#bablakefromhome

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Noise in the corridors

We’re almost there; pupils are back – brilliant. No more hiding from me behind their computer screens. Pupils will now be forced to tactfully smile at my awful jokes (my wife has repeatedly cringed over the years). There will be noise in our corridors, balls being kicked in the playground and queues outside pupil services retrieving lost property; can’t wait. 

I wonder if I have done enough blogs to be allowed to have a rant? If the answer is no, time to stop reading. Otherwise here goes. Back in September, I was telling GCSE and A level pupils that I thought it was 50/50 that exams wouldn’t take place the following June. Now some would call me a genius (well mainly myself when I look in the mirror) but I can’t have been alone when it came to pass that exams were cancelled. So why didn’t Gavin Williamson already have a Plan B in place just in case? Why did we have to wait from 4th January until 25th February for Ofqual to produce a report to tell us how grades will be determined this summer? And why is it going to take until 30th/31st March for the exam boards to produce the questions that we can use to help us gather evidence for Teacher Assessed Grades? All of this has created huge pressure on pupils and staff and there will inevitably be a knock-on effect in other parts of the school. But we will say more about that at a later date as we get to grips with how we best support our examination candidates. Rant over – apologies if I have offended anyone. 

Finally, this week, in a time when there have been few genuine laughs, I found myself chuckling at myself. There is at least one person who reads my blogs; she also happens to be a close friend. Anyway, she gently pointed out to me that last week I wrote about my sighting the lambs around Grandborough both bleating and gambolling. Only I used the word gambling. The image of hundreds of lambs playing slot machines and poker in the fields around where I live conjured up a wonderful image. Alas, it isn’t true. They simply frolic.

(Bulletin No 7 - 5th March 2021)

Photo Credit: Sylvia O’Sullivan, Alumni Relations Officer

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Great news!

What genuinely great news. Pupils are coming back to school on Monday March 8. We have so missed them. I hope the feeling is reciprocated! I also know what a relief it will be to some of you who have been dutifully assisting with home teaching. We are also sending out details of the testing schedule for next week so that we can get all pupils back in school for Monday March 8. Government guidance is clear; pupils will be wearing facemasks almost all of the time. So you might want to think about buying more substantial facemasks than have been worn up to now (and perhaps more than one). If you are so doing, perhaps you might want to be circumspect in the material patterns on the facemasks – there is much scope for going over the top and I can just imagine what some facemasks might look like unless some gentle censorship prevails!

Ofqual has at published its long awaited report on how GCSE and A level grades will be determined in the summer. Currently, we are analysing the report and very much hope to come to decisions which I am looking to publish to parents of the two year groups affected by next Friday. I have to express some disappointment that despite being tasked to look at solutions at the beginning of January, it is clear that some exemplar material and specimen questions won’t be supplied by the exam boards until just before we break for Easter. In saying this, we could see the direction of travel and much of what we anticipated has come through in the final deliberations. I think it will be a comfort for pupils, parents and staff alike once we can give some certainty to what is going to happen.

With the news that the government is hoping that bubbles can disappear from June 21 (at the earliest) and that international travel can resume from May 17, I’m sure that many of you are casting your eyes towards the possibility of a summer holiday. For pupils in the U6 and 5th Year, there are two key dates to bear in mind; Tuesday August 10 and Thursday August 12. These are the two days that A Level and GCSE results will be released. I think it would be sensible for those affected to collect their results in person. There will also be an appeals process in case a pupil/parent feels there is a grade(s) too low. Appeals which are unconnected to administrative error will be handled by exam boards. Whilst I think that we should be able to deal with the administration of any A Level enquiries between Wednesday August 11 and Friday August 13, this is unlikely to be the case for appeals against GCSE grades. I think we will look to handle these during the following week. You might wish to bear this in mind when booking those summer holidays. Parents might also bear in mind that quarantine restrictions may still be in place in the UK when you return from holidaying abroad. This might be particularly the case if you have been to a country where the vaccination programme has been slower than here in the UK. So please bear in mind that for most countries, quarantine is 5 days long and for those countries in the red zone, it is 10 days.

Finally, I’m pleased to report that lambing is now in full swing in my part of Warwickshire. Lambs are gambling and bleating – just perfect. Together with the weather becoming more pleasant, it is easy to think, whilst riding on my bike, that all is right with the world. Let’s hope that it soon will be

(Bulletin No 6 - 26th February 2021)

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Look for the positives

Another quiet week. This is a phrase that I long to write. But certainly not at the moment.

