Headmaster's Thoughts

If I’ve had a challenging situation at school or a day filled with meetings, one of the best ways to regain perspective is to spend time talking with our pupils. We are truly privileged to work with such a wonderful group of young people. The end-of-term activities are always a particular highlight, offering the chance to see first-hand the many impressive things our pupils can achieve.

A few weeks ago, I also had the privilege of appointing next year’s School Captains. I am confident that Amba and Luca will fulfil the role brilliantly, supported by Vice Captains Elliot and Ollie, alongside our Senior Prefects and Prefect Team.

Those of you who attended the recent Sixth Form EPQ Evening will have seen how, alongside extensive co-curricular and leadership opportunities, our students are deeply engaged with the wider world. They are developing the skills to investigate complex issues, interrogate evidence and communicate their ideas with confidence. Most Year 12 students complete a project and the breadth of topics on display was particularly impressive. These ranged from a project asking if dental healthcare systems in the UK are failing, one that considered whether musical theatre could be used as a tool for social change, one that looked at how the specific stages of the mergers and acquisitions process in the automotive industry shape the success or failure, and another on the role of women in the far-right movements during the 20th and 21st century.

For the remainder of this blog, I am delighted to share an account written by one of our Year 12 students, Sebastian, reflecting on his recent visit to the Royal Geographical Society. It is a wonderful example of a simple truth: if you want to be interesting, be interested.

Diving Deeper

I recently attended an ‘Innerview’ evening at the Royal Geographical Society, which was an inspiring experience that has reshaped how I think about the ocean. As someone hoping to study Marine Biology, hearing from oceanographers, explorers and wildlife presenters was exciting, but also thought-provoking in ways I hadn’t expected.

The event centred around a powerful idea. Many of us are familiar with the “Overview Effect”, which is the transformation astronauts describe when they see Earth from space and suddenly grasp its fragility and interconnectedness. The speakers suggested that the ocean can offer something similar, which they named the “Innerview”. Instead of observing from afar, this perspective shift comes from entering the ocean itself - experiencing it directly.

Oceanographer and physicist Dr Helen Czerski began by challenging how we visualise our planet. She introduced the Spilhaus projection, a world map that centres on the ocean rather than continents. Seeing Earth this way was striking; the familiar landmasses suddenly appeared as scattered islands within one vast, continuous body of water. This simple shift highlighted how connected and dominant our oceans really are. She described them as the “beating blue heart” of civilisation, shaping climate, history and even the materials we build with.

Explorer Victor Vescovo offered a contrasting perspective from deep beneath the surface, describing the stillness and wonder of the ocean’s darkest depths. Having climbed the highest peaks, travelled into space and descended to the deepest parts of all five oceans, his experiences are extraordinary.

Steve Backshall reinforced that extraordinary marine life is closer than we think, from sharks off British coasts to orcas in European waters. He also pointed to the exciting possibility that advances in technology may soon allow us to better understand whale and dolphin communication.

One of the defining reasons parents choose Bablake is the opportunity for their children to experience a truly rich and balanced education: an education that goes beyond academic success to embrace the Creative and Performing Arts as an essential part of school life - nurturing creativity, confidence, self-expression and joy.

At Bablake, the arts are not an “add-on”; they are central to developing well-rounded young people, giving every pupil the chance to discover their voice, take risks and grow in ways that extend far beyond the classroom.

During these last few weeks of term, our Creative Arts and Performing Arts faculties are providing a shining example of how powerful the arts can be in shaping well-rounded young people. Through an exceptional series of performances and exhibitions across a range of venues and styles, our pupils are demonstrating not only their talent, but also their commitment, resilience and passion.

In Drama, the Year 9 production of DNA, the Junior School’s performance of Frozen and next week’s senior play, Fantastic Mr Fox, give many opportunities to perform. The Creative Arts have their annual end of year show on Thursday, which I encourage you to attend. It will showcase the amazing work produced by pupils in Art, Design and Textiles.

Last week’s Rush Hour Concerts were a showcase of pupils’ progress this year, achieved through dedication to their studies. These concerts allow pupils to perform in a supportive setting while building confidence and stage presence - skills that extend far beyond a Music Practice Room.

This momentum carried into this week’s highlight event: an outdoor concert featuring a collaboration with the Coventry Brass Band. Seeing and hearing the bagpipers appear from the school and join the musicians on the front field was a truly special occasion, bringing together our young musicians with experienced performers from the wider community. Collaborations like this are invaluable; they not only inspire pupils but also give them the chance to experience ensemble playing at a high level, learning from other musicians.

Next week, the charity performance by BlackTone at Verdo Lounge on Wednesday and the Pop and Rock Concert at The Tin on Friday provide yet more platforms for pupils to shine, celebrating contemporary music genres and allowing young performers to explore their individual musical identities.

The Creative and Performing Arts support children in developing discipline, teamwork and perseverance. They enhance cognitive skills, improve concentration and foster emotional expression. Perhaps most importantly, they give pupils a sense of belonging and achievement and enable them to feel proud of what they have created and shared.

