Sasha Kelly-Haynes, our Prep Director of Sport, was approached by to share her story. The resulting film, shot both here at school and at her home, is now featured as part of the FA’s campaign to inspire the next generation of players, coaches and leaders.

 

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Sasha’s career in the game is remarkable. A former professional footballer, she represented both Tottenham Hotspur Women and West Ham Women, competing at the highest level of the women’s club game. But her journey was not without its challenges. Overcoming significant personal barriers along the way, she emerged not only as a player, but as a leader and a pathway-maker for others.

Today, in addition to her role leading sport across our Prep School, Sasha works with The FA to identify future stars for the England Women’s Pathway, the system that feeds talent through to the senior national team. It is a role she brings to life every single day in her work with our pupils.

The England Football Learning film captures Sasha in her own words, speaking candidly about her experiences as a woman in professional sport, the obstacles she faced, and what drives her passion for developing young talent. As she says herself:

“If I can do it, you can do it.”

We are enormously proud of Sasha and everything she represents, not just for our school, but for women’s football across England.

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We sat down together to hear about how Gemma plays a role in helping pupils understand the diversity of beliefs that surround them, as well as hearing her thoughts on her experiences so far.

What drew you to teaching Philosophy, Religion and Ethics?

Gemma recalled how one of her own teachers had really sparked her curiosity in the subject, making her think critically. She also highlighted the value of extended writing and discussion which she enjoyed during her studies. “You develop your vocabulary, reasoning, and communication skills. You learn to express ideas clearly, and understanding different perspectives.”

“The subject at GCSE and A Level is largely philosophical. It’s about looking at the bigger picture and challenging accepted norms. Pupils develop analytical skills and learn to construct arguments.”

And what excites you most about teaching PRE at Ģ������Ƶ’s?

Touching on Ģ������Ƶ’s being a multicultural school, Gemma enjoys seeing pupils engage with big ideas, as well as share their own experiences. She likes to make her lessons a place where pupils really get to learn from one another.

“Pupils learn about their friends and how they celebrate certain traditions. It helps bring the curriculum to life in a way that can’t be replicated everywhere.”

“Watching pupils discuss ethical dilemmas and learn from each other is incredibly rewarding.”

What has your experience been like joining the Ģ������Ƶ’s community?

She described her start as overwhelmingly positive, sharing haring how warmly colleagues across the school welcomed her.

With four highly experienced teachers who have been part of the school for many years and who bring expertise in exam marking and curriculum development, she described the department as “a really strong team.”

Being part of West House has also helped her feel quickly rooted within the school community. “West is best,” she laughed.

What co-curricular activities are you involved in?

Gemma’s love of dance goes back decades. “Since I was four years old I’ve been enjoying ballroom and Latin dancing. I even competed in my late teens and early twenties.”

Running the Ballroom & Latin Dance Club every Friday lunchtime at Ģ������Ƶ’s has allowed her to reconnect with her childhood passion.

“It’s the highlight of my week! We learn the basic steps, nothing too complex and the pupils absolutely love it. With on TV, they get so excited.”

Gemma has also thrown herself into the outdoor opportunities at Ģ������Ƶ’s. Within her first month, she joined a Duke of Edinburgh expedition, something she remembers fondly. Supporting pupils through their challenges early on helped her quickly feel part of the school community.

Every Wednesday, Gemma also assists with senior games, where she helps run the school’s climbing sessions, an activity she had never tried before joining the school.

“It’s brilliant seeing pupils with no fear, climbing higher each week and building their strength and confidence. I’d never gone climbing before, and now I’m doing pink climbs! The opportunities here are just excellent.”

Why do you think PRE is such an important subject for young people today?

Touching on the role of extended writing, she states that the subject develops “vocabulary, clarity, and reasoning skills” that will be “invaluable for exams and their future studies”.

“It’s amazing teaching my subject here. I immediately felt supported.”

For her, the intellectual challenge of the subject is matched by the richness of personal and cultural learning: “Studying religion also helps students understand the cultures and values of other groups of people, which is especially important in a multi-faith society like ours, living so close to London.”

How do you hope to make an impact in your first year at Ģ������Ƶ’s?

“I want pupils to leave my classroom not only with knowledge of different beliefs but with the confidence to express their ideas and respect for diverse perspectives.”

Thank you Gemma for taking the time to speak with us and share your experiences so far.��

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This year, our assistants are: Cristina Ortiz for Spanish, Canelle Durand for French and Ishini Rathnayake for German.

Working closely with pupils, our three assistants offer invaluable opportunities to practise languages first-hand with native speakers. Their presence helps build confidence, sharpen skills and, perhaps most importantly, open a window onto the excitement of discovering new cultures.

