Cranford Community College 2022/23 Academic Review

A World of Education 

A World of Possibilities

EDITORIAL 

2022 / 23 

1/2 

EDITORIAL 

I 


by Kevin Prunty 

Executive Headteacher & 

National Leader of Education 

CEO Designate 

am delighted that you are now reading our 

annual publication of the Cranford Review 

for 2022/23, our first fully digital version and also 

the longest version of this publication to date. 

There is so much to celebrate, and this publication captures some of the many opportunities offered 

to our students, staff, and community during this past year. Our theme for the publication this year 

is a ‘World of Education, a World of Possibilities’ reflecting the immense programme provided by 

Cranford for all of our students both within lessons and beyond. 

Cranford remains a hugely popular school with demand for places significantly outstripping supply. 

The academic achievements and successes of our students clearly demonstrates why this is the case. 

Our students have done exceptionally well in public examinations yet again. At A level, Cranford 

students have once more performed incredibly well across the board with all measures improving 

against the DFE’s benchmark of 2019 results and those achieving the top grades of A* A B increased 

by 10%. 

This remarkable cohort, who achieved the best GCSE results the academy has seen, have now shown 

their strength again in the return to full examinations. The students have worked extremely hard 

and we are very proud of their results, in academic, vocational and technical qualifications. Equally 

pleasing is that our students are now heading off around the country to some of the most prestigious 

universities to continue their education with the great depth of skills and experience their time at 

Cranford has provided. 

At GCSE Cranford students have achieved another set of amazing results improving on all key 

measures from last year. 

English and Maths results continue on an astonishing upward trajectory, with 86% of achieving level 

4 or above in both in English and Maths, and 64% of students achieving a grade 5 or above. 

These ‘terminal examination’ results are comparable to the results under ‘Teacher Assessed Grades’ 

of the last few years and more importantly show that Cranford students at the academy continue to get 

better and better results each year regardless of the method of assessment, thanks to their hard work, 

the very high quality of teaching and support and the constant encouragement from their families. 

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EDITORIAL 


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Hence, these results continue the trends of the 

last 20+ years and are increases on both the DFE 

benchmark of 2019 and better than last year. 

We are absolutely delighted by the brilliant 

GCSE results our Year 11 students have achieved. 

Progress is always very positive at Cranford and 

it is particularly pleasing to see our competitive 

students keep breaking records and improving on 

attainment and to see even more students than last 

year achieving the top grades. 

There are so many Cranford students who have 

done exceptionally well and you can see the 

details of some of these on the next few pages. 

Our commitment to providing a wide range of 

opportunities outside of the classroom has grown 

even further this year through the introduction of 

Enrichment Days across the school, consisting of 

educational visits as well as on site extra-curricular activities, and the initial experience of these has 

been extremely positive. We look forward to expanding this offer in the coming year. 

The range of international educational experiences for our students has also grown significantly this 

year with our students having the opportunity to visit Portugal, Poland, and South Korea and you can 

read more detail about these and other experiences in these pages. 

Our teachers and support staff are our greatest resource and we prioritise the training, development and 

retention of people at Cranford during every stage of their career. This commitment is shown through 

our 10 dedicated staff training days each year but also through ensuring a wealth of opportunities for 

the staff who commit to working at Cranford. This summer saw our first large group of staff work in 

our partner school in Thailand teaching alongside Thai teachers and embarking upon a full programme 

of cultural activities. This is just one example of the many opportunities we provide. 

Our motto ‘Transforming a Community’ continues to drive what we do as we believe that community 

improvement and transformation is a key to educational success and opportunities. You will see many 

examples of community provision throughout this Review. 

I have served at Cranford for over 25 years now, and I continue to enjoy immensely the great place 

that this school is and the contribution that it has made and continues to make to the community in 

this area and beyond. We use this publication to showcase the world class opportunities that Cranford 

provides. 

With my best wishes. 

Kevin Prunty 

Executive Headteacher & National Leader of Education 

CEO Designate 

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A LEVEL RESULTS 


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Stunning Success at A Level for Cranford Students 

Cranford students have once more performed incredibly 

well across the board with all measures improving 

against the DFE’s benchmark of 2019 results and 31% of 

students achieving the top grades of A*-B – an increase 

of nearly 10%. 

This remarkable cohort, who achieved the best GCSE 

results the academy has seen, have now shown their 

strength again in the return to full examinations. 

Executive Headteacher Kevin Prunty said “We are 

delighted with the tremendous performances of our A level 

students this year. The students have worked extremely 

hard and we are very proud of their results, in academic, 

vocational and technical qualifications. Equally pleasing 

is that our students are now heading off around the 

country to some of the most prestigious universities to 

continue their education with the great depth of skills and 

experience their time at Cranford has provided.” 

Amongst the many students heading off to Russell group 

universities, there are some real stand out high fliers: 

• Samuel Dickson achieved an A* grade in RE to go with 

his A grade in Chemistry and B in English Language 

and Literature and has won a place at Oxford University 

where he will study Theology and Religion. 

• Ayesha Kaur could not have done better than her 3 A* 

grades and will be studying Medicine at Kings College 

London. 

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A LEVEL RESULTS 


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• Harsimran Bath who achieved 4 A grades will be 

pursuing Chemical Engineering at University College 

London and will be joined there by Manav Vivek (A*, A, 

A) who is reading Electronic and Electrical Engineering. 

• Our two superstar ASD Picasso Centre students Shreyas 

Shikhare and Daniel Ortega have performed brilliantly 

in their A levels. Shreyas obtained an amazing A*, A*, A 

in Maths, Further Maths and Physics and is off to Kings 

College, London to read Physics with Astrophysics and 

Cosmology; Daniel achieved A*, A, A in RE, English 

Literature and Economics and will be heading to the 

south coast to study Politics and Geography at Exeter 

University. 

• Cranford’s close relationship with Warwick University 

continues this year with Zayd Chaudhry (Accounting 

and Finance), Heenal Mehra (Economics) and Gurnoor 

Singh-Kaur (Mechanical Engineering) all joining them 

this autumn with 3 straight A grades each! 

• Oliwia Bartnicka, Nikola Szcawinska and Isra Jadoon 

are heading even further north, with Isra’s three A grades 

in Biology, Chemistry and Psychology taking her to 

Manchester to pursue Dentistry, Oliwia (A*, A, A, B) 

heading to Nottingham to specialise in Cancer Sciences 

and Nikola going to Edinburgh to read English Literature 

and Classics with her A* grades in English Literature and 

Fine Art. 

• Other high-fliers are staying closer to home in London, 

including Jasdeep Punyani (A, A, B) and Sanjana Bhola 

(A, B, B) who are reading Computer Science and Creative 

Writing respectively at Royal Holloway. Kehan Munir 

(A*, A, B), Shenon Dias (A, A, B) and Zayed Fadhluddin 

(A, A, B) will all join Ayesha and Shreyas at Kings College, 

London. Elsewhere in the capital, Shehrose Haddad (A, 

A, B) will be reading Law at City University and Aja 

Cundall (A*, B, Distinction) enrols in the prestigious 

Royal Central School of Speech and Drama to study 

Drama, Applied Theatre and Education. 

• Our Education and Childcare T Level students, such as 

Samia Osman, Jasmine Kaur and Jasanpreet Sidhu have 

again shown the potential of these new qualifications 

by successfully obtaining Merits and heading off to 

study Education, Psychology and Nursing at university. 

Harmanpreet Singh also achieved a Merit in his Digital 

Production, Design and Development and will be staying 

right here at Cranford to begin a Level Apprenticeship in 

Network Engineering. 

A huge thank you and well done to all of our students and 

their teachers. 

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GCSE RESULTS 


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Fantastic GCSE Results -again- at 

Cranford Community College 

Cranford students have achieved another set of amazing 

GCSE results improving on all key measures from 

last year. 

English and Maths results continue on an astonishing 

upward trajectory, both with greater than 86% of students 

passing on their first attempt and with 64% of students 

achieving a grade 5 or above in both English and Maths. 

These ‘terminal examination’ results are comparable to 

the results under ‘Teacher Assessed Grades’ of the last few 

years and more importantly show that Cranford students 

at the academy continue to get better and better results 

each year regardless of the method of assessment, thanks 

to their hard work, the very high quality of teaching 

and support and the constant encouragement from their 

families. Hence, these results continue the trends of 

the last 20+ years and are increases on both the DFE 

benchmark of 2019 and better than last year. 

Page 

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GCSE RESULTS 


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Executive Headteacher, Kevin Prunty said: “We 

are absolutely delighted by the brilliant GCSE 

results our Year 11 students have achieved today. 

Progress is always very positive at Cranford and 

it is particularly pleasing to see our competitive 

students keep breaking records and improving on 

attainment and to see even more students than last 

year achieving the top grades.” 

With continued hard work in our thriving sixth 

form, the future for this year group and every 

individual is shining bright. 

There are so many Cranford students who have 

done exceptionally well it is hard to pick just a 

few. Some particular stars include: 

• Aryan Lola who achieved an incredible 7 grade 

9s and an attainment 8 score of 8.9, just 0.1 from 

the maximum! He will be staying at Cranford to 

study Maths, Chemistry and Biology at A level. 

• Zaina Syeda and Omar Rasooli achieved 6 

grade 9s each and managed Progress 8 scores 

which showed them securing on average 3 and 

half grades better than other students nationally 

from their starting points. Both intend to pursue 

A levels at Cranford. 

• Muqadas Saleem , Mya Dhaliwal and Kotai 

Kandeepan achieved an incredible 16 grade 9s, 9 

grade 8s and a Distinction in RSL Music between 

them. 

• Other hugely impressive exam achievements 

include Zain Mir of the Picasso Centre who 

outperformed all expectations achieving 7 

GCSEs from grades 7-9. Ilwaad Sharif, Aamina 

Ashfaq and Gresha Leitao all achieved a Progress 

measure well over 2 grades above their national 

expectation, with Ilwaad picking up 4 grade 9s 

on the way, a feat equalled by Aleeza Akhtar’s 4 

grade 9s and 5 grade 8s. 

Congratulations to all our students and staff 

on a truly phenomenal effort and thank you to 

our loyal families for their commitment and 

encouragement. 

As the saying goes ‘It takes a village to raise a 

child’ and as a cohesive community, together, we 

see how that brings our children the confidence, 

skills, knowledge and understanding to succeed, 

even against all their peers nationally. 

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ENGLISH Department 


English 

Department 

2022-2023 

A Cause 

for 

Celebration 

Academic year 2022-2023 marked a return 

to (relative) normality for the English 

department – exam results in summer 2022 

were a real cause for celebration and our A Level 

results were the best yet! A huge congratulations 

to all our students, and we are looking forward to 

celebrating another brilliant year this summer. This 

year, we have continued to be innovative: introducing 

new units, trying out new texts and taking students on 

a range of trips and enrichment opportunities. 

Year 7 students have been developing their skills 

in writing poetry and fiction, creating impressive 

narratives inspired by the books they have read and 

the world around them, as well as their own identity. 

Some of these are included in these pages – we hope 

you enjoy them as much as we have! This year, Year 8 

have been studying The Tempest as their Shakespeare 

text, moving from the magic and wonder of the 

“island…full of airs and sweet noises” to discussing 

more challenging ideas around colonialism, race and 

power. We introduced our “Great Speeches” unit to 

year 9, focusing on rhetoric and oracy; students read 

and analysed speeches from a range of sources, from 

Aristotle to Shakespeare, Braveheart to Obama, and 

then emulated these styles in their own speeches 

on topics important to them. There were incredibly 

impressive pieces of work produced on a range of 

challenging topics, including the impact of strike 

Page 

action, money and capitalism, gender roles and many 

other intriguing areas of discussion. 

Key Stage 4 students have continued working hard 

on their GCSE preparation, using technology as well 

as innovative and exciting lessons and workshops to 

boost their progress. Students have benefited from 

attending revision workshops after school, during 

holidays and at the weekends, as well as accessing 

material created by teachers online and via teams. 

6th form students have also been involved in lecture 

and seminar-style teaching, as well as using a wide 

range of multimedia. Students have been able to 

watch productions and behind-the-scenes interviews 

with actors and directs from the through the National 

Theatre Online Library and through our subscription to 

Digital Theatre Plus, an online platform which houses 

hundreds of filmed productions of plays from leading 

theatre companies across the world alongside teaching 

resources, documentaries, films and interviews. 

We have also been able to take students on a wide 

range of trips – Year 9 have been to The Globe theatre 

to see The Tempest; we took all of Year 11 to see An 

Inspector Calls in Richmond and A Level students 

have been to the National Theatre to see Othello. We 

hope you enjoy reading about their experiences in the 

following pages. 

Evelyn Brooks (Head of English and Literacy) 

7

ENGLISH Department 


This 

“An Inspector Calls” 

At Richmond Theatre 

Dynamic and Immersive Theatre 

year, all of Year 11 had the privilege of 

attending a captivating performance 

of ‘An Inspector Calls’ at Richmond theatre. As this 

play holds a prominent place in their English GCSE 

studies, the trip provided a unique opportunity for 

students to further explore the text in a dynamic and 

immersive way. 

Anticipation filled the air as the curtains rose, revealing the familiar world of J.B. Priestley’s acclaimed play. 

With a mix of excitement and curiosity, the students eagerly absorbed the unfolding story, keen to witness the 

characters and their intricate relationships come to life on stage. We first study this play at the end of year 9 

and come back to it again in years 10 and 11. Although in class performances led by students provide lots of 

entertainment, nothing compared to seeing the play performed live; the actors, the costumes, the set and the 

lighting surpassed expectations, skilfully immersing the students in the social and moral dilemmas of the play. 

The stage design was visually captivating, transporting us to the post-Edwardian era through meticulous 

attention to detail. The innovative set that opened, closed, and fell to pieces really emphasised the turning point 

of the play and gave students such a deeper understanding of how to analyse form, just in time for their GCSEs. 

The actors’ performances were both compelling and thought-provoking, conveying the play’s themes of 

responsibility, class divide, and personal accountability. Their nuanced portrayals resonated with the students, 

sparking discussions and reflections that continued well beyond the theatre. 

As a core text for their English GCSE studies, ‘An Inspector Calls’ came alive on stage, enhancing the students’ 

comprehension and interpretation. The live performance breathed new life into the characters and plot, providing 

fresh perspectives that enriched their analysis and critical thinking skills. Perhaps even more importantly, 

witnessing the power of live theatre and the dynamics between actors and audience deepened their appreciation 

for the literary art form and kindled a greater passion for literature. We hope to take future year groups! 


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ENGLISH 

Creative Writing 

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A Detective Story 

Creative Writing is a key aspect 

in our English curriculum, 

where students are encouraged 

to write stories stimulated by 

their reading and works by 

published writers of fiction. 

Here is just one such story of 

mystery ... 

It 

was November 13th, 1893. Violet sat in her 

office, watching the minutes go by on the 

clock. Tick tock. Tick tock. She waited patiently for 

anyone to appear, to give her a case to solve, but as 

usual nobody came. Well, at least that is what Violet 

thought. There was a knock on the door, she opened 

it to see a smartly dressed man, holding a crinkled 

newspaper. 

“I don’t need any newspapers.” she said, and slammed 

the door shut. 

“Wait!” The man cried from behind the door, “I have 

a case for you, please. My daughter has gone missing, 

you must know her from school-Anne Templesmith?” 

Violet opened the door and sat back down in her chair. 

“How did you find me?” 

“Well...” The man explained as he hesitantly took 

a seat. “As you know, I’m Anne’s father-Andrew 

Templesmith. I saw one of your advertisements in 

the paper.” He gestured to the newspaper in his hand, 

“You’ve known Anne ever since you were little, so 

I knew you’d be able to help.” He stared at Violet’s 

emotionless face. “Please!” he started to beg “Please, 

I’ll pay you anything! I’ll do anything!” 

“I don’t need any money.” Violet snapped, and she 

took a pen and notebook from her desk, “Tell me, 

where was she last seen?” 

Half an hour passed, and Mr. Templesmith finally left. 

With nobody around to see, Violet squealed, and she 

jumped into the air. Her first case! Her first ever case! 

If things go as planned, she could finally prove her 

father wrong-that she could be a detective. Not just 

any ordinary detective, the first female detective! She 

took a moment to compose herself, before rushing 

downstairs. Elizabeth, her maid, noticed Violet’s 

unusual behavior and couldn’t help asking. “You got 

your first case?” 

Violet nodded, “Yes, I’ll need a freshly ironed dress 

and some lunch ready for tomorrow. I’m going to see 

Anne Templesmith’s house. She has gone missing.” 

Elizabeth flinched, “You mean Anne from school? You 

always used to talk about her.” 

Violet became suspicious, “Yes...anyways, I’ll be 

going to my room now, please could you make dinner?” 

She did not go to her room though; she went straight 

to Elizabeth’s instead. After searching every corner of 

the room, she found what she had been looking for. 

A locket. Not any old locket, Anne’s locket. Violet 

traced her finger around the rusted floral designs and 

opened it, to see a picture of her and Anne, “Violet! 

Are you okay? You seem awfully quiet.” her maid 

enquired. 

Violet jumped, she grabbed the locket and ran to her 

room, “Yes! I’m alright!” 

The next morning her carriage arrived. A notebook in 

one hand, an umbrella in the other, Violet clambered 

into the carriage. 

“Where to?” 

“21 Cobblestone Street.” She answered, handing over 

a handful of coins. 

Clip clop. Clip clop. The hooves of the horses against 

the cobbled street drained out the cries of the desperate 

beggars, the commotion from a nearby bar, allowing 

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ENGLISH 

Creative Writing 

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Violet to think. Why did Elizabeth flinch 

when she heard Anne’s name? Why did 

she have Anne’s locket-no, how did she 

get it? There was no time to answer 

her questions, she had arrived at the 

Templesmith’s residence. 

Before she could even knock, Mr. 

Templesmith had already answered the 

door-desperate for his daughter to be 

found. “There’s a bit of trouble you 

see. My wife...” he explained hurriedly, 

“She’s dead! I woke up to get some 

work done before returning to my room 

for some rest, but there she was! Dead, 

blood everywhere!” he burst into tears 

and moved aside, gesturing upstairs, “I’ve called the 

police, they’ll be here soon” he added as Violet went 

upstairs, with a grin on his face. 

Keep calm, keep calm. Violet thought to herself. She 

expected there to be a bit of trouble, but a death? She 

went upstairs. Down the corridor. To the bedroom. She 

opened the door and there she was, Mr’s Templesmith’s 

now cold and pale body on the floor, covered in a 

pool of blood. Violet would’ve tried to save her, but 

there was no use. She instead went straight to the 

window, which was covered in scratch marks. There 

must’ve been someone else, most likely the person her 

murdered her. Violet jotted down some things in her 

notebook and went for the door, her hand twisting the 

cold metal when suddenly it was barged open. 

Bang! Violet was pushed onto the floor by a policeman, 

who was followed by many more. “Miss Violet 

Hargrieve, you are under the arrest for the murder of 

Mary and Anne Templesmith.” 

Andrew entered the room, “Yes!” he exclaimed, “She 

killed my wife, and my daughter!” 

“You liar!” Violet protested, “You set me up!” 

Another policeman entered the room, holding 

handcuffs. 

Violet had one choice left, she didn’t want to resort to 

violence, but it was either that or a life in prison. Still 

holding onto her umbrella, she whacked the policeman 

in the face, and hastily ran across the room to the now 

opened window. She jumped through it, grinning at 

the bewildered expression on Andrew’s face. 

Shouts could be heard from the room as Violet ran 

away. By the time she reached her house, she was out 

of breath, “Violet?” her maid asked, “Where have you 

been?” The smell of almond biscuits trailed from the 

kitchen and Violet immediately connected the dots. 

She went to the kitchen, umbrella in hand and saw 

the “almond” biscuits on the table. “I made you a 

treat, knowing that you have gotten your first case.” 

Elizabeth explained. 

“Yes, well I finally figured it out,” Violet said, and she 

snapped open one of the “treats,” “Since when were 

cyanide poisoned biscuits called a treat? I’ve figured 

you out Elizabeth, or should I say, Anne Templesmith? 

I have all my evidence in this little notebook here and 

I’m sure you won’t mind if I share this with the-” 

Violet was interrupted as Anne darted towards her, 

knife in hand. “Don’t you dare!” she screamed and 

stabbed Violet in the leg. The pain from the cold metal 

ripping through her skin paralyzed Violet, making her 

collapse onto the ground. She repeatedly hit Anne with 

the umbrella, trying to get her in a weak spot, when, 

as expected, the police barged in. “Anne Templesmith! 

You and your father are under arrest for the murder of 

Mary Templesmith!” 

‘It is now December 23rd’ Violet wrote in her journal. 

‘Anne and her father have been sent to prison and.’ 

There was a knock on the door and a young boy’s 

voice could be heard on the other side of it. “Violet 

Hargrieve?” he asked, “I thought you might be able 

to help me, you see, my brother has gone missing.” 

Farah Yusuf (year 7) 

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ENGLISH 

Poetry 

Identity Poems 

There’s one thing we all have 

There’s one thing we all have, 

One thing we all need 

But that one thing isn’t always 

As perfect as it seems. 

The perfect identity: 

Add a tablespoon of fake - 

a second may be good for your sake. 

Pour in a cup of overpowering beauty, 

No one will care if you are not pretty. 

Decide between male or female 

“there’s no in between”. 

Now, let’s start again 

This time it’s true. 

You get the ‘perfect identity’ by just being you 

No matter your gender, race or size, 

You’re perfect the way you are on the inside. 

Who cares about society and how they view you? 

It’s about time you stopped feeling so blue. 

Be yourself in every way. 

‘Why?’ you may ask. 

Because you’re perfect all the same. 

Anisa Osman (year 7) 

Melanin 

It is beautiful; 

Nature’s gift embedded in, 

Our beautiful skin. 

Precious Odotulu (year 7) 

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ENGLISH 

Theatre Review 

“Othello” 

at the 

National Theatre 

On 

Wednesday 23rd November 2022, the A level English 

cohort went to watch the classic Shakespearian 

tragedy, Othello in the National Theatre and it was an absolute 

delight. A story of a noble warrior brought down because of 

his love for a senator’s daughter, the play explores racial 

divisions and societal expectations in a way that still resonates 

in the 21st Century. This National Theatre production was 

modern and dynamic and effectively conveyed the struggle 

of the individual against systemic prejudice and misogyny. It 

was as thrill to be able to enjoy the phenomenal acting of this 

set text with classmates and teachers, as well as the added 

benefit of being able to explore the Christmas markets of the 

South Bank before the production started. 

“Then must you speak of one 

that loved not wisely 

but too well.” 

Ironically, despite my status as an A level English Language 

and Literature student and my love for the literary discipline, 

growing up I had never really been a big fan of theatre 

productions. However, this production opened my eyes to 

the way in which watching the play in performance could 

bring Shakespeare’s plot and characters to life in a way which is 

not possible by simply reading the play in class, or by watching a 

performance online. 

Othello, Act 5, Scene 3 As well as its obvious academic benefits, watching the play also 

proved a nice way to relax, given all the pressures in year 13, 

especially the application to university, and for that I am grateful to the English department who supervised us 

during the trip - adding to my enjoyment of the evening. In the future, as I head to university, I look forward 

to engaging in more live theatre productions to keep my passion and love for English forever burning! 

Samuel Dickson (year 13) 

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ENGLISH / 

LITERATURE 

Literature Students visit the Rossettis Exhibition at Tate Britain 

On 

Friday 21st April 2023, Mr Johnson and the year 13 literature 

students went to the Tate Britain to see the Rossettis exhibition 

– an insight into the creative powers of the Rossetti siblings in both art 

and literature. The exhibit’s layout showcased Dante Gabriel Rossetti’s 

artistic evolution, from traditional works to introspective pieces alongside 

Christina Rossetti’s poetry, offering a glimpse into her literary brilliance 

and the family’s artistic legacy. Her words beautifully complemented Dante 

Gabriel Rossetti’s paintings, creating a profound and unforgettable artistic 

fusion. Students were given a valuable insight into the creative world in 

which these texts were created, an essential aspect of the A Level course 

and a really enriching cultural afternoon! 

Oscar Johnson (Post 16 English Lead) 

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ENGLISH / 

LITERATURE 

“The Tempest” at the Globe Theatre 

This 

year, a group of year 9 students embarked on an exciting journey to witness a performance of 

Shakespeare’s ‘The Tempest’ at the renowned Globe Theatre. This experience left a lasting 

impression and offered a unique glimpse into the world of the Bard. 

Entering the Globe Theatre was a memorable moment, as the students were greeted by the authentic Elizabethan 

setting and grand architecture. The anticipation among both experienced theatregoers and newcomers created 

a sense of shared excitement. 

