On Thursday 25th April 2024, we went to the TSBA ceremony at Latymer Upper School. To get there, we got the train to Victoria and then the tube to the school. When we got there, there was a lovely ceremony where all the student winners were announced for the creative responses and the book review competitions. Then the author winners of TSBA and the Trinity+ were awarded (Rebel Skies by Ann Sei Lin for TSBA and Lies like Wildfires by Jennifer Lynn Alvarez for Trinity+). After that, there were 'elemental' themed snacks, and we could get our books signed by the authors that were there and take pictures with them too. After that, we got the tube and train back to school. Of course, this wouldn’t have been possible without the amazing Mrs Carey. So thank you for everything you do for us, Mrs Carey.

Liv, Year 8

The book trip was great fun! - just like last year! We got books signed and had some nice snacks too. We found out who won the TSBA awards (Rebel Skies) which I would recommend reading as it’s very good.

Overall, it was an excellent trip with the best librarian, Mrs Carey. I hope to do it again next year!

Grace, Year 8

In the autumn term, my two book groups read 14 books as part of the Trinity Schools Book Awards, voted on their favourites and eagerly awaited the awards ceremony where we found out which authors would take the trophies.

I was lucky enough to take nine students from Years 7-10 to Latymer Upper School to watch the ceremony, see their competition submissions displayed and meet the authors. We spent a lot of time with Teri Terry, author of Dark Blue Rising, quizzing her on how she comes up with ideas for her books, and discovering that sometimes she dreams them! 

Thank you to the generous PTA who paid for the books and our participation in the awards ceremony. The students loved it and have already asked to take part again next year!

Mrs Carey, School Librarian

Click on the link here to view the TSBA Ceremony Photo Gallery

The Year 13 students were introduced to a new award this year, the Student Recognition Award, which allows the students to vote for a member of their year who they believe deserves to be recognised for their impact on the Sixth Form and the school community.

The students voted for many people in the year group and for a variety of reasons, including engagement with House events, having a kind and caring personality, commitment to extracurricular activities and support for various school events. However, there was an overwhelming voice to recognise James Spatz as the winner.

James is described by his peers as being friendly, helpful, incredibly dedicated, always willing to speak up, joyful, passionate and the light of our school.

In the words of the year group, he also has a genuine enthusiasm for improvement within the school and beyond, which inspires those around him. He has made a huge contribution to the school community and listens to what the students' wants and needs are, yet he is constantly modest. He is a positive role model in the school. He is always available for a conversation and takes time out of his day for others. He is admired by many of the year. He is described several times over as an eco-warrior and an absolute legend.

James has had a significant impact on the school as he has introduced new recycling bins and taught us all how to use them correctly. He has ensured that there is a sanitary bin in every girls’ toilet cubicle in the school. James is a frequent litter-picker, and he has organised a rota to ensure that there will be toast for breakfast for the Year 13s every day over their exams. Even down to the smaller but important activities, James has been responsible for changing the Week A/B sign in SFC, he has organised public transport on trips, and he has helped several Year 13s book their holidays.

This quote from a Year 13 sums James up perfectly:

“I think that James deserves this award because of his constant hard work and dedication to our school community. He has made a significant impact on improving the environment and recycling and is such an inspirational figure who fully deserves to be recognised for his presence.”

On behalf of your peers as well as the staff in this school, thank you, James and well-done!

The award will be presented every year to a Year 13 student. In the book there is a picture of the Year 13 cohort, a timeline of news events from the year, and the reasons why the students voted for the winner. Many thanks to Ms Smith for donating the book and to Emily Hoang in 11EAB for the beautiful writing on the front page. We look forward to seeing the book develop year to year. Might you win it when you’re in Year 13?

Miss Roberts, Director of Studies, Year 13

Five representatives from this year's Young Enterprise team, Illumina, competed against other school teams in the East London Finals of the Company Programme competition on Monday 22nd April. Students travelled to the BNY Mellon offices in London where they showcased their company. Students had already completed a detailed business report for the competition and needed to set up a trade stand to demonstrate and give information on their product - multisensory candles. The judges interviewed the five representatives at their stand where students explained their inspiration to improve mental health and how they came up with such a fantastic idea. They were then taken off to a separate interview room where judges more formally questioned them on the Company Programme process, their finances, experiences and next steps. After that, the team were greeted by other members of the team and parents who had travelled to London to show their support. Finally, the team needed to give a presentation to everyone at the event. They were the last to present but soon had the audience participating in finding hidden leaflets stuck to the bottom of their chairs to demonstrate the sheer number of people affected by a mental health problem. They did an excellent job of keeping their cool throughout the day. The most prestigious award - Best Company - was given to Illumina! The team were commended on their performance in all aspects of the competition and judges felt that this was a high-quality, professional product that could be a real success in the future.