My week has been dominated by looking at options we might have following the publication of Ofqual’s consultation document about how GCSE and A Level grades should be determined in the summer. The consultation period doesn’t end until Friday 29th. I expect there to be many interest groups making their voices heard. There is no set date for publication of the final report. In the meantime, we are trying to anticipate the direction of travel. Time is slipping by and pupils and parents are understandably anxious about the current lack of information coming out from the government and the exam boards. I have written to parents of both year groups with what we are trying to do.

One of our responses to the current lockdown of which we are very proud is the mass testing centre which we have set up in the Dining Room. Superbly organised by Mrs Weatherall, Mrs Skilton and a dedicated team, once a week, we are lateral Flow Testing testing all staff on site and all Critical Worker children who come to school. It has fast become a well-oiled machine and given great confidence to those on site. However, on Wednesday we had to deal with another U turn; this time concerning Covid 19 serial testing in schools which we’re no longer allowed to do.

In the country at large, the rate of vaccinations is progressing well. My wife’s practice is at the centre of the vaccination programme in Rugby. Like many other centres, it was set up in a disused building with no flooring, heating, desks or indeed anything else they could use at the outset. Not only is the resultant centre impressive, but the positivity of the volunteers who are helping to administer the vaccines staff, the professional medical as well as those being vaccinated is really good for the morale of anyone who observes the operation. It is great to see that the rhetoric is matching what is happening on the ground.

And finally, after years of being in the doldrums, of only quietly being able to admit to being a fan, of humiliating relegation after relegation, it was great last week to see the team that I support once again in all its glory and appearing on Match of the Day (3rd round of the FA Cup). No, I don’t support Aston Villa (although I know Mr Wright has had similar sentiments for many years) but Stockport County. Yes. we lost to West Ham but it was great to catch sight of my old seat in the Cheadle Stand.

(Bulletin No 2 - 22nd January 2021) 

Photo credit: Success.com    

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Taking time to Listen

Guest blog from Dacha, Upper Sixth, after attending an online course with the University of Oxford.

Covid-19 has affected every single one of us in different ways, whether it be related to school, work or just everyday life. However, we can agree that it has caused much disruption and is a significant moment in history. People talk a lot about the effects of the virus, but seem to forget how it has affected the mental health of young people, especially those who were due to sit exams this summer like myself. On June 8th I took part in a Peer Support Project in relation to Covid-19 that was led by the University of Oxford, partnered with a brilliant US based organisation Youth Era who conducted the training. 50 of us aged 15-18 were trained for 5 half days over zoom with lectures, large group activities and smaller group sessions. It was such a brilliant experience and I think it is beneficial to share what I have learnt with others.

When being there for others, it’s very important you listen to what they have to say and to reserve judgement. When talking to friends, most of us fall into type 1 listening; not fully listening, probably thinking about what you’re doing later in the day and giving suggestions that might solve their problem. This type of listening is natural, but when you are looking to help someone, type 2 or type 3 listening is needed. With type 2 listening, you are totally focused on what the person is telling you, understanding their thoughts and feelings with no judgement. You’re sympathising with them and not giving solutions to their problem unless they ask your opinion on the matter. In this type of listening, you are so focused on the other person that you lose awareness of what’s going on around you. Type 3 listening is similar to type 2, but you are also aware of your surroundings. You are able to pick up on the mood in the room or how other people are reacting, while still being focused on what the person is telling you. Learning to listen ‘actively’ and to not judge someone for what they say or how they feel is so important in peer support.

The course touched on some heavy topics such as suicide and sexual assault, and when it comes to talking to others about their experience in these areas it can sometimes be quite difficult for you. It’s important to set boundaries when talking about these things, such as telling your friend that if you think they are in danger that you won’t hesitate to speak to a professional for their benefit. It’s also important to take time for yourself if you feel like you are experiencing burnout. Self-care is very important, but it isn’t necessarily having a bath and doing a face mask whilst watching something on Netflix. Self-care is simply doing something for yourself. It can be as simple as tidying your room, or just taking a few minutes to tune out and just listen to music and breathe.

Over the past few months I struggled with the changes in my life that were out of my control, and it was so easy for me to be apathetic but taking this course was beneficial for me personally, as well as showing me how easy it is to help others. We can all do our part to uplift others and be there for them, as well as looking after ourselves. Every single person has the power to inspire others and support those around them, not only during Covid-19, but for the whole of their life.