‘The Tempest’ surpassed expectations, captivating the students with its tale of enchantment, betrayal, and 

forgiveness. We hadn’t studied the play before but the talented cast delivered their lines with passion and 

clarity, making Shakespeare’s language more accessible. Through their performances, the characters came to 

life, drawing us into the story. 

Beyond entertainment, ‘The Tempest’ provided an educational experience. Themes of power, betrayal, and 

redemption resonated with the students and will help them with their future Shakespeare studies. Witnessing 

the play not as ink on paper but as people on stage deepened their appreciation for drama. 

Attending the performance at the Globe Theatre offered an authentic experience, connecting the students to the 

historical context of Shakespearean theatre. It emphasised the importance of preserving theatrical traditions 

and provided insight into our cultural heritage. This immersive encounter with ‘The Tempest’ showcased the 

enduring appeal of Shakespeare’s works and the magic of live theatre; students and staff eagerly anticipate 

future theatrical adventures. 

Katherine Pedersen 

(Second in English with responsibility for Key Stage 3) 

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MATHS Department 


Maths Department 2022/23 

This 

year has been a great year for the Maths department. The students have continued to work hard 

to overcome the difficulties of having their learning disrupted by Covid 19 and have succeeded 

amazingly in this. I am very proud of the perseverance and determination shown by our students, and it has 

been lovely watching them grow a love for Mathematics. 

Our year 11s and year 13s have devoted themselves to preparing for their GCSE and A level exams and we 

have been impressed by the numbers of students seeking help from teachers in their own time, attending period 

0 and 6 revision classes and attending holiday revision sessions. Year 11 and 13, you have worked very hard, 

and we wish you all the utmost success. 

I am very grateful for the dedication that our teachers have shown over this year in guiding our students to 

achieve their potential. They have been always willing to help students in their own time and have held revision 

lessons and small group tuition sessions each week during periods 0 and 6. Many teachers have also given up 

part of their holiday to help students prepare for the GCSE and A level exams. I am sure that the students will 

join me in saying a big thankyou to each of our wonderful Maths teachers. 

Sarah Brackley (Head of Maths) 

From left to right: 

Aahil Syed, Jason Mensah, Navjot Dhillon, You Wei Guang, Aisha Mazhar, Saisha Suvarna and Sufyan Shabbir. 

Page 

15

MATHS Department 


UK Mathematics Trust - Junior Maths Challenge 2023 

The Maths teachers have been working hard 

this year to help students realise their full 

potential in Mathematics and to understand 

that people from all backgrounds can excel 

in Maths. Many teachers have created 

classroom displays celebrating excellent 

Mathematicians throughout history, 

showing both men and women from many 

different cultures and races. 

The school also ran the UKMT Junior 

Maths challenge in April. We are delighted 

that 21 year 8 students and 22 year 7 

students won awards. We are proud of 

all the students who took part. We were 

also particularly impressed with You Wei 

Guang who won a Gold award and scored 

highest in school, and Saisha Suvarna who 

won a Silver award and scored highest in 

year 7. Sufyan Shabbir, Aahil Syed, Farah 

Yusuf and Jason Mensah from year 7, and 

Aisha Mazhar, Abdirahman Mohamed, 

Navjot Dhillon from year 8, all won Silver 

awards. Additionally, 17 year 7 students 

and 17 year 8 students won Bronze awards. 

Loide Gando (Maths) 

I enjoy the problem-solving aspects of Maths and how analytical 

the subject is. 

Anushka Banskota (year 12) 

I like Maths lessons because the teachers make it interesting and 

show how we use maths in real life. The lessons are fun and all the 

class is involved. 

Kaylee Pyatt (year 7) 

Maths is a very captivating subject as it allows us to showcase all 

the knowledge we gain from our lessons. I really enjoy the Pure 

Maths lessons as they allow me to develop my critical thinking and 

problem-solving skills. 

Riya Arora (year 12) 

I enjoy Maths because my teacher is so enthusiastic and engaging. I 

make my handwriting neat because I like to keep my book neat when 

I enjoy the lessons. I have two teachers that teach me. Both teachers 

are so good at teaching and I like learning from them. 

Shahana Balaramanan (year 7) 

I really enjoy my Maths lessons because my teacher explains the 

topics really well. I also love my maths lessons because I learn 

about many different things in Maths. We also get a lot of Maths 

worksheets which I like because it helps me understand the topics 

a lot more. In addition, the teacher uploads work on teams which 

helps us revise for upcoming assessments. 

Snezia Mendes (year 7) 

Silver and Gold 

Silver 

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16

SCIENCE Department 


1/3 

Science Department 2022/23 

cience department at Cranford has 

The Shad an exceptionally thrilling year, 

with significant advancements and achievements 

across all our key stages. Our dedication to applying 

scientific knowledge to real-world scenarios has 

played a central role in our educational approach, 

fostering a deeper understanding and appreciation for 

the practical applications of science. 

Our students have consistently risen to the challenge 

of their examinations, demonstrating exceptional 

dedication and commitment. To supplement their 

outstanding in-class work, they have actively 

engaged in various revision seminars, walking talking 

mocks, and small group intervention sessions. These 

additional learning opportunities have not only 

bolstered their knowledge but have also instilled them 

with confidence as they entered the exam season. We 

are confident that their hard work and preparation will 

translate into excellent results. 

As the exam results approach, we eagerly anticipate a 

remarkable set of outcomes and a continued upward 

trajectory of our results. The combined efforts of our 

students and teachers have laid a strong foundation for 

success, and we are confident that their achievements 

will reflect their dedication and commitment throughout 

the year. We are proud of their accomplishments and 

grateful for their willingness to embrace the challenge 

of examinations, knowing that their efforts will pave 

the way for bright futures. 

Throughout the academic year, we embarked on an 

exciting endeavour by introducing the brand-new 

Science T Level to our year 12 cohort at key stage 

5. This innovative program not only provided our 

students with a comprehensive academic foundation 

but also facilitated the development of valuable 

vocational-based lab experience across the three core 

science disciplines. The introduction of the Science T 

Level has proven to be a transformative addition to our 

department, empowering students with a unique skill 

set that combines theoretical knowledge, practical 

expertise, and employability skills. We are confident 

that this program will open doors to a wide range of 

career pathways in scientific research, industry, and 

beyond. 

We are committed to providing our students with the 

best possible resources and tools to enhance their 

learning experience. In line with this commitment, 

we have made significant investments in the latest 

technology, ensuring that our classes are equipped with 

a full set of laptops, further expanding their access to 

cutting-edge resources. One of the highlights of our 

technological advancements is the incorporation of a 

spectrophotometer into our Key Stage 5 curriculum. 

This state-of-the-art instrument has significantly 

improved the accuracy of our students’ results, 

mirroring real-world standards. Moreover, our 

students have had the opportunity to develop their 

skills in utilizing micropipettes, a critical technique 

they will encounter in university laboratories. By 

equipping them with these essential laboratory skills, 

we are preparing our students for their future scientific 

pursuits. 

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17



2/3 

In addition to our comprehensive curriculum, the Science 

department actively engages in collaborative endeavours with 

external organizations, research institutions, and industry 

professionals. At key stage 3, our younger students have been 

presented with an array of exciting opportunities that delve into the 

effects of sustainable development. From the captivating Energy 

Quest to engaging STEM week challenges, they have explored 

innovative ways to assist farmers in transporting their produce 

to market. Moreover, students have had the privilege of visiting 

the renowned Science Museum and participating in enriching 

workshops at Brunel University. To further enrich their scientific 

experience, students eagerly participated in the weekly STEM 

club, where they could explore their interests and expand their 

knowledge. Additionally, our annual Science week served as a 

pinnacle event, with students taking charge by leading dissection 

workshops for their peers. This student-led initiative showcased 

their enthusiasm and commitment to scientific exploration. At 

key stage 4, we continued our partnership with Siemens for the 

Siemens Challenge, providing students with valuable insights into 

the diverse career opportunities available in the field of science. 

By actively seeking out these collaborations and experiences, we aim to broaden our students’ horizons, ignite 

their passion for science, and expose them to real-world applications of their studies. We firmly believe that 

such initiatives not only enhance their understanding of scientific concepts but also foster their creativity, 

critical thinking, and problem-solving skills. 

Overall, the Science department is proud of the achievements made during the past year and remains committed 

to providing our students with a comprehensive and engaging scientific education. We are excited to continue 

inspiring the next generation of scientists, innovators, and critical thinkers, preparing them to tackle the 

challenges and opportunities that lie ahead in the ever-evolving world of science. 

Chetan Shingadia (Assistant Headteacher) & Amrat Atwal (Senior Teacher) Joint Heads of Science 

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3/3 

Biology has been a very exciting subject this year. 

The dissection practical’s have been a favourite, 

especially the sheep heart and the fish dissection. 

To help us understand we made lung models and 

presented them to the class which was a very fun way 

to learn about breathing. I hope year 13 Biology is 

also as interesting. 

Sameiksha Sharma (year 12) 

Throughout this year we have received constant 

support from our Biology teachers. Furthermore, I 

have enjoyed the practical’s set up by our teachers. 

The most exciting one being the heart dissection and 

the DNA extraction and having a chance to learn 

Biology at a higher and wider level has been one of 

the highlights of my year. I look forward to year 13. 

Zayna Chaudhary (year 12) 

What have I enjoyed about Biology? The heart and 

fish dissection. The cardiac cycle. The interesting 

aspect of biology which teaches you what’s going 

on inside your body and how different cells, tissues 

and organs work together to do one certain thing 

perfectly. 

Mariam Rayal (year 12) 

This year we have learnt about electricity, enzymes, 

the digestive system, bonding, atomic structure and 

the periodic table. The skill I have picked up this 

year is how to calculate pressure and half-life. The 

topic I had fun learning about was halogens and 

alkali metals. 

Hashim Nur (year 9) 

I have learnt about bonding; the different types are 

ionic, covalent and metallic bonding. The skill I 

learnt was how to measure and understand pressure. 

We also learnt about radiation and the different types 

while learning about their qualities. 

Kaysan Mughal (year 9) 

I have really enjoyed GCSE Combined Science so far 

in year 9 and also studied how science plays a vital 

part in my life. Examples of this are; conductors and 

insulators along with their properties. How particles 

move in warm and cool temperatures affecting tyre 

pressure; aerobic and anaerobic respiration and lots 

more. 

Amanjot Kaur Grewal (year 9) 

I thoroughly enjoyed the topics throughout the 

year especially cell biology and atomic structure. 

Our dissection of sheep’s hearts was also a very 

memorable experience in Biology. Overall, I feel 

this year was extremely positive and offered a lot of 

learning experience. 

Mubarak Odutolu (year 9) 

Page 

19



Key Stage 4 Science Review Year 9, science students embarked upon 

a course of GCSE Science, laying the 

foundation for their future years of learning 

science. They were re-introduced to the 

fundamentals of biology, chemistry, and 

physics, including learning about cells the 

periodic table and the structure of the atom. 

Through classroom discussion and handson 

practical experiments, they have begun 

to develop their scientific inquiry, problemsolving 

and investigative skills. They have 

also had the opportunity to see where these 

skills could be applied in their future careers 

by taking part in the annual Siemens Infinity 

Starship challenge in the Autumn Term. Their 

outstanding start to their KS4 journey and 

commitment to ask thoughtful questions will set them on the right path to becoming scientific thinkers. 

Building upon their first year of the curriculum, the Year 10 students began to undertake either the Combined 

Science Trilogy or Triple Science course, now beginning to appreciate the interconnections between biology, 

chemistry, and physics. The students developed their practical skills further, conducting experiments to 

investigate topics such as bodily control and homeostasis in humans, as well as how objects interact and move 

with relation to their forces. The Year 10s demonstrated their excellent progress and readiness for their upcoming 

GCSEs through their performances in the internal assessments sat in April. Following these exams, the students 

have undergone extensive intervention through their progress review weeks, highlighting the areas where they 

need most improvement and can focus on during class time and during their own independent revision. 

For the Year 11 students, this year was marked by a dedicated focus on exam skills and technique. Recognizing 

the importance of effective preparation, the students engaged in rigorous revision sessions and exam practice. 

They honed their ability to interpret and answer exam-style questions, developing a deep understanding of 

the assessment requirements. The students embraced various revision strategies, including group discussions, 

independent study, and using online resources such as Doddle, Kerboodle and GCSEPod. The commitment 

of the Year 11s to their exam preparation was commendable and will provide a strong foundation for the next 

stage of their academic journeys. 

Angus Aughterson (Key Stage 4 Science Co-ordinator) 

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20

SCIENCE 

British Science Week 

1/2 

Cranford promotes 

“Connections’’ 

Monday 20th -Friday 24th March 2023 we 

ran with the annual tradition for the Science 

department at Cranford where British Science 

Week serves as a platform to engage communities 

while fostering scientific curiosity and creating 

awareness amongst our students about crucial global 

issues. 

The theme for this year’s Science week was connections. 

This gave us a valuable opportunity to strengthen 

our understanding of the connections between the 

outcomes of STEM and the wider implications this 

can have on nature and even the economy. This is 

most reflected by sustainable development—a concept 

that aims to meet the needs of the present generation 

without compromising the ability of future generations 

to meet their own needs. The theme allowed us to 

offer a range of activities centred on the theme of 

sustainable development. 

KS3 students took part in designing eco-friendly 

products and services which promoted utilising easily 

available materials, recycling techniques and reduced 

use of single-use plastic. Their initiatives aimed 

to instil responsible waste management practices 

amongst participants and their communities. The level 

of enthusiasm and participation from our students was 

exemplary as is evident from the photographs. 

Another highlight of the week included sustainable 

energy workshops which were conducted to educate 

participants about renewable energy sources such 

as solar, wind, and hydropower. These workshops 

included hands-on experiments, demonstrations, and 

interactive sessions to encourage problem solving 

skills while encouraging the adoption of clean energy 

solutions. 

Overall, Science Week activities focusing on 

sustainable development played a pivotal role in 

raising awareness, fostering scientific literacy, and 

empowering individuals to take action towards a more 

sustainable future. Well done everyone and we look 

forward to your participation next year. 

Aastha Swaminathan (Science -Key stage 3) 

Page 

21

SCIENCE 

British Science Week 

2/2 

Page 

22

SCIENCE 

STEM 

1/2 

Committee Fair 

with a Spooky Theme 

It 

was a pleasure hosting and organising 

Cranford’s first STEM fair after 7 years on 

the 19th October 2022. As per our manifesto, the 

STEM committee and I were determined to run an 

event that was inclusive and raised engagements 

with STEM. Whether it be setting up a science 

themed biscuit decorating stand, or encouraging 

students to participate in a competition, we wanted everyone to 

take something away from the experience. The core of our event 

revolved around the competition, where students had to design a 

3D model and explain it to a panel of judges. To our surprise, 

many entries, including the winning entry, were from year 7 

students; It was truly inspiring to see the youngest of Cranford 

being so enthusiastic when creating a STEM project that they were 

interested in. We hope that everyone learnt something new at this 

event, and that this tradition is carried on by the STEM committees 

in the coming years. 

Ayesha Kaur 

(Head Girl - Head of STEM Committee) 

There is no doubt that Cranford Community College 

is a diverse community, and that each student brings 

their own talents to the table. Hosting the STEM 

Fair was an opportunity to unite students and staff, 

recognise such talents and celebrate our passion for 

science, mathematics and related subjects. The fair 

was a major success, thanks to the passionate projects 

submitted by students as well as students and staff 

who spectated and supported us. The judges and 

guests were impressed by the creative models, which 

included a plethora of scientific knowledge. 

My fellow STEM Committee peers also deserve a 

special mention for the many months spent planning 

this event. Ayesha Kaur, Gurnoor Singh, Harsimran 

Bath, Oliwia Bartnicka, Manroj Chhina, Naffay 

Mahmood and Prableen Gurwara; thank you for 

displaying exceptional organisation; determination 

by overcoming many obstacles; and most important 

of all- teamwork. Long live STEM! 

Swarnali Acharjee (year 13 - STEM Committee) 

Page 23 

The STEM Fair was an amazing event which brought 

together students from different year groups because 

of their shared love for science. It was an honour to 

be part of planning and organising the event and I 

look back on it very fondly. I hope that events like 

this continue to happen at Cranford as they allow us 

to build a community in our school. It was amazing 

to see all the projects from the participants and to see 

how much effort and research was put into them. 

Oliwia Bartnicka 

(year 13 - STEM Committee) 

The STEM fair is our committee’s proudest moment. 

It was wonderful to see the effort and planning we 

put in flourish, and it was also brilliant that the maths 

department took the initiative to participate. I hope 

this fair is carried on after we have left Cranford and 

that even more departments and students take part to 

show their skills in STEM! 

Harsimran Bath (year 13 - STEM Committee)

SCIENCE 

STEM 

2/2 

The STEM fair was an amazing 

experience for all of us. It was 

fun to set up and seeing it come 

alive brought great joy to the 

entire team. We hope that we 

have started an annual tradition. 

Manroj Singh (year 13 - STEM 

Committee) 

As I’m in my last year I took a 

leap of faith and decided to take 

part in the Halloween STEM 

competition. With the support 

of staff members and the sixth 

formers, I managed to pull it 

off, using materials you would 

find in your kitchen cupboard! 

I spent days trialling different 

measurements of each ingredient 

and with the help of Miss Prunty 

& Miss Mensa, I was able to 

finally get it right. I was genuinely 

shocked that I won and was more 

than happy to add that into my 

list of achievements. The Sixth 

form STEM committee with the 

support of Mr Ahmad did an 

outstanding job at organising this 

event. It honestly gave students 

like me an opportunity to shine 

in a positive light and for that I 

am forever grateful. 

Rayan Ali (year 11-joint winner of 

STEM fair) 

Page 

24

SCIENCE 

Scientists Play 

Famous Detectives 

at Brunel University 

A group of six year 8 students took part in 

a competitive event at Brunel University 

where school groups represented famous 

detectives in order to solve a crime. 

Through several STEM based challenges; 

teams needed to decipher reasons behind 

the death. This supported us in establishing 

curriculum links, covering problem 

solving skills around STEM and develop 

team working skills and resilience and 

contributed to the Science capital for our 

students. 

Aastha Swaminathan (Science - Key stage 3) 

What I enjoyed: 

• The teamwork 

• Learning and doing a lot of practicals 

• The bonus maths question where only 2% of 

the population can answer the question correctly. 

• It improved my logic. 

• The game style trip instead of paper 

assessments 

What I did and learnt: 

• Blood dries in 7-8 hours 

• I did an A level question. 

• Learning about fingerprints and how to 

uncover them. 

• There is a purpose behind fingerprints. 

• Being precise and calm when injecting sample 

DNA 

• Identifying fake drugs 

• To look at what the 

person looked like 

and the clothes he had 

been wearing and his 

surroundings. We even 

had to remember the 

pattern and the colours 

and his facial features. 

Youwei Guang (year 8) 

Today we went on a trip to Brunel University, where we took part in 

an exciting STEM project which challenged us in various ways and 

helped us learn something new. We were introduced to a strange 

crime and were faced with different tasks which would help us 

determine the culprit and solve the crime. We took part in various 

tasks including how to observe a crime scene, use indicators and 

acids to decide whether a solution contained poison or not, and 

identify and reveal different fingerprints and samples for DNA 

using professional equipment, which was my favourite. In the 

end, we used all of our clues to find out who was responsible for 

the death of the man. Overall, it was a really fun and enjoyable 

experience, which allowed us to work as a team to learn and take 

part in activities we had never done before. 

Aisha Akhtar (year 8) 

I think it was an amazing 

Science trip, full of excitement 

and curiosity. When I saw the 

University, it was beautiful, 

just like a piece of art. I had 

a lot of fun engaging in this 

competition and meeting 

new people. I have learned 

new skills and teamwork. If 

I had another chance to go, I 

would definitely go to Brunel 

University. I will never forget 

this amazing trip. 

Harman Kaur (year 8) 

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25

GEOGRAPHY Department 


1/3 

“Without Geography 

you are Nowhere” Jimmy Buffet 

Albeit cliché, Geography sits at the intersection of the 

Science, Arts and Humanities – it incorporates a little 

of every subject with the aim of developing curious and 

engaged learners who understand the world and their place 

within it. 

Our Department emphasis this year has been consolidating 

a high quality and varied curriculum where we have high 

expectations of all our students. Our expanded provision 

at KS3 has allowed us to develop year 7 lessons covering 

fantastic places such as Madagascar and Antarctica, key 

map and fieldwork skills and Europe’s physical and human 

geography. Year 8 schemes of work seek to uncover the 

diversity of Africa’s human and physical geography, 

applying decolonial perspectives to challenge common 

misconceptions, we explored the Middle East, went to the 

Earth’s core to learn about tectonic activity and questioned 

China’s one child policy before concluding with a scheme 

of work on climate change and pollution. All year 8 

students are encouraged to engage in a research project 

and presentation proposing solutions to climate change and 

pollution – helping develop both their attitudes as global 

citizens and important transferable skills. 

Our strong KS3 lays the foundation for Cranford’s spiral curriculum which revisits and key ideas in detail at 

GCSE. Students engage in topics ranging from the UK’s coasts and rivers through to Mumbai’s development and 

Arctic oil extraction. In addition, new homework routines and scheduled intervention sessions have supported 

students as they prepared for ‘normal’ exams. 

Geography is the most employable (non-vocational) university degree and often referenced as a valuable 

facilitating subject. We teach literacy, numeracy, practical skills, and criticality which are a foundational in 

any career. We are pleased to see Shamaila Baig continuing with her Geography studies at University following 

her A level course. We hope to see a strong contingent of A level Geographers next year as the Department 

continues to grow. 

Caitlin Arnold (KS3 Geography Curriculum and Assessment Lead) 

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2/3 

Geographers 

in the Field / 

on the Beach 

Field trips provide an invaluable opportunity for students to 

embrace the physical and human environments that they spend 

so much time studying in the classroom. Studies have found the 

opportunities to conduct hands-on fieldwork helps students to ‘do 

geography’ and to ‘think geographically’ about their world – a key 

reason why they are embedded across the Cranford Geography 

curriculum and a compulsory part of the Geography GCSE and A 

level. 

Year 7 students began in the Spring term by conducting two 

investigations around the Cranford Community College Site. Firstly, 

they asked ‘How does infiltration rate affect flood risk around 

Cranford Community College?’. Students applied their geographical 

theory to investigate the rates of infiltration and surface run off 

everywhere from the School Shop and South Playground to the 

field. Their conclusions: the wood chips have the highest infiltration 

rates and the South Playground the highest surface runoff. Year 7 

students then turned their attention to Cranford’s quality of life. 

They evaluated the environmental quality of the school site before 

surveying their peers, geography teachers and teaching assistants. 

Once the data was collected they carefully presented, analysed and 

concluded, finding that teachers worked a lot harder than they thought 

but we had a good quality of life! 

Year 8 continued to develop their fieldwork skills, they conducted 

a microclimate survey around Cranford using thermometers and 

compasses to investigate the where and why some areas of the school 

are warmer than others. Positively, their conclusions matched their 

hypothesis, on a hot summer’s day the shade of the concourse can feel 

up to 8°C cooler than the heat of the south playground. The department 

was really impressed by the focus and maturity shown by year 8 in this 

investigation, we look forward to seeing their engagement in GCSE 

fieldwork next year. 

GCSE fieldwork started in June with two coaches of 120 year 10s 

(and a very patient bus driver) departing to Goring and Hove beach. 

Students were investigating the impact of coastal management on coastal 

processes and communities. After a million questions about packed 

lunches, what to wear and whether the new Jordans were appropriate, 

with their clipboards in hand students were ready to collect their data. 

They embraced their inner geographers to dodge sunbathers and collect 

the all-important groyne height, beach profile, sediment analysis and 

place profile data. Notably, despite it being the first time to the coast 

for many of them, students embraced the experience describing Hove as nice, peaceful, 

and beautiful – but perhaps the mid-afternoon ice cream boosted the mood. 

Later in June it was time for the urban geography trips, prepared with clipboards and 

questionnaires, 90 year 9 were ready to investigate how quality of life differs within 

Hounslow Borough, comparing Chiswick High Road and Hounslow High Street. Over 

3 days and with help from a range of support staff, all students safely bused and 

walked across Hounslow. The results were diverse, with some in awe of Chiswick’s 

boujie bakeries whilst others preferring the bustling diversity of Hounslow High Street. 

Regardless we hope all students carry forth the geography theory and skills to ace their 

GCSE exam. 

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3/3 

This year has been full of fieldwork (with loads more to come next year) which we hope has inspired Cranford 

Geographers to be interested and engaged in the world around them. 

Caitlin Arnold (KS3 Geography Curriculum and 

Assessment Lead) 

Cranford visits the 

Royal Geographical Society 

This November two groups of year 7s and 8s and year 9s and 10s, 

to the Royal Geographical Society (RGS). As the birth place of 

academic geography in the UK, the RGS is home to a vast collection 

of historic and contemporary geographical research and artefacts. 

