well as local school-based

activities such as sports competitions, a treasure

hunt, snap-shot lessons and local excursions. Here,

the students were able to develop their soft skills

by immersing themselves in activities with their

counterparts from the partner schools. One activity

that proved to be popular was the interaction with a

language teaching robot, Pepper. This robot was used

by the school to support English language teaching

as well as play a number of interactive games.

However, the academic setting was not the only place

where soft-skills and friendships were developed.

Much of the week was also spent exploring the local

attractions and learning about the culture and history.

The day trip to Pompeii was one trip that stands out

– to witness the remains of the population and city

frozen in time as a result of a natural disaster is not

something to be taken lightly. It was beautiful yet

haunting. Being in Italy also meant that we couldn’t

not visit some iconic Cathedrals in the area or one

of the oldest gardens in Salerno, a place where many

of the forefathers of European medicine found their

methods and herbs for treatment.



Of course, no trip to Italy could be

complete without countless visits

to gelato parlours, pizza places

and its beautiful coastal towns.

After a very busy week we were

able to enjoy some downtime

by heading to the mesmerising

Amalfi coast. Here, the bustling

markets and food vendors were

full of life and were ideal for lots

of Instagram photos.

Whilst this Erasmus+ trip was a great way for students

to develop their soft-skills and build friendships, it

was also a fantastic opportunity for our staff to get to

know each other better. Dinners in the evenings were

always referred to as ‘family meals’ and we had the

opportunity to catch up with our experiences of the

day as well as any funny moments we had as well

as bicker about things such as who was making the

most friends!

By the end of the week, students from all four schools

had formed very close friendships (which continue

to this day and have resulted in some holiday plans

too!) alongside developing their soft skills – a big

reason for why Cranford Community College seeks

to establish and nurture international relationships

with partner schools and encourage its students to


Thank you to all the staff and students who made

this a fantastic first international trip and Erasmus+

event. We now look forward to the next Erasmus+

Soft Skills visit in Autumn 2022 where our staff and

students will be heading to Poland!

Sahrish Shaikh (Senior Teacher / Trip Leader)


What an absolutely fantastic opportunity this was for both the staff and the students. It

was an amazing chance to experience different cultures and school life in Italy and meet

a range of fun, energetic and very welcoming hosts. Our students did us proud. They were extremely mature,

responsible, and great ambassadors for Cranford Community College.

It was exciting to witness how quickly the students bonded with each other and the strong friendship groups

that were formed in such a short space of time. For some of our students, this trip was the first experience

of life outside of their home environment and comfort zone. This has been a real positive impact on their

personal development. As teachers, we too developed a great bond with other colleagues sharing different

traditions and cultures. We look forward to the staff and students’ pending visit in February 2023 when we

will have the opportunity to host the Erasmus Project.

Some of my memories include learning about the history of the Margareta Pizza from, not the Italians, but

our very own Italian expert Mr. Alham, the vast entertainment from Harjot, and the amazing stories over

our evening dinners from the rest of the students. Not to mention our great trip leader Ms Shaikh, who made

visiting the Amalfi Coast possible even on a very tight itinerary. Our experience of Italy was inspiring, from

our stay in the quiet town of Salerno, to our visits to the ruins of Pompeii, shopping in Naples, and finishing

off with the breath-taking views of the Amalfi Coast. This was a trip I will always remember, memories I

will cherish and friends I will keep. Thank you, Erasmus 2022.


Baljinder Dhillon (KS5 IT and Computing Co-ordinator)

Before we embarked onto this

trip, I had mixed feelings on what

to expect. I was excited to travel

abroad with my friends, getting

to know them better, share great

moments, meeting, and networking

with new people from different

countries. During these times of

preparation, I was more worried

about the language barriers

between us and the rest of the

groups and was wondering how we

would be able to communicate with

each other. I found out very quickly that this would

not be a problem as they all spoke exceptionally good

English. We visited a lot of tourist attractions such as

Pompeii, visiting Naples and Salerno, where we stayed

and where the Italian School is based, having dinners

in various restaurants, and overall having an enjoyable


During this trip we made some long-lasting memories.

Since then, we have also stayed connected through

social media. I learnt a lot of valuable skills which I

have taken with me since. It was an amazing trip full of

memories that I will keep forever.

Leroy Eshun (year 12)


I participated in the Erasmus+ Soft Skills programme

trip to Italy. Prior to the trip we had to work as a group

to prepare presentations that we would present about

our country, school, and local area. This was extremely

useful as it gave our group a chance to get to know each

other better, it also required us to be organised and

meet deadlines to create interesting and informative

presentations. The trip was an unforgettable experience

where we made many fantastic memories. It was my

first time away from my parents which was quite

nerve-racking, however it meant that I became more

independent and now believe that I would be capable of

travelling on my own or moving away from my parents

sometime in the future. During the trip we spoke to a

multitude of people and built fantastic friendships, as

well as learned about daily life and school in different

countries, this has been very insightful and has

provided us with information about the world that was

previously unknown to us. The programme was full of

amazing trips to historical and religious sites (Pompeii

and many churches) as well as visiting and exploring

the area where we stayed which was extremely exciting

and was a chance for us to experience the beauty of

another country.

Oliwia Bartnicka (year 12)

I was one out of 8 students selected to go on the trip.

One wonderful thing about this trip was that every day

there was different activity to do which allowed us to

bond with the European students. One key skill this

trip has taught me is that confidence is key to making

connections. The whole point of this programme is for

students to network and that is exactly what we did. I

am very thankful to be one of the 8 chosen to go on this

trip and I can happily say that due to this trip I have

been able to develop my soft skills immensely and it was

one of the best experiences I have had.

Harjot Chawla (year 12)



On the trip we were able to develop

our social and communication

skills while meeting new people.

We were put in groups with people

from Italy, Portugal and Poland, so

communication was not necessarily

as easy as we thought it was going

to be for the first couple of days,

due to language barriers. However,

as the days went on, we were able

to get along perfectly, despite

English not being everyone’s first

language. Being able to mix with

people from different areas of Europe was interesting

as we were able to see the difference in culture between

countries that are physically so close to one another.

Our stay in Italy was made even better by the hospitality

of the Italians and their welcoming nature towards us.

Shamaila Baig (year 12)

During the flight from Heathrow to Naples, I wondered

if the trip’s exciting nature would be diminished by the

primary school-based setting of the trip. However, I

ended up not wanting to leave the school and its students

with the vibrant nature of each of the Erasmus groups.

The depth of personality and diversity of culture and

thought processes encouraged a new longing for travel.

The Italians were truly welcoming taking us on mini

tours around Naples and even paying for my coffee!

This welcoming nature has resulted in new relationships

across the continent. Italy and its reputation for its

special Pizza and Pasta also stood strong, by giving me

the most perfect Pizza from Antonio. This coupled with

the numerous Gelato shops has me longing to go back

already. Erasmus was a truly memorable experience.

Shaan Cheema (year 12)

Taking part in the Erasmus + project was truly a once

in a lifetime opportunity. This trip has also served to

remind me of my love for languages, as I made it a

mission in the week to learn as much Italian as I could

(which I still use now). Moreover, as a Christian, I

could not get enough of the beautiful Cathedrals and

breath-taking Christian art found all throughout Italy.

Particularly, visiting the tomb of Matthew the Apostle

in Salerno will always be a monumental moment in my

life. I am profoundly grateful to all the staff who helped

to make this programme a success. The unforgettable

memories made, the skills developed, the amazing

friendships formed, and the hospitality of the Italians

will remain in my heart for a long time to come.

Samuel Dickson (year 12)


To say that our one-week visit to Italy was

enjoyable and flew by quickly would be an

understatement. After 2 years of lockdown

and travel restrictions we were all looking

forward to travelling again. I was made aware

of the Erasmus trip to Italy by Shaan Cheema

during my Economics lesson after discussing

the discrepancy between living standards and

income inequality in Northern vs Southern

Europe. Almost instantly I had signed myself

up on the basis that I would be “supporting the

students with their Italian”. There was so much

for both teachers and students alike to complete

before the trip (including the onerous task of completing 10 PLFs

and vaccination documents). The students had to work on various

soft skills over the course of their 2-day presentations, representing

the school, the local area and the entire country in a foreign country. In preparation for our travel, we would have

a Friday Period 0 weekly meet-up where Mr Fraser would give us more information on what to prepare for. The

students were very enthusiastic about developing their soft skills in preparation for their presentations in Italy, but

equally excited about learning Italian and attended some sessions at Cranford with me before the trip. Their level of

Italian really impressed their Italian friends who then taught them some words in the Neapolitan dialect.

Departing rainy Heathrow and arriving in rainy Naples, it was a chaotic journey to our hotel in Salerno, albeit

with an amazing backdrop of Mount Vesuvius surrounding us. We spent days exploring the sights around the Bay of

Naples, including Pompeii, the Amalfi Coast and the city of Naples. Our phone storage and luggage became full by

the end of the trip.

The trip included 2 days dedicated to visiting our partner school, located in a remote town called “Roccapiemonte”.

Instantly after our hospitable welcome, which felt like it was a family reunion, our students had befriended

all the students and were very engaging and confident in their presentations and brought in their “individual

characteristics” – which won the hearts of the Italian, Portuguese and Polish students and teachers. They

had opportunities to socialise with the other students for the rest of the day and were then extremely excited

about returning to the school later that week. I know for certain that the students have made lifelong friends

across Europe, and it was very emotional watching them say their goodbyes and seeing some tears.

We were lucky enough to have witnessed first-hand how the Erasmus project is useful for our students and staff alike

and would hope to see this continue, despite doubts being raised following Brexit. At the same time, it has made us

very keen to attend further school trips and establish global alliances with other schools.

The trip also proved to test my willpower as fasting for the entire trip and being surrounded by authentic Italian pizza

was very challenging. This trip was also very memorable for myself, Ms Dhillon and Ms Shaikh. We had so much fun

supporting the students, getting to know them more and it felt as if we have become a ‘large Italian family’. Words

cannot describe the pleasure I have had to support the students and represent Cranford abroad.

Alham Ahmad (Maths & Economics Teacher)


Arrivederci !



PSHCE at Cranford focuses on

developing students’ understanding of

themselves and the world around them.

The curriculum has a focus on personal

responsibility, morality and mental

health alongside the wider world and

life in modern society. We engage

issues of equality, fairness, human

rights and look at current events and

societal issues. We examine gender,

sexuality and race whilst learning how to

reflect, evaluate and think critically. We hope to

help pupils fulfil their potential, develop a positive

attitude and learn how to overcome obstacles and

develop useful lifelong skills.

Student feedback on their feelings about PSHCE

are overwhelmingly positive showing that they

truly value their lessons as a key part of their

secondary curriculum.

Barbara Lodge (Head of PSHCE Department)

New this Year

We are excited to report on some of the major

developments in PSHCE this year. Firstly, we were

delighted to add a new specialist teacher to our team,

Miss Carroll, and to expand our PSHCE offer into

both Year 10 and Year 12.

Our new curriculum in Year 10 focuses on SRE (sex

and relationships education) from looking at life

online through social media and real life to learning

about consent and understanding personal health and


In Year 12 the curriculum is very broad, journeying

through mental health, careers, domestic violence,

negative lifestyle choices, enterprise and financial

capability and skills! It is a pleasure to add support

to our Year 12 students at such an important time in

their life, thinking about next steps and their futures.


We feel the best way to get an idea about PSHCE

here is to hear from our students themselves.

“I feel that PSHCE has helped me a lot with understanding

my emotions and how I can be a better person. I have learned

that emotions are normal and it’s ok to feel

down sometimes. PSHCE has also

helped me be a better person and how

I should help other people when they

are dealing with stress and how to be

a kinder person”.


Aleeza Saeed (year 7)

“PSHCE has been helpful for me. There

have been things I’ve learnt which give

me a view of how the world actually is.

I think PSCHE is a very effective subject

for young people, helping with mental

health and improving life skills”.

Barez Popal (year 8)

“PSHCE has been helpful to me since

there was a lot that I wasn’t aware of. I have also been helped

to understand the consequences of my actions: even if I type

something that might seem funny etc., it may not be funny to

an opposing person. I have been made aware of the effects of

social media, online grooming and more”.

Kal-El Muhammad (year 8)

“I personally find PSHCE a great lesson as it allows us to

have an education about mental and physical health that other

lessons do not teach. All the staff members that teach PSHCE

are open and kind, creating healthy bonds with all students. My

favourite topic in PSHCE was when we made a project about

gambling, as we had many opportunities to work independently

to research and create a PowerPoint about an interesting topic”.

Muqadas Kabiri (year 8)

“After having done PSHCE for about 3 years now, I can

safely say that it has become one of my favourite subjects.

The teachers are kind, understanding and open minded. The

PSHCE department always try and teach important, serious

life impacting topics whilst also making them fun. PSHCE is

a subject I personally feel all students should have, because it

truly is amazing and you learn so much from it”.

Suhana Akhter (year 9)

“PSHCE can help you change your behaviour and reflect on

yourself and your choices. It is a great lesson where you can

learn about consequences of your behaviour and actions. This

is one of the most important things I have learned”.

Mental Health - Let’s talk day – Thursday 3 rd February 2022

Period 1 Period 2 Period 3 Period 4 Period 5

Dealing with Stress

Discuss stress and the impact

it has on your mental health.

Watch 5-minute video on




Write a letter to

yourself Include how you

are feeling and why. If you

are feeling a bit low, how

could you help with this?

Write a list of things you can

do if you feel low.

What things make you

feel happy, sad, angry



How do you show these

different emotions?

Could you start a mood diary,

write an entry for how you

are feeling today?


How do you let off steam?

Think about what you do

when you are feeling sad or


Could you find a track on

YouTube and meditate to it?


A-Z Emotions

https://www.youtube.com/ How many different

watch?v=ZToicYcHIOU emotions can you think of?

10-minute meditation – How Can you name an emotion for

to be present. each letter of the alphabet?

Gratitude list/diary

Write a gratitude list and

make sure you add to it every

Choose an activity and deliver it at the beginning or end of your lesson (Minimum - 15 minutes) Please feel free to adapt any of the ideas to suit your class.

What are your


achievements and

Create a


of all the things that make

you unique. It can include

things you enjoy, adjectives

that describe you, pictures,

text. Share it with somebody

when it is finished.

It’s OK not to be OK

Watch the 15-minute video.

There are opportunities for

discussion built into the clip



Exercise – Create fitness


Write a plan of how you

could incorporate more

exercise into your week.

Happy Box!

Make yourself a box of all

the things that make you feel

Dance yourself


Put on a dance tune from

YouTube and dance. How

does it make you feel?

Example: Choreograph -

Shape of you, Ed Sheeran.




Sing along to a song you like.

Find a song on YouTube

with lyrics and get the class

to sing along.

What’s on your mind?

Talk about

the things

that are


you or you

feel unsure

about. It can really help to

talk things through! (Pairs or

small groups, or you could

write it down individually).

What is anxiety and

how to overcome it?

Ted Talk on Anxiety – 15




Happiness Playlist The Black dog –

Write down a playlist of Dealing with

songs that make you feel


happy/positive. Watch the short video clip –

(When you get home, create 5 minutes and discuss in

the playlist).

groups what you learnt.

What other types of mental

illness are there?

Group or class

discussion Why do people

find it hard to discuss mental



The Story of You

Write a short s

Gurnoor Arora (year 10)

“As a sixth former, PSHCE has been helpful in

providing a more guided approach to life after

secondary school, and has been a good avenue for

respectful debate, where students are able to freely

discuss misconceptions. The sex education and lifestyle

lessons I think were particularly useful for students, as

they provide answers to questions that I think a lot of

students are anxious to ask, and do so in a relaxed and

non-judgemental environment. The debates that spurred

from these topics were explored maturely, and I think led

to many people widening their worldviews and respect

towards others”.

Nikola Szczawinska (year 12)



The Religious Education Department 2021-2022


Religious Education department is a high performing and forward-thinking department who

have created a very ambitious and innovative curriculum. The team is driven in its pursuit to

develop spiritual, moral, social and culturally rich students. This is achieved by providing a uniquely broad

and varied curriculum designed around the needs of our community. Students start their journey in the RE

Department exploring the Eastern religions in Year 7 before moving on to the Abrahamic Faiths in Year 8.

Once they have a good understanding of the world’s major religions they are able to apply key teachings to

a variety of themes studied in Year 9 such as Religious Conflict and Crime and Punishment.

Students are given ample opportunities to reflect on different beliefs which inform their personal perspective

on life; to understand the consequences of their actions and strive to be a force for good in society. The

diversity of the school population is celebrated as students work together and there is an appreciation of all

the cultures and faiths that make up the school community and also the national and global community. This

year we took this further by extending the scheme of work on Religious Conflict and adding lessons on the

India- Pakistan Partition and Somalia Civil War to better reflect some of the backgrounds of our students.

As a department we promote the capacity to think critically in order to make well informed, open minded

and thoughtful judgements. Topical and controversial issues are not shied away from but are welcomed,

providing vital opportunities for important conversations to be had within the safety of a classroom and

a teacher to facilitate. This year, Year 9 students engaged in formal debates and TED talks on the topic of

Crime and Punishment, specifically on Capital Punishment. Students were taught lessons on the different

forms of punishment and given a variety of case studies to examine before being put into groups to prepare

for a formal debate. This allowed the students an opportunity to present their opening arguments, rebuttals

as well as closing statements to their peers and practise their presentation skills.

In lessons, the department build religious literacy equipping students with the key knowledge and cultural

capital they require to be socially aware and tolerant members of both their diverse local and wider

communities. This will benefit them through every aspect of their life, as they move into higher education

and the workplace, equipping them with the skills to empathise and respect the views of others and be morally

competent individuals. We have begun plans for the next academic year to organise a visit to both the local

gurdwara and mosque for Year 10 in the Autumn term. This will compliment their study of Sikhism Practices

and Islam Practices which is a core component of the GCSE Specification.

Avneet Kang (Head of Religious Education Department)

I think that the debate was fun and interesting.

Both sides had really good points and had the class

switching sides most of the time. It really helped

me understand both point of views to later help me

in the assessment. It was interesting how the class

challenged the speakers with questions and their

views as well, so everyone had a chance to share

their ideas.

Hiba Amin (year 9)

Being one of the main speakers against the motion

“capital punishment should be abolished” helped

me to shape arguments that I didn’t personally agree

with at the start. By the end of the debate, I was a lot

more open-minded.

Alina Manha (year 9)

The whole class debate about capital punishment

allowed everyone to come to their own conclusion

about capital punishment as during the exchanges

we heard many differing viewpoints. Preparing for

the debate gave an insight into the different aims of

punishment including who deserves the worst kind

of punishment, which isn’t a straightforward thing

to determine.


Sana Khan (year 9)

The Thought for the Week programme


Thought for the Week programme is delivered to all students every week through form time.

TFTW encompasses a broad spectrum of topics and issues from current affairs, social movements

and ethical issues. This year TFTW included topics such as ageism, decision making, Wesak, Jesus’ teachings

and intersectionality. Through exposure to topical and important topics and issues students can build upon

their cultural capital and be fully aware and a part of the society they live in.

TFTW provides a unique opportunity for students to explicitly focus on their spiritual, moral, social and

cultural development. The school embraces the diversity of our students and applies for a ‘determination’

from the standing advisory council on RE this allows us to ensure TFTW includes religious teachings from

all major world faiths and is not limited as well as including non-religious and humanist teachings. Through

spiritual reflection on these beliefs, students are able to form their own perspective and be confident in their

belief system.

Students are presented with a range of viewpoints within TFTW and are encouraged to consider the morality

of the topics and issues discussed. Form tutors are able to facilitate discussions on recognising the difference

between right and wrong when looking at controversial topics. This instils an awareness of moral autonomy

within students and the responsibility that comes with it, a core Modern British Value. Modern British Values

are further highlighted as students are given ample opportunity to work in pairs, groups and as a class. This

builds upon their social skills as they are exposed to different views which they may disagree with and learn

how to cooperate and resolve conflicts. TFTW includes topics and issues from around the world and explores

the stories of individuals from different cultures.


Avneet Kang (Head of Religious Education Department)

“Thought for the week has been an engaging part

of form time. It has been insightful learning about

current global issues, ethical debates, and topics

regarding personal morality. For example, we once

spoke about religious freedom and debated whether

Islamophobic comics/articles published in France

were immoral or an act of free speech. Thought for

the week has challenged our perspectives on certain

topics and has allowed us to view them from a newer

perspective, as well as enhancing our conversational

intelligence and confidence”.

Ayesha Kaur (year 13 Head Girl 2022-2023)



Oxford Uehiro Centre’s Ethics Competition


the 22nd of September 2021, Ms Birdi informed our Ethics

class of the Oxford Uehiro Centre’s third Practical Ethics

and Responsibility competition. We were required to submit a video up

to 4 minutes long on an ethical problem and discuss how we thought

responsibility was involved. The 4 best entries would be invited to the

University of Oxford for their Ethics and Responsibility Day, where

more debates would occur. After hearing that the competition was run

by Oxford university, I jumped at the opportunity to take part. I quickly

assembled a team with my 3 classmates: Daniel Ortega, Husina Nyika

and Samira Baiden (year 12) and after some planning, we all agreed to

discuss a controversial ethical dilemma in 21st century contemporary

society- Euthanasia, with our question being: ‘What is the responsibility

in life and death: can euthanasia be morally justified?’.

The video needed to be submitted by the 10th January 2022, so to meet this deadline whilst still thriving

in our academic studies, we had to do a lot of planning and preparation as a group. We met up one period

0 a week, where we would research the necessary laws and examples which applied to our topic, formulate

arguments both for and against and eventually develop an answer to the question – should Euthanasia be

legal? After this initial planning stage, we then had to record the video, and with no media students on our

team, this certainly proved to be a bit of a challenge.

Thankfully, we were able to gain access to the media room and Mr Ramsden and Ms Saroya supported us with

the editing and filming. After a difficult week of recording and editing we finally finished and submitted our

video, and now all we needed to do was wait. A month later and the results were in. Our entry was “highly

commended” and we were awarded with a certificate for our efforts. Even though we did not win, all of us

are more than happy with the fact that our video was highly considered.

Overall, taking part in this competition came with its fair share of challenges, but all of us had an amazing

time working together and made many hilarious memories. Our evaluative, research, filming and editing

skills have been strengthened by this competition. Moreover, all of us are extremely grateful to Ms Kang

and Ms Birdi for presenting us with this opportunity, and we want to thank Ms Saroya and Mr Ramsden for

all the technical support they provided to help us with our video – this success would not have been possible

without them.

Samuel Dickson (Head Boy 2022-2023)

Practical Ethics and Responsibility Competition

Practical Ethics and Responsibility Video Competition 2022


This is to certify that the video:

What is the responsibility in life and death: can euthanasia be morally justified?