At the same time, they have the opportunity to live and work in London, experience school life from the inside, and explore the world of teaching.

We sat down with them to hear about their experiences so far.

Can you describe your roles as language assistants?

Ishini described her experience in the classroom as an opportunity to gain practical teaching skills while supporting pupils. “Standing in front of the class is awesome. It’s part of becoming a confident teacher. We definitely learn a lot about lesson planning, helping pupils get out of their comfort zone, and just not being afraid to make a mistake.”

Canelle highlighted the cultural exchange aspect of her role. “It’s great to be able to share our language and culture with pupils and help them practise in a real-world context.”

“Every lesson is an opportunity for them to gain confidence and experience the language in a natural, interactive way.” Canelle

Cristina explained that they focus on helping pupils build confidence. ”I try to create a classroom atmosphere where they feel comfortable expressing themselves freely, while giving them positive and constructive feedback.” She added, “What I enjoy most about my work is getting to know the pupils and understanding why they choose to study a language. I absolutely love seeing the progress they make.”

How have you found settling in at Ģ������Ƶ’s?

Canelle reflected on how welcoming the school community has been. “The community is very welcoming and very friendly. We never felt lost. Not knowing the place or the people, everyone was interested in us and our subjects, and that made a big difference.”

Ishini agreed, noting that casual interactions, even during the first classroom breaks, helped them make friends and feel part of the school: “The first classroom break as well as break times during the day is always where you get to know different people. We made friends and got to know some other staff members.”

Cristina emphasised how much she values the professional and personal support from the department. “Since I arrived at the school, everyone has been really welcoming, and I’ve felt part of the team straight away.” She also added, “There’s a really positive atmosphere that helps lessons run effectively and support pupils’ wellbeing which makes it easier for teachers to build good relationships, both personally and professionally.”

How did you come to work at Ģ������Ƶ’s and what drew you to this role?

Cristina shared that her love of languages began early. “Since I was a child, I’ve been very interested in languages… I loved music and wanted to understand the lyrics, and over time I became fascinated by the cultural side too.” This eventually led her toward teaching: “I realised how much I enjoyed teaching and that I could see myself working as a teacher in the future.”

She applied through a programme run by the Spanish Ministry of Education and was delighted to be placed at Ģ������Ƶ’s. “I see it as a school that offers many opportunities, both for students and for teachers, to grow and develop professionally.”

Ishini and Canelle described their motivation as a combination of gaining hands-on teaching experience and sharing their own culture and language.�� “Standing in front of the class and helping students gain confidence is incredible,” Ishini said. “We also learned a lot by observing other teachers and trying to find the best ways to make lessons engaging and interactive.”

For Canelle, it was a mix of opportunities. “You get to meet lots of people, explore the city, and understand what teaching in schools is really like.”

“Living in London and working at such a large school gives you a unique experience.” Ishini

How have you found life outside the classroom?

Canelle described London as a city full of possibilities and adventure. “I’ve been to many museums and discovered different places.”

Ishini added, “We do something new every week. Cristina and I went to Oxford. We also met other French, Spanish, and German assistants that work nearby.”

Living arrangements have added a special dimension to the experience. “We all live together,” Canelle said. “That’s really nice because it would be very different doing it by yourself. It kind of reminds me a bit of being at university, sharing experiences and supporting each other.”

What do you hope to take away from this experience?

Cristina explained that the placement is helping her develop both personally and professionally. “I feel that this experience is helping me get to know myself as a teacher and understand my own teaching identity and to explore different techniques and strategies that might be useful in the classroom.”

She also reflected on future plans: “After this placement, I’m hoping to start a Master’s degree related to language teaching, and I’d like to work as an English teacher in Spain. However, this experience has been so positive for me so far that I’m definitely open to coming back in the future.”

Ishini described it as a chance to grow as a teacher while gaining confidence for her future studies. “This experience is helping me see what teaching really involves and what kind of teacher I want to become.”

Canelle added, “You learn every day, and reflect on what I want my future to look like. I hope to continue teaching and maybe explore further opportunities abroad. This year has really opened my eyes to the possibilities in education and language teaching.”

Thank you Canelle, Ishini and Cristina for taking the time to talk to us.

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Both went on to study at the University of Nottingham, with Kiera choosing Economics and Charlotte opting for Physiotherapy.

We caught up with them to hear what it has been like revisiting familiar corridors, navigating the odd sensation of seeing former teachers as colleagues, and finally crossing the sacred threshold of the staff room. They gave us an honest insight into how their year is unfolding.

What encouraged you to return to Ģ������Ƶ’s as sports graduates?