Surrounded by old globes, paintings and lots of books (a lot of 

books), students engaged with current university geographers and 

professional geographers to understand the role of the society, the 

breadth of the subject and where it can take you. 

The students who attended were a credit to Cranford as they embraced the challenge of discussing questions 

such as: ‘Is Instagram urban?’ and ‘Can glaciers be feminist?’. 

We were later lucky enough to have a speaker from the RGS visit Cranford to share the value of Geography 

and Geographical skills with our year 11. Palama from Royal Holloway gave an inspiring and motivating talk 

relating to taking Geography at A-Levels and beyond as a career. The students looked at a variety of different 

roles and career paths, such as a data analysist, urban planner and even skills that are transferrable like research, 

ICT and scientific and lab skills. The students were surprised to learn how geography can lead to such diverse 

career options and left the session with understanding that geography really does make the world go around! 

Caitlin Arnold (KS3 Geography Curriculum and Assessment Lead) 

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28

HISTORY Department 


1/5 

History 

Department 

2022/23 

istory Department 

The His proud to say that 

2022-2023 academic year has been a 

very exciting one for us! We have 

had a variety of curriculum related 

trips which have given students the 

opportunity to immerse themselves in 

Historical settings and experiences. 

We have had two visits to Hampton 

Court Palace, a trip to Pevensey 

Bay, a wonderfully frightening visit 

to the London Dungeons, alongside 

some in school activities such as the 

Holocaust Memorial Day related talk 

from the daughter of a Holocaust 

survivor. 

Activities like this are vital in 

ensuring that students are able to 

learn and grow their curiosity for our 

subject but also realise the relevance 

of History in the world around them. 

Students have developed a real depth 

and breadth of knowledge this year, 

particularly where we now have the 

Year 8 History and Geography Major 

classes, with both sides studying 

both subjects every week. Our 

curriculum has become even more 

all-encompassing and explorative of 

themes that students are interested in 

and that reflect our staff specialisms. 

Our Half-term History Heroes also 

deserve a huge shout out (listed here) 

for being fantastic and inquisitive 

young historians throughout the 

academic year. Certificates and 

congratulatory letters are always 

sent home for our Half-term History 

Heroes who are nominated by their 

class teachers. 

But a fantastic well done to all of 

our students in History – they are 

curious and perceptive about the 

world around them and how it came 

to be that way by exploring life in 

the past. 

We look forward to the many more 

exciting activities and opportunities 

available to our staff and students in 

2023-2024! 

Sahrish Shaikh (Head of History) 

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2/5 

Year 8 History Trip to the London Dungeons 

In a captivating blend of history, drama, and sheer adrenaline, the Year 8 students embarked on an unforgettable 

adventure to the spine-tingling London Dungeons in January 2023. Nestled within the heart of the bustling 

city, this immersive attraction brought to life the sinister tales and eerie history that lies beneath the surface 

of one of the world’s most vibrant metropolises. With hearts racing and curiosity aflame, the students delved 

into the shadows, ready to encounter the ghosts of London’s past. 

Stepping through the doors of the London Dungeons was akin to stepping back in time. The students found 

themselves transported to a bygone era, where London’s murky and treacherous past came to life. Guided 

by costumed actors who skilfully portrayed infamous characters such as Sweeney Todd, Jack the Ripper, 

and Guy Fawkes, the students were led through a series of dark and atmospheric chambers. 

Each room told a different story, weaving together London’s history with chilling tales of crime, punishment, 

and the supernatural. From the Great Plague to the Fire of London, the students were captivated by the 

immersive storytelling, learning about the city’s tumultuous past in a way that textbooks simply cannot 

replicate. 

The London Dungeons spared no expense when it came to creating an immersive and spine-chilling 

experience. The students found themselves at the mercy of sudden screams, startling surprises, and the 

intense atmosphere that permeated each room. Shadows danced on the walls, eerie sound effects echoed 

through the corridors, and the dim lighting heightened the sense of foreboding. It was an adrenaline-fueled 

journey that kept everyone on the edge of their seats. 

This interactive approach not only heightened the students’ engagement but also provided a unique educational 

opportunity. By stepping into the shoes of historical figures and facing the challenges they encountered, 

the students gained a deeper understanding of the past, its impact on the present, and the importance of 

preserving and learning from history. 

It was a trip that not only provided a thrilling adventure but also kindled a love for history and a deeper 

understanding of the world we inhabit. The echoes of their screams and laughter will linger, reminding them 

of the extraordinary experience they had in the London Dungeons. 

Kajol Kaur (History Key Stage 3 Co-ordinator) 

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3/5 

Year 10 GCSE History Students 

Visit Hampton Court Palace 

ampton Court Palace – the gates through 

Hwhich a group of 30 year 10 students 

walked and exclaimed ‘Wow, look how 

beautiful it is!’ That is the reaction that we 

get and love when our Year 10 GCSE students 

realise that there is a historical palace not too 

far from home, a palace that plays a key role 

in the life of Elizabeth I, the monarch they 

study for their British Period Study aspect of 

the course. 

This is an annual trip that the History 

Department runs to ensure that students 

are able to visualise and learn history from 

artefacts and real-life buildings, rather than 

just through books. The workshop that the 

students attended was related directly to 

the course content, focusing specifically on 

Elizabeth’s rise to power as monarch as well 

as the question surrounding her legitimacy. 

The council room where Elizabeth I would 

have met her privy council was the location 

of our debate over her legitimacy and 

what a debate it was! To witness students 

articulate their knowledge and arguments 

in a sophisticated manner whilst immersed 

in History itself was fantastic. 

The day at the Palace moved from the workshop to taking in the lovely gardens as well as enjoying the famous 

maze. A photo challenge was also part of the activity for the group, an opportunity to engage with riddles and 

win prizes. 

All in all it was a brilliant day and the students were able to gain a lot from it. This is an experience we look 

to make happen again in the next academic year! 


The trip to Hampton Court Palace was much fun and there was a lot to learn from it. We started our day off with a tour 

of the palace in which we learnt loads about the way the Tudors (especially Queen Elizabeth I) lived while she was there. 

We then took part in a small debate and acted as if we were the Privy Council of Elizabeth and had to put ourselves 

in their shoes and see what decision we would make. We had lunch in the gardens of the palace and were also able to 

see some ducks and swans in the lake. After that, we went through the palace’s maze and made our way out after a lot 

of twists and turns. Finally, to end our day we had to do this photo challenge in which we had descriptions of certain 

places of the palace and as we walked around the palace, we had to identify what description the place matched and 

then take a picture of it. 

As a whole, it was a very enjoyable day and we got to learn quite a bit about key moments in Queen Elizabeth’s life. 

Divya Sareen (year 10) 

Page 

31



4/5 

Year 11 Historians visit Hampton Court Palace 

In 

an effort to bring history to life and deepen 

their understanding of British heritage, In 

September 2022, year 11 History students embarked 

on a memorable journey to the magnificent Hampton 

Court Palace. Nestled along the banks of the River 

Thames, this historic landmark offered a captivating 

glimpse into the lives of monarchs, courtiers, and the 

rich tapestry of the Tudor and Stuart eras. 

Hampton Court Palace provided an interactive and 

immersive experience that transported the Year 11 

students back in time. With each step, they explored 

opulent state apartments, vast courtyards, and 

immaculate gardens. The Great Hall, adorned with 

magnificent tapestries and boasting a soaring hammerbeam 

ceiling, left the students in awe as they imagined 

royal banquets and lively gatherings that once took 

place within its walls. 

One of the most anticipated highlights of the trip was 

the famous Hampton 

Court Maze. As the Year 

11 students ventured into 

the intricate network of 

hedges, they discovered 

an exciting challenge 

that required teamwork 

and problem-solving 

skills. Amidst laughter 

and friendly competition, 

they navigated the 

labyrinthine paths, 

Page 

striving to find the elusive centre. The maze not only 

provided an entertaining diversion but also served as a 

metaphorical journey, teaching the students the value 

of perseverance and collaboration. 

The meticulously manicured gardens surrounding 

Hampton Court Palace were a visual delight. The 

students strolled along the serene walkways, revelling 

in the vibrant colours and fragrant blooms that filled 

the air. The palace’s proximity to the River Thames 

offered an additional charm, as the students paused 

to watch the graceful swans gliding across the water. 

These moments of tranquillity provided a welcome 

respite from the hustle and bustle of daily life, 

allowing the students to reflect and appreciate the 

beauty of nature. 

The Year 11 trip to Hampton Court Palace proved 

to be a remarkable journey through time, blending 

education and enjoyment in equal measure. It offered 

the students a unique 

opportunity to engage 

with history, walk in the 

footsteps of kings and 

queens, and gain a deeper 

appreciation for the rich 

heritage of the British 

monarchy. 

32 

Kajol Kaur (History Key 

Stage 3 co-ordinator)



5/5 

History A Level Trip to Pevensey Castle & Eastbourne Beach 

Wednesday 21st June 2023 

saw 13 A-level History 

students embark on an enriching 

educational trip experience to 

Pevensey Castle and Eastbourne 

Beach, a captivating adventure 

that combined hands-on learning 

with immersive historical 

exploration. 

As students set foot within its 

ancient walls, they were instantly 

transported back to the time of 

the Norman conquest in 1066. The sight of 

the castle’s massive stone structures, once a 

Roman fort, was a living testament to the transformations that have swept across 

England over the ages. Standing on the very ground where William the Conqueror 

first landed, students were able to visualize the strategic significance of Pevensey 

Castle during pivotal moments in history. 

The journey continued to Eastbourne Beach, where the expansive coastline served 

as a backdrop to connect historical narratives to the natural world. The beach’s 

proximity to the English Channel made it an important location during World 

War II, particularly during Operation Neptune, the naval component of the D-Day 

landings. 

The combination of Pevensey Castle and Eastbourne Beach showcased the 

interconnectedness of history and geography, emphasizing how environments 

and landscapes shape human activities. 

Kajol Kaur (Key Stage 3 Humanities Co-ordinator) 

istory department were fortunate enough 

The Hto be able to invite Gloria Silver, the 

daughter of Holocaust survivor Tony Chuwen, to speak 

to our Year 8 Major students. It was an afternoon of 

deep reflection and recognition of what happened in the 

Holocaust but also of the strength of the human spirit. 

Students were able to ask questions about Tony’s life as 

well as learn about how he survived and what hearing his story has meant for Gloria herself. It was a brilliant 

opportunity for our students to be able to also learn about History outside of lessons, in preparation for their 

unit on the Holocaust. This was an event that also followed Holocaust Memorial Day which was very timely 

and something that the students recognised the importance of. Thank you to Gloria for sharing her father’s 

story but also a thank you to the staff who made this happen and the students who were all thoroughly engaged! 


Holocaust Memorial Day 

Guest Speaker 

Page 

33

MWL / 

Modern World Languages 

1/4 

Bienvenido! Willkommen! Welcome to the MWL department 

In 

an increasingly globalized world, the importance of 

language learning cannot be overstated. The ability to 

communicate effectively in different languages opens doors to 

new cultures, opportunities, and perspectives. At the forefront 

of language education, our Languages Department stands out 

for its interactive approach to teaching and its commitment to 

promoting world languages. By fostering cultural understanding 

and empathy, we cultivate global citizens who appreciate and 

respect diverse perspectives. 

The Modern World Languages Department is committed to promoting world languages beyond the traditional 

curriculum. Language clubs, extracurricular activities, and trips provide opportunities for students to engage 

with languages beyond the classroom setting. By embracing linguistic diversity, our department nurtures 

an inclusive and multicultural environment, fostering a deeper appreciation for the richness of languages 

worldwide. 

In the past year, like every year, our students have embraced the opportunities given to them. Our Languages 

Week had students from all year groups complete a scavenger hunt, looking for over a hundred different 

languages and the teachers that were representing them. All of year 7 participated in the Foreign Language 

Spelling Bee, with 2 of our students making it to the regional final in London. A group of 14 year 10 students 

travelled to Barcelona for 4 wonderful days filled with culture, art, gastronomy and of course the immersion 

in the Spanish language. Our Key Stage 5 students went to the Cervantes Theatre to watch a Spanish language 

play, as well as attending a study day at the BFI for their film unit. 

Gute Arbeit! Buen trabajo! 

Hope Eley (Head of Spanish) 

Students attend a Spanish Theatre Production 

As part of their course curriculum, these enthusiastic learners were eagerly 

awaiting the opportunity to witness a live performance of “La Casa de Bernarda 

Alba.” This seminal work by Federico García Lorca, a Spanish playwright of 

great renown, delves into themes of repression, societal norms, and the human 

spirit. The trip promised to be an immersive experience, providing students with 

an in-depth understanding of Spanish theatre and its historical context. 

The trip had succeeded in transforming the theoretical into the tangible, 

allowing the students to engage with Spanish culture, language, and history on a 

profound level. They expressed their appreciation for the opportunity to witness 

a live performance and acknowledged the lasting impact it would have on their 

understanding of Spanish theatre and literature. 


It gave me a deeper knowledge and understanding not only about the play itself, but 

also about what Spain was like during that specific time period, as well as how women 

were treated back then. This also helped me with things like listening and vocabulary. Overall, it 

was a fun experience which I thoroughly enjoyed and it will definitely be helpful going into Year 13! 

Abdulh Yar Parveen (year 12) 

Page 

34

MWL / Modern World Languages 

TRIP to Barcelona 

2/4 

Barcelona 

April 2023 

An Unforgettable 

Four Day Trip 

Barcelona, a city known for its rich history, captivating 

architecture, and vibrant culture, welcomed a group of 

enthusiastic Year 10 students in April for an unforgettable 

four-day adventure. With a carefully crafted itinerary 

that included visits to iconic landmarks such as Sagrada 

Familia, Parc Güell, Camp Nou, and the Picasso Museum, 

this educational excursion provided a unique opportunity 

for students to immerse themselves in the beauty and 

diversity of Barcelona’s attractions. 

Beyond the planned visits, the students had ample free 

time to explore Barcelona’s vibrant streets and soak up its 

unique atmosphere. They wandered through the enchanting 

Gothic Quarter. They also had the opportunity to explore 

the lively La Rambla boulevard, with its vibrant street 

performers, colourful markets, and eclectic shops. 

As the Year 10 students bid farewell to Barcelona, they 

carried with them cherished memories of this amazing trip. 

The trip not only broadened their cultural horizons and 

deepened their understanding of art and architecture but 

also fostered a sense of camaraderie among the students 

as they shared unforgettable experiences. With its blend of 

history, art, and vibrant energy, Barcelona had proved to be 

the perfect destination for an enriching and unforgettable 

Year 10 trip. 


Page 

35

MWL / Modern World Languages 

TRIP to Barcelona 

3/4 

entertaining. Overall, i really enjoyed the trip and i would love to 

re-live all the different moments and memories which I have. 

Divya Sareen (year 10) 

I had the most enjoyable time of my life on the trip to Barcelona and 

during, although it felt short I made some amazing memories with my 

friends and teachers in the time we had. I also value the effort our 

teachers put in, into planning where we went each day and assisting 

us whenever needed, whilst also allowing us to have an opportunity 

to navigate and look around ourselves. Overall, Barcelona was a very 

memorable and enjoyable trip. 

Ashvika Jaitly (year 10) 

Barcelona was a fantastic opportunity that 

we were lucky to be provided with. As well 

as enjoying time with our friends and peers, 

we also learnt some interesting facts about the 

place to deepen our knowledge, and some more 

Spanish vocabulary to help us with our exams. 

It was fun to see the other side of our teachers 

outside of school, which helped us bond and 

create lifelong memories. Overall, Barcelona 

was unforgettable, and I hope we can experience 

another trip like this in the future. 

Anisa Bilkhoo (year 10) 

The trip to Barcelona in April 2023 was a very 

enjoyable trip in which i was able to make so 

many memories. During the trip, we managed to 

see some of the key aspects of Barcelona and got 

to explore so much of the city. Every day there 

was something new and different to see which 

made the trip even more exciting and made us 

all look forward to the next day. We went to 

iconic landmarks such as La Sagrada Familia 

which is a cathedral in the centre of Barcelona 

and is still being built. As we entered, we were 

all in awe due to the beauty of the cathedral and 

we also got a guided tour which helped explain 

all the different parts of the cathedral and what 

they symbolise. We also went to a couple of 

art galleries and museums which was a great 

way to explore the culture even further. We also 

made a mandatory trip to Camp Nou which is 

the Barcelona Stadium and for most of us, it 

was our first time seeing a football stadium. All 

of the activities which we did we are all a mix 

and made the trip so much better as we were 

able to explore different places all from different 

categories; we were able to see the culture in 

so many various ways and it made the trip more 

I was one of the fortune 

students that had the 

amazing opportunity to go 

on the trip to Barcelona; 

It was such a special 

experience being able to 

go abroad with all my 

friends and has made me 

to feel more independent 

than ever. We explored 

many landmarks around 

Barcelona that were all 

so interesting to sightsee, 

but my favourite was La 

Sagrada Familia, the largest 

unfinished church, mostly 

because of all the intricate 

details inside that made it 

seem like a forest and all the 

biblical stories showcased 

on the outside of the churchit 

was breath-taking. 

Tashmin Kaur (year 10) 

Visiting Barcelona was 

truly a delightful and 

overall lovely experience. 

Introducing myself to the 

cultures and traditions felt 

so homely and welcoming, 

especially going with an 

amazing group and lovely 

teachers. 

Pari Mahmotra (year 10) 

Page 36

MWL / 

Modern World Languages 

4/4 

BFI Study Day with 

Bristol University 

A 

group of Key stage 5 students embarked 

on an exciting journey to the British Film 

Institute (BFI) for a special study day, run by 

the languages department from the University of 

Bristol, centred around the critically acclaimed 

Spanish film, “El laberinto del fauno” (Pan’s 

Labyrinth). 

The students, eager to delve into the rich world 

of Spanish cinema, eagerly made their way to the 

BFI, a renowned institution that celebrates and 

promotes the art of filmmaking. This trip offered 

a unique opportunity for the students to immerse 

themselves in the language, culture, and cinematic 

brilliance of “El laberinto del fauno.” 

The highlight of the day was undoubtedly the 

screening of “El laberinto del fauno” itself. 

Directed by the visionary Guillermo del Toro, the 

film beautifully blends fantasy and reality, taking 

viewers on a captivating journey through the 

eyes of a young girl named Ofelia. The students 

were completely engrossed in the film’s intricate 

plot, breathtaking visuals, and thought-provoking 

storytelling. 

Following the screening, the students participated 

in group discussions led by experienced film educators. They explored various 

aspects of the film, such as its historical context, symbolic imagery, and the use 

of Spanish language throughout the narrative. These discussions encouraged 

the students to analyse and interpret the film from different perspectives, 

fostering critical thinking and deepening their appreciation for Spanish cinema. 

Overall, it was a memorable and enlightening experience for the students. It 

provided them with a unique opportunity to engage with Spanish language and 

culture through the medium of film, fostering their appreciation for cinematic 

art and encouraging their personal and intellectual growth. 


Spelling Bee 

The BFI study day was a 

great day which allowed me to 

gain a better understanding of 

the film and obtain different 

perspectives of the film which 

I was not aware of before. In 

addition, it was interesting 

seeing how many other people 

my age take Spanish as an 

A-Level because I had always 

thought there was not much 

popularity for it compared to 

other subjects. In total, the 

study was a fun day out which 

also allowed both year 12 

and 13 languages students to 

come together and share their 

thoughts and opinions. I hope 

to have more study days like 

the BFI study day as they are 

eye-opening and a great way 

to explore different grounds 

on the topics I’m studying. 

Khirunessa Da Fonseca 

Hossain (year 12) 

To prepare for the Spelling Bee I mainly used the words that we were given to revise every day. 

I would spend about 30 minutes to an hour practicing! The stakes were really high. I was very 

nervous on the day but excited at the same time. It was a relief when the day came after all the 

practice but unfortunately, I did not win the competition. I wasn’t mad at all though! I was happy 

that I didn’t succeed as it taught me a good lesson! “Success is not final; failure is not fatal: it is 

courage to continue that counts”. So even if I didn’t win, I still appreciate the opportunity I was given. 

Sanjot Sidhu and Hashir Kashif (year 7) 

Page 

37

SIXTH FORM 


1/2 

Sixth Form Students Gaining Insightful Experiences through 

University and Career Programmes 

In the sixth form, we are deeply committed to nurturing the holistic development of our students and aiding 

them in making informed career choices. One of the pivotal ways we achieve this is by actively promoting and 

facilitating participation in various summer school programmes and work experiences offered by renowned 

universities and organisations. Notably, initiatives such as the Sutton Trust and UNIQ programmes exemplify 

our dedication to providing diverse opportunities for our students. By encouraging our students to engage in 

these opportunities, we aim to expose them to immersive learning experiences, insightful mentorship, and 

hands-on exposure to potential career pathways. Through these endeavours, we empower our Year 12 students 

to expand their horizons, refine their aspirations, and gain valuable insights that will undoubtedly shape their 

futures. 

Chetan Shingadia (Assistant Headteacher – Sixth Form) 

Sutton Trust Summer School – Imperial College London 

My time on the Sutton Trust summer school with Imperial College London has been amazing, having taken 

part in activities I would have never had experienced had I not done it. We were treated to a host of exciting 

activities such as academic sessions that gave me a taste of what university life will be like and other more nonacademic 

things such as a theatre trip and a formal dinner to round off the week. Overall, the experience was 

very enjoyable and having completed it, gives me confidence in applying to university and Imperial College 

London. 

Musa Raza (year 12) 

Page 

38

SIXTH FORM 


2/2 

STEM Summer School – Brunel University 

Attending the STEM summer school at Brunel was an exhilarating and transformative experience. From the 

moment I stepped into the campus, I could feel the palpable excitement in the air. Each day was filled with 

a diverse array of stimulating activities, challenging workshops, and inspiring lectures that further ignited 

my passion for science, technology, engineering, and mathematics. The hands-on projects like virtual bridge 

building and comparing the extractions of cell DNA to programming my own mini robot allowed me to apply 

theoretical knowledge to real-world situations, fostering critical thinking and problem-solving skills. The week 

flew by in a whirlwind of exploration and discovery, leaving me with a newfound confidence in my abilities 

and a deeper appreciation for the wonders of STEM. Beyond the academic aspect, the memories made during 

this week made it an unforgettable and cherished experience that I will carry with me for years to come. 


In2Science Programme – Corexlab at UCL 

I was extremely lucky to have been given the opportunity to work with the manager at Corexlab in UCL as well 

as a team of 20 neuroscientists alongside with Postdocs Matteo Cardandini and Kenneth Harris. Where our aim 

was to understand how the brain processes sensory signals. We studied various aspects of vision, navigation, 

and behaviour. This was specifically done by monitoring the neural activity and behavioural state of mice. We 

were also looking into the Alzheimer’s illness in mice against healthy mice. 

Throughout this experience I completed multiple tasks. One example being where I created glass slides using 

the neurons from the cerebral cortex of a mouse (a sheet of neural tissue). In which I stained the cells with 

DAPI in blue and the green shows the staining we did for FAP which is present in astrocytes. Below I have 

attached the microscope images we gathered from this task. 

I also completed many other tasks like the implantation of neuropixels probes, light beads microscopy and 

scientific coding, to name a few. 

Aaliyah Lochab (year 12) 

UNIQ Summer School – Law at Oxford University 

Through participating in the Uniq summer school in Law, I had the opportunity to attend workshops, lectures 

and tutorials and other activities surrounding different areas in the Law. This was an insightful experience as 

it gave a taste of what the undergraduate student experience would genuinely be like. Fortunately, through this 

opportunity I was able to participate in a debate concerning Causation in Criminal Law, this allowed me to 

think creatively and outside the box, which further improved my public speaking skills, enhancing my interest 

in studying law. 

Jasleen Sethi (year 12) 

Page 

39

SIXTH FORM 


Year 12 Taster Lecture Explores Cardiovascular 

Medicine with Professor Faisel Khan 

The 

Year 12 students took part in an amazing taster lecture in October 2022 to learn more about 

Cardiovascular Medicine. The taster lecture was given by Professor Faisel Khan, Professor 

of Cardiovascular Sciences at Dundee University. The taster lecture was delivered through Microsoft 

Teams with students gathering in the Cranford Suite to participate in this engaging lecture. 

The core objective of the conference was to bridge the gap between classroom learning and the practical 

advancements in cardiovascular research. Professor Khan shared valuable insights about his ongoing 

research, providing students with a first-hand look into the latest developments and innovations in 

this dynamic field. This real-world perspective added depth and context to the students’ academic 

understanding. 