Produced by:

Samuel Dickson, Samira Baiden, Husina Nyika and Daniel Ortega of Cranford Community College

has been Highly Commended

Authorised By Date


Summer Fete for Sarcoma Awareness Month



summer fete was a good

experience for all the students

at Cranford for everyone to come together in order to raise awareness for Sarcoma cancer. Leading my first

event at Cranford for the summer fete I have learnt what our committee and our students are capable of. We

are able to interact with one another in positive ways in order to connect and enlarge our social networks

through the entirety of the school. This therefore was a positive impact for us as a whole committee as we are

able to say that our first event went as well as we could have ever planned. From the lead up to the actual day

of the event we went through a series of preparations such as creating posters, doing assemblies, prepping the

activities and bake sale that included: samosas, pakoras, cupcakes and ice creams whilst creating awareness

within the student population. It was a very successful event, where we raised a total amount of £430 for

Sarcoma Awareness month. We are very proud of what we achieved for our first event as a committee and

we can’t wait for more events to be bigger and better in the next academic year!

Xzaara Sandhu (year 12 - Charities Committee)



Battles of Ideas

Weekend October 2021


Battle of Ideas Festival in London brings

together around 300 speakers for over 70

debates over the course of a single weekend. According

to one of the convenors of the festival, they believe

that hashing things out in the public square helps us to

understand better the world as it is and, perhaps, how

it should be.

The organisers of the weekend believe there could be

no better venue for a weekend festival of open-ended

discussion - what they’re calling a People’s Takeover

of Westminster - than Church House. The original

Church House was founded in 1887, built to commemorate

the Golden Jubilee of Queen Victoria… Now a Grade II listed

building, its walls resonate with history and debate - as a

chamber for the General Synod, it also provided a meeting

place for the two Houses of Parliament during the Second

World War. Many historic speeches and events took place

within the building during this time, in particular Churchill’s

announcements during World War 2 including that of the

sinking of German battleship Bismarck. And it is there that

a number of our students, ranging from Year 9 to 6th form

visited on the weekend of 9th – 10th October 2021, walking

the same corridors as some of the most celebrated statesmen

in British History. Given the missed opportunities due to the

pandemic, it was important that as many students as possible

took advantage of the free tickets for students. Now more than

ever, where opinions at home and abroad seem to be getting

more polarised, it is crucial for our young people to learn the

skills of listening to others, reflecting upon what they hear and

challenging their own mindsets. Those students who benefitted

from taking a day out of their weekend to attend, had a vast

array of debates and key notes speeches to choose from. These


• Pandemic or Pandemonium: are the kids alright?

• Assisted dying: has its time come?

• From egg freezing to abortion: A woman’s right to choose.

• Free speech

• Culture wars

• Is it time to scrap exams?

• Hate, heresy and the fight for free speech

As their following accounts highlight, the students felt it was

a fantastic use of their time, and it is clear they gained a lot

from attending and being exposed to views that they have not

previously considered. Some of their reviews are extremely

insightful, I look forward to even more students attending in

October and reading about their experiences.


Mehmoona Yousaf (Senior Teacher Pastoral)

The Battle of Ideas weekend in London truly was an amazing

experience and I would love to do it again. The topics and

issues that were discussed were extremely interesting, I had

taken many notes down on the topics. We had taken part in the

topics of western culture, the party of the poor and medicine

break through. All three topics were discussed through many

points of views and helped us pick up the different views upon

these issues. I would love to go again. Despite all of us being

the only secondary students there, we were very grateful and

it was a true learning experience.

Pari Mahmotra (year 9)

The Battle of Ideas Festival was a unique and memorable

experience. These debates enlightened me to whole new

perspectives and encouraged me to look deeper into such

topics. Not only did it allow us to explore various issues around the globe, but it also introduced us to several

different ideas and opinions on subjects such as: western values and should we value them, who is the party of the

poor, medical breakthroughs, and many more. It also gave us the chance to prepare for our future by travelling to

central London; taking trains learning directions through map reading and walking around new areas.

Soha Haidery (year 9)


The Battle of Ideas Festival is inspiring, fun and interesting. It is enlightening as you listen to other people’s ideas

and perspectives on the world’s problems. Throughout the festival, both the people on the panel and the audience

were listing to each and respecting each other’s opinions. It changed our point of views on many different topics

such as western values and medical break-throughs. It encouraged people to have their say and have their views

challenged. When we went to Church House, we got to explore London too. Overall, I really enjoyed it and would

want to go again.

Sousan Hakeemi (year 9)

When I first heard about the Battle of Ideas

Festival, I was hesitant. Why would I waste a

perfectly good Saturday watching a bunch of

discontented “experts” when I could quite easily

be doing whatever people deem as entertainment

these days? Regardless of my initial hesitance,

I can honestly say that it was an exciting and

educational experience. It illuminated topics

that aren’t discussed enough, topics that the

general population don’t acknowledge or even

know about, topics that we blindly leave in the

hands of authority and assume the position that

they have everything under control. I think that

is important, especially in today’s society, to be

aware of what’s happening in the world and be

open to new ideas. Overall, it was lovely to see

how supportive and respectful everyone was of

each other’s opinions and I thoroughly enjoyed

the Battle of Ideas Festival.

Kyrah Thomas Turner (year 11)

The Battle of Ideas Festival was a fantastic opportunity granted to me by Cranford. It

provided me with insight into controversial topics, while also allowing me to develop

my communication and debating skills. I attended the festival on Sunday 10th of

October 2022 and took part in two debates: The “Keynote Controversies”, which

discussed the role of Western Values in our society today and “Letters on Liberty”,

which discussed the role of conscience and how we must take it seriously. As an A

Level Religious Studies student I loved taking part in these two debates, as they were

rooted deeply in philosophy and especially ethics, which gave me the opportunity to

apply the knowledge I’ve acquired in school in interesting and complex ways. One

big take away from the festival for me is that even if you are not 100% knowledgeable

about something that’s being discussed or debated, do not be afraid to put your

thoughts and opinions across - you’re only going to learn from it.

Samuel Dickson (year 12)




Economics at Cranford 2021-2022

Economics at Cranford offers a broad and balanced

curriculum with several opportunities to explore

cultural capital through exploration of a range of

economic events happening locally and internationally.

We aim to ignite a spark of curiosity in our students

where they consider arguments from a range of different

perspectives while analysing a particular decision or

policy and its impact on the economy. Furthermore,

we examine the impact of the theories by eminent

economists on the world and why they evolve with

the changing needs of the society. One such example

is where students gain an insight from behavioural

theories to study circumstances where consumers might

be predictably irrational which help them to reflect on

the decisions they make in day to day life.

Our students are encouraged to make links between

their in-class learning and real-life events. We support

our students to develop awareness of the world around

them with the articles written by leading economists

from Financial Times, Economist, Economics Today.

A range of resources are made available to the students

on Ms Teams to assist them to extend and, strengthen

their knowledge and skills outside lessons. As a part of

their curriculum, the students are taught essential skills

such as analysing and interpreting data for the purpose

of evaluating the implications of specific individual

and government activities. Furthermore, students build

upon their quantitative skills and learn how to use

diagrammatic analysis to support their findings on the

UK economy as well as the wider world.

We offer our students a variety of enrichment opportunities

such as talk by the Bank of England Ambassador, future

focus sessions with former students and a trip to the

Bank of England Museum. To promote aspiration and

support year 11 and 13 with their next phase of learning,

comprehensive transition packs are provided with a

programme of enrichment activities, careers advice and

transition sessions. Our students are actively encouraged

and supported to take part in extra-curricular activities

such as university summer schools, Junior Economist

of the Year Competition organised by Royal Society

of Economic, FCDO Next Generation Economics

Competition organised by Foreign, Commonwealth &

Development Office and essay writing competitions

offered by universities.

Ramanpreet Kaur (Head of Economics Department)

“I have been studying

Economics at Cranford

for four years now and

it is without a doubt

my favourite A-Level

subject. Economics is

such a useful subject to

study as it gives insights

into how the world works

and I think that everyone

should get the chance to study the basic concepts

of Economics at school. In my opinion, A-Level

Economics lessons have been extremely wellstructured

and tailored to students’ needs. Every

lesson sees us provided with useful recourses that

aid us in further our understanding of the topics

learnt in lessons. Overall, I highly encourage

those interested in persuing Economics in future to

consider choosing it as one of their A-Levels”.

Simran K Singh (year 13)

“Economics has been amazing! Having not studied

Economics at GCSE, choosing it as one of my A level

subjects was a risk worth-taking. Over the course of

two years, Economics taught me a lot about various

markets and the policies the UK government has to

implement to tackle major economic issues such as

poverty, inequality, inflation and sluggish economic

growth. The resources have been phenomenal, and

they have been extremely helpful to understand the

content as well as the exam skills. It has been a

pleasure learning Economics and would definitely

recommend students to choose it as an A level

option due to the immense support provided by the

department as well as how fascinating the subject


Guneet Dhameja (year 13)

“Studying Economics in Cranford has gifted me

with priceless knowledge that I will cherish for the

rest of my life. Topics such as the Financial and

Labour Market have primed me for the challenges

of adulthood, and I can safely say that the value of

the lessons have immensely impacted my education

for the better. My favourite part of the course was

learning about Oligopolies and the multi-faceted

way they approach competition in an industry. I

highly recommend studying Economics at Cranford

to enrich the way you understand and view the


Zayia Berum (year 13)



Mock Model United Nations

Year 12 Economics class had an opportunity to enhance their presentation, leadership and

debating skills by participating in a mock Model United Nations. The students were assigned

in pairs to be delegates of a country. Some countries comprised of the permanent members of UN Security

Council and understood their role on the global stage. The issues were aligned to their understanding of the

economics specification, which included key issues such as economic growth, inequality and environmental

impact. It also brought the contemporary issues faced such as the inflation crisis, a post-pandemic recession

and the conflict in Ukraine. Each delegate had to represent their own nations vested interest on stage but also

provide a convincing argument/solution that appealed to the majority of the delegates.

Alham Ahmad (Maths & Economics Teacher)

The Model United Nations was a highly engaging

experience. As a class we assumed roles as national

ambassadors to debate and solve global issues. I

represented India and through research I was able to

learn a lot more about India’s current economic state

and policies being used to tackle pressing problems.

We discussed how each country being represented has

dealt with the coronavirus pandemic, matters of trade

and security, environment, socio-economic factors and

much more. The discussions transformed into intensive

debates which enabled us to practise our speaking and

communication skills. Overall, this was an incredible

learning experience for the class, as we learnt about

international relations and ongoing issues amongst the

United Nations by actively taking part.

Heenal Mehra (year 12)

Taking part in the Model United Nations allowed me

to gain perspective into different countries within

and outside the UN and understanding how trading,

environment problems, political and regional stability

works. I took the role of a Turkish ambassador and

debated multiple issues and policies regarding the

socioeconomic problems and more recently of Covid-19,

with countries across the world who have different

interests. We also considered current affairs and recent

politics for example the Russia and Ukraine conflict.

Tanishka Bumrah (year 12)

Whilst participating in the mock Model UN, I had been

assigned as a representative of China. This was a daunting

task, as several points of discussion were based on social

welfare and equality. Being told to systematically argue

policies I fundamentally disagreed with improved my

debating skills, however, being a delegate of arguably

the second most powerful country in the world also

had its upsides. In the topics of trade and defence I

was able to use my economics knowledge to understand

where to strengthen the Chinese economy and how to

create sustainable and beneficial links to solve economic

issues. The entire experience was extremely engaging

and insightful.

Shaan Cheema (year 12)



Year 12 Trip to the Bank of England Museum


trip to the Bank of England Museum was organised for our year 12 Economics students in July 2022.

It aimed at developing insight into the history of the Bank of England and what the Bank does to keep

inflation low, maintain trust in its banknotes and keep the financial system stable. Our students had a fantastic

opportunity to witness a wide-ranging collection detailing the Bank’s history from its foundation in 1694

to the present day. As we entered the site, everyone was so enthusiastic to attempt a game called ‘take the

helm’ where they could experience the difficult task of maintaining inflation at 2% target and the problems

the economy may face whilst controlling inflation alongside ensuring economic growth does not suffer. It

was an exhilarating experience for our students to be able to hold a genuine gold bar from within its box. The

value of the gold bar is updated each day and displayed alongside the bar. Students were captivated to see

collection over 40,000 items including archaeology, banknotes, coins, oil paintings, sculpture and decorative

art. Furthermore, they explored the history of transatlantic slavery through its connections with the Bank

of England and the wider City of London. A range of interesting displays helped our young economists to

understand that apart from the traditional tool of interest rate, the Bank makes use of forward guidance and

quantitative easing as a part of monetary policy to maintain financial stability in the economy. Students were

provided with engaging activity pack designed to explore the Museum whilst learning the role of the Bank.

Overall, our year 12 students found this trip immensely beneficial and said it left them inquisitive to discover

and learn more about monetary policy and macro-economics in general.

Ramanpreet Kaur (Head of Economics)

“As part of my A-Level Economics course I had an opportunity to visit

the Bank of England’s Museum in Summer 2022. Located within the

Bank’s main building itself, this moderately sized museum was filled to

the brim with artefacts and information regarding the Bank, as well as

its role in the United Kingdom economy. Exhibits ranged from artefacts

depicting the foundation of the Bank in 1694 to a recent exhibition

highlighting the relation of the Bank to slavery over the course of time

with a display on counterfeit currency. Overall, I found the Museum

fascinating, leaving me keen to discover more about the history of

economics in the UK”.

Daniel Ortega (year 12)

“The Bank of England trip has been an enriching experience that has

enabled me to develop my understanding of the Bank of England’s

role in achieving monetary and financial stability. The trip involved

fun activities on investigating the function of the monetary policy in

maintaining a stable inflation rate of 2%. There was also another

activity where I was able to lift a real gold bar. The display gave a

fascinating insight on the Bank of England’s history such as on old

bank notes and coins, early investors of the Bank and the evolution of

the Bank’s architecture. The trip also gave an overview of the history of

the economy portrayed through mosaics and various ornaments dating

back to the 1700’s. Ultimately the opportunity of being able to visit

the Bank of England is a great memory and has immensely aided my

understanding of Economics”.

Uthistan Sritharan (year 12)

“The Bank of England Museum trip was extremely useful. It helped me to

learn the history of the Bank and how it evolved over the years. Seeing

the first denominated banknote issued by the Bank was probably my

favourite part of the trip. It was quite interesting to see how handwritten

notes changed into printed polymer. I am glad that I was able to be a

part of this trip. Overall, I found this trip productive and it definitely

will help me to understand my A Level Economics content better as I

have had first-hand experience”.


Sukhpreet Bual (year 12)

Year 13 Bank of England Trip


the recession caused by the pandemic

and the subsequent inflation crisis,

economic theory has started to revolve more around

our everyday lives. The field of monetary policy

in particular looks at how the central bank (Bank

of England) regulates the entire macroeconomy by

adjusting the interest rate and supply of money to

maintain price stability and foster economic growth.

In March 2022, we were lucky enough to welcome

Simon Kirby – a senior economist in the Monetary

Analysis Directorate to Cranford.

The Year 13s were very enthusiastic witnessing a

prominent member of the Bank at Cranford, discussing

the various topics that they have learnt in class, as

well as learning more about the role of the Bank.

This included how the Bank ensures that banknotes

are difficult to forge, the various policies necessary

to combat the inflation crisis we are currently facing

and how this mission has been the same for the past

300 years. We also saw how the Bank of England

handles over £600 billion transactions in a day and

how they store over 400,000 gold bars in its vault,

worth £100 billion. The enthusiastic and curious

mindset that the students displayed saw us privileged

enough to have another guest speaker – Michael

Lever – to share a similar talk to the Year 12s.

The Year 13 class were surprised with a visit to the

Bank of England after Easter. The students were able

to witness first-hand how difficult it is to control

inflation, despite having the initial presumption that

this can be simply remedied through adjusting the

interest rate. We also glimpsed into economic history,

seeing how the Bank of England has modernised

itself over time with the changing of banknotes,

security behind the gold bar vaults (which is a lot

more secure than what is seen in ‘Money Heist’)

and also facilitating the growing use of contactless

payment. Ending the day on a beautiful sunny Friday

afternoon was an excellent way of saying farewell to

this amazing Year 13 class.

Alham Ahmad (Economics & Maths Teacher)


“Our trip to the Bank of England

was a fantastic experience which

was greatly enjoyed by the whole

class. It was a lovely day where

we were all able to apply our

knowledge of Economics to a

variety of different activities

located all around the museum.

We were all able to learn about

the history of Economics which

was extremely interesting and see

its application in real life. Thanks

to Mr Ahmad, Mr Nassari and Ms

Field we were able to enjoy such

a fun day out with the class”.

Karolina Mucko (year 13)



Bank of England Ambassador:

Talk on ‘Economics in Practice’


summer 2022, our year 12 Economics cohort

had an excellent opportunity to attend a talk

at Cranford on ‘Economics in Practice’ by the Bank

of England Ambassador Michael Lever. Michael is

a policy adviser in Independent Evaluation Office

at the Bank. He delivered an engaging presentation

on the role of Bank of England in maintaining

financial stability in the UK. As a part of their A

level Economics curriculum, students explored the

functions of the Bank with a brief insight into its

history. It was quite intriguing for our students to

discover how a small change in interest rates can

impact our day-to-day spending, mortgages, business

investment, inflation, jobs, growth and many more

areas in the economy. Michael touched upon the

current economic situation where by the UK economy

is facing substantially high inflation, rising energy

costs, low growth, and rising interest rates in the past

few months. Students asked about the challenges

presented by use of cryptocurrency in the modern

world and the need for regulation by the Bank to

manage this highly volatile market. Our year 12

students learnt that the Bank is not only an influential

organisation but it is also a uniquely rewarding place

to develop a career. This talk could not have come at

a better time as straight after the talk year 12 students

made a start with their UCAS application process.

Michael very kindly shared his story of working

at the Bank in a wide range of roles. The talk was

interactive and students were able to learn ways to

become a part of the Bank at all different stages

such as level 4 apprenticeship, internships, industrial

placements and graduate development programmes.

Overall, our year 12 students were delighted and

enthused to be able to attend this talk and found it

highly productive.

Ramanpreet Kaur (Head of Economics Department)

Future focus session with

Adil Awan former student &

KPMG apprentice


prepare students with their next phase of

learning, the Economics department invited

former student Adil Awan to have an interactive

session with year 12 students. The session aimed

at enhancing students’ understanding of careers/

apprenticeship programmes in Economics and how

to prepare for those opportunities. After all, who

knows better what a university or a course is like

than someone who is actually there at the moment?

The session covered a range of areas such as the

application process for university and apprenticeship,

interviews, managing money, organising workload,

and course structure. The students came prepared

with numerous interesting questions and displayed

immense enthusiasm throughout the session. They

found the advice and information gathered in this

session highly beneficial in preparation for the

UCAS application process.

Ramanpreet Kaur (Head of Economics Department)


“It was a great

privilege to have

the opportunity to

attend a talk by the

Bank of England

Ambassador Michael Lever. He spoke on interesting

topics such as interest rates, cryptocurrency and

quantitative easing. It was an immensely insightful

experience. I developed an understanding on how

the Bank works and the way it operates within the

economy. I was so inspired by his work ethic and the

level of success he achieved at such a young age, which

gave me huge motivation and inspired me to persue

Economics at university. I am extremely pleased that

I was able to be a part of this talk – it has encouraged

me to explore Economics at a much deeper level”.

Shritu Singh (year 12)

I attended a talk by a former Cranford, Adil Awan, who

is currently on an apprenticeship scheme at KPMG. It

really helped to collect information on various career

options available to take up after sixth form. Adil gave us

an insight into his life as an apprentice at KPMG, how he

manages his time between working and having to study

for the course, and his social life. I learnt that one of the

main benefits of being an apprentice is gaining valuable

work experience while studying and not having to pay

off any debts. I found this session extremely helpful in

choosing my future career path as it is always a dilemma

whether to choose university or apprenticeship.

Muskaan Kaur Sanghera (year 12)




An Anthology

in the Making

the course of June and July you may

have seen some slightly frazzled

students dashing straight from their lessons after

school on a Monday, not out of school, but straight

into the B Block. This was not a feat of madness but

instead an act of sacrifice in the name of creativity.

The dizzy and out of breath students arrived at CR4

for a prompt 1515 start to their First Story sessions.

This year the First Story Programme ran slightly

differently to previous years, wherein students only

had 8 weeks of workshops to perfect their final

anthology pieces. We were grateful to be joined

there by our resident author Adam Z Robinson who

brought brilliant creativity to every session, inspiring

the students at every turn and encouraging them to throw every

literary rule book out of the window (much to the joy of those

who had promptly forgotten every piece of knowledge from their

English lessons…). The students bounced off of each other’s

energy from the get go, creating a vibrant, and enthusiastic

space that fostered their ideas and budding confidence. It lent

just the right amount of creative ingenuity to help us reach our

anthology title “Three novels and a Poem walk into a bar…”.

This title, although non-conventional, perfectly exemplifies the range of creative ideas that we

had in the room and the wonderful ways in which the students stepped beyond the boundaries

of language. We’ve had many creative styles and a broad range of ideas from monks in strange

towers to poetry evocative of the dirtiest Hounslow Highstreet. With an eclectic mix of year 10

and year 12 students representing a wide range of interests, this might seem inevitable but took

a lot of bravery on the part of the students. They boldly shared works every session and the work

we witnessed over the course of the weeks has been exceptional and has often left each other in

awe and admiration. I’m sure if you ever walked past you were never more than two steps away

from hearing thunderous applause. They took on prompts such as “write a story

set in a supermarket without using vowels” with great gusto and I promise you

it is a difficult as it sounds. To add to the natural success of the writers, we also

had two entries to the EcoPoetry competition from Cammeron Jones and Nikola

Szczawinska who swept the podium and won first and third place respectively.

It has been an honour to see these students grow alongside each other and it has

been a greater honour to listen to the writing that they have shared. I cannot wait to

see where their writing takes them and look forward to the next cohort – hopefully

with some returning faces.


If they do not, I hope they will remember the message that every single voice

and idea mattered. It serves as a valuable reminder of the values that we hold

at Cranford. With thanks to the English team who encouraged these students to

participate to also to Mr Ind and Mr Prunty who ensure that these opportunities

never die down for the students. The longevity and success of the First Story

Programme at Cranford despite the many challenges that have been thrown into

the mix stands only as a testament to the dedication the school has to student


For those who are already itching to read some of the spectacular pieces of this

year’s anthology I’m afraid you’ll have to wait until the Autumn for the big reveal

when we have our celebration evening. For now, please fill your appetite with

some samples of writing and the fantastic EcoPoetry entries. Until next time!

Veronica Chow (First Story Lead Teacher)



Business Studies Department



year the Business Studies Department

has been very exciting! We are a popular

choice of study at GCSE and for our 6th form students,

and we were pleased to welcome a new teacher, Mr

Lloyd, to the team. Students have achieved excellent

results in their studies with many on track to gain top

grades in their A Level and BTEC courses which we

hope will secure them places on a range of Businessrelated

courses at university and in the world of work. As

a department we have focused on developing world

class assessment, tracking and feedback procedures,

led by Mr Ryan, and were delighted to showcase our

methods to other departments to share good practice.

Encouraging and supporting our students to help them

succeed is our priority and we are excited to see the

results of their hard work this Summer.