Photo Credit: pathdoc - stock.adobe.com

(Bulletin No 37 - 3rd July 2020)

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The sound of Birdsong

I love being a teacher, and it is the 'people’ part of the job which makes it most rewarding. For many pupils and staff, this social side of school is one of the things they are missing most and those in the throes of adolescence will find this particularly difficult. At times, many of you will be dealing with children who are belligerent, angry, sullen or withdrawn, although hopefully this is only some of the time! Author and psychologist, Steve Biddulph, suggests that parents who are helping best in lockdown are providing structure. Left to their own devices, teenagers tend to have trouble creating their own routines. They prefer long lie-ins, tempered by late nights on social media or gaming, and can often fall prey to chronic procrastination. It is why we are starting each day with a morning briefing with form tutors and then we are following the normal timetable. Biddulph also recommends the importance of exercise and motivation, which is where some of challenges and activities that are on offer should help, and they also encourage a sense of community. Many of you will have listened to the first song from the Bablake virtual choir and looking at some of the submissions for the baking competitions, this generation will be more domesticated than many others!

There are no easy solutions and it would be better if we were able to open our buildings to a greater number of pupils. We are welcoming those in Year 6 back to the Bablake site on Monday and younger pupils will be returning to the Grange at the same time. The Government have announced that pupils in the 4th Year and L6 could have some further support in school to support their online lessons, however there are many restrictions in place and this is therefore far from a re-opening for these year groups. I have written to parents of pupils in these year groups giving further details and have copied this letter to everyone for your information. While the Government have not explicitly said this, I would be surprised if pupils in other year groups will be allowed back before the summer. This will be very disappointing to many of you, as it is for us. I hope I am wrong.

To finish, I thought I would include this account of lockdown from Sadie in the 4th Year. It a wonderfully honest and positive piece of writing. It was first submitted to our mass observation project, which aims to record what it is like living through this lockdown.

“Before we were plunged into this strange, locked-down world, I had a preconception that after around three days of being trapped in the house with my family, I would be driven mad by their constant unavoidable company. However, it has been quite the opposite. Even though we are all in the same building, during the week especially we find ourselves doing completely separate things: my sister and I busy with school work, and my dad either attempting to school my 8 year old sister or doing some unnecessary job in the garden. My mum is further separated, being a key worker, her life has hardly changed. All of this has led us to enjoy each other’s company even more than usual, and really value this time we have together. In lockdown I have also come to notice the joy in the smaller things in life, for example nature. If I were at school I would too easily dismiss and not even notice the sound of birdsong. Now, even just taking five minutes to sit in the garden and listen to the birds in the trees is so relaxing.

Last year, my family and I helped with the planting of a community garden rockery, but honestly it seemed as if the bulbs would never grow. However, my mum, who walks to work every day, informed us that it was now in full bloom. The next day, during my walk, I decided to stroll past the rockery, and it was beautiful. For some strange reason, the garden really reminded me of the current situation. At the beginning, when we were picking up the litter and digging in the mud, it seemed a difficult, pointless job, but now, people are able to enjoy the garden on their daily walks. During the height of the outbreak, it seemed as if we would never be able to plant and meet with our friends there again, but now, after 11 weeks of lockdown, we are able to, even if we have to stay socially distanced from others and the social aspect is not the same. It seemed as if there was no hope it would never blossom, but it has. Even though it seemed that there was is hope that this pandemic will end, it will.”

I hope you have a wonderful weekend, have time to enjoy each other’s company and get a chance to listen to the birdsong for at least five minutes.

(Bulletin No 34 - 5th June 2020)

Photo credit: Jenna (Shells)

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A Smooth Sea Never Made a Skilled Mariner

I hope that the proverb that that I have used as a title for this week’s bulletin is true! I have heard from many of my Headteacher colleagues, including those with many years’ experience, that they never had their leadership tested as much as they have during the last few months. We have all been challenged during this period and we know that there are likely to be many more issues still to face. Continuing the nautical theme, a mariner has to be aware of the six motions of a ship: pitch, roll, yaw, heave, sway and surge and at times it has certainly felt like we have been thrown about by a turbulent sea, often being pulled in many competing directions. Finding a suitable course has been interesting. Thank you for those parents who have taken the time to contact us; you have said some very positive things and it does help.

