School Blog

Let it be whispered, we are entering a new era where your phone is cleverer than your entire family, your fridge might be monitoring your every move and artificial intelligence is making headlines faster than you can say ‘Elon Musk’. Suddenly, only 18 months on from the release of Chat GTP, the future is here and it has a slight whiff of the dystopian about it. But don’t worry, I hope to persuade you that digital skills are essential for the future, and of why we absolutely must trust our children to use the power of AI for good. Spoiler alert: If we don’t, we might just end up in a world where AI is controlled by people with the moral compass of a pantomime villain.

I remember the days when even knowing how to send an email made you something of a tech guru. At university in the early 90’s the web was a text-based quagmire that required ninja-like coding skills just to access. Well, those days are long gone. Today’s digital world is all around us and is not just for geeks in their bedrooms anymore; tech skills are ever present in the modern workplace. Even your local barista is probably dabbling in Python between lattes and your hairdresser may have a side hustle on TikTok bringing in cash and kudos in equal measure.

But why are these skills so crucial? It’s simple: the digital world is the real world now. Every industry, from agriculture to zoology, is being transformed by technology. If our children can’t navigate this new landscape, they risk being left behind, and it is our responsibility to ensure they can make the most of the wonderful tools available to them.

Of course, many young people are naturals with technology. They can multitask across devices and they understand social media algorithms better than we understand our tumble dryer programmes. I would also argue that with a little encouragement and some skills development, they have the creativity and curiosity to push AI in directions we haven’t even dreamt of yet. And, yes, we need to trust them to do just that.

Children have an innate sense of fairness, justice, and (at the High School at least) a propensity to question the status quo. I would say that these are exactly the qualities we need in the people who are shaping the future of AI. There is a danger that if we leave AI development solely to those with dubious intentions or an anti-democratic agenda, we’re letting the fox guard the henhouse.

Nell Watson is President of the European Responsible AI Office and in her recent book, Taming the Machine, she speaks of how AI promises to transform our world, supercharging productivity and driving new innovations. Her focus is on how we can responsibly harness the power of AI. Indeed, if we can encourage young people to do this the possibilities are endless – and endlessly positive. Imagine an AI developed by a teenager who’s passionate about the environment, which could help predict climate change patterns, suggest sustainable farming practices, or even develop new recycling technologies. Consider an AI program created by a young person dedicated to social justice, that could identify biases in recruitment processes, or ensure fairer distribution of resources to help address social inequalities.

By empowering our children with the knowledge and tools to create AI, we’re not just giving them career opportunities, I believe we’re giving them the chance to shape a better world. They can address issues we’ve been struggling with for decades, from poverty to healthcare, with innovative solutions that are both effective and ethical. Of course, though, trusting children with AI is worrying; it’s new, it’s powerful, and it’s fraught with potential problems. Teachers and families justifiably worry about how access to AI might tempt pupils to cheat in assessments or, at the very least, resort to time-saving approaches in their learning that impede their understanding of key academic areas. But think back to every technological leap we’ve made. The printing press, the telephone, the electronic calculator, the internet… Each came with its own set of dire warnings of impending disaster and yet today they form an integral part of our shared human experience.

As you might expect me to say, the key is education and guidance. We need to equip our children with not just the technical skills, but also the ethical framework to use AI responsibly. At the High School we have recently created a new post of Edtech Champion, in the form of our very own Mrs Hopley. She will be working closely with teachers and pupils across the Digacy programme in school and can call on experts in the GDST for support if needed. We incorporate AI ethics into our curriculum via the Transferrable Skills course in Key Stage 3. And perhaps most importantly of all, our educational values encourage creativity, curiosity and critical thinking, and we promote a culture of transparency and learning from our mistakes.

The future is digital, and we would be well advised to embrace it, and to trust the next generation to steer us in the right direction. By teaching our children to master digital skills and AI, we’re ensuring that the power of technology is used for good – and that it remains a tool for democracy and equality, not a weapon for control and division.

