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  • The Old Bailey Review

    Published 07/04/25

    Old Bailey Law Insight Day Trip.

    Visiting the Old Bailey was a valuable experience as we learnt and toured the old court with its rich history. Along the trip, we met Barristers, the MP of Hounslow, Seema Malhotra and a judge who outlined her typical daily life. She shared details about her challenges, such as sometimes needing to sentence 15 and 16 year-old children to life in prison. We were then educated in the judge's reasoning for law as she values how the law is equal and fair, which I happened to really respect, as this resonated with my own motivations for pursuing law. Overall, there was a plethora of useful insights into the court system that I can now utilise in my UCAS personal statement.

    Khadhar Abdullai [12F]

    I went to this masterclass at the Old Bailey Criminal Court in London, and it was seriously cool! First off, I got to sit in a judge's chair, which was pretty epic. We did some roleplay where we pretended to be ushers, judges, defendants, and solicitors. It was fun and gave me a good idea of how things work in court. Then we had the chance to take a tour of the Old Bailey, and wow, the place is amazing. The architecture is stunning, and the ceiling art is just beautiful. It really felt like stepping back in time. 

    The best part was watching a real trial. Seeing everyone in their wigs made it feel super authentic and serious. It was fascinating to see how a criminal trial goes and all the details involved. It was striking to learn about the sad reality that many young adults with bright futures end up with life sentences. It made me realise how important it is to be cautious about the situations we place ourselves in as young people.

    Asfand Hussain [12F]

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  • Girls in STEM

    Published 07/04/25

    First, we travelled to the Brentford stadium for the Girls in STEM Event, focused on empowering girls to consider careers in this sector.  There we were divided into groups along with other students from different schools and colleges. It was great to talk to them while completing an activity involving Lego building. We also discussed renewable energy and the Equality Act. It was a good group discussion on the subject and highlighted the under-representation of women in STEM careers, some of the barriers, but importantly, positive actions we can take. We also discussed the engineering aspects of wind turbines made out of various materials with a technician and following this, we conducted an experiment where a blower fan makes a cup containing coins rise. It was an exciting experiment to perform and in the final competition where the wind turbines we built were compared, our team won.

    Stephanie Pereira [12D]

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  • Medical Careers Day

    Published 01/04/25

    The day was filled with many interactive, interesting activities, such as learning CPR, using medical equipment that is frequently used by doctors, whilst considering the four Pillars of Medical Ethics [Beneficence, Non-maleficence, Justice and Autonomy]. The experience provided me with a strong insight into medicine, with the enthusiastic guides giving both a realistic, but inspiring view of the life of a medical student and as a practising doctor. This has widened my perception of the world of medicine and its limitless opportunities. To any aspiring medical professional, this experience significantly furthered my desire to become a doctor and would come highly recommended.

    Prem Ghatora [11R]

          

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  • Royal Holloway, University of London

    Published 31/03/25

    During our visit to Royal Holloway, a staff member first introduced us to the Boolean research method, which has been extremely useful for finding sources online, making our research more efficient and accurate. We were then given access to their library, which contains a wide range of resources, all free of charge. These resources are extremely hard to find, so having access to them has significantly improved the credibility of my project. We were able to download various studies from different universities, such as the University of Barcelona, which has given me a more global perspective on the topic by incorporating diverse methodologies and viewpoints. This has also enhanced the credibility of my research, making it more well-rounded and reliable. As a result, I now feel much more confident when writing my essays and with my understanding of the topic. Anika Vasudeva [12G]

    We had the opportunity to visit Royal Holloway University as a part of our research guidance. We had a talk with the university librarian about the best ways we can conduct our research and build our searches effectively using e-resources, such as their digital library, in order for us to obtain top relevant research for our reports. They shared some really useful techniques, such as the use of Boolean operators in order to get specific results when researching. I found it all really insightful, and I now feel more confident about successfully finding the best resources - using their tips, and evaluating them throughout my EPQ report. Ilhan Abdullahi [12E]

       

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  • Peter Radford Masculinity and Misogyny Workshop

    Published 27/03/25

    Peter Radford delivered a workshop on Masculinity and Misogyny to Year 9, 10, 12 and 13 boys.