Gurpreet Patel (Head of Business Studies Department)

BTEC Business Charity Event

at Cranford


Friday 25th March 2022 a charity fundraiser

was held by the Year 13 BTEC students, the

proceeds of which went to Heston West Big Local.

Students set out with the expectation of raising £300

for their chosen charity, a target which was exceeded

by 15%. Heston West Big Local is a not-for-profit

organisation which focus their efforts on the Hounslow

area and do their best to make it a happier and healthier

borough of London, and one in which people are proud

to reside.

Coming up to the event the BTEC students had put

countless hours of work to ensure that every part of the

event was a success. The saying “Measure twice, cut

once” was at its truest form when it came to the event

preparation. Every element was risk assessed including

the time taken to set up before break and even how

profitable things would be once the event got going.

On the day things couldn’t have gone better in any

conceivable way. Stalls were selling their games and

products, attendees were orderly, chaos was kept to

a minimum and lastly, all of the litter was picked up

as quickly as it was dropped and everything was put

away allowing for students to return to their lessons.

This did not go unnoticed with Mr Fraser stating that

“the concourse was spotless” and “it didn’t look like

an event had taken place at all”.

Overall, this day just goes to show how a small group

of organised and motivated individuals can make

amazing things happen.


Stefan Mishlinkov (year 13)



• Enj oy cookies, cakes, cupcakes, donuts

and samosas and help cont ribut e

donations towards Macmillan Cancer


• This year we would like to ask students

and staf f to help with the food

donations and ask them to contribute to

the event

• Can all sweet donations please be given

at the school shop by this Wednesday

(13 th ) and please make sure that the

sweet treat s/ past ries are in dat e t o be

sold for Thursday 14 th Oct

Thursday 14th

October 2021

Break 1

On the Concourse

Sweet treats you can

donate and buy f rom the

char it y event :


Cake slices


Donut s


And other sweet pastries


Sixth Form

Macmillan Cancer

Charity Cake Sale

On Thursday 14th

October 2021, the

Charities Committee

organised and ran a

charity event in support

for the Macmillan

Charity. The Charities

Committee was keen

to support and donate

to Macmillan Cancer

Support as it was already

cancer awareness month.

This year we asked

students and staff to

contribute to the event by

donating sweet treats to

help raise money. During

the event, different

kinds of food were sold to raise money

including sweet pastries, cookies, donuts,

cakes, cupcakes and pakoras which sold

out in minutes. The Charities Committee

set a goal of raising just over £200, but

thanks to the combined efforts of students

and staff from across the school, we were

able to exceed that goal and raise just

over £600 ! The money raised should help

fund the charity in helping and supporting

people with cancer by providing emotional,

physical and financial support to enable

those who have been diagnosed with

cancer get through such a difficult time. We

would like to thank all students and staff

at Cranford who helped support the charity

event and raised such a huge amount of

money from donations.

Gurshaan Ghattoray

(year 13 - Charities Committee)



Sixth Form

Food Bank Collections


February the charities

committee decided to organise

and set up a food bank in the school

whereby all students and staff were

encouraged to donate at least one

non-perishable item towards the food

bank. The charities committee set

up a “food bank station” where any

student or staff member may donate

any necessary items. The food bank

which the committee chose to donate

to was the ‘St Paul’s Hounslow West

Foodbank’. The charities committee

decided to do this in part because

of the rise in the cost of living and

food prices (due to inflation), and we

believed that a food bank would be one

of the best ways to assist the less fortunate and those who have been disproportionately affected by the costof-living

increase. The covid pandemic had also made living conditions worse for some households, thus our

food bank will hopefully reduce the stress of people who cannot afford basic food and toiletries. This food

bank was a success because we were able to collect a large number of donations from both students and staff

across the school (enough to fill the school minibus!). I would like to say a great thank you to all those who

donated and well done for making a positive contribution to our local community.

Gurshaan Ghattoray

(year 13 - Charities Committee)

8 th June 2022

Dear Julie


We wanted to say a huge thank you to all the pupils, parents and staff at Cranford Community College

for the very generous Foodbank donations you collected and delivered to us before half term.

The Foodbank team greatly appreciates the school’s encouraging support for the work we do with local

people and families experiencing financial hardship. During the course of 2021, the Foodbanks at our St

Paul’s and Good Shepherd locations supplied enough food to feed over 13,500 adults and children (as well

as providing toiletries and hygiene products) – an increase of over 80% compared to the previous year.

We simply would not have been able to continue providing such a high level of support to so many

vulnerable people without the very generous donations we continue to receive from schools, churches,

businesses and individuals within our local community.

With our thanks and very best wishes,

Avril Gearing

Avril Gearing

Foodbank Coordinator

E: foodbank@hopehounslow.org.uk

T: 07763 083049

Charity No: 1164343 | Place of Registration: England

Hope Church Hounslow

C/O Bath Road, Hounslow West, TW3 3DA

www.hopehounslow.org.uk | T: 020 8581 5537 Vicarage | T: 020 8707 4092 | info@hopehounslow.org.uk


Year 12 - Aspirations Day

Tuesday 19th July 2022 will be remembered as the day the UK heat record was broken with temperatures

soaring to 40.3C, but this sweltering day was also significant for our Year 12 students at Cranford as

they had the privilege of attending a range of talks from 34 guest speakers throughout the day to raise their

aspirations. We had academics from Middlesex University, University College West London, St Marys

University, Brunel University, Kingston University, University of Hertfordshire and Roehampton University

delivering taster lectures in a range of different subjects from Criminology to Aerospace Engineering to give

our students an insight to studying these courses at university.


An important aspect of this event was ensuring that there was something for everybody and we were lucky

enough to have a range of professionals from different industries attend Cranford to provide an insight to

their careers and the pathways they took to achieve their ambitions. Sharon Blyfield from Coka-Cola gave

an interactive presentation on how best to prepare for interviews and creating an effective CV. Mustafa Omar

from Metro Bank talked about Fraud – The Silent Victim + Think Like A Banker, Lend Like One and Nick

Nanikhan gave students a much needed understanding of student finance.

Cranford has always been proud of the relationships we maintain with our Alumni and it was great to welcome

back Warda Khalid and Faisa Ali who delivered a talk on the Oxbridge Experience and Pariksit Dogra

provided an insight to his career at KPMG. Our students found the ‘real talk’ from our alumni extremely


Students came away from the day feeling that they had been given a truly valuable and insightful experience

and our guests all commented on how respectful Cranford students are.

Sharandeep Saroya (Assistant Headteacher)

Thank you for the warm welcome at Cranford this

morning and for the invitation to take part in Aspirations

Day. I really enjoyed meeting the students and answering

their questions. I’d be very happy to come back to the

school again so please do let me know about future

events where we can contribute.

Rhiannon Evans (Learning & Outreach

Manager London’s Air Ambulance Charity)

It was good to see you today. Just wanted to thank you

for the opportunity to come in and speak to the some of

the kids, they had some really great questions.

Pariksit Dogra (ex-student KPMG)

Thanks for having me this morning, I really enjoyed

getting the chance to speak to your students. I hope the

students found the presentation useful.

Emma Macrae (Scottish Civil Service)

Thanks so much for your help with the sessions today.

Everyone I met was so friendly and kind, I was also really

impressed with your students. You have a great school!

Dr Maria Mellins

(Associate Professor SAfEE Qualifications / Stalking

Awareness for Education Environments / Course Lead

BSc Criminology and Sociology)




Performing Arts 2021-2022

Getting back to doing what we do best !

September 2021; A new academic year, a new

term and a new determination to get back to

doing what we do best in Performing Arts and

that is giving students the opportunity to be creative,

innovative and have fun, working practically in

Music and Drama. After eighteen months of limited

participation in the arts, we were determined that

the new year would bring new opportunities and that

these opportunities would include performances in

and out of school and much needed theatre visits

to inspire creativity. To achieve this, we planned to

have a showcase performance each term to celebrate

the amazing talent of Cranford students.

At the start of the academic year there were still a

number covid restrictions in place. Mask wearing,

keeping distance and sanitizing were still creating

challenges for practical work but undeterred,

everyone tried to carry on developing drama and

music as best they could. Relaxation of these

requirements in late September freed us up to really

drive the organic process and an air of excitement

was clearly felt, not only in the taught curriculum

but in the extra-curricular projects.

For the autumn term we planned Cranfest 2021, a

concert in celebration of music talent across the

school. This would be the first concert since 2019

and the music department became a hive of activity,

just as it had been prior to the pandemic. With the

RSL music course now firmly established in key

stages 4 and 5, younger students were mentored and

supported by older students in learning instruments

and songs, resulting in some extraordinary crossphase

musicianship. In addition, Mr Daplyn worked

with a group of year 9 boys on an original studio

performance entitled “BadTimes Stories” a piece of

devised, dystopian theatre. The plot evolved around

the discovery of a story book buried under rubble at

a waste tip and a group of young boys reading and

learning from these stories of the past.

For the spring term performance, we were rehearsing

for the Shakespeare in Schools Festival 2022. We

chose to perform “The Tempest” and seventeen

year 8 and 9 students undertook the project during

Mind, Body, Soul. The group, having spent most of

their rehearsal time engaging with the language and

learning lines during the early autumn term, began to

experiment with possible practical ideas for bringing

the text to life. This was incredibly exciting as what

had been a discussion about “what if” became “let’s

try this ….” including inventing different ways to

make an umbrella a ship, a disguise or Prospero’s

magic staff. This was an exciting challenge as

none of the cast had ever been involved with a

production before, but supported by Ms Rae to bring

Shakespeare’s play from page to stage performing

first, on a professional stage at the Beck Theatre

in Hayes and then to a school audience of staff and

students at Cranford.

The heart of any Performing Arts curriculum is the

ability to innovate and inspire young people. The

creative process is essential in giving ownership

to a story they want to tell. Our biggest project,

scheduled for July 2022 was the school production,

developed throughout the academic year during

Mind, Body Soul, was one such project. “OverRuled”

was a story developed entirely through students’

discussion, music and lyric writing, improvisation

and reflection, inspired by how the past two years

had impacted on their lives and how they see their

future. They wanted to examine through theatre and

music what really matters to them; the world agenda

of globalization and ecology and the way the post

pandemic “new world” now viewed life.

This was an extraordinary piece of theatre and so well

received by its audience. Its contents and relevance

were scarily accurate in its messages and warnings

giving many of us food for thought.

In addition to all the exciting curriculum and extra

-curricular opportunities, we were delighted to be

able to visit live theatre again in support of the Drama

and Theatre Craft curriculum. All these productions

helped to inspire an understanding and appreciation

of the non-performance elements when putting on a

production. Students were able to take ideas and use

them in their own work in set, lighting, sound and

costume design.

Looking back over the past year it is quite amazing

what has been achieved. It is this determination

and love of the performing arts that continues to

engage young people in the desire to participate in

performances and learn from industry professionals.

They love the buzz they get from being part of a

group, a company or a technical team and they

get such a sense of achievement when they hear

the applause and the words of acknowledgement

from their families, friends and teachers. Even the

shyest of young people can be transformed by this

experience and that is why we will continue to do

what we do best in Performing Arts and make it

possible for young people to take part in exciting

and creative projects.

Jessica Joyce

(Head of Performing Arts Department)

BadTime Stories


September 2021 a small group of year 9 boys

approached the Performing Arts Department with

the idea of doing a studio performance in the autumn term.

I was keen to work with this young team of enthusiasts

and workshopped some initial ideas after school in the

Drama Studio. After a relatively short time the boys had

come up with a framework for the drama which once

agreed generated some enthusiastic improvisations and

discussion. This resulted in the title, “BadTime Stories”, a

cautionary tale about the value of folklore, and the danger

of ignoring the wisdom it contains.

It was clear from the outset the past two years had a

significant impact on the boys individually and as a

group. As their confidence grew, they took the opportunity

to reflect on their own circumstances and experiences

during the pandemic and thought about how their lives

had been diminished by the “loss “of various things they

had previously taken for granted. This led to the idea

of the setting with thought of how life might be if there

were no stories to tell and pass on through generations…. a world without stories. We researched various

folklore stories from different cultures to find ones that would be good to translate into a visual representation

alongside the story telling. Each story had a moral and helped to bring the whole piece together.


The performance took place over two nights in early December 2021 to a small studio audience. I and the

boys were enormously proud of the finished project and feel they have learnt so much about theatre, the

value of storytelling and themselves through this process.

Tom Daplyn (Director - Performing Arts Department)

Creating “BadTime Stories” was an amazing experience!

I learned a lot about costume and set design throughout

my time working on this production. Some students are

reluctant to stay after school but for me rehearsing felt less

of a chore and more of privilege. One main reason for this

was how much input and freedom Mr Daplyn allowed us

to have with staging, acting and scriptwriting. It allowed

us to relate and represent the characters we portrayed in

a more natural way. This was such a delight to perform

and with the cast being good friends of mine, it was a

very comfortable and open setting to express yourself.

We had an amazing cast of actors including Lakshay

Mehra, Brandon Coleman, Koa Cundall, Balveen Sodi

and me with Khadar Abdullai behind the scenes creating

the wonderful stage and world around us but we cannot

forget our director and scriptwriter, Mr Daplyn and Mr

Ramsden for doing all the tech.

Deen Asskoumi (year 9)





2019 we held our first Cranfest which was

hugely successful. With the two-year absence

of music making at Cranford we were determined to

reignite the students with the promise of a Cranfest

2021 to bring back all the good things we do in

music and celebrate a thriving department and our

talented music students. We were keen to involve

students from all year groups and were delighted

with how many in year 8 -13 wanted to take part. We

were also delighted to find so many talented year 7

students who showed great promise and wanted to

get involved.

Cranfest is a celebration of music from a variety of

genres and the development of the music curriculum

at Cranford over the past five years. Our approach

is student centred encouraging young people to take

up an instrument and to learn to play and perform.

Having an end of term concert as a goal always makes

for a very busy autumn term, but which confirms

the joy of music making in the school. Weeks of

rehearsals during period 0 and period 6 alongside

breaks 1 and 2 and any spare time in between saw

the buzz of previous years return to the Music

Department. It was really exciting watching younger

students learn from older students (and at times vice

versa), gel together in newly formed bands and to

see confidence grow as they tackled a range of songs

old and new, some original compositions, others old

favourites and even some in different languages.

An exciting and varied programme began to be

developed as we moved towards December and our

proposed performance date. Ticket sales were going

well and even sold out much to the disappointment of

the Last minute.com Cranford students. Everything

was going to plan when the dreaded Covid struck,

and it looked like what the students had worked so

hard for would be lost. Fortunately, Kevin Prunty,

Executive Headteacher, was also determined that

the concert should go ahead and so with strict covid

rules in place and a very supportive audience of

parents, students, and staff, Cranfest 21 took place

on Tuesday 14th December 2021. From bhangra to

blues and rapping to soul, the Concert Hall “rocked”!

It was such a great evening of celebration and the

audience were clearly blown away by the variety of

music performed.

We are incredibly proud of what our students have

achieved and delighted we were able to share this

wonderful evening with everyone. Bring on Cranfest


Luke Joyce

(Head of Music Department)


“AMAZING!!!!! Cranford has got

talent. An incredible evening and I am

so pleased that I was persuaded to go.

Well done everyone”

Dawn Knock (SEND Department)

“Last night was such a delight. I think

staff and visitors alike really enjoyed

themselves. The performances were

amazing and I, for certain, had a few

tears in my eyes at times. I am so

proud of all our superstars”.

Sabine Geister (Three Bridges)

“The quality of the performances was

of a very high standard. Luke and Rory

have done an amazing job with the

students. One of the best performances

I have been to with representation

from all key stages. Parents/audience

reaction was very positive and the

comments as they exited confirmed


Shawn DeSouza (Assistant


“What an amazing job you all did in

organising Cranfest – it was so well put

together and organised. Also a massive

thank you as well – opportunities like

this have been thin on the ground due

to Covid and so this would have been

even more of a monumental effort than

normal to put together. The year 10’s

in particular are crying out for ways

to express themselves and I know they

are grateful for the opportunity – it

has done them the world of good.

Thank you for all for the hard work.

Who needs Wembley Arena or the O2

when you have the Concert Hall?”

Bradley King (Head of Year 10)



Shakespeare In Schools Festival 2022

“The Tempest”

Cranford Performing Arts team were delighted to be a part

of the live Shakespeare in Schools Festival again this year.

Our students took on “The Tempest”, Shakespeare’s comedic story

of magic, betrayal, romance and power, with performances in the

professional space at The Beck Theatre Hayes and at Cranford.

The cast and student directors used ensemble theatre techniques

to create shipwrecks, caves and the mysterious island where the

action takes place using only umbrellas and minimal costume.

In the few short months of weekly rehearsals, the cast took real

ownership over the story and language of the play, with the

festival director commenting on how natural and conversational

their delivery of the text was. I was incredibly proud of the hard

work and dedication of the cast and student directors; the quality

of the performance and the joyful rehearsal process were a credit

to them and to the school.

Laura Rae (Drama Teacher and SSF Director)

“The experience was amazing as a

whole. This included the rehearsals, the

play, the costumes, and the people we

worked with. The rehearsals were a joy

because I got to meet the wonderful cast,

enjoy myself and memorise lines. I loved

the relationships and friendships that I

built. Everyone is kind and we learned

to accept one another.

The joy of the performance was nerve

racking for us all but we all had excitement

packed inside of us. The dress rehearsals

were my favourite as we were all excited

getting dressed into our costumes. Then

we had a briefing which was exciting

because we had a full view of the stage.

It was a memory I’ll never forget. Then

after the briefing we played some games

outside. The fountains were beautiful,

and the weather was perfect. When it

was finally our chance to perform, I

felt a wave of confidence. I thought to

myself, “This is my time to shine” and I

managed the stage very well. I was very

grateful for this experience, and I’d do

it a thousand times more”.

Minah Shirzad (year 8 -Trinculo)


“The opportunity the school has given me was amazing to experience.

I got the chance to play Ariel in ‘The Tempest’. Playing Ariel was

the best experience ever since I got to dress her how I wanted and

make sure the attitude was suitable for her. Ariel was a pleasure to

play because she matched my personality in real life, so acting her

was easy and fun. Ariel was able to show her power and confidence.

It was a fun experience because we got to choose our costumes.

Rehearsing was tiring but worth it since we managed to learn our

lines and be confident with them. Performing at the Beck Theatre

was amazing, and we were encouraged by our teachers.

I recommend this experience to anyone because it’s fun and

unforgettable. The cast was amazing and the directors were helpful

and nice”.

Bianca Briceag (year 9 - Ariel)

“I have been rehearsing “The Tempest”

since September so for about 7 months.

From the MBS sessions, to after school it

has been so much fun working with Ms Rae

and the cast. This play has helped me talk to

people I would never have talked to. It has

opened new opportunities for me such as the

school production”.

Laaibah Baig (year 8 - Stephano)

“I acted in a few of the scenes. I also

directed the scenes. The actors were very

cooperative. I enjoyed building a bond with


Hajir Shuweikh (year 9 - Student Director)

“So, throughout the Mind, Body and Soul lessons I had

so much fun rehearsing and doing the starter games.

Playing ‘Boatswain and Gonzala’ and ‘Spirit’ was really

fun because all the lines were amazing.”

Samuele Suman (year 8 -Gonzalo/Boatswain)

“I really enjoyed helping direct. It was a suitable job for

me. I think it also really helped the cast and helped bring

the scenes together. I’d really recommend being a part of

performing arts Shakespeare in Schools Festival. It was

an amazing unforgettable experience”.

Nasra Hashi (year 9 - Student Director)

“What I enjoyed was that when we got to the theatre, there

were different schools there and I made new friends. I

was very nervous when it was us going on stage, but still

I enjoyed it and would recommend it to anyone I know”.

Khalil Yusuf (year 9 – Ferdinand)

“I played Miranda and I enjoyed playing her a lot. I

also enjoyed doing a play with this group of people and

would like to work with them again. I had a big part in

choosing my character’s outfit and the meaning behind

the colours and type of clothing. Eg: flowy clothes =

elegance + being on an island, black = sadness & anger

& depression, Blue & pink = link to my father, white =

my marriage to Ferdinand. I loved working at the Beck

Theatre and doing the Tempest and the Shakespeare in

Schools Festival. I’m grateful for the opportunity and I

would love to do something like this again”.

Marina Mocanu (year 9 – Miranda)

“It was fun, the directors and actors were all very nice,

the room to practice in was spacious and I made many

new friends. The travel to Beck Theatre was a whole

different and fun experience. I’m so glad a took part”.

Kal-El Muhammad (year 8 – Caliban)


“I did the Tempest and I played Alonso. I liked how we

had our own changing room and how nice the performers

were. The Beck was big and it was scary to perform in

front of a big audience”.

Zakariye Galadid (year 8 – Alonso)

Cranford Community College


The Tempest

Tuesday 29th March 2022

“O brave new world that has such people in’t … “

Twelve years have passed since Prospero, previously Duke of Milan, was wrongfully

overthrown by his brother Antonio and Alonso, the King of Naples.

When Prospero’s enemies sail by the island on which he and his daughter Miranda

were shipwrecked, he conjures a storm. All are unharmed but Alonso and his son

Ferdinand are separated in the chaos and assume each other dead. Anotonio

persuades Sebastian to attempt to murder his own brother Alonso. This would make

Sebastian King of Naples. Meanwhile two drunken servants called Stephano and

Trinculo, conspire with Caliban, an island creature, to overthrow Prospero. With the

help of Ariel, a spirit, Prospero brings all of these characters together as the story

reaches its climax …

Prospero – Ashaaz Maredia


Caliban – Kal-El Muhammad

Sebastian – Koa Cundall

Miranda – Marina Mocanu

Antonio – Zaqee Rakhda

Gonzalo/ Boatswain – Samuele Suman

Cast List:

Ariel – Bianca

Ferdinand – Khalil Yusuf

Stephano – Laaibah Baig

Trinculo – Minah Shirzad

Alonso – Zakariye Galadid

“We are such stuff as dreams are made on”

The Tempest

by Cranford Community College

at The The Beck Theatre, 22nd March 2022

appraised by Vikki Walsh

I would like to send my sincerest congratulations to Cranford Community College for your

wonderful production of The Tempest as part of the Spring 22 Shakespeare Schools

Festival. It was a brilliant evening of theatre, and I’d like to talk about a few elements that

really shone.

This was a creative and inventive production of The Tempest that gave the audience a

thrilling example of how theatre can transport the audience into the world of a play. We

were immediately drawn in through clever use of clear umbrellas. From being spun as

stormy waves, held as weapons by those shipwrecked on the island, covering Caliban as his

cave, and having the handles form a loveheart to highlight Miranda and Ferdinand’s

partnership (an unforgettable moment!), the cast handled these props brilliantly. It was

delightful to hear how they came up with ideas themselves, such as the umbrellas being

pulled away and dropped from the hands of Prospero’s rivals at the wave of Ariel’s wand.