References
Watson, N (2024), Taming the Machine: Ethically Harness the Power of AI, Kogan Page

Mr Rickman
Deputy Head Academic

I said it last year, and I will say it again…. I love Sports Day! Huge thanks, as always, must go to our dedicated Sports faculty, and in particular to Mrs Littlewood who is the brains behind the operation for the Sports Day itself. I love sports day because of what it represents. A coming together of our community as a whole, pupils, teachers and parents all celebrating, all having fun and all getting stuck in. I love the house system that represents family, and encourages pupils to take part as a cog in a bigger machine, recognising that they play an important role no matter what they are doing. And I love seeing the looks on their faces when they support each other, congratulating their peers on their successes and commiserating with them when things don’t go quite to plan. My personal challenge this year was adding up the scores on the results desk. All I will say is thank goodness that my companion was a mathematician, and I’ll move swiftly on!

Following the fantastic success of our Sports Day last week, I was inspired to have a look at what is coming up for us over the summer in relation to sports. We are lucky that pupils at the High School value sport and are very enthusiastic about getting involved, trying new things and developing their competitive spirit. Whilst many sporting opportunities tail off a little during the summer holidays, many others are just getting started and this year in particular is a rather exciting one!

The summer of 2024 promises to be an exhilarating season for sports enthusiasts around the globe. From the iconic Wimbledon Championships in the UK to the highly anticipated Olympic Games in Paris, the season will be filled with thrilling competitions, record-breaking performances, and unforgettable moments. Special mention here to all those pupils who broke school or personal records last Friday! What an achievement for you all! So let’s have a look at what is coming up over the months ahead of us:

2024 Olympic Games – Paris

Let’s start with the big one. Arguably the biggest global sporting event, taking place once every 4 years, the Olympics represents a global phenomenon, where the global sporting community comes together to celebrate the wonders of sports and the individuals who train so hard to be the best in the world. The 2024 Summer Olympics, taking place from July 26 to August 11, will be hosted in Paris, France. This prestigious event will bring together over 10,000 athletes from more than 200 countries, competing in 33 sports across 50 disciplines. The Paris Olympics will introduce new sports such as breakdancing, surfing, and skateboarding, reflecting the evolving landscape of global sport. The event is, as it is every time, expected to be a showcase of human strength, agility, and determination, inspiring millions worldwide. I very much hope that our pupils will be watching, taking inspiration and considering what they might do to take part in more sporting activities in their future. It is never too late to try something new and with such a range of sports on offer these days, most people will find something they enjoy.

Wimbledon Championships

One of the oldest and most prestigious tennis tournaments (and my personal favourite annual event in the sporting calendar!), the Wimbledon Championships, will take place from June 24 to July 14, 2024. Held at the All England Lawn Tennis and Croquet Club in London, Wimbledon is renowned for its rich traditions, including its grass courts, strict dress code, and the consumption of Pimms, strawberries and cream by spectators.

This year, our NHS tennis players and fans will surely be eagerly watching to see if Katie Boulter, the British number one, will take to the courts again to challenge her international counterparts. Or perhaps we will see the return of last year’s wild cards, Harriet Dart or Jodie Burrage. We have certainly had our own success with tennis over the last 12 months, with our Senior School team winning the overall GDST Tennis Trophy last season. This was a huge achievement as the competition was strong, but out of the family of schools, none could match Northampton High School!

UEFA Euro 2024

Football fans around the world are eagerly awaiting UEFA Euro 2024, set to be hosted by Germany from June 14 to July 14. The tournament will feature 24 national teams competing across 10 cities, including Berlin, Munich, and Frankfurt. This edition of the Euros promises intense rivalries, thrilling matches, and the emergence of new footballing talents.

Of course, we will have to wait a little longer for the Women’s tournament, taking place in 2025, but the qualifying matches kick off (pardon the pun!) this summer. I know our girls are eager to see if the Lionesses can retain their title from 2022 as the defending champions. Will they bring football home once more?