I would like to extend my thanks all the staff for their tireless work this year in organising such a wide range of high-quality opportunities. The variety of events demonstrates a clear commitment to inclusivity and excellence.

Above all, we celebrate our pupils. Their work and performances throughout the year have been of an exceptionally high standard, reflecting not only natural talent but also hard work and dedication. The experiences our pupils have gained will stay with them for years to come, shaping their confidence, creativity and sense of self.

At Bablake, we are proud of our strong sense of community and the way we come together to support causes that truly matter. In fact, we welcomed Hannah Lumb from Macmillan into school last week and were surprised and delighted to learn that, over several years, we have raised £17, 860.12 for this wonderful charity!

This term, we would like to highlight the incredible work of the Cameron Grant Memorial Trust, a charity with a very special connection to Bablake. Cameron Grant was a much-loved pupil at Bablake. He took his own life in November 2014 aged just 21 and had suffered from depression for many years before he died but managed to hide this from everyone who knew him. Outwardly he was always smiling and was the one who was there to cheer everyone else up.

His legacy lives on through the work of the Trust established in his name, which is dedicated to supporting young people’s mental health and wellbeing. The Trust aims to:

Raise awareness of mental health issues among young people

Provide practical advice and accessible support

Encourage open conversations so that no young person feels alone

The charity’s work is both vital and inspiring, and it aligns closely with our own commitment to ensuring that every pupil feels supported, heard and valued. Cameron’s parents often come into school to speak to Sixth Form students about him, the Trust and the support that is available.

To support the Trust, we will be holding a Non-Uniform Day on Friday 3rd July – the final day of the Summer Term. Pupils are invited to come into school in their own clothes in exchange for a voluntary donation of £2.00. This is a simple but meaningful way for our community to raise funds for an important cause, to show solidarity with young people who may be struggling and to continue Cameron’s legacy of care and kindness.

We are also delighted to be partnered with Verdo Lounge in Sutton Coldfield, which is raising money for the charity throughout June. On Wednesday 24th June, BlackTone, Bablake’s talented Year 9 band, will be performing at Verdo from 6.00pm. Fresh from their success in winning Battle of the Bands, BlackTone are already making a name for themselves with their energy and musical talent. This promises to be a fantastic evening of live music supporting an important cause. While Sutton Coldfield may not be on the doorstep for everyone, I do hope that some of you will be able to attend (it is only a short drive from Hampton/Balsall Common/Meriden!)

As usual, we will collect £2.00 for the Non-Uniform Day and pupils will be able to bring this in on any day during the final week of term. If you would like to donate more to the Trust, please use the link https://www.justgiving.com/page/verdo-lounge-camerongrantmemorialtrust so that it is included in our joint efforts with Verdo. All money raised will go directly to the Trust.

Over half term, I spent some time listening to the excellent podcast ‘Cautionary Tales’ on BBC iPlayer, in which Tim Harford tells true stories about mistakes and discusses what we should learn from them. One episode covers the large aircraft crash at Tenerife.

On 27th March 1977, two Boeing 747 aircraft, one operated by KLM and the other by Pan Am, collided on a runway at Tenerife airport, killing 583 people. It remains the deadliest accident in aviation history.

What makes this tragedy particularly striking is that it didn’t happen in the air, but on the ground and it wasn’t caused by a mechanical failure. Instead, it was the result of a chain of human factors, with miscommunication at its heart.

The podcast brings this sequence to life. Both aircraft had been diverted to Tenerife after a bomb scare at their original destination. This created long delays, congestion and growing pressure on crews eager to depart after hours of waiting.

The airport itself was not designed for so many large aircraft. Taxiways were blocked, forcing planes to use the runway to move into position. Thick fog rolled in, meaning that neither pilots nor air traffic control could clearly see where aircraft were.

The KLM aircraft moved to the end of the runway and began preparing for take-off. Meanwhile, the Pan Am plane was still taxiing along that same runway, trying to find an exit in the fog.

Here is where communication became crucial and began to fail. The control tower issued instructions using ambiguous phrasing, including “stand by for take-off”. The KLM captain, believing he had clearance, began accelerating. At the same time, the Pan Am crew transmitted that they were still on the runway, but part of that message was blocked by radio interference.

In Harford’s retelling, another key moment stands out: the flight engineer questioned whether the runway was clear. The captain, under pressure and confident in his judgement, responded that it was. Seconds later, the KLM plane was moving too fast to stop. By the time the two aircraft saw each other through the fog, it was too late.

Investigations later showed that the crash wasn’t caused by one single mistake, but by a combination of small, understandable failures:

Ambiguous language from air traffic control

Assumptions made by the KLM crew

Pressure and fatigue after long delays

Hierarchy in the cockpit, making it difficult to challenge decisions

Poor visibility in heavy fog

Crucially, the KLM aircraft began its take-off without receiving clear, explicit permission. This led to one of the most important changes in aviation: the introduction of strict, standardised language. Today, phrases like “cleared for take-off” have a precise meaning and are never used casually.