Professor Khan also drew from his wealth of experience to offer guidance on applying to study medicine 

via UCAS. He provided students with practical strategies to make their applications stand out amidst 

the competition. 

The conference proved to be an engaging and enriching experience for the students. Professor Khan 

spent time after the taster lecture to answer the students’ inquisitive questions about the lecture content 

leaving them with a deeper understanding of cardiovascular medicine and valuable insights for their 

future academic and professional paths. 

By combining technology with expert insights, students were empowered to explore the world of 

Cardiovascular Medicine in a meaningful and impactful way. 

Chetan Shingadia (Assistant Headteacher) 

Page 

40

EPQ / Extended 

Project Qualification 

Extended Project Qualification 2023 

\ \ \ \ \ • \ • \ 

Gobind Virk 

Harsimran 

Bath 

Sanjana 

Bhola 

Oliwia 

Bartnicka 

Prableen 

Gurwara 

Maryam 

Moeen 

Yasmina 

Debieche Del 

Rio 

What is the best 

way 

\ 

to 

implement 

hydrogen as a 

fuel? 

How can 

understanding the 

genetic composition 

\ \ Chronic \ \ 

of inherited disease 

help the 

development of 

further treatments? 

To what extent do 

negative parentchild 

relationships 

influence 

attachments later in 

life? 

The Effect of Stress 

on Health: How 

Psychological Stress 

Affects the Likelihood 

of Blood Clots in 

Young People 

How do 

environmental and 

biological risk 

factors interact with 

the development of 

dementia? 

The rise of social 

media and 

parasocial • \ 

relationships and 

the effect on 

mental health? 

Is social 

behaviour • \ 

based on 

biological 

reasoning? 

The 

Extended project qualification (EPQ) is an A-level standard standalone 

qualification designed to extend and develop students’ abilities beyond the 

A-level syllabus and prepare for university or their future career. It can be taken 

as an extension of other Level 3 qualifications or vocational qualifications. It is worth half an A-level 

and is recognised by universities and employers. 

The EPQ allows students to lead their own projects. Students get to plan and carry out research on a 

topic that they’ve chosen and they can take inspiration from something touched on in class or something 

personal and unrelated to their studies. They then use this research to produce a written report and, 

in the case of practical projects, an artefact or a production. Here is just a sample of the EPQ projects 

undertaken this year. 

Fran Green (Assistant Headteacher - EPQ) 

Page 

41

SIXTH FORM 2022 / 23 

Youth Talks Event 

1/2 

This 

year the annual Cranford Youth Talks event made a return on Wednesday 19th April 2023. The 

evening opened with an exceptional performance from our talented Year 12 pianist Zechariah 

Joseph who set the tone for an engaging and inspirational event which showcases the passions and voices of 

Cranford students. As a sixth form team we pride ourselves on the value placed on empowering student voice 

and preparing our young people with skills for the wider world and this event truly embodies our ethos. This 

year all of Year 12 and 13 took part in a broadening horizons programme during registration where they engaged 

with a range of academic literature and developed their literacy skills to prepare their own speech based on a 

topic of interest to them. As a result participation in the Youth talks event almost doubled. The young people 

who took to the stage were praised by the audience for the passion they demonstrated for their topics, their 

courage to stand in front of an audience of peers, family and staff and their commitment to self-improvement 

as they learnt about public speaking. During the evening we were delighted to listen to speeches on a broad 

range of topics relating to ethics, religion, technology, mental health and modernity which were punctuated with 

performances including an original rap by Rayan Ali Year 11 ‘A moment in my own space’ and a traditional 

Kathak dance by Siddhi Naik Year 13. 

Sharandeep Saroya (Assistant Headteacher-Sixth Form Team) 

Participating in the Cranford Youth Talks was a nerve-wracking yet immensely rewarding experience. As I stood 

before my peers, I felt a mix of excitement and anxiety, unsure of how my words would be received. However, 

as I began to speak, I found my rhythm, drawing from personal experiences and passions to connect with the 

audience. The supportive atmosphere and encouraging nods from my classmates helped boost my confidence. 

The experience taught me the value of effective communication and the importance of sharing one’s voice. 

Walking away from that moment, I felt a sense of pride in having overcome my fear and having made a positive 

impact on my school community. It was an unforgettable opportunity that not only honed my public speaking 

skills but also instilled in me the belief that our voices, no matter how small, have the potential to inspire change 

and foster a sense of unity among our peers. 


Page 

42


Youth Talks Event 

2/2 

Hosting and taking part 

in Cranford’s 2023 Youth 

Talks event was an amazing 

experience and one that I’m 

grateful I was able to be a part 

of. It was a pleasure to introduce 

and close the event with 

Harsimran, the Deputy Head 

Girl, as well as set the stage 

for some of the participants, 

who all did such an amazing 

job delivering their topics in a 

powerful and interesting way. 

Even I couldn’t help getting 

involved in the fun: delivering 

my own speech, “The Crucified 

God”, which explored the 

subversive death of Jesus of 

Nazareth as presented in the 4 

New Testament Gospels. More 

than anything, this topic is one 

that is very dear to my heart, so 

I enjoyed communicating the 

personal impact that it’s had on 

me as a young believer to the 

audience. 

Samuel Dickson 

(year 13 - Head Boy) 

I had the pleasure of hosting 

the youth talk event alongside 

Samuel, the Head boy. Each 

student’s passion for their 

subject was admirable and I 

was thoroughly entertained 

by the talks given out by the 

year 12s and year 13s. Reading 

through the speeches whilst 

preparing the introductions 

was simply underwhelming 

when compared to the way the 

speakers delivered their talks. 

I am glad that I was given the 

opportunity to host an event 

where I got to see first-hand 

what topics are important to 

my peers and that I got to set 

them up for their meticulously 

planned speeches. 

Harsimran Bath 

(year 13 - Deputy Head Girl) 

Page 

43

ENGINEERING GUEST 

SPEAKER EVENT 

Mo-T-ivate 

The Airport Guy 

Engineering 

Guest Speaker 

Event 

@mo_t_ivate 

Mohammad Taher (Mo T) – more 

commonly recognised by his handle 

@mo_t_ivate - delivered a talk which he introduced 

the simplistic ethos of engineering: to be introduced to 

a problem, to use our knowledge to tackle the problem 

and finally to solve it. Although ostensibly, these series 

of statements appear trivial and obvious, Mohammad 

Taher delved into the wonderful and exciting niches, 

components and factors that contribute to this process 

with a charming, entertaining, and humorous rhetoric 

revealed through his personal anecdotes whilst working 

at Heathrow. 

Perhaps my favourite anecdote was how Mo came 

about to solve what appeared to be an awkward 

problem - luggage on a conveyor belt not lying 

flat causing them to not pass easily into the x-ray 

scanner. Mo colourfully illustrated how this led 

to a catastrophic series of events administratively, 

financially, and how much of a detriment it made to 

the customer experience. His solution? - an elegant, 

raised point on the conveyor belt; building upon the 

fundamentals of angular momentum, Mo explained 

this phenomenon without any heavy mathematical 

jargon and revealed how it solved a series of problems 

upstairs, caused Heathrow paying less for lost baggage 

and perhaps almost invisibly, gently raised the 

customer’s experience at the busiest airport in Europe. 

It was quite symbolic how Mo was working in an 

underground section and was unseen by any customer, 

yet the effect of his work rippled across the airport. 

To quote Mo verbatim on his innovation he stated “I 

trust the maths” which I found rather sweet as I do have 

a soft spot for mathematics; he further constructs upon 

the importance of mathematics in engineering and in 

life. He initially presents a question we may be shown 

at our time in secondary school: “y minus three over 

four is equal to x, 

solve for x”. Playing 

devil’s advocate, he 

pins the elephant in 

the room by further 

interrogating if 

anyone had this uneasy feeling of that question: “am I 

really gonna use algebra in my life?” - naturally, many 

confessed. Mo then followed with a question about 

logistics “say Sarah and John don’t want to talk but 

they need to work together …”. Mo finally coalesces 

these two tangents by revealing that algebra is the 

medium to tackle a real-world issue which appears to 

be so disconnected from mathematics! To quote him 

verbatim once more “maths is like the gym for your 

brain where you can get better at problem solving” - 

hyperbolic hypertrophy if you will. 

Mo finally concludes the talk by revealing the two 

sorts of engineer one might consider to be coming. 

The former, a hands-on engineer who enjoys a 

kinaesthetic and tangible approach and the latter, the 

more theoretical and mathematically formal engineer. 

Yet, regardless of what end of the spectrum one may 

assume, Mo pleads that everyone learnt to communicate 

effectively and efficiently. Everyone is a “gatekeeper 

to ideas” and communication is that skeleton key of 

sorts which unlocks potential breakthroughs and ideas 

that lead to large scale innovation. 

I would argue that regardless of their formality in 

mathematics, whether they are hands on, whether they 

work on engines or work on architecture, whether 

they design buildings or help ease the flow of traffic, 

they are practising that all-encompassing ethos of an 

engineer. 

Prem Pun (year 12) 

Page 

44

Model United Nations Presentation 

on the Environment 

Model 

United Nations 

Presentation at 

Cranford 

Organising the Model United Nations 

presentation on the 1st and 8th 

February 2023 for the sixth form 

was a great opportunity to encourage students 

to learn more about different international 

issues. The Environment committee asked 

participants to prepare their arguments around on human rights, the refugee crisis and security. Together we 

created a debate so fierce that students stayed until 5pm to close their arguments. All participants were awarded 

a Model UN badge to congratulate them on their participation in the event. Thank you to all who attended. We 

hope that this opportunity encourages you all to consider professions like law, international relations, political 

science and so much more. 

Marjaan Aman (Head of Environmental Committee) 

Our Model United Nations event allowed members of the sixth form to come together to discuss topics 

including government policies and current affairs across different nations. As the Environment Committee we 

also included topics surrounding environmental issues to highlight the ongoing impacts of climate change, and 

how different countries contribute to them. Each delegate had the opportunity to develop their communication 

skills, as well as critical thinking, when forming arguments to support their government. We were glad our 

event allowed for our sixth form to have an open and thoughtful conversation relating to relevant, global issues. 

Shamaila Baig (Year 13 - Environmental Committee) 

Page 

45

SIXTH FORM 


Sixth Form Focus Mode 

Keynote Assembly and 

Mentoring 

In March this year we were pleased to have Mervyn 

Mensah from Focus Mode deliver a keynote assembly 

to the Sixth form. 

The presentation carried key themes of raising 

aspirations, increasing confidence and changing 

behaviour. The assembly saw the whole Sixth form 

come together just before our year 13 students prepared 

for their formal exams and our year 12 students for 

their end of year mocks. 

The message, filled with bags of motivation and 

stories, left the students and teachers with lots to think 

about, reflect upon and a new outlook, leading into a 

crucial time for themselves. 

The sixth form pastoral team followed the keynote 

speech up with a six-week programme which focused 

on themes of vision, identity, relationships, leadership 

and resilience. The coaching programme focused on 

key themes to help our students develop both in and 

outside of the classroom. 

We look forward to working with Mervyn Mensah 

again in the future. 

Hamesh Rattu 

(Director of Sport & Community Wellbeing) 

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46

INTERNATIONALISM / 

International School Award 

International 

School Award 

2022-2025 


was invited to attend the official 

award ceremony for the British 

Council’s International School 

Award on Monday 20th March 2023. 

Held at the Terrace Pavilion Room 

in the Houses of Parliament, it was 

a fantastic opportunity to see how 

many schools were awarded the 

ISA alongside Cranford Community 

College. The award was in recognition 

of the wealth of international activities 

and international partnerships that 

schools have cultivated and continue 

to develop, ensuring that staff and 

students have the opportunity to 

experience different cultures and 

languages. This award is especially 

important for Cranford Community 

College as internationalism is very 

much a part of our DNA – with the 

diverse demographics of our staff 

and students alongside the language’s 

college legacy as well as the many 

international partnerships, there is no 

doubt that we truly are an international 

school always seeking to celebrate what makes us unique. This 

academic year has already seen multiple international activities 

take place: Erasmus+ Soft Skills project visits to Poland and 

Portugal with our partners also visiting us in March; our partners 

from Ocheon High School in Pohang (South Korea) visiting us in 

January and then our students visiting them in May; staff visiting 

our Thai partners at Princes Chulaborn Science High School, 

and of course, the additional cultural trips to Paris, Athens and 

Barcelona. A huge thank you to all staff and students who make 

such exciting opportunities happen. We endeavour to ensure 

that such fantastic opportunities continue to take place moving 

forward! I was delighted to be asked to collect the award on 

behalf of the school and to be part of this wonderful event. 

Sahrish Shaikh (Senior Teacher) 

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47

ERASMUS PROJECT 


Cranford’s Technical Education 

“Erasmus Project” Comes to an End 

September 2022 saw Cranford’s project to share best practice with high 

performing vocational education providers in the Netherlands and Norway 

come to an end with a final visit to Koning Willem I College, a college of 18,000 

students spread over several campuses in the heart of ‘s-Hertogenbosch. 

Sukhjeet Kudhail (Head of IT and Computing), Mudassir Sarwar (Data Manager) and Rob Ind (Joint Head 

of School) have been leading the project from Cranford, which began in 2019, to support our delivery of the 

new T levels and sharing our expertise in assessment practices and integration of migrant students with our 

European neighbours. 

This was our second visit to Koning Willem I College and again, with their cutting-edge facilities, UNESCo 

school status and recent accolade as the most sustainable education institute in Holland, our Dutch partners 

were the perfect hosts to us and our Norwegian colleagues. 

The project’s final report has now been accredited by the EU and produced clear practical, pedagogical and 

professional development outcomes for all partners. Not least at Cranford this year we have had 91 students 

on our successful T level programmes, which go from strength to strength, and have learned from workplace 

learning and coaching models practiced internationally. 

Alongside visiting construction facilities, computing classrooms and having the pleasure of eating in one of 

the college’s three student run restaurants, there was still time for a cultural activity and our introduction to 

the weirdly wonderful popular Dutch game of 

‘Beugelen’ which saw us thumping stone balls 

across a big carpet and (hopefully) through 

giant hoops, with wooden paddles. 

Den Bosch is a beautiful medieval city and 

as special in its own way as our Norwegian 

partner’s college in Tromso in the Arctic circle. 

Leading this project has been a privilege and 

a pleasure and will benefit Cranford staff and 

students for years to come – we look forward to 

maintaining and building on our relationships 

with our new European friends. 

Rob Ind (Joint Head of School) 

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48

ERASMUS 

Trip to Poland 

1/4 

Erasmus / Trip to Poland - October 2022 

Exploring Wagrowiec 

A Cultural Journey Filled with Music, Language and Dance 

When 

embarking on a trip to Wagrowiec, 

Poland, we had no idea what an 

incredible adventure awaited us. The purpose of the 

trip was to foster cultural exchange between students 

from different countries. Little did we know that we 

would be welcomed with open arms by a local rock 

band, kick starting an unforgettable experience. 

We had the opportunity to stay in Warsaw for one 

night on route to Wagrowiec via Poznan. We were 

fortunate to stay in a very central location. The 

business district was a bustling area. On arrival 

students went to experience a Polish lunch and then we 

proceeded to the Uprising Museum. This was a great 

opportunity to understand the historical background of 

the challenges that have faced Warsaw over the years. 

Students felt moved from hearing all the stories and 

understanding how Winston Churchill was involved 

creating a resolution from his involvement at the Yalta 

conference. In the evening we went to the Old Town 

Market Place where students tried Polish dumplings 

called Perogi. 

Upon arrival at the school, the lively melodies of the 

rock band filled the air, instantly energizing everyone. 

It was a heart-warming gesture that set the tone for the 

rest of our visit. The day began with each country’s 

delegation presenting information about their unique 

cultures. It was fascinating to witness the diversity 

and rich heritage represented in one room. Language 

proved to be another bridge connecting us. We indulged 

in the art of tongue twisters, learning and reciting 

phrases from both Poland and each visiting country. 

The laughter that followed each tongue-twisting 

attempt brought us closer together, transcending any 

language barriers that may have existed. 

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49

ERASMUS 


2/4 

During the school tour, we had the opportunity to 

teach English tongue twisters to the Polish students, 

who eagerly joined in the linguistic fun. Witnessing 

their enthusiasm and dedication to learning was 

inspiring, and it showcased the power of cultural 

exchange in fostering a love for languages. One of 

the highlights of the trip was the chance to immerse 

ourselves in Polish traditions through dance. We 

practised and performed traditional Polish dances in 

the school playground, accompanied by joyous music 

and enthusiastic applause. It was a vibrant celebration 

of Polish culture, and the atmosphere buzzed with 

excitement and unity. 

On the weekend all the delegations had a day visit 

to Poznan, a city one hour from the school. This was 

a really exciting visit. First, we visited a Croissant 

Museum – ‘how random’ we hear you say. Poznan 

is the only place in the world to have a license for 

a specific croissant which was originally created in 

Poznan. We had a terrific experience, the hosts at the 

museum were very entertaining. After this, we had the 

chance to visit a shopping centre which was converted 

from a brewery. The structure was very impressive. 

Lastly, we visited the Enigma Cipher Centre. Students 

loved the museum, and learning about how three polish 

cryptologists played an integral role in interfering 

with enemy communications during World War 2. 

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50

ERASMUS 


3/4 

On a leisurely afternoon, we ventured to the 

local swimming pool, where the students eagerly 

splashed around while the adults enjoyed a welldeserved 

break in the café upstairs. It was a peaceful 

interlude, providing an opportunity to reflect on 

the day’s activities and savour the bonds that had 

formed between the different delegations. To further 

enhance our cultural exchange, Mr Prunty, Executive 

Headteacher, joined our trip and paid a visit to the 

school. He embarked on a comprehensive tour, gaining 

insight into the educational system and exchanging 

ideas with the Polish educators. This visit culminated 

in a tea session in the headteacher’s office, where the 

school leaders engaged in a fruitful conversation about 

the similarities and differences between our schools, 

fostering mutual understanding and appreciation. 

Teachers Day was an occasion that resonated deeply 

with everyone involved. The Polish students prepared 

mesmerizing performances, showcasing their talents 

in music, dance, and drama. Speeches from the 

headteacher emphasized the vital role of educators 

in shaping young minds, and the heartfelt gratitude 

expressed for their dedication and hard work was truly 

touching. As our trip to Wagrowiec came to an end, 

we left with unforgettable memories and newfound 

friendships. The cultural exchange had enriched our 

lives, broadening our perspectives and nurturing a 

sense of global citizenship. It served as a reminder of 

the power of unity and understanding, emphasizing 

the beauty that lies in celebrating our differences. 

Wagrowiec will forever hold a special place in our 

hearts, reminding us of the transformative power 

of cultural exchange and the beauty of embracing 

diversity. It was a journey that transcended borders 

and connected souls, leaving an indelible mark on all 

who participated. 

Mahavir Ladva (Examinations Officer and 

Careers Co-ordinator) and 

Kulsoom Raza (Maths Department) 

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51

ERASMUS 


4/4 

Page 

52

ERASMUS+ 

Trip to Portugal 

1/4 

Ourique, Portugal 

Erasmus+ / May 2023 

I 

had the incredible privilege of accompanying a group of Year 12 students 

on an unforgettable Erasmus programme in the captivating town of 

Ourique, Portugal along with Ms Eley and Ms Gomes. This transformative 

experience not only allowed our students to delve deep into the local culture 

but also provided a unique opportunity to explore the modern world and foster 

meaningful interactions in our increasingly globalized society. 

The Erasmus programme, renowned for its dedication to promoting intercultural 

understanding, proved to be an exceptional platform for our students to expand 

their horizons. Ourique, nestled amidst the stunning landscapes of Portugal, 

offered a treasure trove of cultural heritage waiting to be discovered. 

Throughout our time in Ourique, we had the pleasure of immersing ourselves 

in the vibrant Portuguese culture. From exploring historical landmarks and 

architectural wonders to savouring traditional cuisine, our students embraced 

every opportunity to engage with the local community. Whether it was 

wandering through the cobbled streets of the old town or hearing heartfelt talks 

from the locals, regional politicians and other Erasmus students, our students 

gained a deep appreciation for the rich history and artistic traditions of Portugal 

along with the importance of working collaboratively with people from across 

different nationalities and cultures. 

In addition to exploring the local culture, our Erasmus programme also 

focused on empowering students to understand the modern world and its 

interconnectedness. We facilitated discussions on issues that directly impact 

them, encouraging our students to critically analyse the challenges and 

opportunities presented by our brief. Through workshops, guest lectures, and 

interactive activities, we aimed to equip our students with the necessary skills 

and knowledge to navigate the complexities of a globalized society. 

One of the most valuable aspects of the Erasmus programme was the opportunity 

for our students to interact with peers from different countries. Collaborative 

projects, cultural exchanges, and language immersion activities enabled our 

students to develop lifelong friendships while appreciating the diversity of 

perspectives and experiences. This intercultural dialogue not only broadened 

their understanding of the world but also fostered empathy, respect, and a sense 

of global citizenship. 

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53

ERASMUS+ 


2/4 

As a teacher, witnessing the growth and transformation of our 

students throughout this Erasmus experience was immensely 

rewarding. I observed a newfound sense of confidence, 

adaptability, and open-mindedness in our students as they 

embraced unfamiliar environments, overcame language barriers, 

and engaged in meaningful cross-cultural exchanges. It was a 

testament to the power of experiential learning and the profound 

impact that cultural immersion can have on shaping young minds. 

Moreover, the Erasmus programme in Ourique fostered a sense 

of curiosity and a thirst for knowledge that extended beyond the 

boundaries of the classroom. Our students returned home with 

a renewed passion for global affairs, a broader perspective on 

cultural diversity, and a heightened awareness of their own roles 

as responsible global citizens. 

As I reflect on our time in Ourique, Portugal, I am filled with 

gratitude for the Erasmus programme and its ability to create 

transformative experiences for both students and teachers. It 

is through initiatives like these that we can empower the next 

generation to become compassionate, knowledgeable, and 

engaged citizens of the world. 

To the students who participated in the Erasmus programme, I 

commend you for your enthusiasm, your willingness to embrace 

new experiences, and your dedication to broadening your 

horizons. May this experience be a catalyst for your lifelong 

pursuit of cultural understanding, a commitment to the modern 

world, and meaningful interactions in our globalized society. 

As a teacher, I am immensely proud to have been a part of 

this journey, and I am confident that the memories and lessons 

learned in Ourique, Portugal, will continue to shape the lives of 

our students for years to come. 

Milton Venancio Ferreira 

(Trip Leader - Head of Year 10) 

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54

ERASMUS+ 


3/4 

Page 

55

ERASMUS+ 


4/4 

Page 

56

INTERNATIONALISM 

Partnership / Thailand 

Cranford Secures a New International Partnership in Thailand 

In 

July 2023, we had the opportunity to visit some 

new potential partner schools in Thailand 

as part of the expansion of Cranford’s international 

opportunities for students and staff. 

One such school visit was to Prathom Suksa 

Thammasat School, a primary school located on the 

campus of Thammasat University in Pathum Thani 

on the outskirts of Bangkok. During the visit, we 

were introduced to some notable dignitaries from the 

Ministry of Education, as well Kanjana Klayput, the 

School Director and a number of the teachers from 

the school. 

We started with a formal meeting including opening 

speeches from the Director and myself. We used the 

Cranford Review to showcase and describe the many 

opportunities that Cranford provides to its students 

and staff. Following on from this, we spent extensive 

time discussing collaboration visits including with 

Berkeley Academy, our local partner primary school. 

The discussion was followed with the formal signing 

of a Memorandum of Understanding between the 

two schools with many photos taken to record this 

important occasion. 

Following on from this, we were taken on a tour of the 

school and had the opportunity to meet lots of teachers 

and students all of whom were keen to practise their 

English. Prathom Suksa school has a particular focus 

on STEM and it was fascinating to see the resources 

and equipment that the school has to promote Science 

and Technology learning. 

Finally we had a formal lunch with lovely traditional 

Thai food and then had the opportunity to exchange 

gifts, an important part of Thai culture. 

We were able to plan an initial visit for Prathom Suksa 

School to Cranford and Berkeley in Autumn 2023 and 

discussed further collaborative visits to take place in 

the future. We look forward to growing a new and 

exciting partnership with many opportunities for 

students and staff. 

Peter Stumpf (Associate Headteacher) 

Page 

57


Trip to Thailand 

1/8 

Cranford staff exchange trip to 

Princess Chulaborn Science High School in Thailand 

July 2023 

I 

was part of the pilot visit to Princess Chulaborn Science High School in 

Pathum Thani, Thailand, in the summer of 2022 and I was delighted to 

be able to support the planning and organisation of the much larger staff 

visit to our partners in July 2023. 