Well done to the representing students; Max Campbell, Evie Ngyuyen, Luke Winter, Jasreen Ghag and Ethan Abbate for their exceptional performances and hard work in the lead up to this event. They represent a large team who are also responsible for the ideas, acumen, marketing and production in the business. The team has been competently led by Max, who has shown tremendous resilience throughout the process, and we're glad that he was recognised for his diligence in this way. A big thank you to Max's parents, who have been pillars of support for the team, from turning their house into a candle production factory to driving heavy stock all over London for their various events to helping students improve their marketing skills - we are all very grateful.

Illumina is going on to compete in the next stage of the competition in May, and we wish them all the very best of luck. 

Mrs Harris, Head of Economics and Business

This week, the school received an SSAT Educational Outcomes Award for Exceptional Student Progress in 2023. This is in recognition of us being in the top 20% of schools nationally for last summer's exceptional GCSE outcomes.  

The SSAT is the largest and longest-standing network of secondary schools in England and their unique Educational Outcomes tool brings together all publicly available data on all schools nationally. Educational Outcomes Awards recognise the highest performing schools nationally against a range of measures. Receiving an Educational Outcomes Award is a significant achievement and a testament to the work of everyone at Bexley Grammar School.

Sue Williamson, Chief Executive of SSAT, wrote to us saying “Congratulations to Bexley Grammar School on winning an SSAT Educational Outcomes Award. This success is down to the superb learning and teaching, outstanding support and inspirational leadership of students, staff, parents / carers and Trustees. You have made a huge difference to the lives of the young people in your school. Thank you.”

What is neurodiversity?

Everyone has a differently-wired brain and their own unique way of thinking, interacting and experiencing the world. Neurodiversity is based on the concept that neurological variances should be recognised and respected just like any other human variation, such as gender, race or sexual orientation. Neurodiversity is about recognising that everyone’s brain works differently.

No Human Brain Is Exactly Alike

There is no ‘standard’ human brain against which all other human brains can be compared. On the contrary, the human brain is so complex that no brain is exactly alike. The wide range of natural neurological variations of the brain affect the way that people think, learn and process information. So, during Neurodiversity Week, we're celebrating this uniqueness. We're recognising that every brain is wired differently. It's all about understanding and accepting that each of us learns and sees the world in our own way.

Respecting Differences

Imagine a world where everyone looked the same, talked the same, and thought the same. Sounds pretty boring, right? That's because it is! Our differences are what make the world exciting, vibrant, and full of possibilities. Whether it's the way we look, the way we speak, or the way our brains work, each of us brings something unique to the table. And you know what? That's something to celebrate, not judge. Respecting differences isn't just about being nice to each other – it's about recognising the value in differences. It's about understanding that just because someone is different from you, it doesn't make them any less important or worthy of respect. Instead of seeing these differences as something unusual or strange, Neurodiversity Celebration Week is all about appreciating and honouring the wide spectrum of neurological variations. Our brains are incredibly intricate, much like fingerprints – no two are exactly alike.

Do These Differences Have a Name?

Some of the different ways of thinking, learning, interacting and perceiving the world have been given labels. For example:

But before we dive into understanding how these neurological differences affect the brain, let's take a moment to highlight their strengths. Each of these labels represents a unique way of experiencing the world. So, as we explore these differences, let's keep in mind the incredible strengths that come with them. Because when we focus on strengths rather than limitations, we can better appreciate the diverse talents and abilities that each of us brings to the table.

For example, one of the remarkable strengths associated with ADHD is hyperfocus. While attention can sometimes be challenging to maintain, individuals with ADHD often have the ability to hyperfocus intensely on tasks they find engaging or interesting. This can lead to bursts of incredible productivity and innovation, where they can accomplish tasks with remarkable efficiency and creativity.