As pupils begin to receive results from their recent examinations, the way in which they understand and react to the feedback is essential for progress. While the stakes in school are very different to what happened in Tenerife, many of the underlying lessons are the same. When pupils receive and act upon feedback, they understand what they did well, identify exactly what needs to improve and therefore know what actions to take next. If feedback is vague or misunderstood, pupils can misinterpret expectations and feel uncertain or discouraged.

We are committed to making sure that feedback is

Clear – no ambiguity

Specific – focused on precise improvements

Actionable – giving pupils concrete next steps

We would also expect that teachers highlight successes, because this builds motivation and resilience.

In aviation today, crew members are trained to question and clarify. The same should apply in school. Pupils should feel confident to ask their teachers questions such as “Can you explain that again?” and “Can you show me an example?”

As your child reviews their exam feedback, you can help at home by reinforcing this. For example, by asking questions such as“What does that feedback mean in your own words?” and “What will you do differently next time?” Encourage them to identify one or two clear targets.

I am often amazed that anyone reads my weekly blog and even more surprised when you write to me about it! Over the weekend, a parent wrote to me following last week’s blog to recommend a podcast: Revisionist History by Malcolm Gladwell. In the episode titled ‘Puzzle Rush’, Gladwell explores an intriguing question: why do we place such a high value on speed when it comes to thinking and learning? Click here to play podcast. This is especially relevant as we are in the examination season.

The episode centres on the experience of sitting the US Law School Admissions Test (LSAT), a highly pressurised exam where success depends not only on getting the right answers, but on doing so quickly. Gladwell challenges whether this focus on speed really reflects the skills that matter most; particularly in professions, like law, that demand careful, measured judgement.

He goes on to describe two types of thinkers: those who work quickly and instinctively and those who take a more deliberate, methodical approach. The former often flourish in timed environments; the latter may arrive at equally strong, or even better, answers, but needs longer to do so. The concern is that our systems, especially assessments, tend to reward speed over depth.

This idea is illustrated through the chess game ‘Puzzle Rush’, in which players solve problems against the clock. The faster you are, the higher your score. Yet, as in many areas of life, speed can come at a cost, as mistakes increase and deeper thinking is squeezed out.

As a school, this raises an important question: what kind of thinking do we most value and encourage? Clearly, there are times when working quickly is important: examinations are time-bound and fluency matters. However, education is not simply about producing quick answers; it is about developing understanding, resilience and the confidence to grapple with complexity.

Some of our pupils will be naturally quick thinkers. Others will be more reflective, preferring to test ideas, reconsider and refine their thinking. Both approaches have great merit. Indeed, many of life’s most important decisions, and most meaningful learning, come not from speed but from careful thought. At Bablake, we aim to strike a thoughtful balance. We prepare pupils for the realities of exams, including the need to work efficiently. At the same time, we place emphasis on depth of understanding, encouraging pupils to think critically, ask questions and take intellectual risks without fear of ‘not being quick enough’.

We also recognise that confidence can be shaped by these experiences. A child who feels rushed may doubt their ability, when in fact they are simply someone who thinks best with time and space. Helping pupils understand how they learn is just as important as what they learn.

Perhaps the key thing for us all to take from this - parents, teachers and pupils alike - is that fast is not always better.

In a world where many people claim to have cracked the formula for high performance, there remains lively debate about how excellence is achieved. One theory suggests that mastery comes from intense specialisation and repetition, while others argue that success is built through breadth, exploration and varied experience.

The idea that excellence is best achieved through focused repetition was popularised by author Malcolm Gladwell. Often referred to as the 10,000-hour rule, it suggests that elite performance comes from deliberate practice over a prolonged period. A frequently cited example is Tiger Woods, who picked up a golf club before he could walk and, by the age of twelve, had accumulated around 10,000 hours of practice. Stories like this can make early specialisation feel like the surest path to success. There is no doubt that practice matters; commitment, discipline and effort are essential ingredients of excellence. However, is this the whole story?

A compelling counterargument is offered by author David Epstein through the concept of range. Rather than specialising early, Epstein suggests that many high performers benefit from trying a wide range of activities before deciding where to focus. One of his best-known examples is Roger Federer. Unlike many of his peers, Federer did not specialise in tennis from a very young age. His parents encouraged him to play a variety of sports, including football, basketball and badminton, and to experiment with different ways of learning. This breadth of experience helped him develop the athleticism, creativity and problem-solving skills that later supported success at the very highest level.

In relatively simple environments, such as chess or golf, repetition and focused practice can be highly effective. The same principle applies to revision for examinations - purposeful practice is usually the best preparation, and this is advice pupils will hear often, particularly as exam season approaches.

However, many aspects of life, for example, careers, relationships, leadership and problem-solving, are far more complex and unpredictable. In these situations, having a broad base of experience is hugely valuable. Skills developed in one area can strengthen another: musical training can support mathematical thinking, while teamwork in sport can build leadership and collaboration in the classroom. Broad roots often provide greater resilience than narrow ones.