“It was nice to return to a familiar environment,” Charlotte says. “We already knew the teachers and PE staff, so it felt comfortable. Plus, giving back to the school while gaining experience for our future careers felt really valuable.”

Kiera added, “It’s a step into the working world. We get the routine of a full-time role, but with support and flexibility. The grad scheme gave us structure without being overwhelming. We could grow into the role, try new things, and figure out what comes next.”

How would you sum up your role as a sports graduate?

Kiera explains that their days as sports grads are varied, balancing administrative tasks with teaching PE and running games.“We assist teachers, help run games, support tournaments and see pupils of all abilities. It is rewarding to see pupils who struggled at the start of the year to then score in a game and improve week by week.”

Charlotte continues by adding “a lot of our time is spent with the pupils, motivating them and making PE lessons fun and enjoyable. We get involved in everything. From netball and hockey to badminton and climbing. Even if it is not our favourite sport, we are there to make it fun for the pupils.”

How did it feel to return and find your former teachers now greeting you as colleagues?

“At first it felt strange walking into the staff room!” Kiera admitted.

“The teachers treated us as colleagues straight away. That really helped us settle in.”

Touching on being part of the Ģ������Ƶ’s community again, Charlotte reflects, “The community is amazing. Teachers keep in touch and OBs Day brings everyone together and there is a real sense of support.”

What is your favourite memory from your time as OBs?

For Kiera, it is the funny memories she made in her House that really stick with her. “I loved doing a lip-sync video for our house. Mrs Coyne made it so much fun and Mr Smethurst let us get creative with it. It is memories like that you never forget.”

“We were both very sporty, so sport was central. One of the highlights was going on tour to Barbados in 2019 with the hockey and netball teams, it was such a fun experience and a great way to finish our time at school.”

And finally, what are you both hoping to achieve this year?

“Growing my confidence and teaching larger groups is a big goal,” Charlotte says. “It is great practice for explaining things clearly, motivating people and preparing for the working world. The pupils are so respectful and it is rewarding to see them listen, engage and genuinely enjoy the lessons.”

Kiera concludes, “And being a role model for the pupils. Helping them enjoy sport, see their progress and just being there for them – that is special.”

Returning to Ģ������Ƶ’s has given Kiera and Charlotte the chance to revisit old memories, plan their next steps and make a real impact on pupils. They seem to have settled in with impressive ease and we have no doubt the rest of the year will run just as smoothly.

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He’s already becoming a familiar face around the school, whether it’s leading chapel services, taking assemblies, chatting with pupils, or simply just being a calm, listening presence in the corridor. It was only right that we sat down with him to hear about his journey and what he hopes to bring to his new role.

What appealed to you most about taking on this role at Ģ������Ƶ’s?

One of the parts I’ve always enjoyed most working in parishes across England and Northern Ireland has been the teaching side and working with young people.

Over time, I realised I wanted to be more involved in education. When I came to Ģ������Ƶ’s for my interview, I didn’t know much about the school, but it immediately reminded me of my own school days, which were such a positive experience.

I can see how inclusive and diverse the community is and that’s something really special.

The pastoral care, academic excellence and the creativity all makes Ģ������Ƶ’s a very exciting place to be.

You mentioned pastoral care, why do you think it plays such an important part in school life?

What’s wonderful is that there are many layers of pastoral support already in place, and that care extends to staff as well as pupils. The support I’ve received as a newcomer has been extraordinary.

I’m part of that wider network, not as a counsellor, but as someone with lots of experience in listening and offering support when it’s needed. I’m here for everyone, pupils, staff, and families, whatever their background or beliefs.

Can you tell us a bit more about your background?

So I did not grow up in a religious family, but as a teenager I became really interested in questions of faith and meaning. I studied Theology at Durham University, which I enjoyed and it appealed to me because it combined history, languages and philosophy.

After university, I actually trained and worked as a nurse in Kent before training for ordination in my late twenties. I was ordained in Canterbury in 2003 and have worked in parishes ever since, most recently in Northern Ireland.

And what would you say being a Chaplain means to you?

I think of a vicar as a host, but a chaplain as a guest. At Ģ������Ƶ’s, I’m a guest in a wonderfully diverse community that includes people of many faiths and none. My role is not to persuade, but to invite everyone to reflect on what gives their own life meaning.

As a school that is diverse, what do you value about it?

Diversity brings richness. I’ve been invited to visit the Muslim students’ Friday prayers, for example, and I’ve found those experiences really moving.

We can all talk, listen and learn from each other with respect.

For me, that’s what education, and community are really about.

If you had to describe your approach in three words what would it be?

Listening. Relational. Humour.

Listening is where it all begins; building relationships is what keeps it meaningful; and a sense of humour always helps!

What’s a fun fact about yourself that may surprise people?