A group of 11 staff from various disciplines across Cranford Community College 

took up the opportunity to immerse themselves in the culture, education and 

life itself at PCSHS. Our partnership with PCSHS forms part of the wider 

international activities and partnerships that Cranford Community College builds 

and runs; it’s an opportunity for all who are involved to grow professionally and 

personally, and we pride ourselves on being able to provide such opportunities 

for all. 

The staff who visited have plenty to share about their experience so be sure to 

read on! 

Sahrish Shaikh (Senior Teacher – International Co-ordinator) 

I 

want to say a massive 

thank you to every 

single person that has 

played any part in our time 

at Princess Chulaborn. I 

will forever cherish my 

time here because of the 

amazing memories and 

amazing people I have met. 

I truly loved the atmosphere 

and culture there and how 

welcoming everyone has 

been to ensure our time 

here has been memorable. 

My favourite moments 

at Princess Chulaborn 

include watching Year 12 

build their lovely Egyptian 

pyramids and sharing my 

British Punjabi culture 

with Year 8 who were 

brilliant at showing off 

their new Bhangra skills. 

Thank you very much and 

I can’t wait to see some of 

you at Cranford very soon! 

Kajol Kaur (History) 

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58



2/8 

Where do I even begin to describe 

our trip to PCSHS? It was the most 

incredible experience of my career 

to date, and the connections I made 

with both the people there and my 

colleagues from CCC will stay in 

my heart forever. 

Working with the students and staff at PCSHS was an absolute joy! The students were so eager to learn, and 

their curiosity about my culture and language made every day in the classroom a delightful experience. We 

laughed, we learned, and we grew together, overcoming any language barriers with big smiles and creative 

communication. It was incredible to witness their progress and see their confidence in speaking English grow 

each day. The bond we shared went beyond being just a teacher-student relationship; we became a team, 

supporting each other in this wonderful journey of learning. The students even agreed to be part of our final 

performance, learning a version of the “Three Little Pigs” and performing this in just 3 days, all in English. 

Outside of the classroom, the cultural activities and trips were simply incredible, and the connections to history 

and spirituality were palpable. As we wandered through the temples of Wat Bot, Wat Phra Kaew and the ruins 

of Ayutthaya, I felt a sense of peace and connection to something greater than myself and I am so honoured to 

have been able to take part in this experience. 

The warmth and care I received throughout my entire stay were beyond compare. From the school staff who 

went out of their way to make sure we felt at home, to the daily encounters with the students who couldn’t 

do enough to help, I was constantly reminded of the incredible power of human connection, and particularly 

in education. It didn’t matter that we came from different parts of the world or spoke different languages; the 

kindness and openness of the Thai people transcended all barriers. 

Two weeks at PCSHS felt like both a second 

and a lifetime, and I’m incredibly grateful 

for every moment shared with the amazing 

students, the friendly locals, and my fellow 

teachers. Thailand, you have a special place in 

my heart, and I can’t wait to welcome you to 

Cranford in the autumn to reconnect with the 

friends I made and create even more incredible 

memories together. Until next time - Kop khun 

kha, Thailand! 


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59



3/8 

Since starting at Cranford in 2021, I have been exposed to 

a range of exciting opportunities, but few compare to the 

offer of a trip to Princess Chulabhorn Science High School in 

Pathumthani, Thailand. Although this trip was utterly oncein-a-lifetime, 

I would go back in a heartbeat! We observed and 

taught lessons to the Thai students, built strong relationships 

with the Thai school teachers, and generally tried to soak 

up as much of the country’s culture as possible. Hospitable, 

generous and welcoming from the moment that we landed, 

the staff and students at PCSHS made our trip absolutely 

phenomenal, and we will endeavour to reciprocate their 

warmth when they visit our school. 

It was eye-opening to engage with the students in Thailand, 

who are some of the most respectful, generous and independent 

individuals I’ve ever had the joy of working with. Every 

single student, and every member of staff, made a conscious 

effort to make us feel like a part of their school community, 

and the sense of belonging and identity at the school was 

infectious. From choral morning greetings from younger 

students, to singing songs all together in assembly, each day 

at PCHS presented a fascinating contrast to Cranford. It’s 

hard to pinpoint highlights of my trip, because the entire 2 

weeks was planned meticulously to ensure that every single 

moment allowed us to engage and enjoy the Thai culture and 

lifestyle. I will miss walking around corridors and seeing 

rows of students’ shoes lined up outside, ballroom dancing 

with the students in assembly, and being able to connect 

with students both inside the classroom and outside on the 

badminton court. 

Anybody who is faced with the opportunity to visit this 

incredible school and place should jump at the chance; it is 

an experience I will be taking with me well into the future. 

Oscar Johnson (English) 

The two weeks we spent at the Princess 

Chulabhorn Science School were truly 

wonderful. I taught students from years 7 to 

12 English as a second language, building my 

skills in supporting students with EAL, worked 

with the other teachers to run an activities day 

promoting English language learning, put on 

a school play with Mrs Brooks, and explored 

Thai attitudes to education. Everyone at the 

school showed their warmth and thoughtfulness 

in helping us settle in. I was so appreciative 

of the greetings from students and teachers 

around the school site, tours of Thai landmarks 

given in English by students, help ordering 

food in the canteen when everything was in 

Thai, and so much more! 

I learnt a lot about Thai culture and attitudes 

towards education on the visit. Everyone I 

talked to, in school or outside seemed to value 

and appreciate what they had, taking nothing 

for granted. This is an attitude I look forward 

to taking home with me. There were so many 

other things we learnt in Thailand including 

some cooking skills, social dance, and crafts; 

I hope to share some of them with Cranford’s 

students and see what they can teach me in 

return. Teaching in a new context was a fun 

challenge and it was great to see some of the 

differences and similarities in two schools so 

far apart. I won’t forget the fantastic experience 

we had and can’t wait to host our visitors next 

year. 

Katherine Pederson (Second in English) 

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60



4/8 

Sawadi-kap! Being invited to take part in this exchange 

programme has been a once in a lifetime opportunity 

which is challenging to summarise into a short article! 

PCSHS as a community have been so welcoming, 

inclusive and friendly – I was made to feel at home 

since the minute we stepped off of the coach. 

Whilst the trip was multi-faceted, teaching Science at 

PCSHS was the main objective. It was eye-opening 

to experience teaching in a setting so different from 

Cranford, both in terms of Thai culture but also 

context, being a boarding, selective, Science-focused 

setting. Technology, diligence and independence are 

the key drivers to teaching at PCSHS. Students 

were motivated in their drive to learn new content 

to add to the knowledge they had already pre-taught 

themselves in their dormitories or the school library 

prior to the lesson. Students displayed admirable 

respect and humility at all times, making a point to 

bow in greeting to staff and check in with us to make 

sure we were looked after. 

All lessons at PCSHS are usually taught in Thai and it 

was inspiring to see how quickly the students adapted 

to learning in English – especially in a subject such 

as Science where the content and terminology are 

so deep. The students were an absolute pleasure to 

teach and I am grateful to have had the opportunity 

to support them. 

When not teaching we were treated to a packed itinerary 

full of trips to temples, museums and attractions which 

allowed ourselves to fully immerse ourselves in the 

Thai culture. I gained an insight into what it means 

to be a member of Thai society and their strong sense 

of loyalty to both their country and their monarchy, 

as well as an understanding of the Buddhist faith and 

its history. The personal growth that I gained from 

this trip at least matched the professional growth I 

was afforded. 

I am so pleased to have taken part in this opportunity 

and also so excited to know that colleagues in future 

years will also experience such a fantastic trip! 

Bradley King (Head of Year 11 – Science) 

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61



5/8 

It was such an amazing experience from start to finish 

with so many wonderful memories created. The staff 

and students at P.C.S.H.S. were so welcoming and 

helpful, they made us feel at home from the very 

beginning, we cannot thank them enough for their 

generosity and hospitality. 

Teaching Mathematics in Thailand was an extraordinary 

prospect and it was great to see pupils enjoying the 

puzzles they were given. It was remarkable and 

humbling to see the students being able to discuss 

Mathematics in both Thai and English and collaborate 

to overcome obstacles. 

Whether it was shopping in the markets and malls, 

playing sports with the staff and students in the evening 

or visiting the many temples, each day was filled with 

countless activities to enjoy and get invovled in. I 

imagine everyones suitcase was at least 10kg heavier 

after shopping in all the markets we visited on our trips 

to the local area, there were so many great things to 

buy. The food was incredible too, with the occasional 

insect thrown in to spice things up! 

My favourite trip had to be the visit to the Mangrove 

forest. The boat ride that included feeding the monkeys 

was tremendous. This was followed by planting over 

100 new mangrove plants in mud that went up to your 

shins as you walked and was crawling with crabs! We 

finished with a spot of water skiing, where we were 

taken out to sea. When we got out of the boat, the mud 

on the seabed went up to our knees, every step was a 

workout. 

It was a brilliant trip that will live long in my memory. 

Vinay Dokia (Key Stage 4 Maths Co-ordinator) 

It was an overwhelmingly beautiful experience to spend 

time at our partner school in Pathum Thani. I didn’t 

really know what to expect and was quite nervous 

about challenging myself in a new environment. 

When we got to the school, it was clear how happy 

and excited all the staff and students were to spend 

time with us. All of the people we met in the school 

community, including their alumni were so hospitable 

and friendly. I was involved in observing, teaching 

and giving feedback in ICT lessons. The students at 

PCSHS were very keen to gain new skills and were 

so grateful for our time spent with them. They also 

enjoyed seeing examples of work that Cranford 

students had produced. A big thank you to Teacher 

Ying and Teacher Pam for facilitating our visit. I so 

enjoyed all the amazing experiences we were able to 

have, from feeding monkeys in the mangrove forest, 

to going to a funfair where a car drove up the wall, to 

visiting the Queen Sirikit Arts Centre in Ayuthayya. 

The rich experiences of Thai Culture, Education and 

People will have a profound effect on my thinking 

going forward. I look forward to hosting our partners 

at Cranford in the very near future. 

Mahavir Ladva (Examinations Officer and 

Careers Co-ordinator) 

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62



6/8 

The trip to Thailand has been a phenomenal experience 

for both personal and professional development. The 

2 weeks at PCSHS offered insight into a community 

and culture I had never experienced before. Staff and 

students welcomed us and integrated us into their 

school community seamlessly. The students exuded 

kindness and respect, with all students bowing to 

say hello and good morning every day, regardless of 

whether they were in our classes or not. Students would 

often come to help us with choosing and ordering our 

food in the canteen and when on excursions students 

would share their knowledge of culture and Thai 

history. These behaviours were modelled by the staff, 

making the school community feel like home. Every 

morning the day would start with a song playing over 

the tannoy as students made their way to assembly, 

there was never any feeling of haste or chaos, there 

was a sense of calmness that made every day feel like 

a fresh start. 

An incredible part of the school culture was the 

responsibility students took to model behaviours to 

younger year groups. Prefects actively organised 

and led the organisation of the cultural exchange 

exhibition, the ceremony for Princess Chulaborn’s 

birthday, lining up students in preparation for after 

school activities and ensuring students were awake 

during a 4-hour ceremony. 

A quality evident in all students was independence, 

all students made notes on their tablets in a format 

personal to them and during science practicals all 

students participated and followed methods with 

little input from teachers. The school curriculum had 

a focus on science projects and this allowed students 

to learn and develop their presentation and public 

speaking skills. 

This experience at PCSHS has made me reflect on my 

practice with helping our EAL learners. This is an 

experience I will never forget. I encourage staff and 

students who are offered to take up the opportunity 

because it will change your perception on teaching 

and education. 

Seema Mehmi (Head of Year 8 – Science) 

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63



7/8 

My trip to Thailand has to be one the best experiences 

of my life. I loved everything that we did during our 

trip from teaching lessons to eating in their wonderful 

canteen to visiting the beautiful mangrove forest and 

Wat Phra Kaew Temple in Bangkok. 

What made this trip so special was the hospitality 

of the people. The staff were all so welcoming and 

accommodating. They made us feel at home from 

the very start, providing us with everything we could 

possibly need. 

The students were also so welcoming, greeting all 

of us with the traditional Wai and often guiding us 

on trips both outside and around the school. In the 

classroom the students were also wonderful absorbing 

any and all knowledge that we had to give. 

I have learned so much during my time in Thailand, 

I am looking forward to the beginning of the new 

school year to see what changes this trip could have 

on my pedagogy and what this could mean for my own 

personal and professional growth. 

I will dearly miss the staff and students at Princess 

Chulabhorn Science High School and await their visit 

for the chance to return their hospitality. 

Robert Kempster 

(Science) 

The Princess Chulaborn Science High School in 

Thailand was a teaching and cultural experience like 

no other. My time spent in Thailand was a trip filled 

with both personal and professional growth alongside 

many found memories. The staff and students at 

PCSHS were amazing and so welcoming which helps 

when you are so far away from home. 

Teaching in Thailand, I learned that sport has no 

language barrier, it really can bring communities 

together. Teaching PE was no different to teaching at 

CCC. I witnessed that the students really value their 

education and that it is the vehicle for their careers 

and life goals. 

Outside of teaching, the trip was filled with fun 

experiences such as planting mangrove trees in the 

forest, going water skiing, feeding monkeys, shopping 

in local markets and malls, visiting historic temples 

and learning about the culture and of course enjoying 

the Thai cuisine and increasing my spice and insect 

tolerance. 

Overall, would I do this again? Yes. A stronger 

partnership with an international school, continuing 

our exchange of educational innovation, cross 

departmental bonds created to bring back and 

memories that will last. 

Hamesh Rattu (Director of Sport & 

Community Wellbeing) 

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8/8 

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South Korea 

1/8 

South Korean Partners, Ocheon High School visit Cranford 

In 

January 2023 

January 2023, we were fortunate enough to have 

our South Korean partners from Ocheon High 

School visit Cranford – 3 staff and 18 students. It is a 

long-standing relationship that Cranford Community 

College has developed with Ocheon High School and to 

have them visit for the first time since the pandemic was 

very special to us. Staff and students who had visited 

South Korea in previous years were invited to be a part 

of the programme alongside staff and students who were 

going to complete a return visit to South Korea in May 

2023. 

Activities for the 10-day visit included a day trip to 

Oxford, a student host day as well as trips into central 

London to the theatre and various other iconic sightseeing 

locations such as the Southbank and the London Eye. 

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South Korea 

2/8 

It was wonderful to see how all staff and students engaged 

with each other as well as embraced the opportunity to 

learn about each other’s cultures, languages and education 

system. South Korean students were partnered with our 

Cranford Community College students and attended 

lessons with them, whilst the South Korean teachers 

engaged in some expert CPD sessions alongside lesson 

visits to see best practice. 

Partnerships such as these are vital in ensuring that 

all staff and students have the opportunity to develop 

professionally and personally and this was clear to see by 

the end of the South Korean Partner visit in January, but 

it was something that was even more visible on the return 

of the Cranford Community College staff and student trip 

to South Korea in May 2023. The strength of friendships 

and enthusiasm for wanting to continue to develop these 

new found friendships was evident and it is something 

that we strive to nurture further. 

We look forward to future visits from our partners at 

Ocheon High School as well as visiting them again 

ourselves. 

Sahrish Shaikh 

(Senior Teacher – International Co-ordinator) 

The Incheon Office of Education together with 

officials from the Korean Embassy Visit Cranford 

In 

June 2023, Cranford hosted a prestigious visit from the Incheon 

Office of Education together with officials from the Korean Embassy 

in London. The purpose of the visit was to explore how future partnership 

models could work in terms of exchange visits taking place between Cranford 

students and students from schools in the Incheon province of South Korea. 

The visitors were able to see one of the first Enrichment Days taking place 

at Cranford including the Enterprise activity with Year 7 and the Sports Day 

activity with Year 9. 

The visitors also had the chance to meet with Kevin Prunty, Executive 

Headteacher, and celebrate the continued work of the Korean embassy in 

supporting the teaching of Korean at Cranford. 

Peter Stumpf (Associate Headteacher) 

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South Korea 

3/8 

Visit to South Korea May 2023 

Embarking on a journey of cultural 

immersion and educational enrichment, 

a group of enthusiastic year 10 and 12 

students, accompanied by their parents, eagerly 

gathered in the Cranford Library to be briefed 

on their upcoming adventure to South Korea. 

Under the guidance of Ms. Shaikh, the students 

delved into the purpose of their trip, the sights 

they would witness, and, of course, the essential 

art of packing. Their curiosity fuelled our weekly 

meetings, where they researched, bonded, and 

prepared, learning basic Korean language skills 

and asking key questions such as how many shoes 

to bring. After a long Thursday of school, the 

anticipation was finally over and students were 

ready to board their Korean Air flight to Seoul. 

After a long night of travel, the students 

were in awe of the Seoul lights and embraced 

their first taste of Korean street food, fuelling 

themselves for a sightseeing-filled weekend. 

The first day commenced with the celebration 

of Buddha’s Birthday at the temple, offering the 

students a glimpse into the diversity of Korean 

culture. Subsequently, they visited a traditional 

craft market and the very contemporary HiKR 

K-Pop exhibition. The day concluded with the 

remarkable Nanta Theatre show – Korea’s longest 

running theatre production. Undeterred by the 

relentless rain on the second day, the students 

easily clocked their 10,000 steps, starting at 

Gyeongbokgung Palace, the Golden Coin Market, 

the quaint Bukchon Hanok Village, and finally, 

Korea’s tallest building, Lotte Tower. 

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South Korea 

4/5 

On the third day, the students embarked on a 

journey to Pohang, a town on the East coast of 

South Korea. After the initial stress of getting 

23 full-sized suitcases on to a train carriage, 

students enjoyed a deserved break on the KTX 

train. Finally arriving at Ocheon High School 

on the fourth day, they were greeted by an 

enthusiastic reception from local students. 

Students engaged in various subjects from the 

South Korean curriculum, including science, 

geography, mathematics, traditional dance, 

and earth sciences. They embraced the long 

school days, the relaxed uniform policies, and 

the experience of family life while staying with 

their homestay hosts. Moreover, science and 

technology enrichment trips to the nearby Daegu 

science museum, Webtoon Technology centre 

and the POSCO steel factory, broadened their 

understanding of international education and 

technological advancement. As the seventh day 

drew to a close, tearful farewells were exchanged, 

marking the culmination of their transformative 

experience at Ocheon. 

Ms. Mensa, Mr. Miles, and I, were repeatedly 

impressed by the Cranford students’ remarkable 

adaptability to the new language, customs, 

cuisine, and educational system. Undoubtedly, 

the lessons and skills they acquired during their 

Korean adventure will remain with them for years 

to come. South Korea has shaped these young 

minds into global citizens, prepared to embrace 

the challenges and wonders that lie ahead. 

Caitlin Arnold, Damian Miles, Sophia Cran-Mensa 

(Trip Leaders) 

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South Korea 

5/8 

This was the first time ever in my life that during a trip 

we went to Korean schools and stayed with one of their 

students. This was a truly marvellous and exhilarating 

experience. I cannot put into words how much I enjoyed 

living with the Korean family and the hospitality was 

incredibly amazing. I ate different kinds of foods such as 

Gimbap, Bulgogi, Tteobokki etc. The family and I had a lot 

of fun. I really hope that someday I will meet them again 

during my lifetime. 

Tanish Mathur (year 12) 

During my unforgettable journey in South Korea, I had the 

pleasure of experiencing numerous remarkable moments. 

Among them, two standouts were my visit to the iconic 

Gyeongbokgung Palace and the captivating celebration 

at a Buddhist temple on Buddha’s birthday. The peaceful 

setting of the temple, adorned with vivid lanterns that 

painted a mesmerising array of colours, provided me with 

valuable insight into South Korea’s profoundly religious 

heritage. Stepping foot inside Gyeongbokgung Palace, 

I was in awe of the intricately designed structures that 

offered a captivating glimpse into the lives of the royal 

family. I learnt about Korean architecture and culture 

this is why these were my favourite experiences in South 

Korea. 

Diljeet Daneva (year 12) 

Out of the extensive list of memorable moments 

experienced on this trip, I recall my memories with my 

homestay partner as the most valuable. A particular time 

where I felt most open was at karaoke with my partner 

and her friends. 

We visited many science-based sites with the generous help 

of those who funded this trip, which sparked my curiosity 

and led to me finding the kind of specialities I would like 

to partake of in the future. 

Soha Haidery (year 10) 

The south Korea trip was a lifetime experience. I would 

have never thought of going to South Korea and this trip 

allowed me to gain multiple new friends and meet new 

people who got to share lifetime memories with us. We 

were very fortunate to get to go on this fully funded trip. 

Ashvika Jaitly (year 10) 

I am so grateful to have had the opportunity to take part in 

the trip to South Korea. Everything about it was amazing 

and I can’t stop speaking about it. I made so many great 

memories that I will cherish forever. Meeting all the 

people in South Korea was such a wonderful experience, 

they were all so kind and welcoming. We were strangers 

to them and yet they were still so generous and warmhearted, 

especially our homestays and the students from 

Ocheon High School. Sightseeing in Seoul was beautiful, 

and I really enjoyed trying so many new things and getting 

to know the South Korean culture. I wish I could go back 

and do it all over again. 

Karina Modhvadia (year 10) 

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South Korea 

6/8 

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South Korea 

7/8 

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72


South Korea 

8/8 

At 

Cranford Students embark on the 

International Learners Programme South Korea 

Cranford we are thankful to the Korean Education Centre, UK, for selecting two of our students to 

participate in a Hana Global programme for international learners of Korean in December last year. 

Two of our many excellent Korean language students at Cranford were selected to represent the UK at the 

event in Incheon, South Korea – Soha Haidery, 10U and Isra Jadoon, C6C. The following is Soha’s account 

of her experience. 

Sahrish Shaikh (Senior Teacher – International Co-ordinator) 

When I applied to the South Korean International 

Culture Program, I didn’t expect to be selected due to the 

high demand and there only being 100 spaces globally 

available. I was thrilled when I got my acceptance 

email and elated when everything fell into place. 

In this programme we were open to participate in various 

competitions and presentations. I took part in a poetry 

competition and in several lectures that talked in depth 

about the history and culture of Korea. The group I was in 

was also awarded a certificate because of our collaborative 

contribution. We got to visit certain historical places in 

Seoul, such as the Gyeongbokgung Palace and Hanguk 

museum, which are tourist mustsees. 

This trip also allowed 

me to get once-in-a-lifetime 

opportunities, such as meeting 

high officials (the South Korean 

Prime Minister, and the Minister 

of Education) and different K-Pop 

groups. I found it very exciting 

since I could have never imagined 

I would be in such proximity to 

such esteemed personalities. 

Moreover, this experience 

allowed me to gain an insight 

of what it is like outside of 

the boundaries of London and 

compare how other people live in different countries. 

Students from other countries across Europe, Asia, the 

Americas and Africa were also involved. Talking to them 

allowed to me to learn a little about the educational systems 

of several countries, as well as make lifelong friendships 

with people I would have never known if I had not been 

selected for this trip. It was the people who made the whole 

experience so memorable, because they were undeniably 

the reason I could enjoy 10+ hours of learning daily! 

To conclude, I would like to thank Hana Global Bank 

for funding this trip at no expense to participants, the 

South Korean government for 

planning this for those of us 

who study Korean outside Korea 

itself, IKEF for teaching me and 

making it all come together in 

such a spectacular way, Miss 

Chung who recommended me 

to the South Korean embassy, 

Mr Lennon for sending me off 

prepared and safely and Mr 

Prunty for sanctioning the 

governmental trip and booking 

the flights! 


Kaiser in Korea (STEM activities) 

I 

think going to Korea was absolutely 

incredible but what I like the most 

about Korea is hanging out with my friends and some 

new friends I have made. Korea has helped me manage 

my stress and now I’m able to think calmly in bad 

situations. Since I came back from Korea I have been 

able to be be more adaptable and I am less agitated by 

things. I would love to go on another amazing trip like 

this one, it has truly made a big impact on my life. I 

shall carry the memories with me for a very long time. 

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South Korea 

Genesis Global 

visit to Cranford 

As 

a school with established 

international links, we pride 

ourselves greatly on being able to not only 

maintain our international partnerships but 

also on building new ones. The visit from 

Genesis Global as one such opportunity 

where we could do just that. Genesis Global 

is an organisation that we have had links with 

previously and it was great to be able to host 

them when they came with a new cohort of 

teachers from South Korea, all from varying 

educational institutions in South Korea, to 

learn more about Cranford Community College and 

the education and extra-curricular ethos that we have 

established. 

The visit to the school involved a tour of the school 

as well as lesson visits and Q and A session. It was 

fantastic opportunity for us to network and build new 

relationships as well as learn more about each other 

and the differences as well as similarities between the 

educational institutions in our two respective countries. 

We look forward to hosting them again in the future. 