At Bablake, our Spirit of Opportunity reflects a belief that every pupil should be able to explore, experiment and grow. Providing a wide range of academic, cultural and co-curricular opportunities is not about avoiding excellence; it is about laying the strongest possible foundations for it. By encouraging pupils to try different subjects, sports and pursuits, we help them develop curiosity, adaptability and independence: qualities that support academic success and prepare them for a complex and ever-changing world. This is why many Year 9 pupils found themselves with me (and others) in Northamptonshire last weekend, completing their Bronze DofE practice expedition.

I am sure that many of you attended the celebrations for Coventry City’s promotion to the Premier League. As Headmaster of a school rooted in this city for almost 700 years, I am acutely aware that Bablake does not exist in isolation. We are shaped by Coventry, by its history, its setbacks, its quiet determination, just as we hope, in some small way, to shape its future through the young people we educate.

Coventry’s story is not an easy one. Rebuilt after the devastation of the Blitz, which was so complete that it gave the world a new word for destruction, the city later prospered through manufacturing, only to watch much of that industry disappear in the latter part of the twentieth century. For years, Coventry has lived with the sense of being overlooked, underestimated, or unfairly caricatured.

And yet, resilience runs deep. You see it in the way people talk about the city, often negatively but also with affection and fierce loyalty. You see it in those who move away for opportunity but come home for football, for family, for a sense of belonging. You see it in the city centre itself: concrete-heavy, unapologetically post-war, but alive with children playing in fountains and conversations struck up between strangers. This is not a city that gives up easily. As local band The Enemy sings in their anthem ‘We'll Live and Die in These Towns’ - chanted before every Coventry City match - “nothing ever happens on its own.”

At Bablake, we educate young people who carry Coventry with them, whether they stay here for life or take their talents elsewhere. Our pupils inherit the history that the city lives with - a place shaped by hardship, but rich in character, potential and pride. I have written previously about our shared mission to support peace and reconciliation, which reflects not just what has happened but also an optimism for the future.

The recent resurgence of Coventry City mirrors Coventry’s wider story: setbacks, instability, long years of frustration, followed by recovery built on patience, belief and hard work. A lesson that we want our pupils to understand.

Success is rarely neat or immediate. Progress is often forged through failure. Pride comes from perseverance, not perfection. There is also a sense that Coventry may be entering a new chapter with investment in transport, housing and regeneration. The challenge is to sustain the momentum regardless of fortunes on a football pitch.

At Bablake, our task is to prepare young people not just to succeed academically, but also to understand where they come from and to value it. We want them to leave school with ambition, but also with humility, resilience and a sense of civic responsibility.

This week’s blog is based upon Reverend Slavic’s assembly earlier this week and also Mr Kalsi’s experience in attending the city’s Vaisakhi Parade.

What are our shared values? What is our culture? Who are we, both individually and collectively?

If we look only at the headlines, the picture can feel disheartening. Division seems to have become the norm. This week’s attack on two Jewish people in London and the raising of the UK terror threat remind us how fragile social cohesion can feel. We see national symbols misused to exclude rather than include, the rise of populism, and wars that seem never‑ending.

Is this who we are? I do not believe it is.

Here in Coventry, we continually see a different, more hopeful story. In just the last few days, people of many social, cultural, religious and ethnic backgrounds gathered joyfully for St George’s celebrations in the city centre. Thousands of people, young and old, from across the city are celebrating the success of Coventry City FC - a diverse and happy crowd united in shared pride. Monday’s Sky Blue parade will deliberately reach deep into local communities, bringing people together.

This same spirit was evident in last weekend’s Vaisakhi Parade (Nagar Kirtan), where the Sikh community of our city welcomed everyone to celebrate goodness, courage and charity. It was heartening to see so many of our pupils, past and present, involved, and particularly special to see pupils, such as Sanveer and Gursimar in Year 10 playing a direct role. Vaisakhi was celebrated not behind closed doors, but openly, generously and inclusively.

Which of these pictures best reflects who we are, and who we aspire to be as a city, and as a school community?

When we speak about “Britishness”, it is easy to focus on symbols and institutions, but here at Bablake, we can be trace it back to a person. In 1563, our benefactor Thomas Wheatley chose integrity over personal gain when he received an order in which silver was mistakenly sent instead of steel. His decision to give his profits to Bablake and to act responsibly and respectfully still shapes our community today.

British values, and our Bablake values, are not abstract ideas. Democracy is lived through responsibility. The rule of law is understood through respect. Individual liberty is shaped by reflection. Mutual respect and tolerance have significant meaning here in Coventry, a city whose story is one of peace and reconciliation rather than revenge.

As a school community, pupils, parents and staff together, we make daily choices about who we are and who we want to become. We are respectful of our history, reflective in our decisions and responsible for the peace and community we help to build.