When I was a teenager, I was a soloist in a piano concert at the Royal Albert Hall! I couldn’t do it now, but it was quite an experience at the time.

What do you hope to achieve during your time here?

I hope that through my work pupils will have a clearer sense of who they want to be and the confidence to live by their values. Then I’ll feel I’ve done my job.

Thank you, Simon, for taking the time to share his reflections with us.�� We look forward to the positive impact Simon will have within our community.

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For the first time in history, an England team has won a major tournament on foreign soil - and the  have become the first senior English side to successfully defend a European title. 

It is remarkable to think that professional contracts in women’s football were only introduced in 2009 and the first fully professional league was not established until 2018. This triumph is about more than silverware – it is a story of resilience, growth, and belief.

disclosing after the tournament that unbeknown to her, she played through a broken leg, epitomises a team that refuses to be beaten.

, once told her visual impairment meant football was not in her future, saved two penalties to win the final.

And 19-year-old, fresh off a season-long loan at Brighton, was named Young Player of the Tournament, proving that age is just a number when you have the talent and fight to match the best. These women have not just made history, they have inspired a nation.����

The 2025 UEFA Women’s European Championship was more than a tournament – it was a cultural milestone.

As a former Premier League player, now Director of Sport at Ģ������Ƶ’s Prep School and talent reporter on the England Women’s Pathway, I observed the tournament through multiple lenses: educator, scout, and lifelong advocate.

What I witnessed was both a celebration of progress and a reminder of the work still to come.��

From Zurich to Lucerne, fans filled stadiums in record numbers. In the UK, ITV’s coverage reached its highest viewing figures of the year.

The Swiss fell in love with their underdog team, which battled courageously through to the quarter-finals. Sweden sparkled and then self-combusted in an unbearably tense penalty shootout against England. 4000 fans dressed in red and green accompanied Wales’s women to their first ever major tournament.

Only four years ago, Wales played a World Cup qualifier in Slovenia in front of a handful of spectators. But this summer was not just about football. It was about visibility, voice, and ownership. Players spoke out on equality, captains led with conviction, and teams unified behind causes far beyond the touchline.

The women’s game is no longer asking for space – it is claiming it. In schools like Ģ������Ƶ’s, the impact is undeniable.

Girls now lead playground kickabouts, try to replicate the Russo back heel, and ask for coaching tips with confidence. They no longer see football as something they are “allowed” to join – they know it is theirs too.����

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Just as encouraging is the shift in who is watching.

I witnessed first-hand at WSL and JPL matches this season, young boys and men proudly wearing the names of women footballers on their backs.

I was particularly taken aback by a conversation that I overheard at the West Ham Women vs. Manchester United Women WSL match this season where two ‘die hard’ male Hammers were raving about the then recent announcement that Everton Women will play home games at Goodison Park from 2025-26.

As I prepare to welcome my first child in September, I look forward to taking him to games where women’s football is the norm, not the novelty.��This is a symbolic shift.

When I played in the top tier, we ran laps around the men’s training facilities just to earn a pitch slot after the boys.

We wore oversized men’s kits and worked with limited resources. Today’s players benefit from bespoke kit designs, specialist support staff, and dedicated facilities – a transformation, though one still in progress.��

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This October, the FA launched its 2024-28 Women’s and Girls’ Football Strategy, built around four pillars:��

1. Protect the uniqueness of the women’s game
2. Win a major tournament
3. Build high-quality competitions��
4. Deliver equal opportunities for women and girls��

In my roles, I am proud to contribute to each. In terms of winning a major tournament, developing talent remains critical. Last year, I was one of 72 talent reporters nationwide.

Lioness Michelle Agyemang’s rise is a powerful example of the pathway in action.

Her swift transition from youth to senior level shows the system working: preparing players of any age or stage to make an impact. She is proof of what is possible when development and opportunity align.

This year, my role has become more specialised, focusing on identifying future number 9s at U15-U16 level. The pathway is becoming sharper, more streamlined, and more targeted, all of which will continue to contribute to effective scouting and development of players.����

In terms of delivering equal opportunities for women and girls, we have made progress.

Today, 77% of schools offer girls equal access to football in PE – that is 2.5 million girls. I am proud to have introduced football to Ģ������Ƶ’s Prep School and it now becomes a main sport for the girls in the upcoming academic year where every single girl will experience skill-based lessons as part of their curriculum as well as a number of fixtures against other schools.

Unfortunately, the figures are starker for girls as they get older and they remain under-engaged.

I personally think that this is linked to the fact that only 54% of secondary schools offer the same provision. This must be a focus moving forward.����

Representation is powerful and still urgently needed, particularly in coaching. I am proud to be part of the Game Changers community, an initiative committed to increasing the number of female coaches, especially those from underrepresented backgrounds.