There were lovely hypnotic moments in this performance, which were wonderfully enhanced

by live sound. The winding and whirring effect that, along with whispers from the ensemble,

seemed to come from nowhere, was really effective. This was a refreshing interpretation of

the magic on the ‘isle full of noises,’ and it worked so well because the cast were fully

committed and invested.

Reactions from the ensemble were wonderfully played to maximise the impact of the action.

It was great to see everyone having so much fun with these moments! The physicality of

characters was very strong and this was well balanced with a conversational quality to the

dialogue. The cast demonstrated a high level of ownership over and belief in their


Congratulations to a playful cast who performed a Tempest which truly transfixed the

audience and transformed the stage! Staging a Shakespeare play in these changing times

takes extra courage, tenacity, and creativity. You should be incredibly proud of what you

and your teachers have achieved.

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

Cranford Community College

Vikki Walsh

“a Tempest which truly

transfixed the audience and

transformed the stage!”




School Production 2022

Cranford Community College


An original Musical Theatre Production

Tickets £3

Tickets on sale from the School Shop

or via the school website

Email: jpr@cranford.hounslow.sch.uk

Tuesday 5th, Wednesday 6th and Thursday 7th July 2022 5.00pm

To be held at Cranford Community College Concert Hall

"What could link the ‘Treebels’ and the Government?

Why would someone attack the Leader? And who will take the seat

of Power? Everything is up for grabs in OVERRULED”.


September 2021,

students in year

7, 8 & 9 embarked on

a creative journey with

the Performing Arts staff

during Mind,Body,Soul,

to devise an original piece

of Musical Theatre to be

performed at Cranford

during the Summer Term


This year long project has

involved students working

in various production roles

and was a completely

original piece of theatre

with all aspects created and

performed by the students.

This was our first School

Production since 2019 and the first opportunity to share with a

live audience in school. As with all creative journeys, its success

was wholly dependent upon everyone involved giving their time,

energy and commitment to see the project to its conclusion. In

total more than 80+ students worked on this production. For most

students this was their first experience of working on a project on

this scale. It was a very organic process. Script writing evolved

in tandem with the song lyrics and music with Mr Joyce and Mr

O’Hare whilst student directors ran drama workshops to help

develop the characters and scenes facilitated by Mr Daplyn and Ms

McMahon. Behind the scenes design work developed on set and

costumes as well as lighting with one student Khadhar Abdullai

taking on the lighting design under the guidance of Mr Ramsden.

To create a production in twelve months was quite achievement.

Our production was entitled “OverRuled”. It grew from several

discussions around the pandemic, the G7 summit on climate

change and the past two years with lockdown. The students looked

at the old world we lived in prior to lockdown, the “new normal”

and considered “the what if?” They felt they wanted to examine

the dystopian world idea and discovered many of the characters

and situations felt all too real and familiar.

The production was performed over three nights

including a matinee performance to Year 5 Berkeley

Academy children who questioned the cast about

the ideas behind the story and were also very vocal

in their agreement of the very important message

the production gave. The feedback and response

from the audience of parents, staff and students was

unanimously positive. They were blown away by the

quality of the production and everyone said the shows

message gave them real food for thought.


Jessica Joyce (Head of Performing Arts Department)

Synopsis: In a country not too different from our own a greedy

government has broken and bullied the nation, tearing down the

last remaining natural places to make space for their shiny new

personal projects. When their latest actions force the environmental

group the ‘Treebels’ out of hiding a seemingly unrelated attack on

the Government sends the country into chaos. What could link the

‘Treebels’ and the Government? Why would someone attack the

Leader? And who will take the seat of Power? Everything is up for

grabs in OVERRULED”.

“Overruled was excellent from start to finish, students clearly poured

their heart and soul into their performance, and this was clear from

their professionalism and passion in every aspect. I was blown away by

the original music, innovative set design and confidence of the cast”.

Caitlin Arnold (Geography Department)

“Wow, what a thought provoking, poignant and engaging political

drama devised entirely by Cranford students. What this group have

achieved is truly momentous and the cast and crew should be proud of

all they have achieved. The original music in this production stirred

up so many emotions it was uplifting, enraging and heart-warming at

different times to reflect the mood of the scenes”.

Sharan Saroya (Assistant Headteacher)

“I absolutely loved seeing our student’s creativity come to life. I really

felt quite emotional appreciating all the hard work that went into this

wonderful production. To see so many of them take part and to see them

in a different light just made it even more special. It was funny and

moving and I enjoyed every second. Well done to everyone who played

a part in this production from the crew to the cast”.

Barbara Lodge (Head of PSHCE Department)

“An engaging and creative work with an important message for the

modern day. The performances, music and production were fantastic!”

Freddie Page (RE Department)

“I was very impressed with the professional level of the production

– smooth running with great use of video and sound, great staging,

fabulous music and excellent acting! The students can be very proud of

their achievement. Well done everyone!”

Ally Manole (MWL Department)

“I really like the way the stage protruded into the audience. The stage

decoration was also very good. The Music was outstanding as always.

I Really enjoyed the acting. Remembering all those lines and delivering

it very well especially the main characters. I was very impressed that

the students wrote the whole thing themselves”.

Shawn D’Sousa (Assistant Headteacher)

“This year’s production of “OverRuled”

was a student made show we started

in September 2021, period 5 every

Wednesday. I was involved from

January when finding actors was

introduced, which has led to me playing

the glorious Prime Minster! Rehearsals

were fun. The teachers where amazing

throughout the whole thing. They really

did help improve our acting!”

Harleen Bath (year 8)

“It has all been special. I was lucky

enough to help write the script and

perform. The music was also amazing.

I have learnt how scripts are written

and how songs can be incorporated. It

has been an amazing experience I hope

to have again”.

Amanjot Kaur Grewal (year 8)

“I was a designer and actor. This was

original and student made which is

really good for everyone. It’s really

been great to be part of it and I really

enjoyed it. I would definitely do it


Brandon McFarlane (year 9)

“I got to see the behind the scenes

of everything. I’ve learnt a lot about

directing and helping with the

production. I would like to help with

directing another play”.

Bianca Briceag (year 9)

“I was a musician. I loved that this

show was made by students. Working

together makes things fun and it worked

out perfectly. I would love to be in

another show”

Minah Shirzad (year 8)

“I was an Actor. The show was brilliant,

and everyone was so friendly. I have

learned to be more confident and have

overcome stage fright. Yes, this was a

wonderful experience”.

Navjot Kaur Dhillon (year 7)




Theatre Trips to Enrich Learning

Performing Arts is not just about performing it is about what goes on behind the scenes to make the whole

performance come together. Part of our curriculum has been to develop a greater understanding of the

technical elements of theatre through Theatre Craft. With the two refurbished Drama studios and the access

to some high-tech equipment, we wanted to encourage students to know how to use this equipment and how

design elements are an essential part of any production. Practical lessons became opportunities for hands

on experiences using stage lighting and creating box sets or working on stage makeup and costume design

and students were able to apply this learning to their own productions including the school production


But it is important to also see how this works in a real theatre context and we were fortunate to take students

in year 7-9 to three very different productions during the year. “Hex” at the National Theatre; “The Ocean

at the End of the Lane” at the Duke of York Theatre and “A Monster Calls “at The Rose Theatre, Kingston.

It is clear, theatre trips do make a difference an enrich learning.

Jessica Joyce (Head of Performing Arts)

“Hex” at the National Theatre

On Thursday 20th January 2022 we were delighted to take 30 year 7 students to the

National Theatre on the Southbank to see a new musical “Hex”, an original musical

based on the story of “Sleeping Beauty” with a modern twist which deals with themes

including, trust, betrayal and forgiveness. This was a completely new experience for

these students and a great introduction to live theatre and its possibilities for storytelling in an innovative way. Here

are just some of the responses the students made to this experience:

The show was an extraordinary, delightful and awesome experience. All of the scenes were my favourite, but if I had

to pick one it would be when they re-united together because then they could be a happy family again. My favourite

character would probably be the ogre or the fairy because they were really funny and were courageous/brave.

Sarah Springmann- Raib (year 7)

It was incredibly unbelievably amazing, awesome and it was like Sleeping Beauty. My favourite scene is the scene

when Princess Rose was a baby when she starts crying with the King and Queen. My favourite character was Princess

Rose because she was the second main character of ‘Hex’. I loved the theatre, the actors acting and the production.

Gursimran Khera (year 7)


“The Ocean at the End of the Lane”

at The Duke of York Theatre

On Thursday 24th February 2022 we took 30 very excited year 7 students to see “The

Ocean at the End of the Lane”; at the Duke of York’s Theatre, London. The story tells of

a man on returning to his childhood home, he finds himself standing beside the pond of

the old Sussex farmhouse where he used to play. He’s transported to his 12th birthday when his friend Lettie claimed

it wasn’t a pond, but an ocean…Plunged into a magical world, their survival depends on their ability to reckon with

ancient forces that threaten to destroy everything around them. Some of the students had read the story previously

and were excited to see how they would achieve all the magical aspects on stage. This is what they said:

What a show! I loved When the hummingbirds appear and make the demons disappear. The little sister was really

funny. I loved the tension and suspense and would use it in my work.

Arien Kaler (year 7)

This was a magical horror fiction story that a monster tries to enter

our world. My favourite scene is when the boy was blocking his

thoughts. Letti was the best character because she was the hero

and saved the boy. My favourite part was when Ursula was first

introduced because it was really suspenseful and showed the reason

the whole play happened.

Sulayman Hakeemi (year 7)


My favourite scene was when the flea controlled the dad and he tried

to draw his son, it’s very spine-chilling. My favourite character is

Lettie because her ‘ocean’ was breath-taking and her character was

adventurous and brave. When the boy was obliged to stay in his lab

circle because he was tempted by many deceiving people, that made

the biggest impression on me.

Melanie Khanal (year 7)

“A Monster Calls”

at the Rose Theatre Kingston

On Thursday 31st March 2022 20 year 8 and 9 students watched a Monster Calls at the

Rose Theatre, Kingston. The play tells the story of Conor who is dealing with far more

than other boys his age. His beloved and devoted mother is ill. He has little in common

with his domineering grandmother. His father has resettled thousands of miles away.

But Conor finds a most unlikely ally when the Monster

appears at his bedroom window one night. Ancient, wild,

and relentless, the Monster guides Conor on a journey of

courage, faith, and truth that powerfully fuses imagination

and reality. Again some of the students had either read

the book or seen the film previously but they were really

interested to see how the magical moments and the tree

would be achieved on stage.

The A Monster Calls trip was an amazing reward. I

remember first entering the theatre and it seemed quite

small, but the cast used the stage perfectly. The lighting

was amazing, it always had a perfect effect on the play

creating an atmosphere and it gave you the chills at some

points. I loved how it happened all in front of us in the same

place, but it set a different atmosphere every time.

Balveen Sodi (year 9 )

It was really fun and enjoyable time. Instead of just

watching the play on a screen, the school took the time and

effort for us to see it live. “A Monster Calls” was fantastic

and is underrated for how clever all the things they did to

make it real

Deen Asskoumi (year 9)


Duke of Edinburgh Scheme 2021-2022


“The DofE experience might have been tough

at some times, but it was a life-changing,

adventurous experience. I believe the Duke of

Edinburgh Award helps you along the path to

a productive and prosperous is future”.

Anisa Bilkhoo (year 9)


DofE scheme helps participants develop

leadership, teamwork, self-motivation,

communication, confidence, consideration, and the

ability to learn. Selected Year 9 students have been

taking part on the DofE Bronze award since Sept

2021 during Mind body and Soul. The students

have been learning key skills such as Map reading,

country code, cooking, tent building, and first aid

skills. All students have been completing 4 sections

that are compulsory to complete the award either at

school or in their spare time. The sections involve

helping the community/environment, becoming

fitter, developing new skills, planning, training

for and completing an expedition. This has helped

them to discover new interests and talents as well as

developing essential skills and gaining a recognised

qualification for life and work.

On the 1st and 2nd July 2022 27 year 9 students

embarked on their Duke of Edinburgh Bronze award

expedition to Chalfont Heights. Using all of their map

reading, teamwork and navigation skills they tackled

a challenging 24km hike over two days, encountering

a range of challenges as they did so! From tackling

difficult terrain to dealing with the terrifying threat

of horses, all students worked incredibly well in their

teams to support and motivate each other. Weeks

of classroom training was suddenly made very real

when faced with the outdoors, a map and your wits

to get you back to the safety of the campsite.

After a challenging first day which included getting

very lost, many stinging nettles and a horse rescue

mission from Mrs Brooks, students showed off their

well-honed camp skills: putting up tents, cooking

over their stoves and supporting each other as they

relaxed after a long day. Day two, and the teams had

learnt from the mistakes of day one and managed

their day much more carefully; everyone managed to

get to the end point on time and achieved the aims of

their expedition. They showed incredible teamwork,

supporting each other through some very difficult

moments, and were an absolute credit to themselves

and the school.

Massive thanks also go to the staff who gave up

their time to support the students in a number of

ways, going well beyond the normal demands of

the classroom and demonstrating the dedication

to the students which makes the Cranford staff so

special: Mr Venancio Ferreira, Mr Lever, Mr Bussue,

Mr Fernandez and Ms Gomes for accompanying,

assessing and supporting students throughout the

expedition. Ms Ledlie and Miss Shaikh for their help

in the training process (particularly accompanying

the very hot training hike!) and Ms Gladysz, Mr

Ryan, Ms Jenkins and Ms Prunty for supporting the

logistical and administration side of the expedition.

Evelyn Brooks

(Head of English – Joint DofE trip leader)


“Overall, my experience in completing my bronze DofE was full of

excitement and challenges. The most challenging part of DofE was the

expedition, which really tested our abilities in being able to work as

a team. This experience was very enjoyable, and I was able to create

many memories along the way and I would definitely like to take part

in it again in the upcoming years”.

Nikita Thakur (year 9)


“The Bronze DofE course felt like quite an achievement:

the jubilation after finally removing that hiking bag

off my aching shoulders made me realise how far I

had come. It made me think about the commitment I

made in the past year to the physical, volunteering and

skills aspect of the programme. I would never miss the

chance of doing silver next year”.

Tashmin Kaur (year 9)



The GCSE and A

Level Art

and Design

students have done a great job tapping into their creative

skills to produce great pieces of work this year.

The year 11 students focused on the theme fruit and vegetables

for the first term of the year. After dusting off the kiln, it was

made ready for use. Their enthusiasm to work with another

material made it into an exciting and fun experience. They came

up with imaginative and creative tiles and sculptures inspired by

several artists they researched. From abstract to realistic pieces,

the students made their work stand out applying vibrant colour

schemes, patterns and drawings they carved in or added on to

the sculptures. In the second term the focus was on the portrait

project which again has led to some great original pieces.

The A-level students continued producing their works of art linked

with their personal themes. Topics such as portrait, surrealism,

human body parts, flowers, fruit, food, shapes & geometry were

researched. Whether they were utilizing modern technology to

create their design or the more traditional process of printmaking

by etching, the students explored and developed their crafts. Their

works of art are a testament to their creative minds.

Here is just a sample of the work produced:

Elaine Leidsman (Art Department)






year the Digital Visual department

has conscientiously structured

lessons to give students a real-world experience of

careers in the digital visual sector. Our students have

researched and undertaken the role of animators,

landscape designers, digital artists, directors,

magazine editors, games designers and architects.

Year 7 have been busy exploring the marketing

industry and developing their understanding of

audiences and how they can ensure that they are

producing marketing material that will appeal

to their intended audience. They started the year

designing a new chocolate brand and its packaging

and then moved into directing film trailers for an

original ‘coming of age’ film. In the summer term

we looked at Games Design and how characters are

developed as part of a game to appeal to gamers.

The students sketched out their ideas before creating

digital drawing on the iPad using SKETCHBOOK

with our brand-new class sets of Apple Pencils.

We are proud to share some of their work with

you which shows imagination and technical skill

working in a completely new medium.

Year 8 started the year exploring coding and

developing their understanding of conditions and

commands. Students learnt about how coding is used

in a range of industries and can be a powerful tool.

The students got their creative juices flowing when

they worked on a project as digital artists creating

digital self-portraits inspired by the artist Julian

Opie and Shepard Fairley who uses a minimalist

style to create his artwork. Finally, students got

to grips with plasticine to create characters and a

set for their very own short animations. Watch out

creators of Wallace and Gromit, our students are

showing real promise!



Year 9 are our most experienced digital visual

students who have now started to fine tune

their technical skills as they created digital

landscape designs developing their ability

to shade and control line weights which

supported them later in the year with their

initial architectural designs for their very

own mini city. The students were introduced

to our cutting-edge 3D printer with those

who excelled in the design phase being able

to 3D print mini buildings. Students used

SCULPTRIS to create 3D models of innovative

buildings for a future city. The students also

showed a lot of talent in their design skills as

they worked in teams to create new magazines

with carefully constructed brand identities.

Each student produced a magazine front cover

using the codes and conventions we studied

as part of our research and analysis.

Sharandeep Saroya (Assistant Headteacher -

Digital Visual Department)



Media Studies Department 2021-2022


all-consuming nature of media was evident once more this year, as our A level students took part

in weekly Microsoft Teams debates on the relevance and impact of media in the real world. As

stories broke of twitter take overs, social media black outs and major studios halting film releases in Russia

we discussed the issues of regulation and ownership effecting the media industry. As the newspaper headlines

fuelled political warfare following party gate our students sought to actively deconstruct the meaning created

on the front pages of national papers. The mania surrounding trend setting Netflix seasons such as Squid

Games sparked debate around the ethics of marketing methods used to engage audiences with media content,

while Marvel’s historic release of Ms Marvel with its representation of the protagonist’s Pakistani heritage

paved the way for analysis of technical codes and conventions used to unravel stereotypes while appealing

to a broad global audience.

Our Year 13 students embarked on a journey of creative discovery as they developed marketing material for

an original film including a theatrical release poster, international release poster, DVD cover and website

in response to a brief set by EDUQAS. It was extremely exciting to unveil our 15 brand new iMacs in the

Media suite for students to develop their NEA projects as we continue our commitment to high aspirations

for our students by ensuring they work on industry standard software. We were impressed with the level

of commitment and quality of work produced this year through excellence demonstrated in production and


Sharandeep Saroya (Assistant Headteacher - Media Studies)









“What a THRILLER!” -









From the amazing award winning producer/director Mikael Sohail, the

mastermind behind Captain America, Dunkirk and 1974 has now changed the

game in film making with his newest production Lucas Haze. In 1945, Colonel

Lucas Haze (Ryan Grylls, 1974) has returned to his home in London after six years

of fighting on the front line in World War II. Distressed to come back to a city that

once was his beautiful home, now covered in chaos. Suffering from PTSD he

struggles to adjust to life off the battle field and the line between his current reality

and his past become blurred. His childhood sweetheart and headstrong wife, Lily

(Rachel Smith, JoJo Rabbit ) has cared for his two children and run their home

eagerly awaiting his return only to find that he is no longer the man she once

knew. Lucas is now plagued by an unhealthy and catastrophic obsession to keep

his family safe. He moves to the suburbs with his family in a search to find sanity

and peace. Be ready to experience a rollercoaster of twists and turns as this movie

explores the consequences of war on a soldier and devastating effects that his

family has to face.



presetns a Mikael Sohail procution in association weith reletavity media and a bryan grazer production in association with rory ohare rachel smith

Lucas haze ted levine josh brolin david west lary fong. muisc by mark wilkinson costume designer jane austin cd producer john david editor pedro scarla production

designer arther max director of photography harris peg eexecutive producer steven fly wriiten by ridly scarred directed by mikael sohail


- Additonal scenes of different characters of extra unscene flashback scenes

-Feature commentary with director Mikael Sohail

-Important facts about WW2 in context of this Film

-Behind the scenes of the cast and crew

Max James Vanessa



Directed By Sariya Wills



Having Media Studies as one of my

subjects for A-levels has enabled

me to expand my knowledge

and understanding of the media

industry. This subject has allowed

me to critically analyse certain

media texts such as the WaterAid

advertisement and how newspapers

are able to adapt to the internet.

This subject involves a lot of

research which I love the most as

I can find my own information on

certain topics and critically analyse

information first hand. Furthermore,

this subject has equipped me with

the communication and technology

skills that are needed in the modern

workplace and helped boost my

creativity skills. I love Media

Studies as this course allows me

to understand the culture behind

media platforms, how social media

and other mainstream platforms

are able to manipulate their

audience, as well as the impact

and relationship media has with

us. This course has improved my

literacy skills which motivates me

to write detailed essays as I learn

a wider range of new terminology

and theories which can be used in

my other subjects. Media Studies

overall is a contemporary subject

for me as it is relevant to everyone.


“Emotional Rollerocoaster”


Nehchal Singh

(year 12)

P R O D U C E D B Y T H E AWA R D W I N N I N G “ S A L E U M ”

Sypglass Media Group

Paramount pictures




Special Educacion Needs and Dissablities department



END (Special Education Needs and

The SDisabilties) department continues

to flourish, both in terms of our expertise and in terms

of the focused academic support that we continue to

provide for the students in our care. As a department,

we have undertaken training to better support our

students who require Occupational Therapy and are

developing our strategies to supporting students with

social, emotional and mental health difficulties.

The year began with a celebration of SEND students’

outstanding GCSE results. We are delighted that

Daniel Ortega, Shreyas Shikhare and Tara Rooprah

continue to study at Cranford in the Sixth Form; all

three are studying A Levels and making excellent

progress - we are incredibly proud of all they have


Mr Miles took a group of students from the Picasso

ASD Centre to compete in a cricket tournament at

the Middlesex County Cricket Club training ground

in March. The event was organised by Mr Rattu

in conjunction with Middlesex Cricket, a charity

who work with schools to provide cricket coaching

for students with SEND. Students enjoyed this

rare opportunity to not only train in a professional

environment but to compete against other schools –

all thoroughly enjoyed the experience!

We welcomed Ofsted inspectors in late March and

saw this as an opportunity to celebrate and showcase

all the achievements of our SEND students and to

recognise the dedication and commitment of all

staff working within Inclusion at Cranford. Cranford

students, as always, did us proud when inspectors

visited our various SEND provisions. Ms Hamadi’s

reading group were quite simply outstanding and

invited one of the Ofsted inspectors to join their

reading group. Students spoke confidently and

enthusiastically about the book they were reading;

they were able to talk at length about the plot and

context and demonstrated their genuine love of

reading. Hamza wowed another inspector when

he read aloud a poem he had written about his

COVID lockdown experience. It was written for the

assessment task for the year 7 Identity unit. This was

also shared with Ofsted in March.

He confidently shared his personal reasons for

writing his poem and how he hoped his poem would

raise awareness of the challenges young people faced

during what was a very difficult time especially for

students with SEND.

Art has been an important part of self-expression

for students placed in our Three Bridges Twilight

School. Painting particularly has proven to very

effective in relieving stress and anxiety and promotes

overall happiness. Mirhan’s paintings are particularly

inspirational: she has painted a magnificent bridge for

Science week playing close attention to the structure

of the bridge; she also painted a beautiful skyline

inspired by the New York skyline. Mirhan says that

‘painting makes her feel relaxed and is her creative

outlet.’ Palwasha has painted a stunning sunset

and commented that ‘painting makes her feel calm

and relaxed.’ The Three Bridges Twilight School

proudly has these remarkable pieces of art on display

to encourage positivity as well as contributing to a

colourful and tranquil learning environment.