Servant Leadership

On Tuesday morning, many of our Year 13 students were proudly presented with the Young Leaders in Service Award by Lions International. This recognition celebrates not just the hours volunteered, but the commitment, compassion and sense of responsibility our students show beyond the classroom.

Volunteering is a cornerstone of our Sixth Form provision, and all students are expected to serve within the local community. Our students have supported a wide range of organisations, including local primary schools, care homes, charities, community groups and support services. These have included Allambie House, Sherbourne Fields, Salvation Army, Herbert Art Gallery, Langar Aid and UHCW, to name but a few. Whether mentoring younger pupils, assisting residents or offering practical help to those in need, our students have made a tangible difference. In total, our Year 13 students have volunteered for over 2000 hours.

“… is a fantastic volunteer who always brings a smile to everyone's face. Hardworking and picks up tasks very quickly, takes on tasks on her own initiative and will see them through. We could not ask for a better volunteer.” Salvation Army

“All of your students who do voluntary work are polite, patient and take the time to build relationships with the patients. The patients really enjoy talking and playing games with them and look forward to their visits” Allambie House (care home)

This programme aligns closely with one of our core strands: community service. At its heart is the principle of servant leadership - the idea that leadership begins with serving others. Through volunteering, students learn empathy, responsibility and humility. They also develop real‑world skills such as communication, problem‑solving and teamwork, while gaining a deeper understanding of the diverse needs within our community.

One of the most encouraging aspects of the programme is that many students choose to continue volunteering even after their placement has finished. Those who do so may also work towards the Young Leaders in Service Award, an internationally recognised accreditation that can significantly strengthen university and job applications.

At the presentation hosted at Bablake, the Chair of Lions International, Stu Young, highlighted just how exceptional our students’ contribution has been. This year saw a record number of award winners, with our students completing an average of 90 hours of service each - more than double that of many other schools taking part in the scheme. This remarkable achievement reflects both the enthusiasm of our young people and the strong partnership we share with community organisations.

At a previous school, I remember a pupil, Daniel, who decided to take on the message from the film Yes Man (starring Jim Carrey). He decided that he would say ‘yes’ to every opportunity that came his way. That decision took him beyond what was familiar and placed him outside his comfort zone. Throughout that year, saying ‘yes’ took him to Peru, saw him performing on the stage and placed him in the national finals of a debating competition. All of these were evidently experiences that will stay with him for the rest of his life.

While perhaps saying yes to every opportunity might seem extreme, it is a good starting point! I frequently encourage all our young people at Bablake to try something new and to remain open to the possibilities that emerge when we take a risk and allow ourselves to feel a little uncertain.

Looking back over this term at Bablake, many of our pupils have done exactly that. Across the School, pupils have stretched themselves academically: asking deeper questions in lessons, engaging enthusiastically in extension activities, joining and leading societies and taking real ownership of their learning. I have seen that spark - the desire not just to do well, but to understand and to think independently. I am writing this in advance of Thursday’s Symposium, when I expect to be impressed by the quality and range of projects and the passion of our pupils as they talk about their work.

This ambition has certainly not been confined to the classroom. The term has been filled with moments that showcase determination, commitment and aspiration across the Bablake community. Whether representing the school in academic competitions, excelling on the sports field, shining in our musical performances, contributing to charitable initiatives, supporting their peers, or achieving personal milestones beyond school, our pupils have continued to demonstrate courage, kindness, hard work and drive.

From the energy of Grease and the talent on display in our choirs and concert performances, to successes in national competitions, our pupils have shown what happens when young people dare to say ‘yes’ to opportunity.

I have several different pictures on the wall of my office at school, partly to cover holes created by previous headmasters and partly to be conversation starters with pupils. One of these is a photograph of the Scott expedition taken at the South Pole.

At various moments in British history, remarkable individuals have faced extraordinary hardship with a composure that today feels almost impossible to imagine. One of these is Captain Robert Scott’s 1912 Antarctic expedition. On January 16th, as they were making their final push to the Pole, the group spotted the black flag of Amundsen, a Norwegian explorer, in the distance, who had beaten them to their goal by five weeks. They finally reached the Pole on the 17th January, where they found a tent left in place by Amundsen that contained a letter dated the 18th December. The photograph on my wall was taken at the Pole and you can see the pain and disappointment in the faces of the men, who we now know would die on their journey back.

On their return from the South Pole, as conditions deteriorated and survival became unlikely, Captain Titus Oates stepped out into a blizzard so that his companions might stand a better chance. His quiet final words, “I am just going outside and may be some time”, have become legendary for their restraint. Scott himself, writing a final message to his wife, urged her simply to be “sensible”, despite knowing he would not return.

What stands out is not only the courage of these men, but the way in which they communicated. There was no drama, no self‑pity, but instead the distinctly British instinct to meet crisis with understatement.

This tendency has puzzled visitors to the UK for generations. Sometimes it has even caused confusion. During the Korean War in 1951, the Gloucestershire Regiment found themselves heavily outnumbered. Their commander described the situation to American forces as “rather sticky,” a phrase the Americans understandably misread as manageable. It was anything but, and the consequences were tragic.