For girls to truly believe they belong in football, they need to see women leading from the sidelines as well as playing on the pitch.

For those females that do aspire to coach at the elite level, the disparities in pay remain stark. Reports suggest Sarina Wiegman earns around £400,000 a year, plus performance-related bonuses – a fraction of the £5 million reportedly paid to Thomas Tuchel in his new role as England men’s manager.

These figures highlight an uncomfortable truth: the gender pay gap is alive and well, even at the top of the game.

This imbalance raises important questions about how we value women in leadership roles, and what more must be done to motivate and support female coaches to reach the highest levels.

The imbalance is evident on the pitch too. Leah Williamson, captain of the England Lionesses, reportedly earns £200,000 annually – an amount that England men’s captain Harry Kane is said to make in just one week.

This glaring contrast highlights the persistent gender pay gap in football and reinforces the need for meaningful, long-term change across the sport.��

Looking back on my own journey – from borrowed kits and shared pitches to sold-out stadiums and prime time TV, it is clear we have come far. But progress must not breed complacency.

Sustained investment, structural support, and equal visibility are still needed at every level of the game. The real legacy will be built in what happens next – in schools, communities, and training grounds across the country. Let’s ensure the next generation does not just watch greatness, let’s equip them to become it.

England’s rise to the top of the women’s game is no stroke of luck.

Their breakthrough victory in 2022 was the product of years of growing commitment – where investment finally matched ambition. In earlier years, such as the 2015 World Cup, the squad punched above its weight, reaching the semi-finals despite limited resources.

Momentum began to build through Euro 2017 and the 2019 World Cup, but it was the 2022 home Euros that marked a turning point.

With unprecedented backing, from staffing to infrastructure, the team was set up to succeed – and they did. Their place in three consecutive finals is not a fluke; it is the outcome of a system that has learned what it takes to compete, and win, at the highest level.��

Only one team could lift the trophy at this tournament, but it is fair to say that women’s football was the true winner this summer, capturing hearts, shifting perceptions, and gaining momentum.

I for one, am excited to see the game continue to build on this progress.��

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At Ģ������Ƶ’s, a strong school community means one where people are seen, heard and respected. Diversity, equity and inclusion are not just topics for assemblies or events, but part of how the school works day to day. As the academic year comes to a close, we’re reflecting on the DEI activity that has shaped this year, led by students and supported by staff.

This work is guided by DEI Coordinators Gurdip Chana and Gill Entwistle, alongside mentors Carl Greenidge, Rob Young and Jayson Ceeraz. Together, they help ensure that Ģ������Ƶ’s is a place where all students feel they belong.

Heritage Day and a year of student-led moments

One of the most visible celebrations of the year was Heritage Day. Students took part in a catwalk in the Great Hall, wearing cultural dress and cheered on by their peers. For Gurdip Chana, who has been at Ģ������Ƶ’s for seven years, the event reflects a broader shift in how inclusion is embedded across school life.

“Diversity is our strength, and Ģ������Ƶ’s shines brightest when we celebrate it. There were tears in teachers’ eyes as we watched students take to the catwalk in the Great Hall for Heritage Day, proudly showcasing their cultural outfits while their friends cheered them on. The energy was electric – students championing each other, embracing identities, and sharing stories that might otherwise go unnoticed.”

Gurdip’s work this year has also included a focus on phonetic spelling, giving students and staff a way to express their names clearly and be addressed correctly. You can read more about this initiative .

Gill Entwistle, who has been a DEI Coordinator for three years and part of the wider team for longer, says the energy students bring has been key.

“The best moments are when the students turn up, share their views, and are passionate about diversity and inclusion. Things work best when the ideas come from them – we’re here to support them and help them achieve their goals.”

Events like Pride Week, which returned this term, and Allies Week earlier in the year are part of that picture. As is the time and thought students give to speaking with senior leaders and governors as part of the DEI Steering Committee.

“This year we’ve had some wonderful student-led moments — from Allies Week, where students made ‘Allyship hands’ and rainbow cakes in the atrium, to Pride Week, which we’ve celebrated every year since 2021. We also meet regularly with senior leaders and governors through the DEI Steering Committee. Most recently, students from the BMA, Congress, and Jewish Society attended and spoke so eloquently and confidently — I was bursting with pride.”

Take a look at the highlights from this years Heritage Day

Supporting students every day

Carl Greenidge, who has been a DEI mentor for 14 years, is involved both in event planning and the ongoing work of making sure the school environment is inclusive in more day-to-day ways.

“We listen, we support, and we also meet regularly with coordinators and mentors to make sure we’re implementing strategies that make real change.”