The Ashes 2024

Cricket enthusiasts will be treated to the historic Ashes series between England and Australia, beginning in June 2024. This bi-annual Test series, steeped in over a century of tradition, is one of the most fiercely contested rivalries in cricket. Matches will be held at iconic venues such as Lord’s, The Oval, and Old Trafford, with both teams vying for the prestigious urn. The Ashes not only capture the imagination of cricket fans in the UK and Australia but also draw attention from a global audience. The series will feature some of the world’s best cricketers, promising dramatic twists and unforgettable moments.

Our own cricketers at the High school have been going from strength to strength over the last few years and the sport is generally becoming much more popular amongst women and girls across the UK.

British Grand Prix

Those of you who live south of Towcester will be familiar with the annual disruption to the A43 which forces commuters and those of the school run to venture into the rural heart of the Northamptonshire country lanes! As always, this year the Silverstone Circuit will host the British Grand Prix on July 7, 2024, as part of the Formula 1 World Championship. Known for its high-speed straights and challenging corners, Silverstone is a favourite among drivers and fans alike. British drivers like Lewis Hamilton and Lando Norris will look to shine on home soil, adding to the excitement.

The British Grand Prix is a highlight of the UK sporting calendar but perhaps still most often associated as a male dominated sport. Motor racing generally has not seen large numbers of female competitors, but with notable exceptions like Abbie Eaton, most recently known for her involvement with The Grand Tour and the Smallest Cog, will more women be inspired to get involved? For the 2024 grand prix, a number of the race teams have announced female drivers. Look out for them on the circuit this year!

At Northampton High School, we recognise the value of sport for our pupils. Engaging in sports provides numerous physical health benefits for young people. Regular physical activity helps in developing strong muscles and bones, improving cardiovascular health, and maintaining a healthy weight. It also promotes better sleep patterns and reduces the risk of chronic diseases such as obesity, diabetes, and heart disease. Moreover, participation in sports can boost mental health by reducing stress, anxiety, and depression. The release of endorphins during physical activity creates a sense of well-being and happiness. This holistic approach to health underscores the importance of sports in the lives of young people.

Sports offer a valuable platform for young people to develop essential social skills. Team sports, in particular, teach the importance of collaboration, communication, and teamwork. Young athletes learn to work together towards a common goal, support their teammates, and build trust. These experiences foster a sense of belonging and camaraderie, which are crucial for social development. As part of our wider work within the Pastoral team, we are huge advocates of sport because we see the benefits it brings to the social lives of our pupils, and ultimately, the happiness that this can provide them with. Additionally, sports encourage leadership skills. Captains and team leaders learn to motivate their peers, make strategic decisions, and handle pressure. These skills are transferable to other areas of life, including higher education and professional environments, where employers are specifically seeking individuals who can inspire and lead a team to achieve highly in the workplace.

Participation in sports has also been linked to improved academic performance. The discipline, time management, and goal-setting skills learned through sports can translate into better study habits and academic achievements. Physical activity has also been shown to enhance cognitive function, leading to better concentration, memory, and problem-solving abilities. Furthermore, sports can provide young people with opportunities for scholarships and educational advancement. Many universities and colleges offer athletic scholarships, enabling talented athletes to pursue higher education while continuing to excel in their chosen sports. And perhaps most importantly, sports can force us out of our comfort zone, teaching us resilience when things get tough. All of our pupils will need resilience at some point in their academic careers as challenges are posed at every level.