    This crucial workshop provided a valuable opportunity to challenge and reshape harmful attitudes toward masculinity and misogyny.

    Many boys grow up surrounded by societal norms and peer pressures that reinforce toxic notions of masculinity — ideas that can lead to unhealthy behaviours, stereotypes, and a lack of emotional expression. By addressing these issues head-on, the workshop helped the boys understand how these ingrained beliefs can harm both themselves and others, encouraging healthier, more respectful relationships.

    The workshop also fostered critical thinking about gender equality and promoted the importance of empathy, kindness and accountability.

    In a world where misogyny continues to manifest in various forms, delivering this workshop helped equip the boys with the tools to recognise and reject such behaviours, paving the way for a more inclusive and respectful society.

    Ms S Jassal [Acting AHT]

    Student Statements:

    After attending the workshop, I realised that being a man was not just about my own actions, but also helping others around me realise the way their actions come across. I did not think about the fact that our actions can be perceived in different ways to what we think they come across.

    The workshop made me realise just how much of our lives are based on stereotypes, and it made me wonder how we would be different if these stereotypes weren't normalised. I hadn't realised how many of my characteristics and interests were influenced by stereotypes.

    The workshop also made me realise that the traditional views of masculinity are not always the best views, and that we should be careful how we present ourselves and what values we adhere to.

    I think that I will be a lot more mindful of other people and their behaviours, and I will end up judging people less subconsciously, which will help me interact more positively with others.

    Before the workshop, I was also influenced by the many traditional views of masculinity. I now see that most of these views are not based on reality, but more towards societal expectations. I think we can be a lot more mindful of behaviours that were previously deemed as less masculine, such as portraying emotion.

    I was surprised at how embedded negative stereotypes about masculinity were in our behaviours and values, and I was shocked to hear statistics about masculinity affecting women. I now realise that even simpler views can turn into harmful traits.

    I think that we can be a bit more considerate towards many people and that we should also challenge ideas about masculinity that have the potential to easily turn harmful in order to improve things for everyone.

    The workshop definitely has the potential to create a more positive environment. This is because it has enlightened us and opened our eyes to seeing our behaviour from the perspective of someone else's view. This will stop many behaviours that many boys and men do not realise are harmful or aggressive, as many people don't intend to harm someone or come across in that way.

    Sahil Kotak 10R

    After attending the masculinity workshop, I found that many of the ideas reinforced what I already knew. It highlighted that boys and men don’t have to fit a certain mould and encouraged us to think about different perspectives.

    I learnt that we all have different views. Before the workshop, I thought boys should act a certain way, but now my view has slightly changed. For example, I realise that not all boys have to be strong.

    I think it should be talked about more, so people can understand different views on masculinity.

    I think it creates a better environment because it allows people to discuss masculinity more and be more aware of what it is.

    Bhavesh Balajothy [10W]

    After attending the masculinity workshop, my understanding of what it means to be masculine has changed. I now realise that masculinity is not about being extremely strong or suppressing emotions, as that is unhealthy. Most importantly, it is about being a kind and respectful person. It is also okay to feel scared because fear is a natural human emotion. Trying to hold onto emotions can eventually lead to a breakdown.

    The workshop made me think differently about the way society expects men and boys to behave. I now understand that not being strong is not a major issue and that it is perfectly fine to feel afraid or upset. There is nothing wrong with showing that you are unhappy or scared.

    It also changed how I view the pressures placed on men and boys. I now realise that these expectations are not as important as they seem, and it is okay to express emotions. Being incredibly muscular or strong is not necessary, and not every boy has to fit that stereotype.

    The workshop has also changed how I interact with others and how I view gender roles. It has made me more aware of how stereotypes, like being very strong and holding onto emotions, shape our behaviour. Removing these expectations allows for more positive interactions.

    Before the workshop, I believed that boys were expected to be strong, go to the gym, and focus on building muscle. Now, I see that these expectations are not essential—it should be a personal choice whether someone wants to become physically strong or not.

    The masculinity workshop helped me understand these issues in more depth because it was very thorough. I would like to see more people acknowledging that suppressing emotions is harmful and that it is okay not to be physically strong. These changes could relieve some of the pressures boys and men face.

    What we discussed in the workshop has the potential to create a more positive environment in school. It is a crucial and valuable discussion that can improve the way we interact with one another.