“It’s positive that DEI is recognised across the school, and that we have a staff body at all levels pushing towards creating a comfortable environment for everyone. But it’s not easy — we’re all battling with the social and structural complexities of inclusion. The most important thing is to keep talking and not be complacent.”

Creating spaces where students feel they belong

Rob Young is an English teacher and DEI mentor who has focused on supporting the Jewish community at Ģ������Ƶ’s.

“I run the Jewish Society where we meet for lunch and talk about issues of identity,” he explains.

“It’s really important for the Jewish students here to feel that sense of belonging. I’ve had parents tell me how much it means for their children to have this space.”

Involved in coordinating the Holocaust Memorial Day assembly, which see the school take part in the Rob adds that “we have also had a special Chanukah lunch in the last week of the winter term: the donuts tend to go down very well!”

Ongoing work and shared responsibility

The DEI work taking place across the school is a combination of individual efforts, staff collaboration and student-led action. As Carl puts it:

“The community is supportive, but it’s also on us to keep pushing. We all have a role to play in making this school a place where everyone can be themselves.”

Gurdip adds:

“Our community thrives when people feel valued. We’ve made great progress, but there’s always more to do. The aim is simple: we want every student and every member of staff to feel safe, supported, and proud of who they are.”

And Rob reflects on what this work brings back to the wider school:

“I feel so lucky to work somewhere where I’m learning all the time — about different countries, cultures, and religions. It’s enriching, and it keeps you open-minded.”

Thank you

We would like to thank Gurdip, Gill, Carl, Rob and Jayson along with all of the students who have played a part in DEI this year, for the time, care and energy they continue to give. Their work helps ensure that Ģ������Ƶ’s remains a place where everyone is encouraged to be themselves.

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Meet our five fantastic Science Technicians: Karen, Trevor, Sophie, Janet, and Liam. They are the driving force behind our science labs, which is essential to the success of our lessons, events, and science enrichment.

A Day in the Life of a Science Technician

Our technicians support every science lesson, preparing materials, setting up equipment, and making sure everything is safe and ready to go.

In Biology, Karen looks after practicals for GCSE and A level lessons, supports clubs like Dissection Society and BioTech Club, and plays a key role in large-scale events like the Science Fair and Science Week’s Bio Zone. Karen joined Ģ������Ƶ’s in January 2020, bringing a wealth of experience from her previous roles at and Highams Park School. She even began her career as a Quality Assurance and Microbiology Technician in a chocolate factory! “It’s very rewarding interacting with the students during their practical classes,” she says.

Trevor, our Physics Technician, joined Ģ������Ƶ’s just under four years ago but has over two decades of experience as a science technician. His day is always varied: one moment he’s setting up a ripple tank, the next he’s repairing a circuit component or testing out new demonstration ideas. “No two days are quite the same,” he says. “I enjoy the hands-on nature of the job, and it’s great helping pupils explore and enjoy the subject.”

“I thoroughly enjoy working in the Science Department, it’s a joy coming into school every day.” (Janet)

Sophie and Liam work as Chemistry Technicians. Sophie, who became part of the team in May 2021, helps orchestrate the behind-the-scenes magic in Chemistry. “My day usually involves setting up equipment and preparing chemicals for lessons, making sure everything’s labelled, safe, and ready for the pupils to use.” Sophie also prepares everything from potion lessons during Harry Potter Week to supporting pupils in the Science Fair and helping run the brilliant Chemistry Show.

Liam joined in January 2025 and has quickly become a vital part of the Chemistry Department. “My days are varied but I am enjoying all of it, especially with the other technicians welcoming me in and helping me out when it’s needed.”

Janet, our longest-serving technician, has been at Ģ������Ƶ’s for 18 years, supporting Junior Science lessons across Biology, Chemistry and Physics. She helps with experiments, maintains labs, and offers technical guidance to teachers and PGCE students alike. Her role also includes preparing lessons for the first year of GCSE Biology and Chemistry, as well as supporting the Junior Science Club, Open Days, the Science Fair, and Prep School visits.

What Makes the Role Rewarding?

Ask any of the technicians what they love about their job, and a theme quickly emerges: it’s the sense of purpose, the variety, and the moments of joy that come from watching science come alive for pupils.

“It’s so rewarding when a practical really clicks for them – when they suddenly see a concept they’d only read about before.” (Trevor)

“The Chemistry Show is definitely my favourite event, it’s theatrical and full of energy,” says Sophie. “I love being part of something that makes pupils’ eyes light up.”