So, the summer of 2024 promises to be a spectacular season for sports, with global events like the Olympics, Wimbledon, and Euro 2024 capturing the world’s attention. I hope our pupils will be inspired by the teams and individuals that they might witness over the coming months, and recognise the values of dedication and perseverance that are displayed by the athletes themselves. Many of our girls, I am sure, will recognise those attributes in their own commitment to sports and be proud to be a part of the global sporting community. At Northampton High School, the ethos towards sports reflects a commitment to developing well-rounded, resilient, and socially responsible individuals. By offering a diverse range of sporting opportunities and fostering an inclusive environment, the school ensures that every student can enjoy and benefit from physical activity. As we look forward to a summer of thrilling sporting action, we are reminded of the profound impact that sports can have on the lives of young people, both on and off the field. Beyond that, of course, we look to the new academic year and the wide range of clubs and sporting opportunities open to all members of our community. I hope you have a wonderful summer when it comes and I very much hope the rain will stay away long enough for you and your families to engage in sports over the holiday.

Miss Kneen
Deputy Head Pastoral

It is hard to believe that we have only been back from half term for a week. As one of my colleagues and I were remarking yesterday, term times at school do not ramp up or wind down: they just start at 100mph and continue at that pace until we hit a complete halt for the holidays. With only six weeks until the end of term and the academic year, there is plenty to cram in. Everyone is working hard planning all the activities, events and trips that will take place before we break up on Friday, 12 July. 

However there has been a noticeable level of focus and a quieter atmosphere in school than usual this week. Our Year 11 and Year 13 students, who are more than halfway through their GCSE and A Level examinations, respectively, contribute to this change. Meanwhile Years 7, 8, 9 and 10 are receiving and digesting the outcomes of their summer internal assessments; this process has naturally led to increased stress, anxiety and fear of failure. 

Our pupils are understandably very keen to do their best. This situation reminds me of the findings from the annual PISA study of 2018 which noted that “In almost every education system, girls expressed greater fear of failure than boys, even when they outperformed boys by a large margin, and this gender gap was considerably wider amongst top-performing students. With regards to the UK, the gap between boys and girls was one of the most pronounced. In fact, female students in the UK have the 5th highest fear of failure out of the 79 countries covered in the report.”

It is not failure that students fear. It is the perceived negative consequences that follow the failure that stresses them out. This type of fear can lead to lowered self-esteem, avoidance of challenging tasks, being pessimistic and even cheating. This chimes with our high achieving students at Northampton High who often face high pressure that may be linked to perfectionism as well as fear of failure. As part of our educational goals, we have made it one of our explicit aims to help reduce this fear and I am sure you will be reinforcing the view at home that these are diagnostic assessments, aiming to show us (and our students) what they know, understand and can do, with the aim of identifying gaps in knowledge and areas where skills need to be developed. 

Why does this matter? What is wrong with students judging their performance against others? The deep-rooted problem lies in the belief that intelligence is fixed and that education should focus primarily on accelerating the progress of the gifted and supporting the less able. The mere assignment of a letter or number grade can impede the learning process and students are steered to have a fixed view of their intelligence and potential. Furthermore, it can be argued that grades tend not to recognise improvement over time, so they make ability seem fixed rather than due to effort to learn. 

As a school we work very hard to encourage learning without limits for continual improvement, avoiding a narrow focus on artificial barriers. Written and verbal feedback about learning rather than grades is central to our approach. This strategy builds intrinsic motivation to approach new learning in a very powerful way. As such the alternative to grading of course is to give students informative feedback. For example, ‘medal and mission’ feedback and clarity about goals can be effective to maximise the rate of learning. This means students need to know what they have done well (a medal) and what they need to improve (a mission). 

More importantly, we wish to encourage our students to understand the link between fear of failure and mindsets. Excessive worry about potential failure can lead to students being so risk-averse and overly cautious, preventing them from embracing challenges and intellectual risks, and engaging in divergent thinking. This is a hallmark of a fixed mindset, which can severely limit opportunities for learning. This is why developing and fostering a growth mindset is so important as it acts as a positive multiplier effect that improves various aspects of a student’s educational experience. Students learn most by taking risks outside of their comfort zone.

Additionally, by helping students learn about the causes and consequences of fear of failure, as well as proactively teaching them how to manage their emotions, we can help improve their self-regulation and resilience, and develop healthy motivators towards their success.