Since lockdown we have always tried to do our best. We may not have always got everything right but the whole community has been working hard to make the best of the situation that we find ourselves in. I am very proud of what we have all managed to achieve so far. It was ‘Thank a Teacher Day’ on Wednesday and I made point of thanking our teachers and support staff for their hard work, flexibility, professionalism and care. I would also like thank you – in Shells we always talk about school being a partnership and this is never more the case than now. You have been brilliant and while I am sure at times it may not have felt like it, your son or daughter will have continued to make significant progress because of the support you have offered. I don’t underestimate how hard it is and I think we are all fed up from looking at a computer screen. Thank you.

I hope some of you joined in with the School Captain Instagram takeover. I tried to take part, only to find that Instagram really only works on a phone. They are planning some more activities including online bingo! This period has made me have greater empathy for my parents and I promise to be more understanding when they ask me to solve an IT issue. They read this blog so I’ll have to follow through on this! We have all needed to get up to speed on all sorts of apps and devices from Teams to Zoom and looking after the key workers’ children has made me realise that ‘having a live’ has now entered our pupils’ language.

I spoke in Monday’s assembly about strategies to help make difficult decisions. One of the challenges with our current situation is that we do not have any prior examples to fall back on. However, we are working closely with other schools to do what’s best for our pupils. My choice for the theme of the assembly was because needing to make decisions about re-opening were coming to the fore. It is a shame that some of the public discussion about re-opening has become polarised. I think everyone wants pupils back in classrooms; we all miss the thousands of interactions that happen here every day. In general, pupils at Bablake have done very well and all the work they have done means that they have not fallen significantly behind academically. Unfortunately, this is not the case for many pupils across the UK and this will be a challenge for the whole country. However, I don’t underestimate how much our pupils have also missed out on and how it important it is to get them back in the classroom as soon as it is safe to do so. We continue to try and do the right thing and steer our community safely through to calmer waters.

It has been encouraging to see all the extra activities that pupils are getting involved in. The House competitions have continued this week, with the stair climbing, the tallest tower and photography challenges. The virtual choir are now in the recording stage before the Music Department will somehow achieve the impossible and put each part together to make something melodic. The MFL Department are running a Tongue Twister Challenge and many of you will have smiled at seeing and hearing some of the language teachers attempting tongue twisters in French, German and Spanish!

I hope you all have a restful and safe half term.

Ideas for half term

The Arete Centre, which is the centre we visit in Snowdonia, have put together some outdoor activity sheets aimed at pupils in years 5 - 8.

The National Theatre are continuing to offer free access to some of their previous productions. Until next Thursday they are streaming ‘A Streetcar Named Desire’ by Tennessee Williams and starring Gillian Anderson. Please note that this had a BBFC rating of 15 when released in the cinema. Anyone interested in politics (especially parents who remember the 1970s) will excited to see that the next play they are streaming is ‘This House’. This will be available from Thursday 28th.

The British Museum are streaming ‘Pompeii Live’, which is based on their 2013 exhibition. The headline from the Guardian said, “They didn't see catastrophe coming – and neither did we!” Suitable for anyone interested in Latin or Classical Civilisation (i.e. everyone). 

(Bulletin No 33 - 22nd May 2020)

Photo credit: Fine Art America

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Stories from the frontline

Boris Johnson’s announcement on Sunday that primary schools would return but that there would only be limited opening in senior schools, was not a surprise but it was still disappointing. We desperately want to return but obviously will only do so when it is safe. We are discussing the implications of the announcement for our pupils, especially those in the 4th Year and Lower Sixth, and I will write to parents of pupils in these year groups next week. 

Last week, I promised that during this period, we would hear from pupils how they are spending the lockdown. The account below is from one of our Lower Sixth pupils, Theo. It demonstrates how, by reaching out and working hard, you can gain much in return.

“People have decided to spend the COVID-19 lockdown doing many different activities to keep them going. I have chosen to spend my time, while not doing schoolwork, in a temporary job in a local nursing home. Given the setting, it is vital to follow the Government’s rules, especially to self-isolate if you have any symptoms. This has resulted in over 70% of the permanent staff needing to stay at home for at least 2 weeks at various times and therefore the home has often been very understaffed. The remaining staff have a task even harder than usual, with PPE and social distancing regulations coming into effect, even while care is being provided. So, after sending out a plea over social media, the home recruited some new temporary workers for care work and to help in the kitchen.