Our dedicated SEND team continue to look for

innovative and purposeful interventions to continue

to support SEND students to develop academically

and flourish socially. We are looking forward to

welcoming new students into Year 7 and SEND

students in Year 11 back into our Sixth Form in

September 2022 and celebrating what we are

confident will be another fantastic year of GCSE


Kerry Mulhair (Assistant Headteacher & SEND Co)

Three Bridges Twilight

School Painting

Mirhan Al Haj Shareef (year 8)

painted the bridge painting in

accordance with science week

where the rest of her class built a

bridge. She also painted the city

and chose red colours as a sunset.

She was inspired by the New York

skyline. Painting makes Mirhan

feel relaxed and have a creative



COVID (Poem)

Out of the terrifying night that Covid started,

waking up with the shiny sunlight,

we couldn’t get flights,

waiting to be high in the sky like kites.

Palwasha Zadran (year 8) painted

the sunset. She was inspired by

the sunset at sea. Painting makes

Palwasha feel calm and relaxed.

She really enjoys painting.

Ayaan Choudhry (year 7) and Hamza Ali Asif (year 7)

have worked together on the ‘messy’ painting. Hamza

chose the neutral background and Ayaan worked on

the colour splashes. Both were inspired by a good

mood and ‘controlled messiness’.

Leaving school, Covid was really cruel.

Online lessons don’t count for school,

people dying, it was a high amount,

losing loved ones that we couldn’t count.

Thank you to the NHS,

they never got a moments rest,

they had a big quest,

leaving school we couldn’t do our GCSE’s or tests,

couldn’t see our aunties or uncles never

getting blessed.

When will this end,

coming back to school I finally got to see

my best friend,

no-one could even lend a pen, people metres apart

seeing their loved ones go it broke our hearts,

how long will this last!

Hamza Ali Asif (year 7)


Unit Award Scheme

AQA Unit Award Scheme – a new social skills

intervention piloted this academic year for students

in Years 9, 10 and 11.

The AQA Unit Award Scheme is a unique way

to record learners’ achievements. Its ‘can do’

approach is used to boost student confidence,

support engagement and motivation. It is a tried

and tested means by which learners, no matter what

their age or ability, can have their achievement

formally recognised.

Ms Geister has successfully secured Entry Level

certificates for 9 students who receive Social Skills

intervention in Years, 9, 10 and 11. They have

enjoyed developing a range of transferable skills

from preparing and baking cakes, personal finance

to revision and study skills. The programme has

also helped to develop social, emotional and

mental health awareness in our young people. They

have explored topics such as managing stress,

overcoming conflict and exploring mental health

which ultimately has made them more aware of

their own mental and emotional well-being.

AQA Unit Award Scheme has proven to be a huge

success this year and we look forward to exploring

more exciting and engaging topics next year.

Kerry Mulhair (Assistant Headteacher – Head of

SEND Department)



Super 1’s Cricket Tournament


year we took a small team to the West Super 1’s Competition at Middlesex Indoor School.

A team made up of William Wallace, Pry’ince Cunningham, Alexander Amrouche (year 7),

Hubert Ochendalski (year 7), Nataniel Myszakowski (year 8), Anish Subramanian (year 8), Yasir Malik (year

10) and Miguel De Guzman (year 11) were taken by Mr Bell and Mr Miles. Students were selected following

a successful six-week Cricket programme with Middlesex County Cricket coach Stefan.

The boys all represented Cranford in a positive and brilliant manner and had a fantastic day out playing

Cricket against other schools.

Damian Miles (SEND Teacher)



To Learn and Excel


part of our commitment and dedication

to supporting SEND students to

develop both academically and socially we

were delighted to welcome the local charity ‘No

Shame in Running’, a youth violence reduction

organisation, to work with students at Cranford

on an Active Mentoring and Sports programme.

The programme ran for 8 weeks in the summer

term and used sport alongside mentoring to

support young people to build a positive view

of themselves and achieve the things they want

and deserve from their life.

No Shame in Running use boxing and kickboxing

to encourage all young people to learn and excel

in each discipline. This programme supported our young people to reflect on where they

were in the moment and also to review their skills, positive attributes and create goals to

help them realise where they could be moving forward.


This has been a hugely successful intervention, students involved in this intervention

commented that:

“The sessions were really good. I was able to release my anger. I enjoyed doing the

sessions with Darren. It was fun. It helped me to control my negative emotions”.

“I enjoyed the sessions because boxing is my favourite sport. Darren was really good

in motivating me. I improved my boxing speed a lot”.

We are looking forward to continuing our partnership with No Shame in Running next


Damian Miles (SEND Department)



The Jamie’s Farm experience


Jamie farm is a unique residential experience where our pupils work on a farm. This teaches our

students to learn new skills, experiences, teamwork and communication skills. The farm is a family

organised set up which includes therapeutic programmes that centre around the life and workings

of a farm. Students are selected based on recommendations depending on their needs. When students

first arrive at the farm, they are understandably nervous as this is a whole new way of life for them to

engage with, but it is not long before they settle in and really gain from the quality of life and therapeutic

atmosphere from working with the animals, with the farm staff and with each other. By the end of the

week they don’t want to leave! They look back on their time with real happiness and fond memories.

Priscilla Ledlie (Assistant to the Senior Teachers Pastoral)


“I had an amazing experience on Jamie’s

farm. It did come with many challenges which

have taught me a lot. All staff members were

incredible and I feel very privileged that I

had the chance to get to know everyone.

It was great to see our Cranford students

in another light and really get know them

individually. On the last night round the fire

pit Elias said something that I will always

remember “I have really liked that we have

made our own little community on this trip.”

I totally agree with him - it was lovely. I

loved that the farm pushed us all out of our

comfort zones and made us try new things”.

Rebecca Prunty

(Student Engagement Officer)

I went on the trip to Jamie’s Farm only

knowing a handful of the students but I left

with positive relationships and memories

that will last a lifetime with all involved.

From going on walks sharing stories about

experiences both in and and out of school

to bringing back childhood memories in

the barn playing Connect Four and playing

the piano at the end of a hard long day

working on the farm. It was amazing to

see students grow as individuals and step

out of their comfort zones.

Basheak Bussue (PE Department)

The April trip to Jamie’s farm brought

students and staff closer to nature than

perhaps most of us would have initially

liked. Now, I am regularly harassed by

students asking me if they can go back to the

farm again. Before I went, I asked other staff

members who had been there before what

I should expect. I was told to expect hard

work, a test of our resilience, and ultimately

a fantastic time. But any description of

Jamie’s Farm cannot do it justice or prepare

you for it.

Working as a team, staff and students cleaned

out the pigsties, fed the animals, prepared

the food, chopped the wood and played.

Though there were times of tension and times

of doubt, through hard work, teamwork and

play, Jamie’s farm brought us all together

in a way I couldn’t have imagined before. It

wasn’t just the idyllic setting, the fantastic

weather we had for those evening hikes, the

bonding with Bella the resident therapy dog,

the games we would play or the wonderfully

warm and welcoming staff on the farm that

made for a fantastic week but it was also a

magical quality that resides there that made

it special and needs to be experienced to be


John Lennon (Head of Year 8)

“I enjoyed the farm because I

overcame my fear of dogs and I

got on well with the staff and they

had very nice food”.

Ryan Dhillon (year 8)

“I learnt that I can survive without

my phone for a week, and I can

wake up early”.

Gurnur Kaur (year 8)

“I found the farm really relaxing

and made me feel more productive

because I woke up early and found

that I can survive without a phone.

The staff there were really kind

and open minded towards me. I

found the farm fun”.

Haifa-Armani Halane (year 8)

“I think Jamie’s farm was a great

experience to help get away from

the city and all its struggles. It

helps understand what you truly

want and helps you see you at your

best self. It helped me understand

other people and actually see my

teachers as human beings”.

Khushpreet Gill (year 9)




PE department 2021-2022


academic year the Physical Education

department used the previous lockdown

as an opportunity to reflect and then change many

things within our curriculum and focus on areas of health and wellbeing and progress in the way we use

technology within lessons.

The team were keen to provide many sporting opportunities and make up for lost time. The extra-curricular

programme was full of many opportunities from competitive sports such as Football, Netball and Basketball

to non-competitive sports such as Dodgeball and Fitness. We also believed that sport is the perfect vehicle

to help promote academic success as a healthier and happier child is more likely to make academic progress.

The year started on a positive note with Samuel Dickson’s success in the Hounslow Cross Country

championship before moving on to represent Hounslow at the Middlesex All School Championships and

this really did set the tone. This was quickly followed by the Academy Board agreeing to a new PE uniform

for students following a student voice questionnaire. Students were part of the re-design and selecting the

new style which we are excited to see all students in from September 2022.

The start of the year also saw the introduction of our Loyalty Card Scheme for students being involved in

extracurricular. Pleasantly surprised with the positive response to this we will be continuing this moving

forward and look to make the rewards and trips bigger! This year students were rewarded with JD sports

vouchers, a pizza and movie afternoon, and a trip to Longridge Activity Centre to take part in outdoor

laser tag.

As much as we love our students being involved in sports for health, wellbeing and enjoyment it is nice to

win and share the successes of our students. We have had many ‘wins’ to celebrate. The Year 10 football team

finished top of their cluster league resulting in our first borough final against Isleworth and Syon. Athletics

saw some of our female athlete superstars step up and shine notably Kirsten Woodward (year 10), being

crowned Borough and Middlesex Champion in girls Javelin. We are delighted that we have Nicomi Brooks

(year 7) who is the fastest girl in the Hounslow Borough and Eve Aibuki (year 9) claiming silver in the 200

metres. The growth of our fantastic Sports leaders continued and I am personally, super proud of how they

shine a positive light on Cranford Community College every time they step outside and support events. The

positive praise and feedback received from organisers, teachers and headteachers speaks volume about the

nature, confidence and skills of our young leaders who continue to develop each year.

Cranford gets a New PE Uniform


the summer of 2021,

we asked students for

their thoughts and views on

the current PE uniform (black

and white). The majority of

students agreed that it was

time for a change; they wanted

a new style, a change in colour,

and more kit options. Research

was done on designs, and we

met and spoke with different

uniform designers to see what

they could offer and at what

cost. A student panel was

created who gave us their

thoughts on material, designs

and item choices.

The overall cost of the kit was

an important factor to everyone


Academically our GCSE and BTEC Sport Cohorts have done amazingly well. The Year 10’s have made a

fantastic start to their GCSE programme. Our Year 13 who have now left will await final verification of

results which we are sure everyone will be happy the final outcome.

Our QPR scholars continue to exceed expectations and not only have all scholars completed the programme

but the majority were offered extensions to their contract. We are very excited to hear about their continued

growth into professional football.

This year students showed great resilience in many individual ways and I hope that next year they continue

to do so, grow and develop and enjoy taking part in Sports. We want all our students to be motivated to find

a sport for their lifelong journey whether it be competitive or for fun.




year we were able to

make positive steps

in the community encouraging and

promoting a healthy active lifestyle

not only for physical health but mental wellbeing. Covid-19

had an impact on our plans initially but this year we were able

to get the ball rolling.

We successfully ran community based HIIT (high-intensity

interval training) sessions alongside Hustle Hiit with support

from Heston West Big Local (HWBL) which saw staff and

community come together. We have now followed on from

this by re-starting the family fitness sessions on a Tuesday

evening making use of the summer sun focusing on exercise

without equipment.

This summer we will be running a multi

sports club and are pleased to say that

it will be led by a homegrown student

and coach Wole Agboola, this is a great

opportunity for him to grow and develop

further as a sports coach as he is passionate

about sports and thrives in positions

of leadership. We hope the volunteers

supporting him can one day follow in his


Our continued leadership programmes

allowed us to promote sport, our fantastic

facilities and the ‘Cranford brand’, to our

local primary schools positively.


We have successfully re-started the walking football post

pandemic after a long absence, alongside our good friends

HWBL and we have now partnered with Southall Athletic

WFC to help promote football and provide some of their

female coaches more coaching exposure with the ethos being

‘’For the community by the community.’’

Next year we hope to continue to provide

more opportunities, host workshops on

living a healthy active lifestyle and reward

our loyal community users.

Hamesh Rattu (Director of Sport and

Community Wellbeing)

involved, and our aim was

to ensure it was at the best

possible price. We met with

the school’s uniform supplier

and made some changes to the

logo and the design. Following

on from this and meeting with

the Executive Headteacher

and the Academy Trust Board

we are pleased to say a new

PE uniform has been agreed.

We look forward to seeing all

our students looking smart

and professional in their new

stylish PE uniforms for lessons,

clubs and competitions.

Hamesh Rattu

(Director of Sport and

Community Wellbeing)



Athletics Gold for the Girls


summer saw the return of the

Hounslow Borough Athletics

Championships after a 2-year pause due to

COVID. Over the course of 2 full days Cranford

entered 8 teams across year 7-10, many of whom

had never competed in the athletics competition

prior to the event. Three students Eve Aibuki

(year 9), Nicomi Brooks (year 7) and Kirsten

Woodward (year 7) picked up medals on the day.

Nicomi ran an impressive 100m sprint in 14.95s

leaving the field behind to win her race and

qualify for the Middlesex County Championships

whilst Kirsten threw a whopping 23.08m to also

qualify for the Middlesex Championships. When

Kirsten found out she was going to the Middlesex

Championships she dedicated her time after

school almost every day to practise her technique.

This ultimately paid off as she clinched the gold

medal and is the Javelin U15 Middlesex Schools

Champion. Eve also ran very well to claim the

silver medal in the 200m sprint with a time of

31.8s against a very competitive field.

Hamesh Rattu (Director of Sport and

Community Wellbeing)

Putting the

“Qais’’ forward…


cricket gem at Cranford, Qais

Bhaisaheb (year 8) this year

has been pushing for a spot in the

Under 15’s team at County level.

Qais is a talented young spin bowler

and his Cricket talents have not

gone unnoticed. Already a part of

the Ealing Trailfinders Cricket club

and representing in the Borough

Team of Ealing this year he has

pushed for more. After a successful

trial period he was selected for

the Team Hounslow at the London

Youth Games who went all the way

to the quarter finals. He is trialling

for the County set up, and we wish

him all the best in his efforts. As a

school we will continue to celebrate

and monitor his success both in and

outside of school. Well done!

Basheak Bassue

(Physical Education Department)


Cranford PE Loyalty Card


September 2021 we introduced a new

engaging and interactive competition

amongst students in the form of the PE Loyalty Card.

Taking inspiration from Nando’s the card works as

follows: students attend an extra-curricular club and

are given a stamp on their card for every club whilst

students who represent the school at a fixture are given

two stamps. At the end of each term the students with

the most stamps collected were put into a prize draw for

various PE prizes such as gift vouchers, pizza parties as

well as a Laser Tag trip. The student engagement with this

pilot has been astonishing with some kids requiring a new

card almost every other week due to attending so many clubs. This has helped the PE department

massively in bringing back students to extra-curricular activities post COVID as well as seeing how

many students and which students have turned up to specific clubs over the week.

Basheak Bassue (PE Department)

Laser Tag Reward Trip


Monday 11th July 2022, Mr Rattu and Mr

Bussue took a group of students to Laser Tag

at Longridge activity centre in Marlow. We were selected

to go as a rewards trip because we attended the most

extra-curricular clubs throughout the year and used the

loyalty card which was new this year.


It was a lovely hot day. We got to compete against each

other in two teams (15 students in total) along with the

teachers playing. We played outside which was really

fun and made it more exciting. After the session was

over, we went for a walk along the river and had a picnic.

The activity centre was really big and had lots to do such

as rock climbing and raft building which Mr Rattu has

promised we will do next time! Overall, we had a great

day out with the students and our teachers.

Divya Sareen (year 9) and Anjna Sareen (year 7)



Hounslow Secondary School Cross Country Championships

and the English All Schools

Well done to Samuel Dickson Cranford’s very own running super star this year!

Samuel’s cross-country journey started by coming first in the year 12 and 13 Race with a fantastic time of

19 minutes 17 seconds and a PB (personal best) on his 5k time at the Hounslow Secondary School Cross

Country Championships. Overall, in the senior’s race Samuel finished 4th out of 30 boys on the day. He was

then selected for Team Hounslow to run in the Middlesex Schools Cross Country Championships in January.

Samuel ran his best time despite a difficult terrain (very muddy in parts and not the most straight forward!) He

loved the experience of seeing Harrow School and meeting other students.

I am super proud of Samuel’s efforts. He injured himself 2 years ago and has bounced back. He is a great

role model for resilience and motivation.

Hamesh Rattu (Director of Sport and Community Wellbeing)

Throughout years 10 and 11, I took

up running as a hobby: it gave me a

sense of freedom and thrill that no other form of physical activity could. As year 11 PE lessons progressed,

Mr Rattu recognised my skill in middle - long distance running. In the athletics lessons, Mr Rattu was training

the boys to reach a 5k and I achieved that goal in my first lesson. From that point forward, he encouraged me

to join a running team to try and take part in some competitions, but I would always say no due to my hectic

schedule. When year 12 started, Mr Rattu offered me the opportunity to lead a running club afterschool; I

was ecstatic that he had trusted me enough to oversee my own period 6. Many students attended my club,

and we had many hilarious moments and made many fantastic memories. Leading this club has given me the

chance to develop my relationships with the students from the lower school which has improved my social

skills and will be a vital asset to me as I carry on as Cranford’s Head Boy.

I am extremely thankful to Mr Rattu for entering me into Cross country

competitions to not only represent Cranford, but Hounslow. It was exceedingly

difficult, but it was an experience which I will never forget. Also, I thank

my best friend, Anix Gurung, who programmed a training schedule for both

my Borough race in Osterley and my County Race at Harrow School. The

training was excruciatingly difficult, especially while balancing it alongside

my A levels, but without him, I would not have had the success I did in my

races. Even though I do not plan to carry on with running at the competitive

level, it was an honour to represent the school as well as Hounslow, and I

am immensely grateful to Mr Rattu for all the running opportunities he has

given me.


Samuel Dickson

(year 12 - Head Boy 2022-2023)

Cranford Sports Leaders


• Year 5 and 6 Cricket Tournament at Springwell Primary school.

• Hounslow Year 4 Primary Athletics hosted by Cranford Community College

• Hounslow All schools Tennis festival in Chiswick

• Year 5 and 6 Cricket finals at Gymkhana Cricket Club

• Year 5 Tag- Rugby tournament at Springwell Primary school

year the Cranford Sports Leaders out

did themselves not only as individuals

but as a collective representing the school in various

events and schools. There has been nothing but praise

from everyone who has had the pleasure of working

with our leaders including Luri Baptise and Matt

Whitefield our Hounslow School Games Organisers,

primary teachers and headteachers.

Below is a list of all the events we have sent leaders

out within the Borough this year.

This year we started a bespoke Sports Leadership programme at Berkeley

Academy. This saw a combination of key stage 4 students with 6th former

students deliver afterschool clubs. All leaders involved have been fantastic and

have not only gained further skills, knowledge and experience but provided a

valuable club for children which

has been appreciated by both the

school and parents.


Year 10 Football Team


Across all events we have used

over 50 Sports Leaders. Each

leader has been outstanding but

I would like to give a special

mention to the following leaders

for their consistency and dedication throughout the

year; Sanjana Bhola, Shenon Dias, Kasier Malik, Ajeet

Bhamra, Kswaier Klimas and Amani Salim. Well done!

Hamesh Rattu (Director of Sport and

Community Wellbeing)

year the Year 10 football team had a very successful season back after Covid. After a rocky

start, we were able to follow up with some wins which led to them winning one half of

the Hounslow Borough League. This year

the team was captained by Aaron Flower

who led by example at all times as one of

our midfield trio at the heart of our team

alongside Matthew Berum and Abdusalaam

Abdi. Gurnoor Arora alongside defenders

Abdiqhatar Mohamed, Adegoriola Agboola

and Zeyaan Abbasi were some of our trusted

backline, and no team is complete without

goals which Bartlomiej Jozwicki, Hussain

Asif and Elijah Mathews secured. Well done

to all boys involved in the team across the

season, you should be very proud of your


Hamesh Rattu (Director of Sport and

Community Wellbeing)






Mind, Body and Soul


Wednesday afternoon provides an

opportunity for students and staff to

move away from the regular timetable of

history, ICT and science to a selection of

diverse activities that the students can choose

to immerse themselves in such as the Duke

of Edinburgh Award Scheme, OverRuled -

school production, and Global Project.

The activities on offer are a reflection of the

wide-ranging interests and talents of the staff

at Cranford as the Mind, Body and Soul offer

is determined by the staff and their desire to

share their enthusiasm for an activity with the

students. This year Anime, Naruto Uzumaki,

Yogalates and Incredible Illustrations have

featured on the options form and have been a

fantastic success.

The Mind Body and Soul programme

welcomes the involvement of organisations

and individuals from the community. Students

have enjoyed swimming at Heston Pool,

Korean taught by Kyoung-Sun Chung (Sunny)

from the Korean Language Education Centre

UK, Shakespeare Schools Foundation ‘The

Tempest’ and new this year is a partnership

with Let’s Go Outside and Learn.

Let’s Go Outside and Learn worked with year

7 students on a social action project which also

included designing a logo for Avenue Park

and zipwire land art using natural resources

to create art. The following article gives an

insight into the excellent work year 7 Cranford

students achieved with Let’s Go Outside and


Rita Berndt (Joint Head of School)


Let’s Go Outside and Learn

Social action is about people coming together to help

improve their lives and solve the problems that are

important in their communities, ideally impacting upon

different groups of people. In Spring 2022, a group of year

7s took park in developing a Social Action Campaign project

as part of their Mind Body and Soul program. Most of the 6

workshops took place outdoors, including two visits to the

River Crane in a local green space, Avenue Park.

The group explored many possible social action themes,

including litter and wildlife conservation. However, taking

into account the views of other local people, they decided that

they were particularly passionate about the feeling of safety

in the park, as well as some of the broken equipment in the



Together, the group agreed that one way to increase safety in

the park was to increase the number of people who visited the

park. To encourage more people into Avenue Park, the group

designed a ‘Welcome To Avenue Park’ sign which was installed

at the High Street entrance to the park. Each student made a

letter using natural materials such as mud, flower and rocks!

They also wrote letters to Hounslow Council to highlighting

that some equipment was broken.

Well done to this group on the fantastic pieces of art they

created and all the effort they put in to bringing about social

change. Here is how the students described their experiences:

Lucie Bloomfield and Sarah Salisbury (LGOL)

“Although it’s a wonderful

place there is plenty of room

for improvement!… This

is important for the whole


Sandra Szostak (year 7)

“We made a sign to attract

people and we put the sign

out-side Avenue Park to

make more people come…

I enjoyed the walk and the

visit to the River Crane was


Arisha Khalid (year 7)

“Let’s Go Outside and Learn was an

amazing experience as we got to see

new and exciting things such as the River


Zara Khan (year 7)

“The trip was about learning about the

outside. The experience was amazing. We

saw the River Crane and it was the first

time for me. We got to make the catch

phrase for the park and make letters with

natural items”.