Our educational philosophy and teaching staff are committed to creating an environment free from limiting beliefs about fixed abilities and predetermined futures. Consequently, we avoid a relentless focus on high stakes testing, which can so easily limit notions of what education is for. Over the years, we have supported our students by believing in their capabilities to learn and succeed, encouraging them to surprise us – and themselves – with what they can achieve through a richly creative, broad and balanced curriculum. This philosophy is underpinned by our High School’s approach of Learn, Reach and Coach. As a result, our teaching staff can focus their energy on planning high quality learning experiences that ignite our pupils’ imaginations and curiosity. 

Furthermore, our adaptive teaching model provides choices of tasks within lessons and students make decisions about how much challenge they can attempt. Students are therefore guided by their individual interests and are led to those things that are valuable and meaningful to them personally. The result of this learning process is the development of competence, self-confidence and mastery. As competence increases, it boosts confidence, which in turn inspires students to tackle subsequent challenges and be pushed to take risks. This positive cycle continually reinforces itself, cultivating a lifelong quest for learning. 

While academic grades can provide a measure of progress, we understand that most parents are more concerned with whether their children feel understood, valued and inspired. Parents want to know their children are happy, resilient, and passionate about learning for its own sake, and that they are making progress. Ultimately, we believe we guide and support our students more effectively by helping them discover their inner sources of motivation to grow and learn at school. It is important to me that Northampton High School is recognised as a place where girls are encouraged to believe in themselves, define success on their own terms, and gain self-esteem, self-knowledge and confidence as they progress through the school.

Dr May Lee
Head

So says Cicero, better known as a great Roman lawyer, statesman and letterwriter than a horticulturalist.  His famous saying asks us to reflect on a need for balance, between the busy world outside, and the internal world of reflection. Cicero uses his garden both as a retreat from politics and as a sanctuary to reflect on the nature of ‘nature’ itself.  However, the link between learning and nature goes deeper – our external environment can shape and influence our internal psychology. Without a calming natural oasis, are we capable of great leaps of intellect?

Far from being a sanctuary, nature today is more often a cause for concern for both old and young but most especially the young, with over 75% describing the future as ‘frightening’ because of the effect of climate change. From the forest fires in Europe and record breaking monthly temperatures in the UK to the ubiquity of micro-plastics, air pollution or the endangerment of remote islands (or even cities here in the UK) from rising sea levels, Mother Nature affects us all.

But how best can we look after her, and can we help ourselves at the same time?

One of the best and easiest ways is by looking after the green spaces around us, and in so doing, we look after our wellbeing.  Whether it be a local park, a garden, a roof top terrace, balcony, windowsill or yard, ‘green exercise’  – as gardening and other forms of exercise outside have become known – can contribute to an increase in physical and mental wellbeing. As little as five minutes can make a difference, and mowing, digging, planting and pruning can all count towards the 30 minutes of ‘moderate’ exercise recommended daily by the UK government (equivalent to the same duration of yoga or even badminton!). In 2021, the RHS released research that revealed those who garden every day have wellbeing scores 6.6% higher and stress levels 4.2% lower than people who don’t garden at all.  Green exercise can benefit mental as well as physical health: given that “up to 20% of people visit their GPs for what is primarily a social rather than a health problem”, the creation of pioneering social prescribing schemes at places like RHS Bridgewater can help people who need connection to improve mental health, rather than just focusing on medication alone.

The conclusion? Get outside, and get involved!