Historically, understatement has been woven deeply into the English language. A painful illness might once have been dismissed as “a bit uncomfortable.” A spectacular view could be “quite nice.” Something that shocked or upset us might be brushed off as “not ideal.” This gentle softening of language has long been part of our national character.

Yet this way of speaking is disappearing. The rise of social media and the influence of global, especially American, communication styles have pushed us toward more expressive, emotional and sometimes exaggerated phrasing. Words that once felt dramatic now seem ordinary; everything is “amazing,” “terrifying,” “incredible,” or “devastating.” The quiet middle ground is shrinking.

Is this change for better or worse? Perhaps, as with most things, the answer sits somewhere between the extremes. There is value in expressing emotion honestly and openly, which is something we encourage our pupils to do with confidence and clarity. But there is also something admirable, even grounding, in the balanced, steady language traditionally used in Britain: a reminder that calmness and perspective are strengths, too.

In a world that often rewards the loudest voice, the dramatic headline, or the most sensational turn of phrase, the gentle art of understatement may feel old‑fashioned. But it is far from irrelevant. It teaches resilience, perspective and the ability to stay composed when life becomes challenging - qualities we hope to nurture in every young person who walks through our doors.

Every so often, a young person stands up in assembly and delivers something truly inspirational. This week, Year 11 pupil Lara delivered an assembly on the theme of International Women’s Day that did exactly that and it was clear that everyone was listening to every single word. Her story, rooted in her experience of playing football, was a powerful reflection on progress, equality and the responsibility each generation holds. This week’s blog is based upon her words.

International Women’s Day gives us an opportunity not only to celebrate achievements but also to recognise the progress we are still making. Progress happens when people challenge what has been considered “normal,” and her assembly highlighted this beautifully.

She began by sharing something that many of us can relate to - the feeling of starting something new and not quite knowing what we are doing. At nine years old, she joined a football team where others had years of experience. She ran, trained, listened, improved, and kept showing up, even when it was difficult.

Since those early days, her path has not been straightforward. She has captained teams, been released, trialled and rejected, changed positions, overcome injuries and trained through relentless rain. However, she has just signed a two-year contract with Leicester City U21s: a recognition that reflects the level of her dedication.

She reminded us that women have been playing football since at least the 15th century, and during the First World War, women’s matches attracted tens of thousands of spectators. One match drew a crowd of over 53,000!

Yet, in 1921, the Football Association banned women from playing on professional pitches, declaring the sport “unsuitable for females.” That decision, which was based not on ability but on assumptions, lasted 50 years.

She asked those in the assembly to imagine being told they were no longer allowed to do the thing they loved, purely because of who they were. Her assembly explored how unchallenged beliefs can quietly turn into obstacles:

“Women aren’t strong enough.”

“Girls aren’t fast enough.”

“This isn’t for you.”

These ideas influenced rules, funding and representation. They also shaped expectations, sometimes without us even realising it. Lara spoke thoughtfully about unconscious bias: the quiet assumptions we absorb from jokes, media, traditions and comments made in passing. None of us are immune to this and we are all responsible for questioning it.

It took courage, determination and many voices to overturn the ban in 1971. Decades later, professional leagues were formed and in 2022, the Lionesses lifted the European trophy at Wembley Stadium in front of 87,000 fans; an event she herself witnessed.

Suddenly, young girls were no longer asking, “Are we allowed?” They were asking, “How far can we go?” That shift didn’t happen by accident. It happened because people played, persisted and pushed boundaries.

When Lara signed her first contract at 14, she realised that she was benefiting from the resilience of generations before her and that she also carries responsibility for the generations that will follow. Her message to the School was clear: progress is faster when we support one another. Whether it is women in rugby, men in nursing, girls in engineering, or boys in dance, the goal is not to take something away from anyone, but instead to make space. Equality is about expanding opportunity so that ability, not stereotype, determines what is possible.

The FA ban lasted 50 years - half a century shaped by a single decision. Her closing reflection was one I believe we should all consider: the decisions we make today, the behaviours we normalise and the assumptions we challenge, will shape the next 50 years.

Whether our children choose sport, science, art, business or something entirely new, we must encourage them not to let stereotypes quietly set their limits. Just as importantly, we must ensure we do not let those stereotypes limit others. Progress is not only something found in history books, but also something we create every day through our choices, our kindness and our courage.

Queen Isabella, Cambridge, Rugby and Bablake

I am incredibly proud to share some wonderful news about our former School Captain, Ollie East. Ollie has been selected to represent the University of Cambridge in the historic Men’s Varsity Match against Oxford tomorrow, Saturday. He will be starting on the wing.

This is a tremendous achievement and a testament to Ollie’s dedication, leadership and passion for rugby, which were qualities we saw flourish during his time at Bablake. As well as playing rugby, Ollie is studying Veterinary Medicine.