Individuals on the autism spectrum often have a remarkable attention to detail. They possess the ability to notice patterns and discrepancies that others might overlook, thanks to their keen observation skills. This attention to detail can be incredibly valuable in various fields, such as science, engineering, and the arts, where precision and accuracy are paramount.

These are just a couple of examples of the many strengths that neurodivergent individuals have. Each person's unique neurodiversity offers a wealth of talents and abilities that enrich our communities and contribute to the diversity of thought and perspective that makes our world so vibrant.

Attention Deficit Hyperactivity Disorder (ADHD)

About 4% of the population have Attention deficit Hyperactivity Disorder. It affects a person's ability to regulate attention, control impulses, and manage hyperactivity. Some can also have difficulties in regulating emotions, leading to mood swings, irritability, or emotional outbursts. People with ADHD can be some of the most creative members of a team, bringing energy and new approaches to their projects. Several studies have shown that people with ADHD tend to be out-of-the-box thinkers and calm under pressure. It is important to note that these strengths and weaknesses can vary greatly depending on the individual.

Autism

About 2% of the population has Autism. Autism affects how a person perceives the world, interacts and socialises with others. This can make it challenging for them to pick up social cues and interpret them. People with Autism can be sensitive to lights, noise, touch and smells, which can sometimes cause them distress. Sometimes, social Interaction can be difficult. There can be difficulty understanding social cues, body language, and unwritten social rules, which can make social interactions challenging. This may lead to feelings of isolation or difficulty forming friendships.

However, they can be highly logical and can be good at absorbing and remembering facts, attention to detail, and recognising patterns. They also possess many qualities that make a great friend, such as loyalty, honesty and acceptance of others.

It is important to mention that not everyone who has a neurodivergent condition such as autism presents in the same way. It is possible for people to experience different characteristics, and that is why it is sometimes referred to as being on a ‘spectrum’. Stereotypes should be avoided at all costs.

Dyslexia

About 10% of the population are dyslexic and 10-15% have Irlens. These are language processing difficulties that can cause challenges with reading, writing and spelling. It's the brain's inability to process information correctly causing words to move or distort on a page. It can cause challenges with processing information quickly, organisation and sequencing. To help with reading, they can use different coloured paper, a clear coloured plastic overlay or coloured glasses to help them see the words clearer.

Here is an example of what someone with dyslexia sees:

Developmental Coordination Disorder (DCD, Dyspraxia)

About 6% of the population are dyspraxic. Dyspraxia affects your physical coordination. Sometimes dyspraxia can be misperceived as clumsiness. Dyspraxia can affect your fine motor skills, such as your handwriting, ability to tie your shoes and doing up buttons. It can also affect your gross motor skills, such as being able to catch and kick a ball, run and ride a bicycle. Dyspraxia can also affect your ability to organise yourself. Dyspraxic people are creative, determined and really good at developing their own strategies to overcome difficulties.

Dyscalculia

About 5% of the population have dyscalculia. Dyscalculia affects an individual’s ability to acquire and use mathematical skills. For some, it affects how they see numbers. For others, it might make symbols difficult to read, or they may have trouble understanding finances, data and using numbers in everyday life. People with dyscalculia often have strengths such as intuitive and strong strategic thinking, are very creative and have a love of words.

Tourette Syndrome (TS)

About 1% of the population have Tourette Syndrome. Tourette Syndrome causes sudden, uncontrolled, repetitive muscle movements or sounds called “tics”.

Stressful situations can make the tics more frequent, longer and more severe.

Living with Tourette's requires resilience, adaptability, and courage. Creativity often shines brightly in individuals with Tourette's. Many have a natural flair for artistic expression, whether it's through painting, writing, music, or other forms of creativity.  They are often high-achieving, creative and empathetic.

What is Neurodiversity Celebration Week About?

Neurodiversity Week is a celebration, an opportunity for us to come together and embrace the beautiful spectrum of neurological differences that exist among us. It's about recognising and honouring the unique strengths, talents and perspectives that neurodiverse individuals bring to our community.

So let's learn, let's empathise, and let's celebrate Neurodiversity Week, because understanding and acceptance are the keys to building a truly inclusive and compassionate society.

What Can You Do To Help?