Aanushka Parsad-Ram (year 7)

“I enjoyed making the logos”.

Saishrauan Mohandas (year 7)



National Saturday Clubs Programme


Cranford Community College has been delivering the

National Saturday Clubs for seven years and is very

proud of the fact we are the only school in the country

that delivers the programme. After two years of being online

it was great to return to face to face learning.

We delivered two clubs this year, Art & Design and Writing

& Talking. The clubs were run by two tutors Esra Kizir

Gokcen, an artist, and Veronica Chow, a teacher in the English

Department. The clubs met every Saturday morning and in

addition to developing their skills in each field there were also

opportunities to participate in a number of other activities.

For example, the students designed the Christmas card for

the Hounslow Mayor and went on a visit to ARUP in the City.

The Writing and Talking Club had a workshop on the art of


The last few months of the club were focused on producing the pieces for the public exhibition at Somerset

House. Participants and parents were invited to attend the graduation ceremony at UCL before going on a

private viewing of all the clubs’ exhibits.

Congratulations to the National Saturday Club members 2021-22.

Esra Kizir Gokcen (National Saturday Club Tutor)

The National Saturday Club made a fantastic comeback this year with COVID restrictions being lifted which

culminated in an in-person Summer Show at Somerset House which was open to the public. Across the many weeks

of work the students explored many new forms of writing, playing with language and stepping past their comfort

zones in order to create outstanding and exciting pieces of work. Students started the year of workshops by exploring

different ideas of identity, completing their own self-portraits which were

an exploration into how students could use words in conjunction with art.

These portraits were then displayed across the country and admired by many

members of the public. They then participated in a virtual “Visit” wherein

their efforts were noted and commented upon by industry leaders and the

co-founders of the foundation, Frances Sorrell OBE and Sir John Sorrell.

The students then applied their newly gained skills to their final project for

the Summer Show where they created a literary Yggdrasil exploring ideas

of diversity and inclusion. Members worked hard to create a conceptual

response to the challenging space provided, creating a tree that was filled

with black-out poetry leaves and hanging artefacts that ranged from fully

formed magazines with articles on topics such as feminism, racism and

Islamophobia to poetry anthologies. Their works were further accompanied

by 66 poems that were threaded together with thread to represent the myth

that people can be connected by a red thread – literally tying together their

exhibit. The students then attended their graduation ceremony where they

received their certificates and had a chance to admire their work at the

prestigious Somerset House. The students are already looking forward to

next year and the new experiences that lie ahead.


Veronica Chow (National Saturday Club Tutor)








Cranford held a week of activities

and events in recognition of the

Queen’s Platinum Jubilee from

Monday 23rd – Thursday 26th May 2022.

We decorated the Concourse with bunting

and there were a number of displays around

the school. The events took place at various

points in the week including in lessons,

before and after school and at break 1

and 2. We wanted the week to be both a

celebration and an opportunity to raise

money for charity. Here is just a selection

of activities:

On the Monday the staff held a “Bake off”.

They were tasked to bake a large cake or

selection of small cakes fit for the Queen.

There were a range of delicious entries, and

we were hard pressed to award the winners.

But after much deliberating and taste testing

the winner of the large cake category was Hardeep Bhachu and the winner of the small cake category was

Maria Bramhall. Each were awarded a jubilee apron which they happily modelled and the competition raised

£73.10. On Monday break 2 the music department staged an “open mic” concert.

For students there were sporting activities each day where prizes could be won ranging from archery shoot

outs, freestyle football, egg and spoon races and netball shoot outs. On Tuesday period 6 the library held a

Jubilee quiz and on Wednesday period 6 the Art department held a competition to create a painting or poster

to celebrate the Jubilee. On Thursday a group of year 9 students presented a workshop version of “Basil the

Rat” from Fawlty Towers. Throughout the week the dining hall served up a range of traditional British style

foods reflecting 70 years which was quite a change for many of our students.

Different departments adapted their curriculum to teach about the Jubilee. For example, In History year 10

looked at different monarchs and made comparisons between Elizabeth I and Elizabeth II. Year 7 students

made bunting and posters. In English they celebrated some of the rich vocabulary in the English language.

Fortunately, the weather was kind to us and everyone enjoyed participating in the activities and learning

about why the country was celebrating this amazing moment in history and the longest living monarch.

All monies raised were donated to charity.


Jessica Joyce (Event organiser)

Cranford Community College


k 1: The cakes will be available for staff to purchase. All monies raised through the sale of the

cakes will go to the DEC.Org. Ukraine Appeal

Physical Education Jubilee Timetable

Jubilee Celebration

Day Break 1&2 (student) Period 6 (teacher)

Jubilee Sports Event

Monday Egg and Spoon Race Staff Rounders


Tuesday Archery Accuracy Staff


Wednesday Football Freestyle Staff Badminton


Thursday Netball Shootout NA

Entry fee for all events will be £1.00 or 50p.

Event Information

Egg and Spoon - 10m race down the concourse.

Archery - Three arrows per entry. Try to win a prize

Freestyle Football - One minute per entry.

Netball Shootout - One minute to score as many times as


Iron Events

Staff Bake Off Competition 2022

One kilometre timed run, Archery, 100m sprint, javelin and long


All events will be scored out of 10 and a score table will be


Bake A Cake fit for Her Majesty the Queen

In celebration of the Platinum Jubilee

Monday 23 Rd May 2022

Two prizes available.

Entry Categories: -

Either A large cake or A collection of small cakes

Bake Off

Entries will be judged on appearance to reflect the occasion

All Cakes to be donated for sale after the judges decisions

On behalf of the sports committee, we would like

to say thank you to everyone who participated in

the sports events. We raised a lot of money for

charity. This event was our first event and was

amazing. We put a smile on everyone’s face and

gave rewards to the students that participated,

such as sweets and medals. We found that this

was a great way to bring the whole school

together. A big thank you once again!

Sanjana Bhola (Deputy Head Girl,

Sports Committee and PSHCE Ambassador)

Jubilee Quiz

In recognition of the Queens Platinum Jubilee,

we at Cranford library decided to extend those

celebrations to an after-school quiz. Students of

all age groups came by the library after school to

take part and test their knowledge on her majesty,

teaming up and competing to win an array of

prizes. In total, 6 teams took part, scoring points

on 20 questions regarding the Queen’s personal

life, hobbies, and history. There wasn’t much

to separate the teams, with everyone getting

into double digit scores, and first prize was

eventually shared between two teams. In the

spirit of the day, everyone was presented with

prizes including books, stationary, snacks and

board games. The students that attended had a

great time and learned more about the side of the

Queen we don’t usually see.


Ilias Kubica (Supervised Study Centres Assistant)

Jubilee Art Competition

I entered the art competition and got inspired

by the Queen’s Jubilee. I drew how she grew

up while being the queen. This is because it is

her 70th year reigning as Queen, so reminding

everyone about how she was before would be


Mehreen Shinwari (year 7)

Fawlty Towers

Cranford Celebrates

The Queens Platinum


Monday 23 rd May 2022

Jubilee Concert

1.50-2.20pm B106

Ticket £2

The Fawlty Towers workshop reading was an

absolute blast. I had so much fun playing Basil

and the rest of the cast had an amazing time as

well. It was far from perfect and quite chaotic but

felt so fitting because of the nature and madness

of Fawlty Towers itself. I felt like putting on a

rehearsed reading of the show was perfect for

the Queen’s Jubilee since it is such a staple in

English television and has become a classic hit.

Cranford Celebrates the Queens Platinum Jubilee

“Basil The Rat”

Thursday 26 th May 2022

B004 4.00pm Tickets £2

Deen Asskoumi (year 9)



Year 7 Review 2021-2022


vision of the year 7

team is one that “seeks

to build and maintain an ethos of

independence, growth mindset and

kindness to build student’s awareness

of their bigger role, identity and

impact in society, through maximising

aspirations and opportunities for all

students, regardless of backgrounds

and abilities to reach their full

potential and appreciating the value

of actions within society.”

Starting the year off under lockdown

restrictions meant opportunities for

the year group to develop these areas

were limited but when normality

resumed the year 7’s were able to be rewarded with a wide range of activities to support the development of

their personal, moral and cultural capital.

March 2022 launched the first of these prospects with an opportunity to engage in a road safety performance

and workshop. The purpose was for students to consciously think about their actions as road users to support

behaviour outside school. Students engaged in the activity and were able to relate to the storyline presented

by the external guest, allowing the year group to understand the bigger picture of their role as citizens.

June 2022, the academy invited self-made businesswoman and social media influencer, Erim Kaur, to deliver

a talk to students. This was a selective event where 30 year 7 students were amongst those within the audience

to listen to her inspiring story and aid in raising their aspirations. The talk was well received, with the girls

asking insightful and inquisitive questions to Erim.

July 2022, 40 year 7 students were selected as ambassadors for the Hounslow Junior Citizen programme.

They supported in sessions with primary school students who attended the event, resulting in the smooth

running of workshops. They had so much fun in this leadership role they were asking if there would be

opportunities to help again, with many others in the year group asking to be volunteers. Having missed their

chance to attend this event in primary school, the year 7 cohort were invited to attend talks led by the Met

police on topical areas such as knife crime, radicalisation and violence against women. This supported the

year 7 vision for students to have an awareness of their bigger role in society, with many students making

positive contributions to discussions.

The year ended on a strong

note with a pizza party hosted

for 30 students who had the

most improved ATL from

spring to summer term. In our

Friday character development

sessions, the year group have

been working hard on growth

mindset, metacognition and

SMART targets. This allowed

students to focus their

attention on specific areas and

subjects, so those who showed

the most improvement were

rewarded for their hard work

and for overcoming their own


Seema Mehmi (Head of Year 7)


Year 7 - Taster Day September 2021

Taster Day at Cranford usually takes place in the summer preceding new year 7 students’ arrival at

secondary school. The pandemic changed our normal routine. This year it was quite different with

September being their Transition Taster Day.


The day started with some very nervous, anxious students but ended with students leaving the school with a

big smile on their faces. Throughout the day as students got to know their form classes many of them were

able to relate with each other through getting to know you and team building activities - We had some amazing

spaghetti and marshmallow towers by the end of the session. The highlight of the day for many was their

science taster lesson, which allowed students to marvel at science experiments and have an introduction into

their first secondary school lesson. The day was filled with laughter and accomplishments and high standards

we expect from the year group were met.

Seema Mehmi (Head of Year 7)

“Switching to Cranford made me feel a lot older than

I felt in primary school. Moving to a new school meant

new people. At first, I felt nervous, but when I got here,

I was glad that the students and teachers here are so


Syeda Zaidi (7X):

“Moving to Cranford was a big step, as moving to a new

school where I had no idea what was going to come at

me was really scary. But I soon found it very comfortable

and not scary at all”.

Reyhana Sheikh (7X):

“I have found great passion for music because of this

school and the same for science. This school has really

brought out the courage in me and I am terribly grateful

for all the opportunities that Cranford has brought to


Elaha Najem (7X):

“Our first day was a fun learning experience. It helped

us socialise and gave us a good boost to start the year”.

Travis Blay (7Y)

“My taster day was amazing. I met people from my

primary school and reunited with them in high school. We

got to take part in a science lesson which was so much

fun. We got to do a science experiment which made me

excited to continue with science for the rest of the year”.

Wahidur Rahman (7Y)

“At the start of the year I was quite nervous as I thought

I wouldn’t make friends. Now I have loads of friends I

can trust and talk to.”

Sumaya Sharif (7V)

“On my first day of Year 7, I felt bewildered and lost,

however, my new teachers welcomed us all with open

arms! Year 7 has been an enthralling time of my life,

meeting new people, learning fascinating things in all

my subjects and being praised and rewarded by my

teachers. Cranford Community College has a variety

of opportunities and facilities as well, such as the dome

and astroturf; we also have a multitude of exciting trips

throughout the year to reward particular students for

their outstanding attitude to learning!”

Melanie Khanal (7U)

“My first year at Cranford has flown by. When I first

joined the school, I was quite worried and nervous about

all the new people I would meet. Now I am much more

confident and have made so many more friends. The

teachers and courses that this school has to offer help

me to feel more comfortable, such as the library, dome,

astroturf and after school clubs. In the summer holiday,

before I joined the school, Cranford ran a summer

school program which made my transition a lot easier.

Cranford has given me a lot of opportunities such as

sport tournaments, spelling bees and school trips. I can’t

wait to continue my time at Cranford!”

Abdirahman Mohamed (7U)



Year 7

Road Safety Awareness

Year 7 were presented with a great

opportunity to see a performance

about road safety and the dangers faced by

pedestrians. The performance catered to the

age group making the scenarios relatable

to the behaviours they might display when

with friends and the consequences of those

choices. The students were engaged and

enthusiastic and asked some great questions

to the performers after the session. Overall,

they were able to appreciate the importance

of actively thinking about their actions in the

real world and assessing risks in all situations

which is an integral part of the culture we are

building within the year group.

Seema Mehmi (Head of Year 7)

“My personal opinion on the road safety assembly is that it

was very entertaining and informative. It really showed me the

troubles of the road and the consequences of not being aware

of your surroundings”.

Luqmaan Abdirazak (year 7)

“In my opinion, the road safety performance was amazing! I

thought that it was well-acted out and they made the characters

come to life. You are also able to take a life lesson from that - not

just the ‘stop, look, listen’ technique (which is still important)

but also to not run after objects that you may drop on the road

even if it’s your iPhone 13. I’ve also learnt that it’s not just

immature people that pay the price as even the cleverest mature

person might make this mistake. This could happen because

when you are overwhelmed with emotions, the emotional part of

your brain overrides your logical part and then we don’t think

about what we are doing and make a mistake. Overall, I think

the performance was outstanding and it was nice to meet new

people and I think it was an enjoyable experience (excluding

the sad ending). I had lots of fun, met new people, and learnt

that it’s not only immature people that make these mistakes – it

can be anyone”.

Navjot Dhillon (year 7)

Pizza Party


Erim Kaur Inspirational

Guest Speaker

Students were invited to hear the inspiring

story of Erim Kaur. Erim lost her mum to

cancer at a young age, so life became about

surviving through struggle and paving her own

path. She has overcome obstacles and broken

glass ceilings to launch and run two successful

businesses; her luxury hair brand (ByErim) and her

social media account which has amassed a loyal

fan base of over 250k followers on Instagram.


The event consisted of a talk by Erim and an

opportunity for students to ask her questions.

Students asked thoughtful and interesting questions

which allowed them to relate further to her journey

and raise their aspirations. It was an uplifting

evening of support and students left inspred.

Seema Mehmi (Head of Year 7)

Going to the Erim event was extremely eye opening and

being able to attend as a feminist was great. Erim’s

speech was really inspirational, and it left me with

motivation. I’m grateful that Ms Mehmi was able to put

together an event like this. Overall, it was really nice to

listen to a female speaker about her life story and about


Sandra Szostak (year 7)

In my opinion I found Erim’s speech really

fun, interesting and engaging. Her experience

in the business industry was really motivating

and showed how strong and resilient she is. Her

perseverance and kindness is really something

to look up too.

Samia Neves Pinto (year 8)

I found Erim’s speech very inspirational, her

story made me feel like no matter what, I can

achieve my goals and she made me want to look

at the business industry. It was very interesting

and some of her experiences were very relatable

to mine. She seemed like a very strong person

and that made me feel motivated to be as resilient

as her.

Willow Sell (year 8)

I enjoyed the event because her speech about not giving

up was very inspirational. I felt honoured to be chosen

to attend. I’m glad Erim was kind enough to share her

story with us and even explain the struggles she had to

go through to get to where she is today. I liked the fact

that she let us ask questions about her business journey.

I’m grateful she was comfortable to open up about her

personal life too.

Renubegum Da Fonseca Hossain (year 9)

The talk by Erim was eye-opening. It was very

encouraging to hear a young adult talking about their

journey through business and life so frankly. Erim was

engaging and honest which made her progress seem so

much more obtainable. Her simple strategy of making the

most of life and aiming as high as possible whilst dealing

with tough personal issues was reassuring for me.

Marjaan Aman (year 12)




Year 8 Review 2021/22

Year 8 has had an overwhelmingly

successful year. We are quickly gaining

a reputation for producing excellent

academics, athletes, musicians, artists and actors.

It makes me incredibly proud as Head of Year to

see our Year 8 footballers show real potential,

rivalling our current Year 10s in terms of ability,

application and dedication. On the cricket field

we have also seen Qais Bhaisheb been chosen to

represent Hounslow, a remarkable achievement

for the young man. The school productions of

The Tempest and Overruled saw many of our

Year 8 students tread the boards and the very

memorable performance of Harleen Bath (8V) as

an untrustworthy Prime Minister and the energy

Ranvir Singh Kaur (8Z) takes to the stage each

time is definitely worth a lot more than the £3

entry fee.

A measure of our success has been the excellent

contributions our students have made to the

Year 8 committees. The Year 8 Media Team was

created as a platform for our students to share

interests and ideas through writing articles –

including a moving reflection on the pandemic

by Sofia Bisnauthsing (8W). The Media Team

was a tentative start at a project which I envisage

will grow to become a medium for our students

to get stuck into local and global issues.

The Year 8 Environment Committee continued

its good work. They carried out an awareness

campaign to help conserve energy in our school,

an issue even more pertinent today than a year

ago with the spiralling costs of fuel. This year,

the committee headed by Amanjot Grewal

(8W) looked at what we do as a school and

where we want to go to in terms of protecting

the environment and minimising our carbon

footprint. The team interviewed Mr Fraser

about issues concerning our students and it is

this collaboration between Senior Leadership in

the school and our students that will deliver the

right message and make change happen. A video

of the interview was produced and shared at

assembly. The Year 8 Environment Committee is

currently working on advising Senior Leadership

on matters including sourcing recycling bins and

in turn, Mr Fraser has been eager to involve our

students and have their voices heard.

Looking ahead to Year 9, we will increase the

number of Year 8 student committees to mirror

the Sixth Form committees and look forward to

working closely with them. It promises to be an

exciting year ahead.

John Lennon (Head of Year 8)

Year 9 Review 2021/22

With the trials of the last two years behind

us, Year 9 were welcomed back to Cranford

Community College with a huge year ahead

of them. Now that we are at the end of this academic

year, I am still taken back by how incredibly successful

this year group have been.

We began the year, just like the previous two years,

focusing a lot of energy and resources in supporting

students development of important life skills that

can take them to the finishing line of their academic

journeys. We did this through our Character

Development Programme and also the VESPA

programme. Both of these courses are designed to

teach students leaderships skills, social skills and

emotional/ mental well being skills too.

Throughout the year, seeing the young key stage 3

students I met back in 2019 quickly become mature

key stage 4 students embarking on their first GCSE

lessons, was a moment of great pride for me. With

every passing term I was taken back by how much

they were maturing and how fast they were making


In January we gave students the opportunity to make the

first of many big life choices, their GCSE preferences.

Seeing how seriously students took this choice was a

reflection on how much they have grown as people

and we are now looking ahead at a successful start to a

full GCSE curriculum in September 2022 with a focus

on their futures, their ambitions and how we can help

them achieve their maximum potential.

In March 2022 students undertook their first mock

exams, which was another fruitful challenge for the

year group and gave them a chance to apply all of the

knowledge they have aggregated till then and also to

apply all of the life skills we were teaching them on

handling mental health, emotional health and physical

health during a stressful period of time such as exams.

I couldn’t write this review of our year without

mentioning the triumphant completion of Year 9’s

Duke of Edinburgh award. Nearly 30 students took part

in this award that focuses on volunteering, developing

new skills and testing themselves physically by

taking part in a new activity. It was wonderful seeing

students try new things and, for many, having their

first camping experience!

We ended the year with an incredible trip for 40

students to head to the south of England to spend a

weekend challenging themselves, building lifelong

friendships and simply having fun! Look out for

another article in this year’s glossy for the update on


Milton Venancio Ferreira (Head of Year 9)

Year 9 PGL Trip to Osmington Bay


From the Friday 8th to Sunday 10th July

2022, I had the absolute privilege of

taking 40 year 9 students to the south

coast of England. After a near 3-hour coach

drive, we arrived at Osmington Bay greeted by

the beautiful sight of the ocean in front of us.

The purpose of this trip was to reward students

for excellent attitudes to learning and superb

attendance to school. In addition, we were able

to have a fantastic weekend filled with laughter,

good memories and new friendships.

With the support of Ms Pedersen, Mr Lallchand

and Mr Fernandez, it was a weekend full of

new experiences and joy. Students took part in

trying to build their own rafts with their teams

and then testing them out- some were far more

successful at building rafts than others. I am sure

that students will all agree that teacher’s support

during this task was very much welcomed as we

took turns splashing teams with water- all in the

interest of science of course.

Students also had a go at fencing- a particular

shout out to Ryan Flower in 9V who seems to

have a natural talent for the sport!

Then came the scarier tasks. From climbing up

a wall and then abseiling down it to jumping

from a trapeze. I was in awe of the bravery these

students displayed, all of which dissipated rather

quickly once the student’s informed teachers,

rather forcefully, that we also had to climb, abseil



and jump. All the laughing I did at students being

weary of heights quickly came back to haunt me as

I arrived at the top of the wall with Ashwin Chopra

in 9V in a fit of nervous laughter before convincing

each other to fall down. My only shining moment

was beating Mr Lallchand in a race to the top of the

wall- despite what he says. Another shout out is due

here to Manisha Singh in 9W who surprised us all

with how brave and quickly she undertook all the


I hope all the students that came on this trip left

with a new perspective on their own abilities and

how resourceful, resilient and capable they all are. I

hope they will continue to have these memories as a

special chapter in their time here with us at Cranford

Community College.

Milton Venancio Ferreira

(Head of Year 9)


PGL was a great and wonderful trip and such a great

opportunity for me and so many others to engage with

one another and take part in such fun activities such

as raft building, rock climbing and much more. PGL

comprises of so many spectacular challenges which I

was grateful to experience with my friends and teachers.

The staff in PGL were super supportive and our teachers

too. Being able to understand and be part of such a nice

trip was amazing and for many others their first time.

I would definitely recommend people to go and I would

love to experience this again.

Pari Mahmotra (year 9)

PGL was a great experience in which we were able to do

many different activities. We also got to find out so much

more about the people in our year group. I am grateful

to get such an opportunity to enjoy a weekend outside of

school with my friends and teachers.

Ashvika Jaintly (year 9)

PGL was an exciting, adventurous, entertaining

experience, which was filled with extremely fun activities

such as rock climbing, trapeze, problem solving, flag

capturing and fencing. Pursuing these activities builds

confidence and also encouraged us to grow as students,

even if it was outside of our comfort zones. With our

groups, especially with problem solving, teamwork was

key in being successful, so PGL taught us to work together

better. Being away from home helped us become more selfreliant

and taught us how to fend for ourselves without

parental guardians. Many memories and inside jokes

were created with friends, as the trip gave us time to bond

and become closer than ever before; it also motivated

us to make new friends, and new relationships which

might have been unexpected, but overall welcoming. In

conclusion, PGL is a exhilarating, treasured experience,

that’s talked about and remembered.