They also appreciate the variety and creativity that the role allows. “I enjoy the extra enrichment, like the BioTech Club and Science Fair, where I get to know pupils better and help them dive deeper into science,” Karen shares. Liam adds, “I enjoy the variety, especially troubleshooting a tricky practical and figuring out how to make it work. That’s always a good feeling.”

For Janet, watching pupils grow year after year is what makes it special. “Knowing I’ve supported their learning journey along the way is something I’m really proud of.”

What Are the Challenges?

Of course, with hundreds of practicals and the unpredictable nature of science equipment (and reactions!), there’s plenty to juggle.

Some experiments need quick thinking or backup plans. “It is the inevitable washing-up of glassware (there is always so much!), and dealing with the assortment of strange smells,” says Sophie.

But the team is nothing if not resourceful. “You have to stay ahead of things,” says Janet. “Being flexible, staying calm, and supporting each other—that’s how we manage.”

“When something breaks, I often have to find a quick fix or alternative,” says Trevor. “But it’s satisfying when it works.”

Big events like Science Week also take coordination. “There’s a lot involved,” says Karen, “but when you see it all come together, it’s incredibly rewarding.”

A Supportive, Collaborative Team

The technicians all describe the Science Department as friendly, collaborative and supportive.

“We work together really well,” says Sophie. “Even though we each have our subject areas, we step in for each other when needed. And the teachers are fantastic, organised, easygoing, and always appreciative.”

“The other technicians have been so welcoming and supportive, that’s what makes a big difference.” (Liam)

Karen adds, “It’s a very busy section, but a very kind and enthusiastic one too.” Janet agrees: “There’s always someone to ask for advice, scientific or not.”

They all highlight the pleasure of working with pupils. “The pupils are enthusiastic, curious and polite,” says Trevor. “It’s a pleasure working with them.”

Karen, Trevor, Sophie, Janet and Liam – thank you for everything you do to keep our Science Department running smoothly. It has been wonderful to hear about your journeys and reflections.

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We caught up with her to chat about her tennis career, her journey from Old Ģ������Ƶian to teacher, and the moments she’s most proud of from her quarter-century (and counting!) at the school.

So Mandy, where did your passion for tennis begin?��

I actually wanted to play football as a child and I even played in the Chase Lane School playground with David Beckham! But there were no girls’ teams back then, and I wasn’t allowed to join the boys. Then my mum spotted a local tennis club in the which was just down the road from us.

She signed me up and that is where everything changed.

I fell in love with tennis straight away. I started with weekly lessons, then local tournaments, and before long I was competing at national level.

I won my first national title U11s and from then until U18s, I was ranked British junior number one. I ended up winning every national singles and doubles title in that age range, around twelve titles in total.

By the age of eleven, I was playing for Great Britain.

My first international was in Sweden, and soon I was travelling across Europe and even South America. I played from the age of fourteen, and at seventeen, while still in the Lower Sixth, I qualified for where I won my first match against a world top 100 player.

That was one of the best moments of my life.

It was incredible but not as luxurious as it may sound, especially as a teenager. I did feel alone at times; not everybody wants to talk to you because they are your rivals. That said, it definitely taught me a lot of resilience, independence, and the value of determination.

Looking back, I am incredibly proud of that journey.

What has the journey been like to Head of Tennis?

I loved the discipline and strategy involved in tennis. When I came back to Ģ������Ƶ’s as a teacher, I wanted to share that passion with our pupils and help build a strong tennis culture here.

Over the years, I have worked hard to expand tennis opportunities for both boys and girls at the school.

Boys’ tennis was not thriving when I joined, but that changed when two boys, Kale Francis and Ethan Cohen, asked me to run a boys inter-house tennis tournament.They even donated a trophy, the Francis-Cohen Cup.

That grassroots enthusiasm helped spark a boys’ programme across all years, which is so rewarding to see flourish.

What are some memorable or proud moments from your time at Ģ������Ƶ’s?

There are so many! Wimbledon trips are always magical. I love surprising pupils with tickets from the school ballot. Walking through those gates with them is unforgettable.

A really proud moment for me is the , which we are now in our third year of hosting.

It is a partnership with the and the . We invite students from schools that might not normally get access to tennis facilities.

Some of these children may never played in a competitive tennis tournament before. Seeing them gain confidence, win matches, and have proud parents cheering them on is incredibly rewarding. It really underscores tennis’s potential to break down barriers, which is important to me because the sport can often feel exclusive or expensive.

Old Ģ������Ƶian reunions are special too. I love seeing former pupils come back, hearing their stories, and reminiscing. Megan Howlett, one of my very first History students, even brought a folder full of the memories she made in our Thirds lessons.

You juggle other roles alongside being Head of Tennis. Tell us a bit about that.

It is a challenge but a rewarding one.