Sahrish Shaikh 

(Senior Teacher – International Co-ordinator) 

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TRIP to Athens 

2023 

1/2 

Exploring 

Ancient Wonders: 

A Journey to 

Athens 

with Year 10 Students 

In 

the crisp February air, a group of 

eager Year 10 students embarked on 

a once-in-a-lifetime educational adventure 

to Athens, Greece. Ms Jenkins, Ms Pedersen 

and I, had the privilege of accompanying them 

on this remarkable journey, witnessing their 

growth, curiosity, and enthusiasm for history 

come alive in the land that birthed Western 

civilization. 

Leaving Athens behind, we ventured south to Cape 

Sounion, a place where myth and reality intertwine. 

Perched on a rocky promontory overlooking the Aegean 

Sea, the Temple of Poseidon stood as a testament to 

the power and might of the gods. As the sun began to 

set, casting a warm golden glow over the temple ruins, 

the students stood in awe of the panoramic view before 

them. It was a moment of tranquillity and reflection, 

where the majesty of nature harmonized with the tales 

of ancient mythology. 

We visited the iconic Acropolis, where the grandeur of 

the Parthenon greeted us. Standing atop this ancient 

hill, we were transported back in time to the height of 

the Athenian Empire. The students were captivated by 

the breath-taking architectural marvels, the intricate 

details of the friezes, and the magnitude of history 

Page 

surrounding them. As we discussed the significance of 

the Parthenon in ancient Greek culture and its enduring 

impact on Western civilization, it was wonderful to 

see students amazed with a newfound appreciation 

for the past. 

Our journey continued to the mystical Delphi 

Acropolis, nestled among the rugged slopes of Mount 

Parnassus. Here, the students embarked on a spiritual 

pilgrimage, exploring the Oracle of Delphi, once 

considered the centre of the world by the ancient 

Greeks. As they learned about the rituals, prophecies, 

and influence of the Oracle, a sense of wonder filled 

the air. They contemplated the complex relationship 

between divinity and humanity, gaining a deeper 

understanding of the beliefs and values that shaped 

ancient Greek society. 

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TRIP to Athens 


2/2 

Beyond the historical sites, our adventure provided 

opportunities for cultural immersion and personal 

growth. Students navigated the bustling streets of 

Athens, interacting with locals and honing their 

language skills. Through these experiences, they 

discovered the importance of embracing diversity 

and appreciating the vibrant tapestry of human 

heritage. 

As we bade farewell to Athens, the students left 

with memories etched in their hearts and minds. 

The trip had ignited a passion for history, art, and 

culture, instilling in them a sense of connection 

to the past and an eagerness to explore the world. 

They returned home with a broader perspective, 

armed with stories and knowledge that would 

enrich their academic pursuits and shape their 

future endeavours. 

To the Year 10 students who accompanied me on 

this unforgettable journey, I commend you for your 

curiosity, resilience, and open-mindedness. May the 

memories of our time in Athens continue to inspire 

you to seek knowledge, embrace new experiences, 

and make a positive impact on the world around 

you. 


(Trip Leader - Head of Year 10) 

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76

ART & 

Digital Visual 

1/7 

Art and 



Key Stage 3 Students embarked on a journey 

of creative discovery in both Art and Digital 

Visual. For some students it was the first time 

that they had the opportunity to paint as they missed 

out on some of the formative years of creative teaching 

due to Covid. Students have had a bespoke introduction 

to the Creative Industry careers and produced work to 

industry specifications as well as showing creativity 

and skill. All students were introduced to the formal 

elements of Art and created some interesting work. 

Year 7 students have learnt Fine Art skills through 

exploration of Van Gogh’s artwork and the work of 

Nanda Palmeiri. Students learnt the skill of using and 

applying tone and paint using water colour. Students 

also learnt about the Op art movement and created 3D 

op Art based work thinking about how their designs 

can be transferred from 2D to 3D. 

Year 8 students investigated the theme of ‘Still life’ 

and gained technical skills in the use of contour lines. 

Students created their own work using oil pastels 

inspired by Cezanne, students also learned about 

Page 

the technique of layered 3D decoupage and created 

layered 3D pieces. 

Year 9 investigated the idea of street art where they 

looked at the work of Banksy and explored the history 

of street art, when it’s appropriate and how Art can 

show political meaning and messages in relation to 

society. Students created their own ‘throw up’ design 

and 3D sculptures inspired by Keith Haring learning 

the skill of assemblage. They also investigated the 

work of Kandinsky and created their own compositions 

using the technique of wax resist. 

In Digital Visual lessons, year 7 had the opportunity 

to explore and create a brand identity, packaging 

and advertisements in a chocolate marketing 

campaign. Students we’re able to plan and create 

a film trailer using apple software. They gained 

skills in analysis of technical codes and conventions 

which offered the opportunity to unravel issues in 

society such as stereotypes and belonging. Students 

also looked at the games industry and planned and 

created an avatar using the ipads. 

77

ART & 


2/7 

Year 8 students created digital campaign posters promoting their place 

in society and Cranford influenced by the ‘I am America’ photography 

by Ridwan Adhami and Shepard Faireys ‘We the people campaign’. 

Students then planned and created Augmented reality environment for 

an educational app and gained skills in animation. 

Year 9 Digital and Visual students enjoyed the opportunity to plan and 

develop magazine covers, Charity Adverts and 3D modelling in Tinker 

Cad to create a desk pet product for 3D printing. Students really 

engaged in creating a model that could also be seen in an AR setting. 

The Key Stage 3 curriculum will continue to evolve to remain 

innovative and current to today’s society and technology giving 

our students the best opportunities and future proofing their career 

pathways. 

Pam Hunt (Head of Art and Digital Visual) 

G A M E 

O N 

ADRENALINE 

I like Art because it has a wide variety of creations we can do in school. 

I like Art as we can draw from our imagination to real life drawings. I 

like Art since it is very fun to draw and make whatever you like. I like Art 

because it is one of my hobbies, I do all of the time. 

Top ten games (summer 

edition) faster and 

quicker score many 

points 

Ultimate gaming machine 

(spring edition) gaming hints 

at your finger tips, lightening 

when you type 

10x faster game quality 

(winter edition) 

Arham Khilji (year 7) 

Art is fun and helps me expand my confidence. I do art at home and 

sometimes I run out of ideas and when I come to school, I can get more 

ideas on what to do. The Op- Art was the best and most enjoyable lesson 

for me. In art, there are no rules so you can just pour all your ideas out on 

to a page, which is fun. 

Muhammad Hunain Khan (year 7) 

THE 

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78

ART & 


3/7 

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79

ART & 


4/7 

ART - GCSE and A Level 

In 

GCSE Art this year students produced a 

range of work using a variety of media 

materials and resources to create some beautiful 

work for their coursework. Students investigated 

the theme of portraits using Simon Birch for 

inspiration. They produced some lovely portraits 

pieces. Students also created a personal project 

on the theme of their choice giving them greater 

independence and enthusiasm for creativity. This 

allowed students to take risks with their work and 

also lead their own investigations, making the 

work very individual to each student. Students 

also created art on the theme of food, looking at 

the work of Andy Warhol Joel Penkman and Sarah 

Graham. Students were able to explore skills such 

as Lino printing, Dry point etching and also built 

skills in realistic drawing. Examination work 

this year was creative and displayed skills and 

understanding of a range of artists which led to 

some highly creative and varied work. 

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80

ART & 


5/7 

A 

Level Art work was of a high standard 

as students had individualized learning 

which allowed for greater creativity and 

experimentation. Students explored in depth in 

their personal investigation which led to some 

exceptional outcomes. Students Investigated 

range of themes such as Queerness, Culture, Life, 

Passion, Architecture, books, shoes and Portraits. 

This allowed for greater diversity in the artists that 

were researched and analysed and therefore work 

was more personal and meaningful. Students made 

good use of the facilities in their independent time 

and this has clearly been seen in the quality of 

the work this year. Examination work included 

installations and photography as well as 3D 

outcomes. Students were confident to explore a 

range of ideas and made use of all the skills that 

they were introduced to. 

It has been a pleasure to teach the students this year 

to watch them grow in confidence and develop 

their skills and understanding. 

Pam Hunt (Head of Art and Digital Visual) 

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ART & 


6/7 

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ART & 


7/7 

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83

BUSINESS STUDIES 

Department 

1/2 

This 

Business Studies Department 2022/23 

year has been an incredibly exciting one for the Business Studies department as we became one 

of the first schools in the country to introduce a brand new qualification, the T Level in Business 

& Administration. Designed to prepare students for either working life or continued study the course mixes 

business theory and practical experience. It includes a one-month long Business project and, excitingly, 9 weeks 

of supervised work experience. This year we have had 11 students with us for the T Level and in the next few 

years we expect demand for this innovative and exciting course to grow. 

Alongside the T Level, the Business team continues to offer GCSE, A Level and BTEC and this year we have 

seen record numbers of students across the year groups sign up for one of our courses. To enable these courses 

and the record number of students in the department we were delighted to welcome Mr Frumkin to the team in 

November 2022. Mr Frumkin comes from the world of business and his experiences will serve to enhance our 

overall offering to our students and provide expert input as a previous Industry professional. 

The coming year promises to be even more exciting for the department as we continue to develop our courses 

on offer and strive to ensure that all of our students get the very best grounding in the world of Business! 

Gurpreet Patel (Head of Business Studies) 

OCR Cambridge Assessment Education 

This year Mr Ryan became an examiner for OCR Cambridge Assessment Education Business component. He 

has been recognised for his “exemplary” work and his “unwavering professionalism”. 

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84

BUSINESS STUDIES 

Department 

2/2 

Jonathan Ryan - Cranford Business Studies teacher - 

Acknowledged for Exemplary Role in 

Cambridge Assessment Education’s 

A Level Examination Series 

Cambridge Assessment Education extends its gratitude to Jonathan Ryan for his outstanding 

dedication and contributions during the March 2023 examination series. As an examiner and 

moderator, Mr. Ryan’s invaluable services have garnered immense appreciation from Product 

Managers and colleagues alike. 

Mr. Ryan’s unwavering commitment to the examination process and his unwavering 

professionalism have not gone unnoticed. Cambridge Assessment Education recognises and 

commends his remarkable efforts, which have played a pivotal role in ensuring the success of 

the examination series. 

His exemplary work on the business component of the examination series has been highly 

acclaimed, reflecting the high standard of expertise and proficiency he brings to his role as an 

examiner. 

A formal letter of appreciation has been sent to Mr. Ryan, confirming the successful completion 

of his work for the business component of the examination series. Furthermore, Cambridge 

Assessment International Education has expressed its openness to considering Mr. Ryan for 

future invitations. 

Jonathan Ryan’s commitment and support have been instrumental in the accomplishment of a 

triumphant March 2023 examination series. As Cambridge Assessment Education looks to the 

future, it is individuals like Mr. Ryan whose dedication will continue to shape and elevate the 

quality of education and assessment on a global scale. 

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85

ECONOMICS 

Department 

1/5 

Economics Department 2022/23 

With 

the world facing challenges from cost-of-living crisis to the war between Ukraine and Russia 

followed by rising energy prices, the real life nature of Economics as a subject has never been 

so evident. It has been intriguing for our students to see how economic theory has started to evolve more around 

our everyday lives. Our students have been provided with numerous opportunities to explore how Economics 

could provide answers to the problems faced by the people locally and nationally. They have been able to engage 

with significant issues such as rising inflation, increasing interest and mortgage rates, economic implications 

of covid-19, aftermath of Brexit, and the need for sustainable development in the wake of global warming to 

name a few. Our students acquire a way of thinking as economists and develop a logical approach to reasoning 

while analysing emerging issues in the society. 

Both GCSE and A level student have learnt skills and developed confidence to explore micro and macroeconomics 

as part of their curriculum. We have continued to teach engaging lessons using a range of resources as per the 

needs of our students. Economics current affair quizzes have continued to be incorporated in our lessons to 

provide our students updates on the recent changes in the economy. We have supported our students to develop 

awareness of the world around them with the recent articles written by leading economists from the Financial 

Times, The Economist and Economics Today. Furthermore, our A level students had an opportunity to attend 

an exam focussed webinar that aimed to develop an understanding of key elements of A/A* responses. To 

acknowledge progress and excellent attitude to learning, students have been awarded with the end of term 

certificates. 

Our students have been able to engage with a range of enrichment opportunities to enhance their cultural capital. 

Our young economists were fortunate enough to able to attend a talk by the Bank of England Ambassador 

that aimed to develop an understanding of the role of the Bank and how monetary policy works in practice. 

Furthermore, our A level students went on a trip to the Bank of England Museum where they glimpsed into 

the timeline of financial history and how the Bank has evolved over the years. To support year 11s with their 

transition into A level, a comprehensive activity pack has been provided. Our students are actively encouraged 

and supported to take part in extra-curricular activities such as university summer schools, Junior Economist 

of the Year Competition organised by the Royal Society of Economics and essay writing competitions offered 

by universities. 

We look forward to continue supporting our junior economists to excel and celebrate their successes. 

Ramanpreet Kaur (Head of Economics) 

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86

ECONOMICS 

Department 

2/5 

When choosing A-Level Economics, I was at first sceptical 

and worried about the possibility that I wouldn’t end up 

enjoying it. Like many other students, I too fell under the 

misconception that Economics is only about taxes and 

graphs, and only for mathematically inclined people. 

However, this past year of studying it has proven my 

preconceived ideas to be completely wrong. Although the 

aforementioned topics are a key part of the subject, you 

learn so much more including about human behaviour 

and why we make the decisions we do. I have been able 

to view the world around me with a fresh pair of eyes 

and appreciate the intricate and complex processes that 

go behind the seemingly simple choices we make on a 

day-to-day basis. Furthermore, recently, we have had an 

excellent opportunity to receive a talk by an Ambassador 

from the Bank of England where we not only discussed 

matters such as rising inflation rates and cryptocurrency 

but also learnt about the multitude of different career 

paths that Economics can lead to. I can whole heartedly 

say that it has been one of my favourite subjects that I 

have studied in all my academic years and I thoroughly 

wish to continue delving into this new world of knowledge 

further at university. 

Inês Gonçalves (year 12) 

Studying A-Level Economics has been an enriching and 

eye-opening experience that has provided me with a 

comprehensive understanding of the way world works. 

When I first started studying this course, I encountered 

a few challenges in comprehending intricate concepts 

and graphs. However, with determination and the 

Page 

guidance of my teachers, I gradually developed a solid 

foundation. I learned the importance of persistence and 

actively seeking clarification whenever I faced difficulties 

which significantly contributed to my growth as a junior 

economist. During my first year, I have a chance to 

study Micro-economics that focuses on the behaviour of 

individual agents within an economy such as households, 

firms, and markets. My experience with learning A-Level 

Economics has been incredibly rewarding. It has broadened 

my perspective, deepened my understanding of economic 

phenomena and equipped me with essential skills for 

critical thinking and analysis. The real-life nature of the 

subject has made it highly relevant and engaging and 

has inculcated a passion for understanding the economic 

forces that shape our society. 

Jathisha Kajendran (year 12) 

A level Economics has been a great experience from 

challenging essay writing to the intriguing debates that 

took place in lessons. Economics really gets your brain 

working which is why I enjoy it so much. Our lessons are 

engaging and interactive which help us gain knowledge and 

understanding needed to be able to complete our A level 

course successfully. Macroeconomics was my favourite 

part of the course - it gives you a real understanding of 

how government and banks make certain policy decisions 

and how these decisions affect us all. Overall, Economics 

has been a fantastic A level course which has provided me 

with the knowledge and transferable skills to support me 

with my future pathways. 

Muskaan Kaur Sanghera (year 13) 

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ECONOMICS 

Department 

3/5 

Bank of England 

Ambassador 

talks on 

“Economics 

in Practice” 

We were fortunate to welcome 

Matthew Pegg, an adviser 

in the Centre for Central Banking 

Studies to Cranford. It was an 

excellent opportunity for our year 

12 students to attend a presentation 

on the role of the Bank of England 

in maintaining financial stability in 

the UK. The talk started with a series 

of engaging questions followed by a 

brief history of the Bank. Our students 

displayed great enthusiasm discussing 

how energy and food prices pushed 

inflation much higher than target. We 

learnt how the interest rate is changed 

to meet inflation targets and the 

changes have widespread impact on 

the economy. It was quite intriguing 

to explore how the emergence of 

cryptocurrency is posing a challenge 

in the modern world and why there is 

a need for regulation for this highly 

volatile market. Matthew very kindly 

shared his journey of working at the 

Bank and his progression to his current 

role. The talk was quite interactive 

and covered various future pathways 

the Bank offers. Our students were 

extremely delighted to be able to ask 

questions to a prominent member of 

the Bank and learn about monetary 

policy as a part of their curriculum. 

Overall, it was a great learning 

experience for them. 

Ramanpreet Kaur 

(Head of Economics) 

It was an enriching experience to learn about the way in which the 

Bank of England aims to maintain monetary and financial stability 

from a representative from the Bank itself. Specifically, I liked how the 

presentation included new ideas proposed by the Bank of England that 

would transform the future of Banking such as the possibility of issuing 

a digital currency called the digital pound - this would lead to faster 

payments, cheaper international transfers and is much more secure than 

paper currency thus ensuring a stable financial system. Moreover, this talk 

unveiled the ways that the Bank of England functions including issuance 

of new notes and coins to changing interest rates impacting our lives on 

a daily basis. Overall, I found this talk extremely to useful to get a better 

insight into economics in practice. 

Jasleen Sethi (year 12) 

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88

ECONOMICS 

Department 

4/5 

Trip to the Bank of England Museum 

In 

summer 2023, our year 12 Economics students visited the Bank of England Museum located in the 

city of London. It holds a collection of diverse items related to the history of the Bank and the UK 

economy from the Bank’s foundation in 1694 to the modern day. Our young economists were able to have 

first-hand experience of Bank’s role in keeping inflation within the target by striking a balance between price 

stability and growth with a game called ‘take the helm’. They developed an insight into how forward guidance 

and quantitative easing are used as a part of monetary policy to meet economic objectives. Furthermore, there 

were a series of engaging displays that provided a glimpse into changing bank notes along side forgeries of 

these notes, history of architecture of the Bank and the modern economic scenes. One of the main highlights 

our students enjoyed the most is the opportunity of holding a genuine gold bar vaults from within its box. Our 

students were provided with an engaging activity pack designed to explore the Museum during their visit to the 

Bank. They enthusiastically took part in a range of interactive activities. Overall, it was an enriching experience 

for our year 12 students to be able to visit such a prestigious place and it left them inspired to explore more 

about the role of the Bank in the economy. 


With my visit to the Bank of England Museum, I was able to 

travel through the fascinating timeline of financial history, 

from the early years of the bank in the late 1600s, all the way to 

our current economy. I gained a comprehensive understanding 

of the pivotal role that the Bank of England holds in shaping 

the global economy and obtained deep knowledge on various 

topics covered in macroeconomics such as monetary policy 

and interest rates alongside the devastating history of the 

transatlantic slave trade associated with the bank. What I 

found particularly intriguing though were the displays of 

ancient bank notes and their intricacy compared to those of 

bank notes in circulation today along with forgeries of these 

notes. However, having an opportunity to hold a gold bar was 

by far one of the best parts of the Museum. To conclude, this 

trip has allowed me to develop a deeper interest in the role 

of the Bank of England and has enthused me to explore more 

about it. 

Inês Gonçalves (year 12) 

The Bank of England trip was a fantastic opportunity 

for us to develop a deeper understanding of Economics 

as a subject and its application in the real world. We 

managed to learn a lot in one day from the history 

of economic policy in the UK to the role the Bank of 

England in modern times and the impact of its policies 

on our lives. There were a lot of interactive activities 

that we participated in and we were even able to hold a 

real gold bar. This trip was a fabulous experience and I 

am very glad that Economics department has organised 

this trip for us to enrich our school experience. 

Nihal Kang (year 12) 

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89

ECONOMICS 

Department 

5/5 

Webinar – “Achieving A/A* in A level Economics” 

The 

Economics Department organised an exam focused webinar ‘Achieving A/A* in A level Economics’ 

for A level students in preparation of their exams. The webinar provided an opportunity to the 

students to develop an understanding of key elements of A/A* responses and gave advice on building higher 

quality microeconomic and macroeconomic responses in both data responses and essay questions. Students 

looked at A/A* exemplars and learned how to identify the difference between good and weak responses. They 

took part in a marking activity to get an insight into how exams are marked and this helped them to develop 

in-depth understanding of the requirements of a specific exam question. The feedback from students on this 

webinar was extremely positive. Overall, this initiative by department was very well received and helped build 

confidence amongst students to produce more sophisticated and nuanced analytical, and evaluative responses. 


The webinar was crucial for strengthening necessary skills to achieve top grades in exams. In depth explanations 

of the structure of essays in conjunction with links to mark schemes allowed for a greater understanding of 

how to construct an effective essay. I learned how to properly evaluate arguments, construct logical chains of 

reasoning and overall form a strong response to exam questions. The culmination of these benefits from the 

webinar has led to me becoming a much more proficient essay writer and I particularly found the explanations 

about integrating evaluations useful. The example paragraphs were quite valuable, making the webinar time 

efficient and impactful. Overall, the webinar was extremely advantageous to us. Being a beneficiary of the 

webinar has ultimately made me a far more organised, confident and proficient examinee. 

Dev Sangha (year 12) 

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90

ICT & Computing Department 

Information / Communication 

Technology & Computing 

1/4 


has been another fantastic year for 

the IT and Computing department. 

The department are really proud of how well all students have 

worked this year and engaged with the various opportunities 

on offer. 

As a department we have continued to focus on embedding 

skills and knowledge to build a solid foundation in students’ 

understanding of using a range of different applications and 

programming concepts. Students have designed and created a 

range of outstanding projects this year, designing interactive 

games, creating professional looking book covers, developing 

websites and programming quizzes. 

Our T Level students continue to make Cranford proud with 

the amazing feedback received from our placement providers. 

Our year 13 T Level Digital students have all successfully 

completed 9 weeks of industry placement, they have had 

fantastic opportunities, worked on live projects within the 

different organisations and made a real impact. It was a delight 

to see one of our former students, from our first cohort of T Level students, return back to his placement provider 

to work during his gap year before moving on to university. We look forward to celebrating our students hard 

work in the summer and can’t wait for the opportunities that next year brings. 

Sukhjeet Kudhail (Head of IT and Computing) 

Year 13 

T Level 

Digital 

I 

had chosen the T-Level Digital course to better 

enhance my technical abilities and passion within 

the I.T industry. I had been provided with a course 

of excellence, not only via the learning materials at 

Cranford Community College, but also the additional 

work industry placement, which was a bonus to add to 

my CV upon completion. Across two years, technical 

and business context for I.T were the two main areas 

of learning - whilst being assessed during this program 

for final grading. 

I worked at Ajar Technology based in Brentford - 

a digital security solutions provider for Heathrow, 

Sky, Network Rail, and more. The work industry 

placement was a total of nine weeks in different block 

placements where I was able to work alongside highly 

skilled technical engineers and those alike in multiple 

contrasting departments and environments. Learning 

about robust cyber security solutions was one of my 

particular interests and through this, I was generously 

Page 

invited to Zoom call meetings and in-person conference 

rooms to view security hardware first-hand by Ajar 

Technology’s providers. I was encouraged to make 

full use of my time at the placement effectively so 

each task would vary on a day-to-day basis. One day 

I could be tasked with technical drawings via graphics 

design, and the next I could be carrying out office 

admin which led to a summer job (and additional work 

experience) of 2022, receiving awards for my work 

ethic and dedication to the course. 

Overall, there are a number of benefits for choosing 

this course at Cranford’s Sixth Form, especially if you 

prefer learning in a hybrid environment of work and 

school as you achieve your final grade. Various career 

path opportunities may arise or even support you in 

your choice of apprenticeship programs ahead. It was 

a truly inspirational experience and an eye-opener into 

future career paths in which I shall pursue. 

Benjamin Dytham (year 13) 

91




2/4 

Learning the skills and information required to thrive 

in a job in the digital business through T-Level Digital, 

Design, and Development was a terrific idea. I decided 

to enrol in T-Level Digital because I am passionate 

about technology and digital innovation, and I want 

to learn more about how to develop and implement 

digital solutions that will improve people’s lives. I 

knew that doing this course will help me develop the 

skills and knowledge I need to seek a career in the 

digital sector. 

During the two years that I was doing my T-Level 

course, I was focused on developing my skills and 

knowledge in the digital industry. I spent a lot of time 

in the classroom learning about topics such as software 

development, data analysis, and user experience 

design, as well as completing practical projects and 

assignments to demonstrate my understanding of these 

concepts. I also had the opportunity to participate in 

work experience placements and internships to gain 

hands-on experience in the industry, and to network 

with professionals who can help me to pursue my 

career goals. 