    Jeevan Syan 10Y

    The session provided a safe space to discuss this sensitive topic openly. The examples and facts shared were really interesting and made me think more deeply about the consequences. It was an eye-opener to see the connection between media influence and gender stereotypes, which gave me a new perspective on the topic.

    Ridwan Fleary Yr13 

    It was really interesting to see the differences in birthday cards for boys and girls and how they reinforce gender stereotypes. It highlighted the pressure society puts on us to view males as bread winners and females as needing protection.

    Vajahat Hussain Yr12 

     

      

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  • G64 Theatre Public Speaking Workshop

    Published 21/03/25

    We really enjoyed our workshop on public speaking. The activities and exercises we did helped me to become more aware of how to manage feelings of anxiety, whether during interviews or exams. Looking forward to Mr Naqvi using these exercises during our assembly. 

    Fatimah Zainab [13A]

    On Thursday, 06 February we had the chance to attend a workshop hosted by G64 Theatre on using fun and engaging vocal warm-ups and games. This session provided us with a practical toolkit that can be repeatedly used to help with speaking loudly and clearly when doing assemblies or presentations.  The activities included imaginative prompts that teachers can use to ensure students' voices carry across distances and reach all audiences, as well as techniques to improve diction and enunciation. 

    Jagjodh Dhuper [12C]

      

      

      

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  • Aakarshit [Y13] makes the national news!

    Published 20/03/25

    It is with great pleasure that we acknowledge Aakarshit Rana's significant contribution to the local sporting community.  He has chosen to give something so that young people with SEND can participate and enjoy sport. He is a sporting legend in our eyes and his feature on the BBC news is well deserved. I'm sure you will join us in recognising his success.

    Read the full story here

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  • Kyndryl Trip

    Published 20/03/25

    The trip to Kyndryl proved to be a profoundly enriching experience, offering insights that have already begun to transform my approach to my studies. The chance to engage with industry leaders and a former student from Heston was extremely valuable, particularly during the panel discussion where we explored innovative solutions to current challenges within the IT field itself. The trip helped me develop a deeper understanding of the Cyber-Security/IT industry which I look forward to researching further. I'm thankful for being provided the opportunity to attend this remarkable professional gathering.

    Sarah Lalani [12D]

      

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  • Y9 Teen Read

    Published 14/03/25

    Another highly successful Teen Read Trip! The author was GREAT!!! And our students seemed to really relate to him. Their behaviour was also exemplary and we were even treated to a special tour of the school library, which they all enjoyed. Thank you so much for making trips like this happen. They are greatly inspiring for this group and they are actually READING!!! 

    Student feedback below and author pic below that. 

    Izabella: I loved this Teen Read trip - John Silver [the author we met] was amazing and truly inspirational. He persuaded me, with seemingly no effort, to buy BOTH of his books because they just sounded excellent.  I had them signed and the two books I bought were called Happy Head and Dead Happy, and I haven't even started reading them, yet I already want another book by the author called Trauma Land. I would definitely tell people to at least research these books a bit to see what they are about, and if it's your thing, then you should definitely try them!

    Venshin: The Teen Read trip to Isleworth and Syon School was great. The teachers were nice and friendly. The author we met was kind and funny, not to mention relatable. The experience was great and eye-opening. I am excited to read the book by the author and hope to go on more trips soon.

    Shazil: The trip was very fun and interesting. The author was very kind and his books were very traumatic. I liked this trip.

    Aidan Kelly: The trip was interesting and cool. The author was kind and kind of funny!

    Jasmine: It was very enjoyable. I found the book quite interesting and to find out what he went through in life and how he didn't let that stop his creativity and how he kept his book despite others telling him he should change the plot and character. So, overall, it was good, and I would like to go again if I get the chance.

    Kacper: This school trip was very interesting with a lot of information about the books and why the author specifically chose those genres of books.

    Snehdeep: It was really enjoyable and the books for the show were interesting. The author was nice and the presentation was good.

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  • Mock Magistrate Workshop 11 February

    Published 14/03/25

    Each year, a Mock Magistrate competition is held for schools across London. This event helps young people understand how the law impacts various aspects of their lives and provides insight into how the legal justice system functions. As part of the competition, students receive resources, including a specially written criminal case, to assist in preparing their legal arguments.