I enjoy working with different year groups in various contexts. History keeps my mind engaged, being Junior Housemistress allows me to support students beyond the classroom, and Tennis lets me share a lifelong passion.

Teamwork is everything. Luke Brennand, Head of History, is fantastic to work with and always happy to help.

In the pastoral role, we have a close-knit team of House Staff and relationships are built on good camaraderie, trust, and real care and it makes all the difference.

The staff who support Tennis are incredible, even giving up Saturdays for sessions and fixtures. Josh Stokes, who I once taught, is now a brilliant tennis coach.

I take my hat off and bow to them all; I truly could not run the programme without their dedication.

Looking ahead, what do you hope to see in the future, both in sport and at Ģ������Ƶ’s?

The girls’ football programme expanding has been a joy, especially since I was once a keen footballer myself. It is lovely to see these opportunities now. I would like all pupils to feel encouraged, welcomed, and supported in trying every sport.

Discovering new passions is what it is all about.

Mandy, it’s been a pleasure hearing about your journey. Thank you for sharing it with us, we’re looking forward to all the Tennis events still to come this summer.

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It’s nearly time to set Dave Bish free. After 36 years of keeping the wheels turning at Ģ������Ƶ’s, we’re not sure how we’ll manage without him, but we do know he’s more than earned a long and happy retirement with his wife, Pat.

Before he heads off, we sat down for one last chat. We wanted to know: what’s kept him here since 1989? What moments stand out? And what makes Ģ������Ƶ’s the kind of place you never really want to leave?

Dave has worn many hats over the decades. As the school grew and changed, so did his role, evolving into Maintenance Manager in the late ’90s, and eventually into Facilities Manager in 2005, overseeing everything from maintenance to porterage.

Dave, where to begin! Where did it all start for you at Ģ������Ƶ’s?

I started out as a residential caretaker, living on site, doing carpentry, and even drove the school coach. We had our own 53-seater, and every afternoon I’d be off driving pupils to and from West Grove.

How would you describe your typical day now?

No two days are ever the same. I used to wake up in the middle of the night thinking of everything I needed to get done. But the reality is, you walk in the next day and your plans can go straight out the window. Something always pops up. From setting up chairs to urgent repairs, every day brings something new.

Can you tell us a bit about your career before Ģ������Ƶ’s?

I actually trained as a car mechanic. Then I moved into exhibition carpentry, building massive displays for big shows. One of our biggest clients was We’d build huge stands for places like the We would make the stands here, ship them out, and then fly over to assemble them. But with a young family, that kind of unpredictable lifestyle was tough, so I started looking for something more stable… and here I am.

Wow! And how did you find your way into the education sector?

Total chance. Back in 1988, my wife and I were looking for a retail business, but it fell through. While we were renting nearby, I happened to spot a job ad for a residential caretaker at Ģ������Ƶ’s School. It was only meant to be a short-term thing. Now, 36 years later, here I am.

You must have seen the school change a lot in that time.

Oh, absolutely. When I joined, there wasn’t even a Prep School. I saw it being built from the ground up and it opened in September 1990.

The facilities have grown massively, and so has the scale of what we manage.

And you must have plenty of standout memories over the years?

Plenty! The old leavers’ pranks were something else. Once, they bricked up the archway under the cloisters overnight, they’d been secretly stockpiling bricks for weeks. And another time, we came in to find a dozen beds set up on the Quad and the leavers had slept there all night.

How about staff members? There must be some funny moments that you won’t forget.

Oh gosh… one that stands out is from the early days, during the Prep School construction. The builders’ containers were being broken into, so the Head at the time asked a few sixth formers to stay overnight as unofficial security. This is definitely not something we’d allow now. But one of them managed to start up a dumper truck, drove it across the field, but then couldn’t stop it. They had to jump off… luckily, only minor damage was done.

Who do you work closely with now?

I work with a lot of people. Richard Channer and I have worked together for years. His kids have been through Ģ������Ƶ’s too, and I’ve seen other staff members’ children here. It’s been great watching their journeys, and many others, from Prep all the way through to leavers.

What do you think makes the Ģ������Ƶ’s community so special?

It really draws you in. As I said, I was meant to stay 18 months… and here we are. It’s not just a job. It’s a community, like an extended family. I’ve seen pupils return as teachers, and now their kids are here too. That kind of connection is rare and very special.

Any retirement plans?

We bought a place near Chelmsford a couple of years ago, getting ready for that next chapter. No fixed plans just yet, just going to take it as it comes. Hopefully, I’ll keep in touch with old colleagues and teachers I’ve known over the years.

Thank you Dave. Your hard work and dedication behind the scenes haven’t gone unnoticed. We wish you and Pat a very happy retirement.

We will miss you so much!

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