For those who would like to see the official announcement, Cambridge University Rugby Union Football Club has shared the squad list here: https://www.instagram.com/p/DVHEA5kiOLS/

This year’s Varsity Match will take place at the StoneX Stadium in London, the home of Saracens RFC. It promises to be an electric atmosphere as two of the world’s oldest university rivals go head‑to‑head once more. More details about the event can be found at: https://www.thevarsitymatches.com/

This year’s fixture also carries special significance for another reason: it is sponsored by Isabella Capital Management, named in honour of our Founder, Queen Isabella. The company was established by another former School Captain, Jonny Thompson, making this a celebration of two of our alumni contributing to one of the great sporting traditions.

To see two former captains - one on the field and one supporting the event through sponsorship -connected through the values and spirit of our school is truly inspiring. It reflects the strength of our community and the remarkable paths our pupils continue to forge long after they leave us.

Although not all of us will be able to attend in person, the whole school community will be behind Ollie this weekend. We wish him and the Cambridge team the very best of luck for a memorable and successful match.

Scholarship

This week, some of our Year 11 pupils have been interviewed for academic scholarships. For the first time, candidates were also invited to give a short presentation on an academic topic that genuinely interests them. The result has been a wonderful range of ideas and passions on display: we have heard presentations on subjects as varied as Gödel’s Incompleteness Theorem, the influence of trains on society and the legacy of the Roman Empire.

One pupil chose to explore a lesser‑known, but fascinating piece of Victorian legal history: the Mignonette trial. The case centres on a small yacht, the Mignonette, which set sail from England to Australia in 1884. During the voyage, the vessel was severely damaged in a storm, forcing the crew into a lifeboat with only one pound of turnips for sustenance. After many days adrift, two of the sailors made a desperate decision they believed would save the lives of the majority; an act that later led to a landmark criminal trial when they were rescued and returned to England.

This became one of the most significant rulings in English legal history. The court was asked whether a person could be excused for breaking the law in an extreme situation where survival was at stake. Ultimately, the judges ruled that necessity could not be used as a defence for taking another person’s life and this is a principle that continues to be studied today in law, ethics and philosophy.

The Home Office wrestled with what punishment might be appropriate in such an extraordinary case. While there was sympathy for the sailors’ plight, it was felt that two convicted murderers could not simply walk free. The home secretary eventually settled on a sentence of six months’ imprisonment.

The young deckhand at the centre of the case, Richard Parker, also found an unexpected afterlife in literature. His name appears in Yann Martel’s bestselling novel Life of Pi, a subtle nod to the historical episode.

What made this pupil’s presentation so impressive was the thoughtful way in which they connected a dramatic and morally complex historical event with broader questions about ethics, decision‑making and the values that underpin our legal system. They explored how someone can be principled and compassionate, even when considering the most challenging dilemmas.

Greased Lightnin’

This week, our school community was transported back to the 1950s, as our highly talented pupils lit up the stage in our production of Grease. With slicked back hair, brightly coloured skirts and infectious energy, our pupils delivered a performance full of humour, music and heart. I attended Wednesday’s performance and, if you are reading this before watching on Friday, you are in for a treat.

Beyond the fun and nostalgia, the experience offered our pupils meaningful lessons that will stay with them long after the final note of “We Go Together” faded. The creative arts are a vital part of school life, and it is worth celebrating not only the hard work of our cast and crew, but also the important lessons they have learnt throughout the process.

1. Teamwork

A production such as Grease consists of far more than what we see on stage. Pupils and staff have worked together on acting, singing, performing, dancing, set design, costumes, lighting and backstage management.

Every role, whether in the spotlight or behind the scenes, is essential. Collaborative problem-solving, mutual encouragement and weekend and late-night rehearsals helped everyone to understand the collective effort required to create something bigger than themselves.

2. Confidence

For many, stepping onstage, or even into a rehearsal room meant stepping outside their comfort zone.

Taking on characters with bold personalities encourages pupils to explore new sides of themselves, to build resilience and discover the confidence that comes from practice, courage and determination.

It really is a joy to watch them grow.

3. Friendship

While perhaps parts of the Grease story have dated, the theme of friendship remains just as relevant to today’s young people. Through bringing the show to life, pupils experienced those same dynamics: supporting each other during tricky harmonies, remembering lines, or simply offering encouragement when nerves kicked in. Strong friendships were formed and strengthened throughout the journey.

4. Creativity and Joy

Above all, Grease has given our community a reason to celebrate joy, creativity and shared experiences.

The laughter in rehearsals, the proud smiles from families and the excitement backstage reminded us all why the arts matter. They connect us, inspire us and allow our pupils to express themselves in powerful and meaningful ways.

My heartfelt thanks go to the staff, volunteers and families who supported the production from start to finish - driving pupils to rehearsals, helping with costumes, styling hair, applying the final touches to sets and cheering from the audience.