Anisa Bilkhoo (year 9)

Our experience for PGL was fun and was one of the best

trips we have ever attended. Throughout the whole trip,

we made new friendships with people in our year who we

may have not communicated with previously. Moreover,

we got the chance to try out new activities which we had

never done before. It helped us develop more confidence

and get over our fears. We are very grateful for this

opportunity and are glad we have been able to take part

in this very entertaining and eventful trip.

Divya Sareen and Manisha Singh (year 9)


Year 10 Review 2021/22


a year we have had in Year 10! GCSE learning has formally begun across all subjects, the

first time since year 7 where we have had an uninterrupted year of school and thankfully

the return of society back to normal to allow more opportunities for extra-curricular activities. Well done

to all students for their continued maturity and attitude in tackling increasingly difficult content in lessons

and particular credit to our iMedia students who were the first in the cohort to sit formal exams this year!

Outside of lessons have seen year 10’s returning to all kinds of extra-curricular activities and opportunities.

We have been lucky enough to have students support with a number of whole school events, such as our 20

students who played a crucial role within the Met Police Commendation event, whilst our Year 10 football

team made recent school history in reaching for the borough finals for the first time in many years. We even

have two students – Max and Amani – playing critical roles in the Women’s Euro Championships, being a

ball boy and flag bearer respectively.

Year 10 is a challenging time for any cohort of students – the start of GCSE learning in all subjects, the

looming prospect of their exams in the future – this, coupled with the impact of their last two interrupted

school years, meant that the obstacles presented to them were large. However, despite these challenges I am

writing this yearly review as a Head of Year who is incredibly proud of how we have taken the opportunity

to meet these challenges head on. We are making incredible progress not only academically, but also in our

development as young adults, and I am excited to see what successes lie ahead for us next year.

Bradley King (Head of Year 10 )



Sixth Form Review 2021-2022

What an incredible year it has been for the Sixth Form. Two years of living through a pandemic, disrupted

not only students’ academic progress but also their personal development so we ensured we ran

activities and sessions to support the students as much as possible. This extended from the Friday Period 6

Power League to Winter Wonderland, tree planting, charity fundraising events and sports, all the way through

to our stunning Year 13 leavers celebration event. We celebrated their achievements through pizza parties,

trips across London and numerous edible rewards.

We have high aspirations for all of our students and by regularly promoting and encouraging students to get

involved, this resulted in students completing the Oxford UNIQ programme, and the Sutton Trust programmes

at a number of Russell Group universities such as University of Oxford, Cambridge University and Imperial

College London. The curriculum also expanded so all Year 12 classes have a timetabled PSCHE lesson

where they covered a range of topics such as misogyny, cyber security and career planning – all of which are

critical for our students to be well informed. We saw a number of students continue on the Extended Project

Qualification where they researched and wrote well written projects in areas of their interest.

It has been an absolute delight being Cranford’s Head of Sixth Form, and I wish all the Year 13s the very best

wherever their paths lead them, and to the Year 12s, I hope you’re ready for another exciting year at Cranford!

Priya Agarwal (Head of Sixth Form)

C6U were a great form to be with; funny, smart, inquisitive – the superlatives are endless! We bonded over our

enjoyment of puzzles ranging from what started out as wordle to the monster that was “sedecordle” with the

occasional “nerdle”, “globle”, framed and “heardle” thrown in for good measure! We’ve created some great

memories this year. These moments and so much more helped shape and bring our form together!

Vinay Dhokia (Tutor C6U)

I think the pizza party is a perfect incentive for students to be on time to

school and creates friendly competition between forms for things such as

the quiz which we do in the mornings. I enjoyed the pizza party a lot as I

love pizza of course but it also allowed me to engage with other students

in my form I’ve never spoken to and usually wouldn’t speak to. There was

music and coke and lots of pizza it was really fun and it makes me want

to make sure my form wins so we can secure the next pizza party, and we

WILL get the next pizza party.

Tyrone Emmanuel (year 12)

Pizza Parties

C6J well done for having really good attendance this year and

congratulations on winning not one but two pizza parties!!!!! I’m really

proud of you all for coming into school, having really good attendance as

a form and having a positive attitude to learning. Let’s keep it up for next year and aim for even more pizza parties!


Rianna Forbes (Tutor C6J)

Year 12 Induction Day

September 2021 Induction Day gave us an opportunity

to meet students whom either we hadn’t seen in months

or whom we had never met before. We were able to start

building relationships, which fittingly came from the

teamwork activity to build spaghetti towers on the day.

We had sessions that focussed on us putting together a

timeline for the next two years at Cranford, vision and

goal-based activities and also looked at our own personal

growth that we have seen. It was a really well thought out

event that supported our transition into Year 12.


Morgan Slater (year 12)

Year 13 Rewards Trip - Dear Evan Hansen


Tuesday 29th March 2022, 30+ year 13 students attended

the Noel Coward Theatre in the West End to see “Dear Evan

Hansen” as part of the rewards scheme for sixth form. The show tells

the story of Evan Hansen an anxious, isolated high-school student who’s

aching for understanding and belonging amid the chaos and cruelty of

the social media age. He soon embarks on a journey of self-discovery

when a letter he wrote for a writing exercise falls into the hands of a

grieving couple whose son took his own life. The show tackles the idea of

acceptance, the power of social media and how one boy’s “lie” can have a

profound effect on a whole community needing to believe in something.

The students absolutely loved the show and much of the storyline,

particularly in relation to the power of social media prompting intense


Rebecca Carter (Joint Head of Sixth form)

Sixth Form 2021-2022


Sixth Form Cultural Fashion Show 2022


Cranford Community College


Sixth Form and Staff

Cultural Fashion


TICKETS: £2 per person (all money will go to the charity

'Young Minds')



Sixth form and Staff: come and join us to celebrate cultural

diversity at CCC. Take part in the cultural fashion show,

embrace and celebrate your culture!


Concert Hall

Thursday 31st March 2022

4:15pm - 5:30pm


the 31st March 2022, the Charities Committee

and the Arts and Culture Committee decided to

team up, plan, organise and run Cranford’s very first Sixth

Form and Staff Cultural Fashion Show. As Cranford is a

very diverse school with many different types of students

from different cultures and backgrounds, we decided that

this was the best way to celebrate and recognise cultural

diversity at CCC. Over 15 cultures were represented by our

sixth form students and staff throughout the evening, who dressed up

in their colourful cultural attire and walked the catwalk. We had many

different performances, performed by sixth form students too which

included traditional Indian dances, a Bhangra performance, traditional

Somali dances, Afghan dances, Nigerian dance performances and many

more. The evening was vibrant, full of music and energy, and the

audience (which included sixth form students and staff) was fantastic,

cheering on their friends and teachers. This evening was also a way to

motivate students before their upcoming exams and it was a great way

to celebrate the level of hard work and effort that the sixth formers

have demonstrated across the past year. It was great to see how the

teachers and sixth formers worked so well together to plan their

different performances and walks and it just showed how positive the

relationships are between students and staff here at Cranford.

I really enjoyed working with the Arts and Culture Committee alongside

the different students and staff who took part in the fashion show, it was

a great way to meet and work with new people. Overall, we managed

to raise £300 from the fashion show and this donation was donated

to the charity ‘Young Minds’. Thank you to every one of the students

and staff who contributed and helped make the event a success, it was

a great show and was an amazing way to raise money for the charity.


Gurshaan Ghattoray (year 13 - Charities Committee)




Staff Christmas Carols - “Jingle all the Way”

There was no doubt that the end of the autumn term and 2021 was not quite as we had planned with the

resurgence of Covid, but undeterred we felt we had to sing carols to keep the spirit of Christmas alive.

On the last Wednesday of term, a number of staff took part in our annual Christmas singing at the school

gates. This year was different due to Covid and the number of gates that had to be covered. Our singing staff

did not disappoint and brought with them some Cranford cheer to the festive season. Groups of staff sang

at each gate all dressed up with bells ringing. Some students took part in the singing or played instruments,

while others seemed happy to be entertained and have such a great greeting on a cold winters morning.

Priscilla Ledlie (Assistant To Senior Teachers - Pastoral)


Christmas Market event December 2021

Christmas is all about getting

together, eating delicious food,

opening presents, dancing to

Christmas music, and participating in

festive games and activities. This is

exactly what Cranford did this year.

On Tuesday 14th December 2021, the

Charities Committee organised and ran a

Cranford Christmas Market to support and

raise money for the charity “The Salvation

Army”. This charity helps the homeless

and the less fortunate by providing them

with hot meals, shelter, advice, mental

health support, employment support and

much more. Christmas is all about spending time with people and your loved

ones, so this charity was the most appropriate for this time of year.


After a stressful 2021 for everybody, the Christmas Market was a brilliant

way to end the year. Samosas, pakoras, cakes, cookies, donut pops, hot

chocolate, pin the red nose on Rudolf, the Christmas tombola, Christmas

music, and much more were among the festive games, food and drink that

students and staff were exposed to. Support and some donations from students

and staff helped us raise £900 ! for the charity. The sixth form and staff

Christmas Jumper Day, in which students and staff dressed up in their most

festive and fluffiest Christmas sweaters, helped us raise even more money

for The Salvation Army. We would also like to say a special thank you to the

Canteen staff who made tasty samosas, pakoras and muffins for the event and

to Ms Prunty for her incredible hard work in helping us organize such a big

and successful event.

Gurshaan Ghattoray (year 13 - Charities Committee)




Year 11 Celebration Evening and Prom 2022

Thursday 30th June 2022, a gorgeous summer evening, Cranford held its first Year 11 Celebration

Evening and Prom since the pandemic. There was much excitement around the evening with the

expectation of our year 11 transforming from students into glamourous adults as they returned to celebrate

the end of their exams and the year 11 journey.

The evening began with the formal event where parents and family joined their son or daughter to applaud

them as they received their certificate from Ms Berndt and Mr Ind, joint Heads of School. Celebration

evening was an immense success. Tutors introduced their tutor group and spoke about their joy at seeing

them through their time at Cranford and looking so grown up on this special evening. As Head of Year, I

imparted some words of wisdom too, saying how proud I was of what they have achieved and their hopes

for the future. There was entertainment provided by one of our talented singers, Luliya Jemal who sang

“Diamonds” by Rhianna and everyone was blown away by her beautiful voice. Certificates, speeches and

photos were a great way to celebrate accomplishments and to encourage future endeavours. Students and

their families were dressed very elegantly and it really set the tone for part two….The Prom…

The Prom took place at the Riverside on Bath Road, a venue we have used in previous years and we

were not disappointed as it looked amazing. There were some wardrobe changes into even more stylish

clothes for the Prom. This part of the evening was for students (and staff) who celebrated the end of year

11 with a dazzling meal, some individual awards and then a night of music and dancing. The atmosphere

was amazing and I was very pleased that this group of extraordinary young people made the evening so

special for each other. I feel very privileged to have been a part of this cohort’s experience at Cranford.

Matt Nation-Tellery (Head of Year 11)





Messages to Year 11

Dear 11T,

I haven’t been your form tutor for very long, but I have known

you all for most of your time here at Cranford. I was absolutely

delighted when I found out I was going to be taking over as

your tutor and keen to see how you had all grown up. I wasn’t

disappointed. You are a really talented and lovely group of

people. You made me feel welcome from day 1 and I think we’ve

had a really awesome year together.

It’s been truly lovely to see how much you have all matured and

the focus and motivation you have put into doing well in your

GCSEs. Please carry on working hard to make your dreams

come true and most importantly, always take the time to be a

good human. I wish all of you the very best for the future.

Barbara Lodge (Tutor 11T)

Dear 11U,

I became your tutor in year 8. Four years later, after many

academic, personal and global challenges, we are still together,

smiling and working on improving ourselves. This is a real

testament to the school, our families and community, and the

young adults in 11U.

I wish you all the best of luck for the future and hope to see you

all in September for the next two years of your journey.

Jonathan Ryan (Tutor 11U)

Dear 11V,

We have been together for five years and I can honestly say it

has been a blessing. This is not something that is new for you

to hear as I have told you this consistently for five years. You

have made my mornings a delight with your cheerful smiles and

greetings and your mischievous comments and I know you have

completely understood if I have ever had to get a little tough on

occasions, as you knew I only had your best interests at heart.

As a form we have had a lot to celebrate, particularly being

the constant winners of the quiz and having great discussions

about thought for the week. I will miss each and every single

one of you and count myself lucky to have known you for these

past five years. 11V you should be very proud of yourselves and

view this next stage of your life as one full of excitement and


Gill Taylor (Tutor 11V)


Dear 11W,

We finally made it to the end of year 11. I can still remember

you all on Taster Day; those baby faces, all so sweet and now

you are all mature young adults. I will cherish all the morning

chats we had and remember those happy and not so happy faces

on a Monday morning. Thank you for all the happy times we

shared together. You are an exceptional group of young people

about to embark on a journey into an unknown world of more

studying or working. I want you all to take advantage of the

opportunities you get, enjoy life and don’t have any regrets.

Stay positive, work hard, make it happen. Good Luck!

Baljinder Dhillon (Tutor 11W)


Dear 11X,

I’ve been with you since Year 7 and watched you all grow…

literally- most of you are taller now than I am, which I suppose

isn’t too difficult to be! More importantly, I’ve watched each

one of you develop your own personalities and become more

confident over the years. I am so proud of all you have and will

achieve. I will miss each one of you with your own quirky little

traits that have become part of your beautiful personalities

over the years.

Remember, just because I’m not your form tutor anymore,

doesn’t mean you can’t still come and see me if you need help

with anything… S10 is always open to you guys! Please make

sure you always try your best in whatever you do. I love each

and every one of you!

Barinder Dosanjh (Tutor 11X)

Dear 11Y,

We began our journey together from year 8, and over the

last four years I have seen you all flourish into incredible,

young, enthusiastic and lively individuals. You have supported

one another and had fun together, and I hope you have built

friendships that will last a lifetime. It has been my pleasure to

be your form tutor.

I am sure each and every one of you will achieve your full

potential and it will be a pleasure to see you again in Sixth form

at Cranford. I wish you the best of luck.

Hardeep Bhachu (Tutor 11Y)

Dear 11Z,

I had the pleasure of taking over 11Z in April of year 10. I

must admit I was nervous taking on a form group at such a

late point in their school careers and worried that we would

not have that special bond that every form tutor has with their

tutees. My worries were soon allayed as I discovered for myself

how wonderful and unique my new tutor group were. All our

journeys were shared ones, where they were respectful and

polite and worked hard towards fulfilling their ambitions.

Although our forthcoming journeys will no longer be shared,

I know they will do well and see a bright future. I thank them

for our time together and would like to remind them that I am

still here if they ever need me. Good luck 11Z and all the best.

Amrat Atwal (Tutor 11Z)





Day 2022



breaking records with temperatures

of 40.2 degrees recorded at

Heathrow the previous day, Cranford’s Celebration

Wednesday 22nd July 2022 was another cracking

summer day.

The Rewards Trips

Due to the heatwave the trips were rescheduled to a

cooler day. Over 500 students enjoyed rewards trips

to Brighton Beach, Southend’s Adventure Island, the

Science Museum and Hyde Park, Tate Modern and

that old favourite Airport Bowl.

In Brighton, trip leader Ally Manole (Head of

German), reported the groups were ‘fantastich’.

Students embraced the opportunity of being near the

seaside and had an amazing time skimming stones,

going on rides at Brighton Pier and eating ice cream

and Brighton Rock.

Year 8 - London and Science Museum trip

The trip to London and the Science Museum for year

8 students was one that was filled with plenty of

‘wow’ and ‘are we there yet?’ comments. It was a

clear indicator of how much walking the students did

but also how they enjoyed every bit of it and were

amazed by the wonderful sights of London. Students

relished the chance to explore central London, both

at the Science Museum and Tate Modern where, as

John Lennon (Head of Year 8) explained, they had a

fun-filled day out on London’s South Bank, visiting

the Graffiti Tunnel, enjoying the stunning street art

and then on to Tate Modern via Jubilee Park and the

South Bank’s Skate Park. They also had a photo

challenge to complete in which each group was tasked

with taking as many photos as they could of iconic

buildings and monuments whilst on their walking

tour around the South Kensington and Knightsbridge

area. Students took the opportunity to take pictures

of Big Ben and Westminster Abbey across the

river and were treated to strange and wonderful

exhibitions at London’s Tate Modern - whilst they

all did very well, it was Mr Rahman’s group that

were the winners. Congratulations to them! Weary

from walking but thrilled by the freedom and buzz of

London, students will take memories from this day

into their summer. This group of year 8 students were

a pleasure to spend the day with. A fantastic way to

end a wonderful year at Cranford. Thank you to all

the staff who accompanied us on this trip but also to

all the staff who helped make this happen.

Year 10 - A Day by the Sea

Another Head of Year, Bradley King, took 59 of his

Year 10s to Southend Adventure Island Amusement

Park where students were able to quite literally let

their hair down on rides such as Rage and Screature.

A great time was had by everyone – even the typical


M25 gridlocked traffic didn’t dampen any spirits –

and it was so lovely to see students enjoy time with

their friends away from the classroom.

Year 12 Monopoly Challenge

As part of the whole school celebration week, all

Year 12 students and tutors headed off into central

London to complete our very own ‘Cranford

Monopoly Challenge’. Students created detailed

routes around London to see a number of landmark

sites and complete a number of challenges. The aim

was to collect as many points as possible to be the

winning group of the day. Challenges included going

to ‘diamonds are forever’ (Bond Street), ‘complete a

good deed as a team’ and, ‘sharing your culture with

a stranger’. A great day out for all students and staff

and congratulations to C6A and their tutor Evelyn

Brooks as the winning team.

Whilst the Year 8s, Year 10s and the Sixth form

were out of town, the Year 7s and 9s enjoyed special

celebratory activities of their own.

Year 9 Sports Day

Year 9 Sports Day was Cranford’s first full Sports

Day since lockdown, where both athletics and

team sports participation took place. This included

events such as javelin, archery, relay, basketball and


Besime Isikgun (PE teacher) said “it was highly

enjoyable for both pupils and academy staff, and the

engagement and competitiveness projected from the

pupils was fantastic to see”

In javelin we had a new school record set by Darius

Marinau (9Z) where he achieved a remarkable 22.3

metres. Biom Rai (9T) landed a fantastic distance of

10.65 metres in shot-put coming in 1st place overall.

In high jump, Raqib Sulman (9U) and Chandeep

Baweja (9W) demonstrated great sportsmanship in

their event, however both narrowly missed out on

first place to Arjun Ghotra (9T), who managed to get

to an impressive 1.5 metre victory.

Eve Abuki (9Y) confidently took the gold medal in

the 200m race and Ruben Cardozo (9Y) supported

his fellow form group champion resulting in a clean

sweep for 9Y.

A massive congratulations to 9T who were the overall

champions. We are sure Mr Lever is proud! The PE

department wants to congratulate all pupils on their

participation with both supporting and competing,

well done to everyone and we look forward to having

you back next year.

Year 7 Charities and Enterprise Day

Year 7 had a great day showing off and developing

their leadership, teamwork and creative skills. With



weeks of planning ahead, each form

group decided on a charity that

they felt most passionate about and

hatched a plan for 3 fundraising

activities they would organise and

execute to raise money for their

chosen charity. Every form group

worked on planning and arranging

resources for activities in the

following categories: Food/Drink

sales, Games and Entertainment.

Students began the day with a virtual

assembly briefing them with the

plans for the day; it was remarkable

to see how quickly students got

stuck into their assigned tasks to

work against the clock before it was

time to sell, sell, sell period 4!

Year 7 students spent their morning

making smoothies, milkshakes, fruit

cocktail sticks, decorating cakes

and biscuits to name but a few of

the yummy treats they had in store.

Our most creative students made

some beautiful marketing material to

attract customers to their stalls and

our most competitive year 7s created

games that were not to be missed!

they could as a form; the form with

the most tokens would get to donate

the overall money raised to their

chosen charity.

Students set up their stalls with great

excitement at the start of period 4

and enjoyed an hour of mingling

with their friends, enjoying sweet

treats and competing with each other

in cards games, penalty shoot outs

and obstacle courses.

Staff were drawn in by the joy

and laughter of year 7 with many

coming out to donate and participate

in activities enjoying the Cranford


We ended the day with a celebratory

assembly where each form cheered

each other on with awards and

certificates. The final prize went to

7X Who raised the most number of

tokens and so we are proud to be

donating a total of £1000 to their

chosen charity the Teenage Cancer


Rob Ind (Joint Head of School)

“I found the charities and

enterprise day very rewarding

as we spent time on the each

of our own unique games,

food and entertainment for

a charity. What I enjoyed

the most was that we were

helping charity and the

teenagers would be happy to

receive money for their cancer

treatments. I also enjoyed the

preparation part as everyone

got along to help each other”.

You Wei Guang (year 7)

“The charities and enterprise

day was an eye-opening and

astonishing experience for

me. We all felt determined to

create various fundraisers,

such as selling cupcakes

and Contributing tokens and

money to other forms.By the

end, knowing that we would

help other children with

cancer treatments, was the

most rewarding to me”.

Melanie Khanal (year 7)

All students were given 3 tokens

each to ‘spend’ at the stalls as they

competed to raise as many tokens as


Cranford Celebrates World Book Week 2022


year World Book Day was celebrated on Tuesday 22nd March

2022. We decided to host a week of activities with the main

celebrations taking place in the Cranford library. The aim was to encourage

students to become more familiar with the library and bring new readers as

well as doing something fun for regular visitors.

These activities included a quiz night, a mystery investigation, arts and crafts

and a movie night. It was a busy week as each activity created more anticipation

for the next, building the number of students that participated each day.

Due to the high number of students that participated, we required the assistance

of some 6th form students to help run each activity and maintain order in a

somewhat chaotic week. We ended each day with refreshments and snacks to

refill the spent energy.


Along with these activities, we set up a shop on the opposite side of the library. We sold Books, board games,

stationary and many other novelties to students and staff members that visited. This added to the bustle of

the library bringing more students that perhaps would not have visited the library before.

Overall, it was a great week filled with positive energy and a fast pace. World book week was definitely a

highlight of the school year for many students. We look forward to celebrating again next year.

Manjula Giga (Study Centres Manager)

English Department

Celebrates World Book Day

This world book day, the English Department

received vouchers to purchase a new book for free!

We know that reading and having books helps us

with our studies and throughout our lives. How did

you celebrate world book day? Perhaps you found

a new book to read by completing the scavenger

hunt and finding out what teachers across all the

departments like to read.

Katherine Pedersen (Second in English Department)





Hounslow’s Promise, the charity started by Cranford

Community College and Seema Malhotra MP

has a new programme called Connected Futures. The

programme supports young people aged 18 to 24 into

employment and the first few months of employment

when failure rates can be high. The programme has

4 different parts. The main part is the mentoring

programme but there are also masterclasses where

leaders in their field talk about their careers, wellbeing

sessions and volunteering opportunity.