    On 11 February Magistrate Mr. Harris visited our Mock Magistrate, where he shared valuable advice and insights to help my peers and me prepare for the mock magistrates’ trial. His guidance allowed us to develop a deeper understanding of how legal cases unfold in real-life courtrooms.

    Mr. Harris answered a wide range of questions, explaining everything clearly to ensure we knew what to expect. He took the time to provide detailed responses, making his explanations precise and easy to understand. Personally, I found his advice incredibly helpful, as he addressed all the questions I had in mind and clarified the responsibilities of each role within the trial. He was patient and considerate, frequently using examples from past trials to help us grasp key concepts.

    He also advised us on what we should and shouldn’t do to succeed in the mock trial, reassuring us that even if we didn’t reach the finals, our hard work and dedication would still be recognised with a certificate. His guidance was highly beneficial, offering my fellow participants and me valuable support. I especially appreciated how he covered a wide range of topics, such as the roles of prosecution and defence teams, cross-examination, and examination-in-chief, as well as the dos and don'ts of courtroom proceedings.

    Overall, Mr. Harris’s visit was an enriching experience that provided us with a strong understanding of legal proceedings. His patience and approachability ensured that everyone felt comfortable and well-prepared, especially those considering a future in law. We are now excited and ready for the first round of the competition, which will take place on March 15 at Wilsden Court.

    Reeya Dewan [9O]

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  • Peter Radford Exam Skills Workshop

    Published 10/03/25

    The exam skill workshop delivered by Peter Radford was incredibly useful and successful, providing Year 11 and 13 students with practical strategies and insights to improve their exam performance. Peter’s engaging approach helped students understand how to manage their time effectively, structure their responses clearly, and tackle challenging questions with confidence. His emphasis on active revision techniques and stress management was particularly valuable, equipping students with tools to handle both the academic and psychological demands of exams. Overall, the workshop’s clear, actionable advice and interactive style made it an invaluable resource for students aiming to boost their exam readiness.

    "On Thursday we spent time working with Peter Radford to help us in the run-up to the exams. It was great to work with him and the rest of my year group thinking about the future and what motivates me to do well in my exams. He talked about different famous people who had put lots of effort into achieving their goals, like Mo Farah. He explained how we could revise our subjects at home through revision tasks like ‘vivid imagery’, which is where you can connect important knowledge to an image to help you remember it." Maria Beigi [11B]

    "During the Year 11 exam session I was able to reflect on my future and what I want to achieve. I specifically found it helpful to work with Peter Radford on different revision methods. One revision method that I will be using in the next 7 weeks is ‘Reducing Text’. This is where you take long, detailed information and reduce it down to a maximum of 6 bullet points. I will also be trying to use the ‘4-way repetition method’, which means I will be reviewing all my revisions far by reading, making notes, hearing them and speaking about them." Matas Luksas [11Y]

    "I enjoyed the session with Peter Radford because it was something different that I hadn’t experienced before. It made me think differently about my future and my ambitions and has been useful in helping me make the final drive towards my GCSEs. I liked that he made us think about our goals in the future, because it is really important. Also, we looked at different methods to help us with preparing for the upcoming exams which I will use at home. Overall, this was a good use of my time to help me prepare for my public exams." Najma Noor [11R]

     

      

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  • Year 11 Food GCSE Practical Examination

    Published 04/03/25

    For our Food Preparation and Nutrition GCSE practical examination, we had to plan and cook three dishes that were for a school canteen and had an international theme.

    This practical makes up 35% of our exam and allows us to apply our knowledge and skills learnt over the last two years into practice. We had to have very good time management and ensure our three recipes preparation, cook time and plating skills fit into 3 hours with a 45-minute preparation window. We had to learn the skills of how to manage time correctly by dovetailing the three recipes along with the responsibility of making sure we followed all health and safety in the kitchen and making sure each step was done correctly.

    We had a huge amount of support leading up to the exam from Mr. Compton, which gave us the confidence to not get overwhelmed and remain calm throughout the exam while documenting all the processes for our NEA 2 document that makes up our grade.

    We all felt a massive sense of relief once our exam was over, and we were proud of our achievements.

    Andrew Rixon [Year 11] 

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