I was one of the first of the new workers and they were so desperate for employees, that I ended up working an 8-hour shift on the day of my interview! The home is around 5 miles from my house, and the cycle there and back has certainly kept me fit without sport at school. Over the Easter holidays, I was working 6 or 8-hour shifts most days, but now that lessons have recommenced, I am working most evenings 6pm – 10pm and long days over weekends. The work there is difficult, with only 4 or 5 carers on duty trying to look after more than 20 residents, each with their own pills, creams, dietary requirements. Many are not being able to get dressed or even eat without 1 to 1 assistance. The home has not been left unaffected by the virus either, with 8 empty rooms in a once full home, which is very upsetting for both carers and residents. Out of the 11 residents who were in self-isolation in their rooms due to confirmed COVID-19, only 3 made a full recovery.

Working at the care home has been a beneficial experience for me, while being stuck in lockdown. I get to leave the house and socialise with people other than my immediate family, which is definitely refreshing! Also, to know that you are helping the community in a time of global need is an amazing feeling, with many of the residents expressing heartfelt gratitude to us coming to their aid. Overall, being a temporary worker in a care home is an incredible experience, which I would wholeheartedly recommend to anyone who can.”

I wish you and your families a very good weekend.

Emma Allroggen / Unsung Heroes of Science

Emma, who is in the L6, has had her fascinating video on Flossie Wong-Staal shortlisted for the Hertford College ‘Unsung Heroes of Science’ competition. Her short video is excellent so please watch it, however, there is also an audience prize for the most watched video so you will be helping her at the same time as learning something! 

Some of this week’s news from social media

On Thursday, Mr Spencer was the star guest on the Breakfast on BBC CWR radio show. During the breakfast show he set three physics puzzles and returned in the evening to give the answers. You can listen to a recording of the show – Mr Spencer was on air just before 9am.

Pupils have completing lots of challenges and activities, include House competitions in stair climbing, origami and designing Easter eggs. Next week’s challenges include the House tallest tower challenge competition. 

Today, the School Captains have taken over our Instagram account. I am a little worried, as I am not entirely sure what they are planning but this might be a regular Friday occurrence.

Our virtual choir, made up of pupils and staff, has started – it’s great fun! 

(Bulletin No 32 - 15th May 2020) 

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Doing the right things

This week it has been wonderful to see the celebrations for Captain (now Colonel) Tom Moore’s 100th birthday. Never one to follow the crowd, my bulletin this week is about another Captain. One of the advantages of this current period, is that I get to hear every assembly. This week I was particularly taken by the one given to the 2nd year by Mrs Lenihan, who mentioned the story of Captain Robert Campbell. While I am bit suspicious about making links between our current situation and what was faced by the British people during the two world wars, I thought I would share with you the story.

Twenty-nine-year-old Captain Campbell had been captured in northern France on 24 August 1914 and then sent to a prisoner-of-war camp in north-east Germany. While in the camp he received news that his mother was dying of cancer. So he wrote a letter to the German Emperor begging to be allowed to go and see his mother, which the Kaiser allowed – as long as Captain Campbell gave his word that he would return. Captain Campbell travelled to Kent to spend a week with his mother before returning to Germany and the camp. No other British prisoners of war were afforded compassionate leave, after Britain blocked a similar request from German prisoner, who was being held at a camp on the Isle of Man.

Interestingly as soon as Captain Campbell returned to the camp he then set about trying to escape. He was part of a group of other prisoners that spent nine months digging their way out of the camp before being captured on the Dutch border and sent back. 

Captain Campbell probably felt honour bound to keep his word to return to the camp after being given leave but then also felt it was the right thing to try to escape! After the war Captain Campbell returned to Britain and served in the military until 1925. He then re-joined when World War II broke out in 1939, serving as the chief observer of the Royal Observer Corps on the Isle of Wight.

I often to talk to pupils about doing the right things, even when no-one is looking. This period has increased the number of times when we need to think carefully about what we should and should not be doing. For example, avoiding visiting our nearest and dearest is very difficult and trying to keep businesses going while following rules on social distancing is often impossible. However, we know that doing the right thing will make a positive difference. At some point, we will re-open, and when we do, there are likely to be lots of difficult decisions about how to keep our community safe. There are likely to be restrictions in place and we will, of course, follow the Government’s advice carefully. We are looking forward to that point; school feels very strange at the moment. 

(Bulletin No 30 - 1st May 2020) 

Image quote by CS Lewis