Bridging Generations

We have taken time this week to mark Holocaust Memorial Day, which falls on the 27th January each year - the anniversary of the liberation of Auschwitz. This day of reflection invites us to remember the six million Jewish people murdered during the Holocaust, as well as all victims of genocide before and since. It also encourages us to think about our shared responsibility to challenge hatred, prejudice and discrimination wherever we see it.

This year’s theme, “Bridging Generations”, focuses on the importance of passing stories, memories and lessons forward. As the number of survivors grows smaller, it becomes ever more vital that young people continue to carry their voices and experiences into the future.

During our assembly, Mrs Skilton shared the remarkable true story of Antony Easton, whose father, Peter, had lived most of his life in Britain without ever revealing his past. After Peter’s death in 2009, Antony discovered a suitcase hidden under his father’s bed. Inside were faded photographs, documents and a birth certificate - all clues to a life his father had never spoken about.

Antony learned that Peter Easton had not been born in Britain at all, but in Berlin, as Peter Hans Rudolf Eisner, into a wealthy Jewish family who owned one of Europe’s most successful steel companies. As persecution against Jewish people intensified in the 1930s, the Eisners were forced to flee Germany. Their property was seized under Nazi laws, and although they escaped to Britain in 1939, they lost almost everything, including many members of their extended family, who were later murdered in concentration camps.

Antony never knew this story while his father was alive. But through letters, photographs and legal documents, he pieced together the truth: his father had lived with the lifelong fear and uncertainty of someone who had once been a refugee, desperate to belong and determined to build a new life in a safe country.

Antony continued to trace his family’s history, even meeting the daughter of the man who had taken ownership of their family home during the Nazi regime. Though he knew the truth of what had really happened, Antony chose compassion over confrontation. He accepted hospitality, listened to her memories and left her cherished beliefs about her father unchallenged.

For Antony, the search was never about reclaiming wealth, but about reclaiming people, identities and stories. One item was eventually returned to him: a painting commissioned by his great‑grandfather, depicting the steelworks the family once owned. More importantly, the family name itself has now been carried forward. In 2024, Antony’s great‑nephew was born and given the middle name Eisner.

As Antony says, “As long as Caspian’s around, that name will still be around with him. People will say, ‘That’s an interesting middle name! Where does it come from?’” And thus, the generations are bridged.

It you want to know more about Antony Easton’s story, the BBC History Podcast, The House at Number 48 is highly recommended https://www.bbc.co.uk/programmes/m002l4ys

Kindness

We returned to assemblies this week following the Year 11 mock examinations. The mocks are an important part of the learning experience and the way in which pupils respond to the feedback is vital to their ongoing progress. We have now moved on to A levels mocks and I wish our Year 13 students the very best of luck in the exams that they are currently sitting.

In assembly, we reflected upon how negative news stories can dominate the media and the online world. However, if you look carefully, there are many examples of uplifting stories of kindness. For example, Myton Hospice has recently trained volunteers to be Compassionate Neighbours to provide vital emotional and social support to people living in the local community. These volunteers will support people across Coventry and Warwickshire, offering friendship, companionship and regular contact to help reduce loneliness and isolation. This is a fantastic and much needed initiative and Myton is a charity that we often support in school.

When kindness is missing in our community, we become more divided, people feel less valued and those most in need of compassion often receive the least.

At Bablake, kindness is something that we talk about a great deal, as it links so closely to our key value of respect. Acting with honesty, integrity and kindness can positively impact our school and local community. Being kind is, or should be, simple and easy, but it can also be difficult in certain circumstances: when others have been unkind to us, when we’re tired, when we’re feeling under pressure, or when we’re worried about something. Sometimes it can even feel as though a small act of kindness won’t make any difference, especially when the problem we’re facing seems so much larger than a smile, a kind word, or a small helpful action.

Kindness is a theme that stretches across cultures and across history. Aesop’s Fables, first told in the 7th century BC, remind us of the power of compassion. One of the most famous of these is the story of the lion and the mouse:

A lion lay sleeping in the forest with his head resting on his paws. A timid little mouse, startled, ran across his nose. Awoken abruptly and angered, the lion pinned the mouse down, ready to kill her. “Spare me!” begged the mouse. “Please let me go, and one day I will surely repay you.” The lion laughed at such an idea – how could a tiny mouse ever help a great lion? But in an unexpected moment of generosity, he released her.

Some days later, the lion was caught in a hunter’s net. Unable to escape, he roared in frustration. The mouse recognised his voice, hurried to his side and gnawed through the ropes until the lion was free. “You laughed when I said I would repay you,” she said. “Now you see that even a mouse can help a lion.”

The underlying message is clear: kindness is reciprocal, and no matter who we are or where we are in life, even the smallest acts can have a significant impact. Or, as Aesop put it, “No act of kindness, however small, is wasted.”

Small acts do make a difference and that why I encourage pupils to hold open doors and to say good morning - it genuinely lifts people’s spirits. Apart from the rain and cold, I enjoy my Friday duty on the crossing at the end of day because so many pupils wish me a good weekend. Those brief moments of kindness matter. It is nice to be important, but it is more important to be nice.