During my placement at Heathrow, I had the opportunity 

to work on an exciting project that involved building 

an app to manage the airport’s supplier data. This was 

a challenging project that required me to utilise my 

skills in software development, data management, 

and user experience design. I worked closely with 

my team to gather requirements, design the app, and 

implement the necessary functionality. Throughout 

the project, I learned a lot about the importance 

of effective communication, collaboration, and 

problem-solving in the workplace. I was also able 

to visit the Capgemini office in London, which was 

a great experience that allowed me to network with 

professionals in the industry and learn more about 

the latest trends and technologies in the digital space. 

Overall, my placement at Heathrow was an incredible 

learning experience that helped me to develop my 

skills and knowledge in the digital industry. 

Speaking at the Generation Aviation Conference was 

an unforgettable experience for me. As the youngest 

person on stage, I had the opportunity to share my 

perspective on the future of the aviation industry with a 

crowd full of important figures, including the Minister 

for Aviation. I spoke about the role that technology 

and innovation will play in shaping the industry in 

the years to come and shared my ideas for how we 

can work together to create a more sustainable and 

efficient aviation system. It was an honour to be able 

to share my thoughts and ideas with such an esteemed 

audience, and I am grateful for the opportunity to have 

been a part of such an important event. 

Pursuing a T-Level course in the digital industry has 

been an incredibly beneficial experience for me. Not 

only have I had the opportunity to develop my skills 

and knowledge in this field, but I have also been 

able to work on exciting projects and gain valuable 

hands-on experience through work placements and 

internships. Throughout my studies, my teachers have 

been an invaluable source of support and guidance, 

providing me with the knowledge and resources I need 

to succeed in this field, to which I will always be 

grateful for. I am also grateful for the opportunities 

that T-Levels have provided me, and I am excited 

to continue pursuing my career goals in the digital 

industry. 

Suad Neziri (year 13) 

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92




3/4 

Ri Computer Science Masterclass / 

Brunel University / STEM 

Two 

of our year 9 students, Halima Yusuf (9V) and Samuele Suman (9V), had the fantastic 

opportunity to take part in Computer Science masterclasses held on a Saturday at Brunel 

University over the course of 6 weeks. These hands on interactive extracurricular activities were designed 

to encourage, inspire, and engage young people in the creativity and practice of computer science. 

It 

Sukhjeet Kudhail (Head of ICT and Computing) 

was a golden opportunity for me to be part of Brunel’s 

Ri computer Science masterclasses (STEM). These 

sessions were run over the course of 5 weeks that started 

in March 2023 up to 1 April 2023. 

This involved students from different schools coming 

together under one roof to work together and learn from 

each other. It was an opportunity to show and build my 

knowledge and skills that I understood in science and a 

chance to put theory into practice by doing short practical 

tasks in groups. 

On the first week everyone was kindly welcomed into the 

dome, where we were shown a video, showing what our 

activity would be for the day. The activity was to build a 

robot using Lego and then compete in a fight with other 

groups. My group managed to build a sturdy robot by 

having long walls on the sides and heavy bulky front and 

backs. This was an interactive task as we had to put our 

skills to the test. I really enjoyed this activity as not only 

did I learn how to work under pressure but also I learned 

how to work as a team. 

In second week we did an activity to find out things about 

each other and it was basically human bingo but a nice 

way to get to know everyone. Then after that we all sat 

down at tables and had a professor come in from Brunel to 

talk about physics and helicopters and we had some theory 

tests to complete. At the end we all had to make one giant 

paper helicopter in which we threw down a balcony and 

our team came third unfortunately. 

On the third week we moved from the hall to the computer 

room to program on mini robots. We would use coding to 

Page 

make the robot move and make the robots small screen 

project numbers or different phrases such as hello or how 

are you. We would later learn how to make it move in 

straight lines and at the end we had an activity to make it 

move on certain color lines. 

On the fourth week, we looked at slides it was all on 

architecture and structure in science this was a session 

where we had to apply our theories. 

In the last session, we worked in groups of 3 and we were 

given a small ball in which we would code to make it 

move around certain shapes. For example, my group had 

a triangle, and we would have to code the ball into moving 

on the shape perfectly. We would go through different 

shapes and the group with the most shapes won. As a 

reward we were given gifts and tote bags as a thank you 

gift from Brunel. 

Overall, the STEM programme has really given me an 

insight into Science and allowed me to not just develop but 

build on my experiences and skills and knowledge which I 

can put into practice and as I am moving onto my GCSEs, 

it will really help me in my studies. 

My advice to other students is, if you are given the 

opportunity to do Stem Placements, take the advantage 

as you will learn so much about yourself and will build a 

good understanding of STEM. It will help you build your 

network and help you discover and explore how to put your 

problem solving and thinking into practice. 

Halima Yusuf (year 9) 

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4/4 

Over 

the course of five enjoyable days I had 

the extraordinary opportunity to immerse 

myself in the world of robotics and artificial intelligence 

at Brunel University. From building and coding robots 

to exploring the intricacies of AI chips, each day was a 

thrilling adventure into the cutting-edge technologies that 

are shaping our future. 

My journey began with a hands-on workshop on robot 

construction. Guided by experienced instructors, we 

learned about the for the fundamentals of robotics, including 

mechanical design, electronics, and programming. With 

the help of kits provided by the university, we assembled 

our own robots, carefully connecting motors, sensors, and 

microcontrollers. It was inspiring to witness our creations 

come to life as we programmed them to perform basic 

tasks. 

To unlock the full potential of our robots, we divided 

into the world of coding. With the guidance of expert 

programmers, we learned programming languages 

commonly used in robotics, such as Python. Through 

interactive coding exercises, we programmed our robots 

to execute advanced tasks and respond to specific 

environmental stimuli. Witnessing our robots perform 

complex manoeuvres through code we had written was 

a testament to the power of programming in shaping the 

capabilities of robotics. 

Having mastered the art of building Roblox we delved 

into the realm of robot control and navigation. Through 

intensive training sessions we learned how to manipulate 

our robots using various control mechanism. We explored 

different locomotion techniques, such as wheeled and 

legged movements, and honed our skill in driving the 

robot along predetermined paths. The experience was 

both challenging and rewarding as we developed a deeper 

understanding of complexities manoeuvrability. 

On the final day, we had the chance to apply our newfound 

knowledge and skills. Collaborating in teams, we were 

tasked with designing and developing a robot that could 

navigate a complex obstacle course autonomously. 

Combining our expertise in building, programming, 

and AI chip development, we worked tirelessly to 

create a robot that could adapt to its surroundings and 

overcome challenges. This hands-on project solidified 

our understanding of the integration between hardware, 

software, and artificial intelligence. 

My five-day journey at Brunel university was an incredible 

experience From constructing robots to coding Ai chips 

each day presented new challenges and opportunities for 

growth. The hands-on nature of the programme provided 

a unique perspective on the intricate relationship 

between engineering, programming, and the realisation 

of intelligence machines. Brunel University’s commitment 

to pushing the boundaries of technology and fostering 

innovation had undoubtedly left a lasting impact on my 

journey as a technology lover. 

Samuele Suman 

(year 9) 

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94

MEDIA STUDIES 

Department 2022 / 23 

1/3 

This 

year the Media Department moved into a 

brand-new media suite neighbouring the 

Art Department giving more opportunity for Year 7-9 

Digital Visual students to have access to high quality 

and professional equipment. In a time of increasing 

‘prosumerism’ it has been imperative to explore the 

impact of social media in a move to more independent 

media production and its pivotal role in marketing. As 

‘twitter’ became ‘X’ and AI dominated headlines with 

photography and music produced by AI gaining awards 

the media industry has continued to evolve embracing 

new technologies. 

Our Year 13 students produced exceptional media 

products this year as part of their NEA projects in 

response to briefs set by EDUQAS. The class split 

in half with some choosing the film marketing brief 

creating marketing material for an original film including 

a theatrical release poster, teaser poster, DVD cover and 

website and the other half chose the magazine brief where 

they created a front cover, contents page and double 

page spread. The quality of research, photography and 

editing was very high this year with students working 

hard to produce industry standard products. 

Sharandeep Saroya (Assistant Headteacher) 

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MEDIA STUDIES 


2/3 

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MEDIA STUDIES 


3/3 

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MUSIC Department 2022 / 23 

PERFORMING ARTS 

1/2 

The 

Music 

Department 


At 

the start of the new school year in September 2022 we saw some changes. Mr Dickson joined the 

department and he soon set up new drum, piano and instrumental lessons outside of the curriculum to 

support students. As a department we continued to review and develop the music we offer and revamped the 

curriculum at key stage 3, introducing more song choices to challenge the level of musicianship and to encourage 

growth with their chosen instrument. These included; “Lovely Day” by Bill Withers and “Three Little Birds” 

by Bob Marley to increase their experience and understanding of different music genres. 

Our examination results in RSL level 2 and level 3 far exceeded our previous year with the highest pass rate in 

the departments history with over 50% gaining merit and distinction at key stage 4 and 5. We were delighted 

that two of our year 13 students gained places at the Academy of Contemporary Music (ACM) Corben Smith 

and Samuel Ubhi to pursue a career in the music industry. 

Building on the success at Level 3 we refocused our efforts on individual instrument practice and created extra 

spaces for our key stage 5 students to develop their independent learning projects. Our Music Technology 

software is Industry standard, providing our aspirational students with the facilities they need to be successful 

and we are extremely hopeful that our results will again this year be even better. 

Our annual Cranfest concert in December 2022 was the biggest and most successful to date with over 50 

students performing across the school. Cranfest has become much anticipated event and we are delighted our 

music students are so keen to participate. 

Luke Joyce (Head of Music) 

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98

MUSIC Department 2022 / 23 

PERFORMING ARTS 

2/2 

for a space to rehearse, helped to motivate 

the performers when hearing the range of 

talent taking part. Older students mentored 

younger students. There were bands made 

up of students from mixed aged groups and 

there were some wonderful surprises with 

new talent emerging through the process. 

The 

September to December buzz around 

Cranford’s Music department in 

anticipation of the annual Cranfest concert, always 

brings a sense of something special about to happen 

and this year was no exception. Taking part in 

Cranfest, first staged in 2019 to showcase the eclectic 

and diverse music genres learnt, is always a hotly 

pursued ambition for students across all year groups 

and all abilities. There are no auditions to participate 

but there is an expectation that performers will commit 

to regular rehearsals to create a quality performance. 

New year 7 students are encouraged to take part and 

although nervous, are always keen to get involved. 

Over sixteen weeks of rehearsals before school, after 

school, break 1 and 2, meant at any time in the day you 

could walk through the department and be entertained 

by heavy rock bands, solo artists or cultural musicians 

creating a colourful cacophony of sound. The very 

oversubscribed booking system with everyone vying 

Tickets for the concert sold out very quickly 

and on Tuesday 13th December 2022 a 

packed audience of 200 watched 50 students 

sing and play twenty excellent numbers. 

Performances such as “Shot Gun”, “Sweet 

Nation Army”, “Until I Found You”, “High 

and Dry” and “Running Up the Hill” to 

name but a few were performed. Notable 

performances included Leroy Ehsan’s “I Can’t Make 

you Love Me” and Rayan Ali’s original rap “Rayan’s 

Song”. The staff band led by Mr Joyce and Mr Dickson 

with Mr Nation-Tellery and Mr DeSousa performed 

“Three Little Birds” and the whole company concluded 

the programme with “Rockin’ Around the Christmas 

Tree” to a delighted audience. 

We are so proud of our students, the quality of their 

performances and their musicianship and seeing the 

joy of participating in Cranfest. It is always such a 

pleasure working with them and seeing them grow in 

confidence throughout the process. We look forward 

to doing it again in December 2023 and hope more 

new students will join us to create an even bigger 

and more successful concert to celebrate the music at 

Cranford. 

Luke Joyce (Head of Music) 

It was a pleasure to attend Cranfest this year. The programme at first sight seemed 

to be extremely audacious – songs by Kate Bush, Linkin Park, The White Stripes 

and so on. However, the hours of practice and dedication to their art, never 

mind say talent, was clearly evident by the level of performance achieved. The 

enjoyment of the audience, tapping, clapping and singing along to tunes old and 

new, as well as the pride in the faces of family and friends for the performers, 

continues to make Cranfest a highlight of the school calendar. Congratulations 

and thank you to everyone who came together to make Cranfest happen. 

John Lennon (Head of Year 9) 

‘I am always blown away by the talent of Cranford students, Cranfest 2022 did not disappoint. I was particularly 

impressed by how much passion and confidence all students poured into their performances – so impressive!’ 

Caitlin Arnold (Geography Department) 

It was a pleasure to be part of the audience for this year’s Cranfest! We are a very lucky school to have both staff and 

students who worked so hard to put on a fantastic show. I am very proud of everyone who played a part in putting on 

an amazing event. 

Bradley King (Head of Year 11) 

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PERFORMING ARTS / 

DRAMA 

1/2 

Shakespeare in 

Schools 2023 

“Romeo 

and 

Juliet” 

Cranford Community College students are no strangers to the 

Shakespeare in School Festival. Over the years we have undertaken 

some of the most iconic of Shakespeare’s plays and given them 

a new, innovative and modern twist for a contemporary performance. 

This year was no exception taking on the play of “Romeo and Juliet”, the 

story of star-crossed lovers thwarted by family feuds and one of the most 

challenging of his plays, particularly for a young company of actors. 

The company of fifteen students in year 7-10 worked with Bounce Theatre 

developing the text through months of rehearsals in Mind, Body, Soul, 

culminating in a Festival performance on Tuesday 22nd March 2023 at 

The Beck Theatre Hayes, alongside other schools chosen plays, followed 

by a second in school performance at Cranford. 

We are enormously proud of the cast in the way they engaged with the concept, experimented 

with various physical theatre ideas and produced an accomplished final piece which was so 

well received by the festival directors and the various audience members who attended the 

performances. 

In short, the students were outstanding, from start to finish. 

On stage, they gave a superb performance of “Romeo and Juliet” - they really did pour everything 

they had into it. 

Backstage and throughout their technical and dress rehearsals, the students maintained excellent focus and 

discipline and were polite and friendly to festival and theatre staff, despite having to cope with an unexpected 

additional hour of downtime while another school’s tech overran. I received several positive comments about 

their behaviour and can honestly say that I have worked with professional adult companies who failed to meet 

our students’ standard of focus. 

Rachel and I were so proud of the whole cast and would love them to be showered with as many shout-outs and 

reward points as possible, they truly did themselves and their school very proud indeed! 

Tom Daplyn (Director - Bounce Theatre) 

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PERFORMING ARTS / 

DRAMA 

2/2 

Those brilliant students! It was a lovely 

evening and the students were great. A 

very professional set up and the students 

thoroughly enjoyed the whole event. It really 

was excellent yesterday and the students 

were fantastic. Thank you very much to the 

staff for all of the work they have put into 

enabling the students to audition, rehearse 

and perform “Romeo and Juliet”. 

Rita Berndt (Head of School) 

What a pleasure it was to attend the 

Shakespeare in Schools performances 

last week at the Beck Theatre. All the 

performances were absolutely excellent 

but of course I enjoyed our school the best! 

Cranford students put on an original and thoughtful performance of “Romeo 

and Juliet” which was incredibly well acted. I thought the students did 

an incredible job learning and remembering difficult dialogue and really 

bringing it to life. 

Barbara Lodge (Head of PSHCE) 

I loved performing the ‘Romeo and Juliet’ production 

because I improved on many skills, such as acting, 

confidence and teamwork, due to all the drama 

games we played, and that there were students 

from years seven to eleven, rather than only one 

year group. Overall, it was an amazing experience 

I would like to have again and has helped me with 

skills, which are beneficial for the future. 


The Romeo and Juliet play was a thrilling experience 

with supportive staff and an amazing cast. It was 

so much fun to meet new people and perform on a 

live stage. It helped with my confidence and I would 

love to do it again. 

Navjot Dhillon (year 8) 

 

“Did my heart love till now?” 

Romeo and Juliet 

by Cranford Community College 

at Beck Theatre, 21st March 2023 

appraised by Lucy Allan 

I want to take this opportunity to congratulate you, Cranford Community College, for 

your marvellous interpretation of Romeo and Juliet as part of the Spring 23 

Shakespeare Schools Festival. It was a great night at the theatre, and I’d like to take 

this time here to mention a few things that I really loved! 

You opened with a beautiful punchy prologue which set us up to be transported to 

another world. From fantastic fight sequences filled with intensity and drive, to the 

passionate balcony scene, cleverly staged over two levels, you took on one of 

history’s most famous tragedies with real ambition and understanding of the text. 

It was great to see how you used physicality to increase the tension as the story 

progressed. By the time the poison emerged, we were all on the edge of our seats! 

You had obviously all spent time thinking deeply about the roles you had taken on, 

and this resulted in clear and believable relationships which shone on stage. 

All the actors landed the text with an ease and confidence that was impressive to 

watch. You performed with intensity and focus as you guided the audience through 

this epic tragedy. 

This was a vivid and assured Romeo and Juliet from a talented cast, who maintained 

the intensity of this play from start to finish. 

We’re thrilled to back in a theatre with you again this year and have been so 

impressed by your commitment, bravery and resilience. We hope that you and your 

teachers are very proud of what you have achieved. 

Looking forward to seeing Cranford Community College in the next Festival! 

 

“This was a vivid and assured Romeo and 

Juliet from a talented cast” 

 


 

Page 101

PHYSICAL EDUCATION & 

SPORTS 2022 / 23 

1/6 

PE and Sports Department 2022/23 

This 

academic year the PE and Sports 

Department have been through a 

transition period with many notable exciting changes. 

As the year began not only was there a new PE uniform 

implemented throughout the whole school but there 

were also three new members of the department as 

well as new flooring in all of the indoor facilities and 

tennis courts. Subsequently there was a real buzz for 

Physical Education, one that we managed to maintain 

through the various events and initiatives that students 

engaged with. 

One of these was the reintroduction of Break 2 

sports clubs. Whilst we already offered an extensive 

extracurricular program, we looked to expand our offer 

and provide additional access and variety of sports for 

students to engage with at break time each day. Many 

took this opportunity to hone their craft in activities 

such as table tennis, volleyball and badminton. 

Students at the school have worked extremely hard 

and put in countless amounts of hours to develop their 

ability which led to some great sporting achievements 

at the school. Both year 7 and year 9 cricket teams 

finished top of their respective leagues even though 

they didn’t compete last year. There were also many 

2nd place finishes across the various sports in which we 

competed however one of the standout performances 

were the U14’s girls basketball team as many of them 

were playing a competitive match for the first time. 

The success and advancement of the Cranford Sports 

Leaders program continued as students excelled in a 

range of Hounslow borough wide competitions. They 

earned great praise from the school games organisers 

for their efforts all year round but most notably during 

a borough wide primary school tag rugby event. As the 

year progressed, we provided opportunities for over 

40 students across year 9 – year 13 to demonstrate 

their leadership in sport. This resulted in both Friya 

Colaco and Shenon Dias deservedly being offered jobs 

as community sports coaches with Heston West and 

achieving the Cranford Sports Leadership Gold Award 

along with Robert Keeley, Sanjana Bhola and Aymen 

Goudari. 

This year we have taken big steps forward with 

providing inclusive opportunities for all students 

at the school whether that be playing or watching 

sport. This included taking a group of students to a 

professional sporting fixture showcasing the best male 

and female basketball players in the UK, to working 

with organisations such as the NFL and Southall 

Athletic to provide more opportunities for students. 

We are looking forward to building on these 

relationships and successes in subsequent years and 

providing further opportunities locally and nationally 

for all of our students to enhance their physical 

literacy. 

Basheak Bussue 

(Head of Physical Education and Sports) 

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Hounslow Borough Sports 

Tournaments 2023 

Key Stage 3 Basketball tournament 

at West Thames College: 

On Thursday 26th January 2023 five boys from year 9 

competed against several other Hounslow schools in a 

short-formatted basketball tournament. The five boys 

representing Cranford were two years younger than 

the competition age range and with only five students 

participating, there would be no capacity for substitutions. 

Each game was a gruelling 24 minute match of high 

intensity and high-quality basketball, with end-to-end 

action, buzzer beating finishers and isolation plays. The 

year 9 boys from Cranford, Alex Virgo, Nasib Nyika, 

Zubeyr Mudhir, Franciszek Jozwicki and Sartaj Goraya 

all competed extremely well throughout the tournament, 

gaining admiration from staff and students from the other 

schools. It was an incredible experience to play at West 

Thames College. 

Key Stage 3 badminton 

Competition: 

On Thursday 23rd February 2023 eight students from 

key stage 3 were selected to take part in a Hounslow 

Borough Badminton competition. None of the students 

selected played badminton outside of school and their 

only experience of badminton came from a few PE lessons 

spread throughout their years in Cranford. Immediately 

as we stepped foot in the sports hall the level of talent 

on display while other schools were warming up was 

astounding. As the competition got underway the raw 

natural talent of a few students became abundantly clear. 

Qais Bhaisaheb (year 9), Wahidur Rahman (year 8), 

Parv Mathur (year 9) and Zayyan Sameer (year 7) all 

battled extremely well and showed great sportsmanship 

throughout the day to face some very tough competition. 

They fought through each round winning against multiple 

schools before making it to the final against Isleworth 

and Syon A team. A massive congratulations to those who 

competed. 

Year 7 Indoor Borough Athletics: 

In early March 2023 Cranford Community College was 

invited to take part in the Borough Indoor Sports hall 

Athletics competition for year 7, held at Osterley Sports 

facility in Hounslow. The level of competition was fierce 

and the excitement around each race was palpable. The 

competition saw some standout performances from 

Rowan Jhawer, Kirtvir Sidhu, Evanz Cardozo, 

Iasmina Cocos, Eva Zeary and Zahra Da Silva 

Hussain. The event culminated in a 4x50m race; 

the atmosphere was incredible with all schools 

present cheering for their team, a truly deafening 

environment. Cranford looked slow out the blocks 

and were placed 4th out of the 5 schools. Each leg 

saw a place dragged back until the final leg, run by 

Rowan Jhawer who clinched victory and Cranford 

became champions of that event. 

Outdoor Borough Athletics: 

On Thursday 18th May 2023 a spirit of healthy 

competition was in the air as Cranford students from 

year 9 and 10 prepared themselves for the annual 

Hounslow Borough Outdoor Athletics competition, 

hosted at Osterley Athletics Sports facility. Many 

students from Cranford were about to experience 

an athletics competition for the first time but this 

did not deter them from taking on the challenge. 

The Outdoor Athletics Competition witnessed an 

impressive range of track and field events, where 

students exhibited their skills, determination, and 

a true passion for athletics. Some notable athletic 

performances from our students included Elisha 

De Souza (year 10) - Discus gold and 800m Silver, 

Miske Ahmed (year 9)- Hurdles gold, Ayaan Islam 

(year 9) -Javalin silver, Ameenuddin Mohammed 

(year 9) - Shotput silver, Shubheksha Singh (year 

10 ) - 200m silver and Arjan Ghorta (year 10 ) - 

High jump silver. Congratulations to all our worthy 

winners. We are very proud of your achievements. 

On Monday 12th June 2023 students from year 7 

& 8 were chosen to represent Cranford Community 

College in the Hounslow Borough Athletics 

Event. They were excellent competitors. The 

students showcased their talents in disciplines 

such as sprinting, long jump, shot put, discus 

throw, and relay races. Each event pushed the 

boundaries of athleticism, and the performances 

were met with enthusiastic cheers from their 

peers. Congratulations to all who took part, with 

special mention for Harvin Jagpal (year 8) who 

threw his Javelin a huge 26 metres and Yana Hnus 

Vdovychynwho (year 7) won first place with her 

throw. They have been selected to represent the 

borough in Javelin. We look forward to attending 

Osterley Sports & Athletics Centre next year and 

bringing back some more medals. 

Tom Bell (PE Department) 

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Cranford Sports Leaders 2022/23 

Another year of sporting events and our Cranford Sports leaders continue to shine not only as individuals but 

as a collective representing the school in various events and schools. There has been nothing but praise from 

whoever has had the pleasure of working with our leaders including Iuri Baptise our Hounslow School Games 

Organiser and teachers from Hillingdon Borough as we are the host site for one of Hillingdon School Games 

Organisers. 

Below is a list of all the events we have sent leaders out within the Borough this year. 