• Don’t tease or make fun of anyone in your class who is different or who is finding something difficult, needs time out or uses different coloured paper.
• Instead, be kind, understanding and encouraging.
• Never forget that you have the power to make a positive difference to someone who may be having a difficult time.
• Make someone’s day by being understanding and kind.

There are several free webinars this week (see below) that can be signed up for via https://www.neurodiversityweek.com/events along with more information about worldwide Neurodiversity Celebration Week at www.neurodiversityweek.com/

Mrs Meyer, Assistant Headteacher and SENCo
Mrs Sitch, Higher Level Teaching Assistant (SEND department)

 

On the 9th February, the Business and Economics department took 33 students to the United States of America. We flew into Washington and visited the iconic sites of the US Capitol, the White House, the Smythsonian museums and the Lincoln Memorial. We then took a coach to Philadelphia, where we were able to view the Liberty Bell and the famous Rocky steps and statue before heading off to New York. There we walked around Manhattan, took a ferry to the Statue of Liberty, went to the top of the Empire State Building, toured the Financial District and ground zero and battled through a snowstorm to visit the United Nations Headquarters. We also ate our weight in chocolate at the Hershey’s Chocolate World tour, listened to the 9/11 stories from firefighters at the FDNY store, posed with police officers at the Brooklyn 99 HQ in Brooklyn, rode the carousel at Central Park, cheered for players at the Brooklyn Nets basketball game and hung out with minor celebrities in Times Square. To be able to travel with this group was an absolute pleasure - they were inquisitive, excitable, friendly and incredibly well-behaved. They did their research and made sure they experienced everything these cities had to offer - I’ve never had a group want to retire to their beds so early, ready for the array of activities of the next day. This was a trip to remember for a lifetime!

Mrs Harris, Head of Business and Economics

After an 8-hour flight, we landed in Washington where we rested our heads before heading off to the Capitol Building.  We were given an incredibly detailed and interesting tour, learning the basis of the US Justice and Government system. We also walked along The Mall, seeing the Lincoln Memorial, Martin Luther King Jr's Memorial, the Vietnam Memorial and the White House to name a few. My friend and I also had time to look around the American History Museum, seeing Dorothy's red shoes and Jonny Coltrane's saxophone!

Soon enough, we were driving to New York and on the way we made a quick pit-stop in Philadelphia, where we ran up the Rocky Steps and saw the Liberty Bell. Mrs Harris then let us eat lunch in this amazing food market and many of us tried a 'Philly' cheese steak, which was delicious. As we drove into Manhattan, we all screamed the lyrics to Empire State Mind, and we were so excited to start exploring New York City. The organised activities included a guided tour of the United Nations and the Hershey Store, as well as an evening trip up to the top of the Empire State Building. We also visited The Statue of Liberty and the Immigration Museums and got very cold on the ferries to and from the Islands! One evening, we saw an American basketball game, which was such a cool experience that I'll never forget. The trip was amazing as we were given enough freedom to do our own things, with Beth and I seeing 'Six' the Musical on Broadway and trying out New York's fast food and restaurants. Overall, the trip was an incredible experience and I can't wait to go back soon!

Rosie Barnwell, Year 13

The US trip was nothing short of amazing. I had no idea what to expect, having never been to America before, but I was very impressed with the tall skyscrapers and the rich history of a country that is so young in comparison to our own. I was, however, less impressed with the price of everything over there. I was shocked when the cashier at McDonald’s told me my meal would cost $22! I was very invested in the visit to the Capitol building and Ellis Island as it felt so surreal to step foot into places I’d only ever seen on TV, as well as enjoying the hospitality of the American people, which is an accurate stereotype as everyone is so friendly and helpful over there.

While I did enjoy my time in Washington and Philadelphia, I would have to say New York was the best part of the trip. Visiting Times Square and the Empire State Building were lifetime experiences that I will definitely always remember, but a special mention has to go to my trip to Little Italy with Sophie. Unfortunately, we were unable to find authentic Italian food or people (sorry Ms Martucci and Mrs Giglione, we really tried!) However, it was a very telling experience about how America has developed as an immigrant nation and how it really is a melting pot of different cultures.

Overall, I really liked my experience in the US and am very grateful to the Business and Economics department for organising such a spectacular and special experience, especially thankful to Mrs Harris for spearheading the trip (and Mr Cheuk for joining at the last minute and being exceptionally talented at locating lost items).

Dionis Zaimaj, Year 13