The programme developed following discussion with the Kickstart employees which Cranford ran last year.

The Kickstart scheme was the government scheme which gave unemployed 18 to 24-year-olds the chance of

employment for six months. Cranford took on 12 young people on the scheme and was able to offer 6 people

jobs after the scheme had ended. Our discussions highlighted that young people over 18 often don’t have

anyone to go for advice and guidance. They sometimes feel abandoned. Connected Futures is about giving

that support network to this group of young people.

The programme lasts 9 months and so far, has 40 young people signed up with a target of 150. The project

is being funded by London Borough of Hounslow and DWP.

Could you spare just 1-2 hours a month to make a difference in the life of a young person?

Become a mentor with Hounslow’s Promise to support a young person take the next steps in their career.

Hounslow’s Promise is an employment and education charity founded by Seema Malhotra MP. Since

January 2022, it has been running the Connected Futures programme to access to employment for young

people aged 18-24 through mentoring and a range of other interventions.

Hounslow’s Promise are looking for professionals who can support young people through 1:1 mentoring.

To apply to become a mentor, you need to:

• Be in employment or retired

• Be 25 years +

• Have a passion and commitment to supporting young people in your community

• Be able to spare 1-2 hours per month

You do not need any previous experience of mentoring as you will receive full training.

HOW TO APPLY: If this sounds like an opportunity for you, you can register your interest on the

Hounslow’s Promise website: www.hounslowspromise.org

Alan Fraser (Assistant Headteacher / Director of Community Partnerships & Income Generation)

Connected Futures

Young Leaders

1:1 mentoring from a

professional in Hounslow to help

you set and achieve your goals

Masterclasses and trips to

local businesses to help you

develop new skills and learn

about different careers

Volunteering opportunities so

you can give back to the

community and gain experiences

to add to your CV

Access to fitness and wellbeing

classes led by professional


Sign Up Here


Become a



Work closely with a young person aged 18-

24 in Hounslow

Share your career journey and expertise

Help your mentee to set and achieve their


1-2 hours of your time each month

Full training provided. No previous

mentoring experience needed

Sign Up Today



Metropolitan Police West Division Commendation Awards



July 2022 Cranford Community College welcomed the Metropolitan Police West Division

Commendation awards ceremony in the Cranford Suite. The event was hosted by twenty Year 10

students who managed the event from guests’ arrival, refreshments and general hospitality.

The ceremony recognised the bravery of over 50 police officers and members of the public. The event was

attended by the Division Commander Chief Superintendent Sean Wilson, Mayors and Deputy lieutenants,

senior police officers and families from Hounslow, Hillingdon and Ealing. Many of the citations were

harrowing stories with a common theme of bravery, going above and beyond and saving many lives

through their actions often at risk to themselves.

Following the ceremony, the officers and their families enjoyed a wonderful lunch provided by our

catering staff. One officer commented ‘this is better than the ceremony at New Scotland Yard.’

During his closing remarks the Chief Superintendent praised our students saying that they are excellent

role models for society.

Alan Fraser (Assistant Headteacher / Director of Community Partnerships & Income Generation)



Sports Facilities Upgrade for School and Community


are delighted to have three completely refurbished tennis courts and two netball courts. These

will be used by the school during the day and by the community during evenings and weekends.

Further enhancements will be a new perimeter fence and for the first-time floodlights which will enable all

year-round play. We are particularly excited about netball as it is an increasingly popular sport and we are

in discussions with the Netball England on how we can grow netball at Cranford.

These improvements are

possible thanks to funding

from QPR who continue to

be a high-quality partner.

The tennis courts and

netball courts are part of

a wider site improvement

plan which will see some

major improvement over the

coming years including all

new high quality changing

rooms for both the school

and the community which

are due to open in September.

Alan Fraser

(Assistant Headteacher

/ Director of Community

Partnerships &

Income Generation)

Welcome Back to the Welcome Club

This year we welcomed back the Welcome Club which has been going at Cranford for over 25 years. The

Welcome Club is a group of retired people who meet once a week to play bingo and socialise. Due to

the pandemic the club had not met for over two years and for many of the participants this was there first

time out of the house. To celebrate their return our catering team baked a special cake and we look forward

to welcoming them for years to come. If you would like to join them, they meet every Monday in The Globe.

Alan Fraser (Assistant Headteacher / Director of Community Partnerships & Income Generation)


Cranford Community College

Golden Woodland Walkway Project



celebrate 50 years of Cranford Community College and the work it has done over the past 50

years for students, families and the community we are creating a woodland walkway which will

follow the perimeter of the school playing field, a distance of approximately 1km. The first 100 trees were

planted in November 2021 with a further 900 trees planted in March 2022. In addition to the trees there

will be a 2m wide woodchip pathway following the route between the trees. The trees are native species

and consist of a mixture of silver birch, hazel, rowan, elder, blackthorn, crab apple and dog rose. There

will also be some specimen trees including oak, beech and juniper.

The trees and the pathway have been created by members of the community including staff, students,

community lettings groups and external groups including police and army cadets, council and councillors

and community organisations which have been associated with Cranford over the years. The path was

dug by the school grounds maintenance team. Everyone involved found the experience rewarding and

enjoyable and after a quick guide on how to plant trees everyone got stuck in.

The idea behind the project is to encourage people working together to achieve a common goal. In

recognition of their efforts the names of the organisations will be added to a plaque at the start of the


By planting now, the trees will be established by September 2025 when the official opening of the

woodland walkway will take place.

Planting took place in March with approximately 50 volunteers at each session. Lunch was provided as

a thank you to all those volunteers who gave up their weekend to create this amazing golden woodland

walkway. Over the coming year there will be further development of the woodland pathway including the

planting of 50 specimen trees donated and planted by our partners and community groups.

Alan Fraser (Assistant Headteacher / Director of Community Partnerships & Income Generation)

“The tree planting was an overall amazing experience; the feeling of doing good for the community was

amazing. It was inspiring knowing that there were like-minded people working collectively to achieve the

same goal: to help the environment. Being part of this charitable initiative to celebrate the school and the

surrounding community demonstrates my commitment and pride in this amazing community”.

Harjot Chawla (year 12)



Holiday Activity Programmes 2021-2022

During the major holiday periods Cranford has been participating in the Holiday Activity Fund and

running holiday camps in conjunction with Creative Spaces London and Heston West Big Local. The

camps are funded by London Borough of Hounslow and are open to children aged 7 to 16.

Children have a choice of 3 types of activity, either sport, creative or film making with all doing some physical

activity at some point in the day. At Christmas we ended the camp with a traditional Christmas party with

an entertainer and at Easter we had an Easter Bonnet parade with some amazing hats. The summer project is

run throughout August providing four weeks of activities building on the experience of the previous camps.

The camps are great fun and equally appreciated by the children and parents. It is particularly pleasing to

see that many of the staff who run the camps are former or current students who have developed the skills

and confidence needed to act as leaders through volunteering activities.

Alan Fraser (Assistant Headteacher / Director of Community Partnerships & Income Generation)


Once again,

Creative Spaces London have been

working with Cranford Community

College and the Big Local to deliver our popular Big Summer Project.


Throughout August over 60 local children have had access to creative

workshops, film and sports plus a hot meal. The project has offered participants

opportunities to try mosaic-ing, tie dye, printing, clay crafts, storytelling,

football, dodgeball and a range of games and physical activities. In addition,

the summer project has encouraged young people to try new things, enjoy

messy play and meet others in their community. It has also provided valuable

employment, volunteering and training experiences for local young people,

whilst supporting families, which in turn has encouraged better wellbeing and

community cohesion.

The summer project marked its final day with a group celebration on the 25th

August as we gently waved goodbye to a wonderful summer. We would like

to say a huge thank you to Cranford Community College for all their help,

support and hospitality again this year and we look forward to seeing you

next summer!

Rachel Doherty (Artistic Director - Creative Spaces London)



Brentford F.C. Community Sports Trust Focus 30


Monday 28th February 2022 Brentford Football Club Community Trust ran a programme called

Focus 30 with some Year 8 students. The aim of the programme was to improve children’s ability

to focus in lessons through sporting activity. The programme was a mix of class-based activity and physical

activity with the last session being a visit to the new Brentford Community Stadium and a tour of the amazing

new facilities.

Alan Fraser (Assistant Headteacher /

Director of Community Partnerships & Income Generation)




Network (RAN)

May 2022 I took part in the first face to

face Radicalisation Awareness Network

(RAN) meeting since the start of the Pandemic.

The RAN is funded by the EU and is made up

of education and youth work practitioners from

across Europe. The meeting took place in Lisbon

and the topic for discussion was the role and

impact of gender on radicalisation and hate crime.

The consensus was that the pan Europe rise in hate

crime against women and misogyny were a serious

threat and challenge which schools needed to push

back against.

As well as a productive meeting it was great to

see old friends and colleagues who I had not seen

for three years including my Finnish co-author

of the paper we wrote together for the EU. We

wrote it last year and it was published in January

2022. It is called the Manifesto for Education and

looks at the threats to education and society from

radicalisation and polarisation.


Alan Fraser (Assistant Headteacher / Director of

Community Partnerships & Income Generation)


Senior Norwegian Police Delegation

Visits Cranford

Wednesday the 4th May 2022 Cranford hosted a delegation of senior Norwegian police who were

taking part in a seminar on radicalisation as part of their senior leadership programme. The seminar

was organised by the Met Police officer DC Abid Raja. Abid has been involved in many projects at Cranford

and was keen for us to host and participate in this important seminar.


The seminar was opened by Kevin Prunty, Executive Headteacher, who outlined why the area of radicalisation

and hate crime was personally so important to him. The morning was a series of seminars followed by a

sumptuous lunch prepared by our catering team.

The afternoon session started with a mixed group discussion between the police and 20 year 12 students on

the challenges that young people face today and comparing them with the challenges faced by Norwegian

youth. Each group then presented back their discussion. There was a general consensus that the challenges

faced by young people are the same in both countries with gang activity seen as the biggest threat.

The final session was led by Alan Fraser with the theme of what Cranford does to develop cultural and social

capital through effective high-quality partners.

The Norwegian police were full of praise for the school. Their most memorable session was the group

discussions with our students.

Alan Fraser (Assistant Headteacher / Director of Community Partnerships & Income Generation)




Hounslow Citizens Scheme Summer 2022

July 2022, after a break due to the pandemic, Cranford welcomed back the Hounslow Citizens

scheme. The scheme is a day event offered to every Year 6 child in Hounslow and this year nearly

3000 children participated in the two-week event. The event takes place on our playground with children

rotating round a series of different scenarios. The scenarios were created to reflect the changing threats that

young people face today. The scenarios were delivered by the Met Police, London Borough of Hounslow,

London Fire Brigade, Cyber Choices, Fraggers Gaming and Brentford Community Heath.

The scenarios included:

• Cyber crime and Cyber choices plus a link to gaming where children are vulnerable to being groomed for

criminal activity.

• Knife crime sadly still a problem often linked to gang activity.

• Clever never goes – this is a variation on the more traditional stranger danger message which reflects the

fact that children are often at more danger from people they know.

• Violence against women and girls including domestic violence.

• The dangers of Lithium batteries as a fire risk.

• Physical and mental well-being.

These were very serious topics, but we made sure that the children also had an enjoyable and memorable day.

Our Year 7 and 8 Ambassadors did a superb job helping to ensure the event was a great success.

Alan Fraser (Assistant Headteacher / Director of Community Partnerships & Income Generation)



Social Sciences



Social Sciences, we believe that

learning should be placed within a

Inspectors visited Social Sciences and recounted

how impressed they were that a sixth former,

Adewole Agboola, did a fantastic job when

given the opportunity in A level Psychology to

take over the teaching of the class.

dynamic framework of discussion and debate and should promote a high level of independent learning from

the pupils and therefore part of our intent is to help them to engage in self- regulated learning in order to

develop self-mastery and a love for life- long learning. Bearing that in mind, we have continued to promote

a high level of independent learning from the pupils, by encouraging them to undertake their own research

on the topics they are learning and engage in ‘flipped learning’ so they come to lessons prepared and armed

with the foundation they need to effectively build their knowledge. Our overarching aim is to develop

and build upon their social and cultural capital so they can flourish as global citizens. During lessons,

students have been sharing this knowledge by taking on the role of ‘teacher’; preparing presentations,

work sheets and teaching their peers lessons inside the classroom. This has provided our students with the

ability to develop their confidence, articulating their ideas in order to share with others, develop excellent

interpersonal skills and practise their oracy skills in a safe and nurturing environment. Answering their

peers’ questions has helped our students to engage in critical thinking, develop their critical reasoning

skills and has armed them with the ability to communicate balanced arguments. Lessons such as these

reinforce our high expectations of the students and emphasise the value we place on scholarship as well

as equipping our students not only for the challenges of higher education but for the world of work too.


Barinder Dosanjh (Head of Social Sciences)



Heston West Big Local


Celebrating the Queen’s Platinum Jubilee

- A Summer of Culture!

On Sunday 5th June 2022 we held our Big Local and Summer of Culture

Queen Platinum Jubilee Event at the Brabazon Community Centre. In

partnership with Creative Spaces London (CSL) and Bantu Arts, we had

over 130 residents join in on the celebrations. Bantu Arts were amazing

delivering drumming masterclasses and live performances.

CSL inspired the community to create Jubilee-themed art and accessories.

Our Big Local Youth Film Club participants captured the event,

interviewing attendees including the London Borough of Hounslow’s

newly elected leader and Heston West ward councillor Shantanu Rajawat.

We were also joined by several Cranford Community College students,

including Ryan Arnold. Ryan said: “It was fantastic to see the community

come together and celebrate the Queen’s Jubilee. I really enjoy

volunteering with the Big Local, my confidence and skills have improved

a lot. The African drumming was my favourite part of the event.”

Overall, the event was a big success, drawing in residents from across

the local area.


Boccia Success! Brilliant turnout

at our first-ever disability sports


On Saturday 11th June 2022, in partnership with London

Borough of Hounslow’s Public Health department. Big Local

volunteers Tarek Mrad and Ramandeep Mann organised the

borough’s first ever Community Boccia Event at Cranford

Community College.

Cranford Community College sixth form student Zobia

Masood volunteered at the event, interviewing participants

for the event film. Zobia said: “I am delighted to see residents

from care homes and supported living coming along to our

school to be part of this amazing event. We need to have more

activities and events like today involving people with complex

disabilities with the community. I am proud of the everyone

and loved getting involved with playing Boccia.”

We had over 70 local people attend, including residents from

day care centres and supported living accommodations across

the borough. Big thanks to London Borough of Hounslow for

their support. Special thanks to all our Big Local volunteers,

participants and supporters on the day.


Celebrating our COVID-19 heroes at our 5th Big Local

Community Volunteer Awards Ceremony!

On Saturday 11th September 2021 we held our 5th Big Local Community Volunteer Awards

ceremony celebrating our volunteers who supported our Covid-19 foodbank programme last

year during the pandemic. Together they picked, packed and delivered over 2,500 meals serving

our local community. Big thanks to all our incredible volunteers and community partners and

also Mayor of Hounslow Bishnu Gurung for attending and giving out the awards.

Cranford Community College Head Girl Sharanjit Kaur said: “It was a brilliant day, I am really

proud of everyone in our community. To me, everyone is a winner for volunteering for Heston

West Big Local. I am proud to have been recognised for my voluntary work and receive the

prestigious Brian Clark Award. It was so great to see so many students at Cranford Community

College getting involved with the local community and being part of the Big Local Youth Action

Team. Volunteering changes lives for the better, thanks to volunteering, I gained leadership

skills which helped me become Head Girl at Cranford and will help me with my future career.”

We would like to give a massive thanks to all our supporters, volunteers and community partners

for their brilliant effort and support during the pandemic including Cranford Community

College, Heston Royal British Legion and Keep Britain Tidy.

Taz Virdee (Heston West Big Local –

Project Manager)




A Fond Farewell to Year 13

Friday 27th May 2022 we said a fond farewell to year 13 in the Cranford Suite. On a beautiful

sunny evening this social event celebrated the end of their time at Cranford and gave everyone

an opportunity to look back over the past few years. This year group have been very much affected by the

impact of the pandemic, but they have been resilient and worked hard to ensure that they achieved as best

they could and remained positive even when there were huge challenges to face. But on this night, it was

all about celebration and as the Student Leadership team 2021-2022 stepped down from their role, they

spoke eloquently about their memories of the year group with humour and affection. Ms Carter and Ms

Agrawal also spoke of their pride in the year group and all they had achieved. After some entertainment

and some presentations, it was time to enjoy the refreshments, take photos and thank their teachers and

tutors for their support and hard work.

Good luck year 13 with the next phase of your lives. See you on results day.

Rebecca Carter and Priya Agrawal (Joint Heads of Sixth Form)



A Message from the Student Leadership Team 2021-2022


you Ms Agarwal and Ms Carter for keeping us together and making sure

that we were always on the right track. Thank you to all the staff for your

hard work and being our role models. Thank you, prefects, for always

being there to help us out and making sure that we met the expectations. To our teachers, for the lessons

and encouragement. To our peers, for their friendship and learnt mistakes. To each other, for those happy

moments and imperfections, that molded us into the people we are today

All priceless moments! We shared a season of our lives, but every season has an end. Our time at Cranford

has taught us to pour all positivity and energy into every moment of our lives because every moment

matters. We wish you all the best for the upcoming exams and the future ahead.




The Student Leadership Team


It is a great honour to have been elected as Cranford’s Head Boy. It has been my ambition ever

since I was on the 2019 student panel, and I thank God that this longstanding goal of mine has

finally come to fruition. I am forever grateful to Ms Agarwal and Mr Prunty, who deemed me

worthy of this influential position, and with the support of such a strong leadership team, I

am excited to see what lies in store for us as we do our best to represent Cranford’s student

body. I understand that this role will be difficult, but I hope that my term as Head Boy and

Leader of the Charites Committee, brings nothing but success to Cranford. I am eagerly

looking forward to seeing how we will enhance our school profile to make Cranford an even

more exceptional environment for students and staff alike.

Samuel Dickson (Head Boy – Charities Committee)

It is a great privilege to have been elected as the Head Girl of Cranford Community College!

Having been a student at this school since year 7, taking on this role seemed like the best

way to give back to the school for supporting me along this journey and shaping me into the

individual I am today. I am really looking forward to working with the whole leadership team

to further better an already exceptional place of education and am confident in the strong

team of students we have. One goal I am particularly motivated with is raising a greater

engagement with STEM within the school community. This will allow the student body to

have a better understanding of the world around us and will enable them to develop a range of

skills and experiences so they can flourish into well rounded individuals. The STEM Committee and I have

put together a plan for the next academic year, which involves a great number of extra-curricular challenges

and activities that we are excited to share!

Ayesha Kaur (Head Girl - STEM Committee)

I applied for a role on the Sixth Form Leadership Team because I wanted to represent Cranford.

I enjoy leading a team and had the personal aim of building my interpersonal skills and

becoming a more confident individual. My intention for our student body was to increase

communication between the leadership team and the wider school to better understand student

voice. Positive feedback to the projects run by the Environment Committee is one of the ways

we ensure students are happy. The Environment Committee has had over 45 students sign up

to participate in our Sunflower Project. Years 7 and 8 will be exploring their gardening skills

during the summer term. Planting sunflowers will help students become more aware of their contributions to

the environment. I look forward to what the Environment Committee will achieve in the next academic year.

Marjaan Aman (Deputy Head Girl - Environment Committee)


I am a suitable, positive, inspiring role model. I strongly believe that we, as the student

leadership team, have the right determination to push the school to its best and encourage

students to become great and independent individuals. My main aim is to make the school

grow as a community for both teachers and students.

Satnam Curry (Deputy Head Boy - Wellbeing Committee)

My name is Sanjana, one of your new PSHCE Ambassadors. This role allows me to listen to

students. I think it is important to advise and teach students about important life skills and by

being a PSHCE Ambassador I will have important links with students across the school. I want

to run clubs which focus on mental health and social well-being. I would like to make the school

an even better place for everyone, teachers and students included.


Sanjana Bhola (Deputy Head Girl - PSHCE Ambassador)

Having studied at Cranford since Year 7, I have been provided with such a tremendous amount

of support and opportunities that have enabled me to flourish into the person I am today.

Therefore, as one of the Deputy Head Girls, I would like to give back to the community by

creating opportunities that involve the nourishment of younger years. As the Head of the

Sports Committee, I want to particularly focus on increasing female participation in sports and

participation in extra-curricular activities. My main aim is to help students succeed academically

by creating opportunities to allow them to improve and maintain their physical well-being.

Concluding my final years at Cranford as Deputy Head Girl is a privilege that I am extremely grateful for,

and I look forward to fulfilling the role to the best of my ability.

Shenon Dias (Deputy Head Girl - Sports Committee)

As Deputy Head Girl, my main aim is to create a safe environment for all my peers, giving them

a chance to fully express themselves, and as a result achieve their full potential.

Furthermore, as Arts and Culture Committee leader, I hope to propose many amazing events

which would include representations of different arts.

As a result of the strong abilities of our committee members, we hope to host meaningful events

that benefit us as sixth formers as well as other year groups. This also gives us an opportunity to enhance

our soft skills such as teamwork and communication, which will benefit us later on in life.

Lastly, I will ensure that I am a good role model to be looked up to by the younger years, as this role requires

being approachable and being able to work as part of a team, along with having confidence and being

respectful. I believe these are important qualities all Cranford students should aim to have.

Reemas Mohamed-Yusuf (Deputy Head Girl - Art and Culture Committee)

My name is Harsimran, I have just taken on the roles of PSHCE ambassador, STEM committee

member and prefect. Although I’ve just started my position, I am very much looking forward

to figuring out my responsibilities and supporting the school community.

Within the few meetings we’ve already had we’ve had some great ideas about how to further

enrich our school. One idea in development is the worry box. I’ve learnt to liaise with key staff

members and have taken many tips and considerations that will inform my projects in the future.

I’m very grateful for the speed in which the STEM student team work and I am particularly looking forward

to our upcoming project in July.

Harsimran Bath (PSHCE Ambassador)


Cranford Becomes a Vaccination Centre


When Cranford was approached

in February 2021 by Bhogal

Pharmacy about setting up a

Covid vaccination centre on site we thought

it would be open for about six months.

Over a year later it is still open and has

been designated a vaccination centre for

the Autumn booster programme which will

run until the end of December 2022. Since

its opening, the centre has delivered over

50,000 vaccines and has proved invaluable

in enabling our community to be better

protected against Covid. The high-quality

facility has been praised for its efficiency

and was one of the few centres in the area

to be licensed to vaccinate the 5- to 11-yearold


With the vaccination centre on site, we were

able to ensure all our staff and students who

wished to have the vaccine were able to do

so easily.

Alan Fraser (Assistant Headteacher /

Director of Community Partnerships &

Income Generation)

“Cranford Review” © 2006-2022 is a publication of Cranford Community College, distributed in printed copies,

154either available in PDF (digital format) to be downloaded from our school website: www.cranford.hounslow.sch.uk

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