All of this is good news for us, as we are incredibly lucky that our school site encompasses so much green space and opportunity for the student body to interact with the environment around us. For learning, quiet times with friends, fun, games, outdoor lessons, (a short cut to lunch?), the Cripps, Derngate and Towerfield quads offer a more formal garden environment, enriched with herbaceous planting, shrubs, herbs and seasonal flowers, as well as the greenhouse, fountain, arbour, benches  and areas of wildflower meadow  in ‘No Mow May.’ The Creative Arts Faculty in our Senior School are soon to add a new growing space for edibles via their greenhouse. Bird feeders help the birds through winter, and our Eco Team were able to supply new feeders to replace our old ones last year; we have many nest boxes around the site, and our students enjoy contributing to the RSPB Big Garden Birdwatch annual surveys. Staff are encouraged to take a Wildlife Wander  to enrich their wellbeing, and we encourage citizen science in other areas, too, like the annual  Butterfly conservation surveys in the summer months.

Our Wildlife Gardening Club have won awards, learning not just Level 1 but also Level 2 in the RHS School garden campaign for their attempts to grow a range of fruit and vegetables (peas, beans and wildflowers very successfully, but marigolds and radishes less so!) Their activities have also helped the school garner the Woodland Trust’s Bronze, Silver and Gold awards, for finding out about carbon reduction in school, climate change, recycling, making decorations from foraged materials and learning more about trees and folklore traditions. This year, we’ve focused on improving mental health in the garden, and have trialled mindfulness in the courtyard, forest bathing and more art activities, such as Shakespeare’s flowers, acting A Midsummer Night’s Dream,  making garden clay sculptures and cane toppers to personalise our spaces; cherry blossom viewing and matcha tea was a personal highlight! The Wildlife Trust have awarded us their ‘Wildlife Gardening Award’ for the habitat provision we have in school, commitment to homes for bees, bugs and birds, recycling materials, providing green corridors and walls,  and composting what we can. Many thanks to past and current students in Yr 5, 6, 7, 9 and, especially, Elisha and Rishika in Yr 12 for helping to lead the club this year.

Perhaps next  we should focus on greening the inside space, too, as research has found that having house plants in office spaces can improve productivity by up to 15%, and the scent of  rosemary has indeed been proven to increase memory (great for GCSE students before exams!)

So, is NHS an oasis of calm in which students can pose rigorous academic questions whilst also taking the time to reflect and nurture their own development?

We are proud to say that our school is “a calm, happy and purposeful place in which to learn” where “pupils apply themselves readily to acquiring new skills and are willing to take risks in their learning.”

What more can we do? I am sure our students will tell us, and lead the way.

Here are their top 10 tips of things you can do for nature, wildlife and yourself:

1. Reduce, reuse and recycle (check if you’re not sure, and don’t buy if you won’t use)
2. Conserve water (make a rain garden? Use grey water?)
3. Buy local (think food miles, and carbon footprint)
4. Take a minute everyday just to breathe and listen  (appreciate what you’ve got!)
5. Look after a houseplant
6. Put up a bird feeder, or make your own
7. Throw a wildflower seed bomb (or make your own)
8. Grow some herbs on a windowsill
9. Take a walk once a week, and list the things you see, hear and touch
10. Everyone can do something for nature – you just have to start!

Bibliography
https://horticulture.co.uk/houseplants/statistics/
https://www.exeter.ac.uk/news/featurednews/title_409094_en.html
https://www.rhs.org.uk/advice/health-and-wellbeing/articles/Lockdown-lowdown
https://www.rhs.org.uk/advice/health-and-wellbeing/articles/social-prescribing
https://www.independent.co.uk/life-style/uk-adults-houseplants-poll-gen-z-b1885308.html
https://www.itv.com/news/london/2022-12-02/ellas-law-clean-air-bill-passes-in-the-lords-and-heads-to-the-commons
https://www.rhs.org.uk/advice/health-and-wellbeing/articles/why-gardening-makes-us-feel-better
https://www.health.harvard.edu/diet-and-weight-loss/calories-burned-in-30-minutes-for-people-of-three-different-weights
https://www.abc.net.au/news/2012-12-21/young-the-garden/4437806

Barton, J., & Pretty, J. (2010). What is the best dose of nature and green exercise for improving mental health? A multi-study analysis. Environmental Science and Technology, 44, 3947–395

Mrs Peto
Teacher of Latin