• Hillingdon Inclusive sports festival hosted by Hillingdon SGO at Cranford 

• Hounslow Year 4 Primary Athletics hosted by Hounslow SGO at Cranford 

• Year 5 Tag- Rugby tournament hosted by Hounslow SGO at Cranford 

• Year 5 Tag Rugby tournament hosted Hillingdon SGO at Cranford 

• Year 5 Hillingdon football finals hosted by Hillingdon SGO at Cranford 

Alongside this we continued our leadership programme at Berkley Academy following on from last year’s 

success. Key Stage 4 students with 6th former leaders delivered afterschool clubs. All leaders involved have 

been fantastic and have not only gained further skills, knowledge and experience but provided a valuable club 

for children which has been appreciated by both the school and parents. Sports delivered have been football, 

multi-sports, gymnastics, dance and basketball. 

Well done! 

Hamesh Rattu & Basheak Bussue (Sport and Community Wellbeing Team) 

Sixth Form Sports – Cranford Sports Leadership Award: 

The extra-curricular timetable on offer from the Sports department is always supported by our amazing 6th 

formers at Cranford Community College from the Sports Committee and those with a passion for sport. They 

are a tremendous asset to the Sports Department and represent the school positively within the community. This 

year we introduced our very own sports award, providing students something to add to their CV’s and UCAS. 

Each award came with a criteria, alongside a potential pathway into paid work summer school and holiday 

programmes or with C-Change our local charity as a sports coach. 

This year 14 students were inducted into our Sports Leaders Alumni. Well done to all those who have achieved 

awards and been actively involved in sports throughout their journey at Cranford. We wish you the best of luck. 

Hamesh Rattu (Director of Sport and Community Wellbeing) 

British Basketball League Trip at the O2 

On the 14th May 2023 the PE department organised Cranford’s 

first trip to the British Basketball League finals at the O2 arena. 

This was a spectacular event for all of the students as for many it 

was their first experience at a major professional sporting event. 

Twenty students across year 7 to sixth form attended the trip 

to watch both women’s and men’s finals alongside some other 

exciting events such as the ‘dunk’ competition and performances 

from ‘Young T and Bugsy’. This was an amazing experience for all 

but especially for the girls who attended the trip as it highlighted 

the possibilities of women being successful in sport beyond school 

level. 

Basheak Bussue (Head of PE and Sports) 

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Southall Athletic & Cranford Community College 

This year we started our partnership with Southall 

Athletic Football Club. 

Southall Athletic, is an all-inclusive grassroots football 

club offering weekly sessions outside of school for both 

boys and girls aged 5 to 16. 

In September we hosted our first open football session 

for the Under 12’s (Year 7) age group, this session 

was attended by over 50 boys. The coaches were so 

impressed by our students’ attitude, enthusiasm and 

maturity that what was meant to be one session became 

a weekly session lasting two terms. 

The success of this led to nine students signing up for the team and having a very successful first season in 

which they won their league, later going on to a league final. 

Overall, the boys have had a positive experience, have built friendships inside school and further cemented 

those relationship outside with a common interest. They have healthy training routines and are in pre-season 

training for the next season. 

In September 2023, we are excited to work with SAFC again not just with our boys, and the walking football 

sessions run by their coaches, but also being a part of their FA backed girls football programme. 

Hamesh Rattu (Director of Sport & Community Wellbeing) 

National Football League Girls Flag League 

This International Women’s Day, the New York Jets and 

Chicago Bears, launched the Jets and Bears National 

Football League Girls Flag league, the first UK all 

girls’ competition of its kind, to overcome barriers in 

activity and to increase access to sport for young girls. 

Cranford was one of 12 teams who competed over a 

total of 7 weeks at Ealing Trailfinders. 

Cranford entered both Jets and Bears teams into the 

competition representing the school from years 7, 

8 and 9. Considering NFL being a brand-new sport 

being introduced to the school, the girls showed huge 

determination and good spirit every week. They showed 

confidence and eagerness to learn more by attending a 

training session held by the PE department before matches. 

NFL may be a new sport to Cranford however we hope to continue having an NFL Flag girls football team. A 

huge well done to every single girl who showed resilience and commitment over the 7 weeks for NFL, who 

represented Cranford in an exemplary manner, we are proud of you all. 

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5/6 

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6/6 

Interview with Miske Ahmed Captain of the Cranford Under 14s 

Basketball Team on their most recent tournament 

(November 30th 2023) 

How was the experience competing competitively for the first time in high 

school? 

It was an exciting experience for me as well as the team and it made our teamwork 

stronger as we had to communicate with each other. It was against the best schools 

in the area and so the team had to try their hardest and it was an amazing experience 

to see your individual as well as team improvements. 

What has this experience taught you about yourself? 

As an individual who loves basketball, I always want to improve, not just for my 

own satisfaction but for my teammates too. I have learnt that I am more of a leader 

than an individual player and I thrive in leadership environments like this one. 

How proud are you of your own and your team’s performance? 

I am very proud of my team’s performance. At the beginning, we had lost our first match to Heston, but after 

that we were determined to do better and there were 2 games in between in which we succeeded, and we made 

our way up to the finals. In the tournament, as there were other schools, there was a big change in pressure 

from less competitive games in school, especially with the rules and stricter refereeing, which my team adjusted 

to, and we made a significant improvement. We were determined and made a big improvement in just 2 hours. 

How will this experience impact and help your future career in basketball? 

It taught me a lot; from this experience I have decided to try out for regionals to be part of a team. I have to take 

videos to send to the England teams. This has made me realise how deep my love is for basketball, I am now 

an aspiring London warrior. This experience has taught me perseverance, as even though it was frustrating not 

understanding the rules and pressure at the start, I carried on and was determined to improve my performance 

and this will enable me to adjust to changes in pressure more when I am playing basketball in the future. 

How has the school heightened your opportunities? 

In school, I have been able to train with the senior team to practise and improve as I can learn and play against 

people with a higher level of skill. This also enables me to work on nerves and tension when playing against 

other teams that may be better than me, and so I feel less intimidated when I play against others with a higher 

level of skill. With the support of my teachers I have been able to focus on my technique. 

How has girls sport, especially basketball, progressed since you first started at Cranford? 

Undoubtedly, there has been a great improvement and progression of more girls participating in sports. 

There are more clubs (such as netball), and more girls are becoming active with the help of older student’s 

encouragement and the staff. There are also more competitive clubs for people who want to improve in a 

particular sport, rather than just for general health and well-being. For example there are around 30 girls who 

attend the basketball clubs every week. 

Interview undertaken by Sanjana Bhola (Year 13- PSHCE Ambassador and Sports Committee Member) 

“Miske attends at least 3 clubs each week and gets involved with everyone. Her love and passion for basketball is clear 

to see, even when she is injured, she still comes to training and wants to learn more”. 

Basheak Bussue (Head of PE & Sports) 

Page 107

PSHCE Department 2022 / 23 

Personal, Social, Health 

and Citizenship Education 

1/2 

PSHCE education can be very simply 

described as ‘learning to live life well’. Our 

subject deals with real life social and economic 

issues affecting not just children & young 

people but their families and communities 

too. Helping our students learn how to be 

successful improves their outlook on life as 

well as their academic performance. We want 

all our students to aim high and to make the 

most of their talents and hard work. 

Outstanding PSHCE education prepares 

them to negotiate the many milestones and 

challenges of childhood, adolescence and 

adult life. Over the next few years students 

will experience many “firsts”, for example the 

first time they might be offered an alcoholic drink, experience a bereavement, witness an act of homophobia 

or racism or attend their first interview. PSHCE is the subject that will help to prepare them with the skills to 

respond thoughtfully and appropriately to these, and other, challenges. 

PSHCE continues to be a very popular subject with our students, we spend a lot of time working closely with 

pupils to find out what matters to them and the subjects and issues that concern them and that they want to 

know more about. We feel it is extremely important to listen to student voice to help ensure our lessons and 

content are always up to date and relevant to their needs. 

In PSHCE we also focus on helping students develop their soft skills such as listening and discussing. We want 

our students to be able to air their opinions respectfully and to take on board the viewpoints of others. We also 

want to teach every student to think critically about information. 

Updates for this year! 

We have recently updated our lessons on managing emotions 

for our year 7 students as a result of student requests 

including dedicated lessons on controlling your temper and 

managing frustration. 

We are currently working on improving our lessons on 

misinformation and, in particular, helping our students 

navigate their own, and others, use of social media. This is 

an issue that many students struggle with both in terms of 

managing their own time on devices and managing online 

relationships with friends and peers. 

We have also recently finished our First Aid course for year 

8 with an astonishing 144 out of 180 students scoring in the 

highest band and receiving their HeartStart Certificates. We 

are really proud of how hard they worked to perfect their 

lifesaving skills! 

Last year we added new classes in year 10 and year 12 and 

we have been really pleased at how well the students have 

responded to guidance aimed at helping them with their 

upcoming transitions through their exams and beyond. Our 

work on careers was something students reported finding 

incredibly helpful. 

Page 108

PSHCE Department 2022 / 23 

Personal, Social, Health 

and Citizenship Education 

2/2 

What’s next? 

We envisage exciting developments in the future 

including some independent learning modules 

to help support our older students and some 

updates to our lessons on finance, in response 

to requests for help in understanding money and 

the economics of daily life. 

Our aim is to fully support students in 

developing the qualities and skills they need 

to be personally and professionally successful, 

PSHCE is uniquely placed to provide this and 

continues to be an incredibly valuable part of 

our wider curriculum. 

Barbara Lodge (Head of PSHCE) 

Page 109

RELIGIOUS STUDIES 

Department 2022 /23 

1/3 

The Religious Studies 

Department 


The 

Religious Studies department is a 

dynamic and dedicated department 

who have fashioned an ambitious and innovative 

curriculum. The team is driven by its vison to aid in 

the spiritual, moral, social and cultural development 

of our students. This is worked towards by providing 

a deep and varied curriculum designed to achieve this 

vision. Students start their journey in the Religious 

Studies Department exploring the Eastern religions 

in Year 7 before moving on to the Abrahamic Faiths 

in Year 8. Once they have a good understanding 

of the beliefs and practices of the world’s major 

religious traditions, they are then able to apply their 

knowledge to a variety of themes studied in Year 9 

such as religious conflict, crime and punishment, and 

philosophy and ethics. 

Students are given ample opportunities to reflect on 

religious traditions, philosophical ideas and ethical 

theories which can aid in their spiritual and moral 

development. Furthermore, their social and cultural 

development can flourish as the diversity of the 

school population is celebrated and an appreciation is 

encouraged of all the cultures and faiths that make up 

the local, national and global community. 

As a department we promote the 

capacity to think critically in 

order to make well informed and 

thoughtful judgements on ethical and 

philosophical issues. Furthermore, the 

discussion of topical and controversial 

social issues is encouraged in class, 

providing vital opportunities for 

important conversations to be had 

within the safety of a classroom and 

with a teacher to facilitate. 

In lessons, the department build 

religious literacy; equipping students with the key 

knowledge and cultural capital they require for being 

empathetic and respectful members of both their 

local and wider communities. This will benefit them 

through every aspect of their lives as they flourish as 

adults in a truly global community. 

Frederick Page 

(Head of Religious Studies) 

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TFTW 

The “Thought for the Week” 

The Thought for the Week 

(TFTW) programme is 

delivered to all students every 

week through form time. TFTW 

is an opportunity to aid in the 

spiritual, moral, social and cultural 

development of students utilising 

elements from all academic 

subjects, whilst also bringing in 

current affairs and topical social 

issues. 

The spiritual development of 

the students is achieved by 

continuous reference to all major 

religious teachings throughout the 

programme, for example on the 

TFTW centred on the religious 

doctrine of unconditional love 

for humanity. Other times, there 

is a closer examination of aspects 

of various religious systems, as 

exemplified by our Lent TFTW. 

This session examined the reasons 

and benefits to overcoming desires 

and developing discipline. A 

further example was a session on 

mindfulness, where students had 

an opportunity to practise resting 

in the present moment with a short 

meditation. 

The moral development of the 

students is achieved by discussing 

ethical issues and how we can 

develop our moral conscience. 

An example of this type of 

session was found when students 

were discussing pacifism as a 

form of protest, with reference 

to the American Civil Rights 

Movement. Other examples of this 

type of emphasis were found in a 

session centred on the Milgram 

psychological experiments, 

examining whether morally good 

people can be influenced by their 

environment to commit evil. 

The social development of the 

students is achieved by allowing 

opportunity for students to discuss 

ongoing social issues in a safe 

environment. Some examples 

Page 111 

of the issues discussed include: 

the benefits and dangers of 

Artificial Intelligence and genetic 

engineering, environmentalism 

and conservation efforts, and the 

fight for women’s rights around the 

globe. 

Finally, the cultural development 

of students is achieved by a 

broad range of sessions focused 

on cultures all around the world. 

Some are close to home, such as 

the Christian underpinnings of the 

Coronation and the function of 

Stonehenge. Whilst others take the 

focus further afield to enrich the 

students with cultural capital, with 

sessions focused on topics as varied 

as The Epic of Gilgamesh, Greco- 

Roman history, Haiku poetry and 

traditional mythology around the 

world. 

Frederick Page 

(Head of Religious Studies)



3/3 

Students Voice: 

Throughout my studies in my 4 years at Cranford 

Community College, I found that the Religious 

Education subject to be the most insightful and 

impactful. The debates and discussions within the 

class are necessary for both teachers and students to 

learn and gain the ability to comprehend and respect 

other’s cultures and religions while still being free 

to express and maintain their own beliefs. So far, we 

have learnt about the 6 major religions- Christianity, 

Islam, Judaism, Hinduism, Buddhism and Sikhism- as 

well as ethics. 

Now furthering into GCSEs, the focus is on Sikhism, 

Islam and Christianity. Students are questioned on 

universal issues to see how these 3 specific religions 

view and can potentially influence certain opinions 

(e.g. LGTQ, racism, gender roles). Since the start of 

Year 10, we have covered several topics with relation 

to the GCSE specified religions, such as Human 

Rights, Gender Equality, Freedom of Religion, 

Homosexuality, Racism and positive discrimination. 

Within exams, we are required to give both 

perspectives (agree and disagree) to a controversial 

sentence, which ensures pupils retain empathy and 

truly understand the other side, allowing them to learn 

how to respect views that may oppose theirs. This is 

essential to the development of young people because 

it instils a virtuous mindset into them, so that it does 

not only help them an individual, but in the future 

when going into respective careers. 


In all my years of Cranford Community College, I 

find it safe to say that Religious Education is the key 

for many of us to express our non/religious identities, 

beliefs, our outlooks on the world itself, and much 

more. Within this subject, we are able to discuss and 

debate our ideologies to a strong extent as we are 

unable to in other subjects. Students, across all years 

of the school, are able to gain an ability to respect each 

other’s thoughts and beliefs as we dive further into 

controversial topics that we may not have understood 

before. 

Ruqayyah Vora (year 10) 

Page 112

SEND Department 2022 / 23 

Special Educational Needs and Disability 

1/4 

The 

Special Educational 

Needs and Disability 

Inclusion team continues to flourish, both 

in terms of our expertise and in terms 

of the focused academic support that we continue to 

provide for students in our care. One of our priorities 

this year has been to raise greater awareness of 

neurodiversity and to implement a model to support 

neurodivergent students in the classroom. A model 

where we prepare for difference and individuality and 

promote a culture of acceptance within our classrooms. 

Mr Miles delivered a very well received whole school 

training session on neurodiversity in the classroom 

and alongside the Inclusion team continues to support 

staff and students to adopt a model that benefits all 

students to access learning within the classroom. 

As part of our commitment to providing students with 

emotional support we have successfully trained two 

Emotional Literacy Support Assistants, Ms Prunty and 

Mrs Reji, to support the emotional needs of students by 

providing individualised support programmes to meet 

the needs of young people in our care at Cranford. 

The ELSA programme recognises that young people 

are happier when their emotional needs are addressed 

enabling them to reach their full potential. 

‘ELSA has provided students with the opportunity to 

have a space where they can express their feelings 

comfortably. ELSA gives students the chance to build 

a positive trusting relationship where they can receive 

support for their emotional development and cope with 

life’s challenges, offering guidance and solutions.’ 

(Ms Prunty) 

‘ELSA lessons have eased our student’s negative 

attitudes; they can recognise their emotional triggers 

and are able to control them using strategies that they 

have learned. 

These sessions have provided me with an opportunity 

to support our young people, to understand their 

emotional difficulties and provide them with coping 

strategies. To see the ELSA students that once had 

emotional difficulties later learn to cope using 

strategies learnt through ELSA sessions and do well 

is wonderful.’ (Mrs Reji) 

The year began with a celebration of our students’ 

outstanding GCSE results. We are delighted that all 

our students with SEN progressed onto appropriate 

educational pathways to continue their Post 16 study. 

We celebrate the outstanding achievements of Daniel 

Ortega, Shreyas Shikhare and Tara Rooprah who have 

all been offered places at university. We are incredibly 

proud of all they have achieved and the inspirational 

young adults that they are and wish them every success 

for the future as they embark on this new and exciting 

chapter! 

Art has been an important part of self-expression for 

students placed in our Three Bridges Twilight School. 

Painting particularly has proven to very effective in 

relieving stress and anxiety and promotes overall 

happiness. A variety of incredible paintings adorn 

Three Bridges Twilight School. Palwasha has painted 

a stunning sunset and commented that ‘painting makes 

her feel calm and relaxed.’ The Three Bridges Twilight 

School proudly has these remarkable pieces of art on 

display to encourage positivity as well as contributing 

to a colourful and tranquil learning environment. 

Ms Mulhair and Mr Miles took a group of students 

to Richmond Theatre to see a special ‘relaxed’ 

performance of Goldilocks and the Three Bears. The 

performance was targeted towards those who have 

sensory disabilities and was a wonderful opportunity 

in which all spent an afternoon at the theatre enjoying 

the pantomime together. It was also an opportunity 

to develop listening and empathy skulls and explore 

social scenarios in a supportive environment. 

“I loved it when Joey gave Cranford Community 

College a shout out!”. 

Hamza (year 8) 

“It was great when the characters responded to 

us when we shouted our replies, I really enjoyed 

joining in”. 

Arshvin (year 8) 

Our dedicated Inclusion team continue to look for 

innovative and purposeful interventions to continue 

to support students with SEN to develop academically 

and flourish socially. We are looking forward to 

welcoming new students into Year 7 and students in 

Year 11 back into our Sixth Form in September 2023 

and celebrating what we are confident will be another 

fantastic year of GCSE results! 

Kerry Mulhair (Assistant Headteacher & SEND Co) 

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Cranford Students Embracing Festive Fun at Richmond Theatre 

On 

Thursday 15th December 2022, Ms Mulhair, Mr Miles, Mrs Sahota and Ms Prunty took a group of 

students to see a performance of ‘Goldilocks and the Three Bears’ at Richmond Theatre. The theatre 

was transformed into a circus full of possibilities and plenty of festive fun. 

Cranford students enjoyed the fun of pantomime as Goldilocks, together with the Three Bears and Joey (Matt 

Baker), journeyed to save Barnum’s Circus from an evil rival owner the Countess Von Winklebottom! Students 

were swept away in a circus of garish colour, impressive acrobatics and tremendous tap dancing from Baby 

Bear! Students were particularly wowed with Phil Hitchcock’s Magical Mysterioso and his fantastic juggling 

act which was most definitely a highlight of the show. 

It was an absolute pleasure to experience pantomime with Cranford students who all fully embraced the fun of 

the theatre and enjoyed being whisked away for a couple of hours of festive fun! 

Kerry Mulhair (Assistant Headteacher & SEND Co) 

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3/4 

AQA - Unit Award Scheme 

As 

part of our commitment to developing social skills and 

preparation for adulthood, students have engaged with 

the AQA Unit Award Scheme, developing a range of 

skills to boost student confidence, engagement and motivation. 

Assessment and Qualifications Alliance 

Students in year 10 and year 11 really enjoyed the variety of topics covered in the Unit Award Scheme over 

the course of the year. They have engaged with theoretical units about managing stress, created biographies, 

learned about health and wellbeing and have celebrated the life and times of Queen Elizabeth II. 

Students have also been preparing for adulthood by exploring possible career choices and Post 16 options. 

They have also considered the impact of climate change and global warming on our community and created an 

‘Around the World’ project in which they explored greener ways to travel and protect our local environment. 

Students have also had the opportunity to develop their practical skills building a bird box, making breakfast 

and taste testing desserts when investigating their chosen European countries. 

The AQA Unit Award Scheme has enabled students to be rewarded with a certificate for each unit to evidence 

their skills, knowledge and experience across a wide range of topics and skill sets. 

Sabine Geister (Picasso Centre) 

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4/4 

Social Skills - Picasso Centre 

“The Superflex module in my Social Skills 

lessons allowed me to better understand 

the unthinkables (characters of the story), 

their weaknesses and ways to overcome the 

unexpected emotions which is what the board 

game the ABANDONED PUZZLE is about.” 

Andres Acosta (year 7) 

“Andres and I worked as a team to design the 

game called Abandoned puzzle.” 

Jojo Kato (year 7) 

“The game is called Moisture Mister and 

D.O.G Destruction Course. The game is based 

on snakes and ladders and the objective of the 

game is to defeat the unthinkables and get to 

the top square (100). This Social Skills lesson 

allowed me to get a better understanding of 

expected and unexpected emotions which is 

what the game is based on emotions.” 

Ahyan Lallmahomed (year 7) 

“It was fun designing the game and I enjoyed 

working in a team with Ahyan.” 

Mohammed Saleh (year 7) 

Page 116

SOCIAL SCIENCE 

Department 

Social Sciences Department 2022/23 

Psychology and Sociology continue to be among the most 

versatile subjects in preparation for higher education 

across a range of fields as well as employment. Our 

curriculum for these subjects this year provided students with 

opportunities to link their learning to news around the world 

during lessons where they explored broad sheet articles related 

to the topics they were learning. This deepens their human 

understanding of behaviour and perhaps even predict and thus 

prevent maladaptive behaviour in the future. It gave students 

the opportunity to develop their critical reasoning skills and the 

ability to develop and communicate balanced arguments as well as the ability to view the world around them 

from different perspectives. Students were encouraged to engage in discussions, presentations and debates 

on current topics, using articles they found interesting, developing their oracy skills, enhancing our students’ 

ability to communicate effectively and confidently. Students were provided with constructive feedback after 

their presentations and self- reflection was encouraged through providing students with opportunities to evaluate 

their own performance and identify areas for growth. Allowing students to choose topics they found interesting, 

created opportunities for them to share their unique perspectives and experiences whilst allowing their peers to 

consider different viewpoints and value a range of diverse ideas, supporting their transition to future pathways 

where they will engage in discussions such as these. 

Our Year 13, Psychology and Sociology A level students enjoyed the experience of ‘The Jack The Ripper 

Tour’- a school trip which allowed them an opportunity to interact with the professionals on the tour, engaging 

in discussions and exchanging ideas, offering the professionals valuable insight on the crimes committed 

using their knowledge of Forensic Psychology and Crime and Deviance in Society. It also gave our students 

the opportunity to explore how Psychology and Sociology is influenced by cultural factors, immersing them 

into the community and context during the time these crimes took place in order to gain a deeper insight into 

how the criminal’s behaviour may have been shaped by the norms, values and practices of that time as well 

as their own psychological experiences and perhaps even mental illness. This cultural exploration gave our 

students an opportunity to broaden their own perspectives and enhance their understanding of the universality 

and diversity of human psychology. 

Barinder Dosanjh (Head of Social Sciences) 

Page 117

SOCIAL SCIENCE T-Level 

Education and Childcare 

Our 

students in T level Education and Childcare have continued developing their understanding 

of concepts and theories of the education sector with a specific focus on childcare. Their 

experience in their Industry placements at Springwell and Berkeley Academy gave them opportunities 

to solve real life issues in the education and childcare sector and work alongside professionals and 

young children to gain a wider understanding of what the industry requirements are. Our students have 

been building valuable experience and a chance to learn what this career is like in the real world whilst 

continuing studies, building specialist knowledge 

and skills related to early years education. 

Balancing their education alongside their industry 

placements has allowed our students to bridge the 

gap between theoretical learning and practical 

application, providing them with hands- onexperiences 

to gain a deeper understanding of how 

early years concepts and theories are implemented 

in the workplace, making their learning more 

relevant and meaningful. The industry placements 

continue to provide a platform for our students to 

develop their professional attributes, such as work 

ethic, punctuality, professionalism and problemsolving 

abilities. This significantly enhances their 

employability and also gives them a competitive 

edge when applying for apprenticeships or when 

applying for university, opening up a range of 

opportunities for future development. 

Barinder Dosanjh 

(Head of Social Sciences) 

Page 118

CAREERS 


1/4 

Careers engagement across the school 

has been an astonishing success this 

year. This year can be recognised as 

a year of partnerships that have blossomed, 

flourished and redoubled where they 

already existed. The richest experiences of 

careers information are when we have used 

partnerships to engage students in the school 

with higher education, apprenticeships or 

employers. With wider careers work in the 

school - relating to; options, transitions, 

enterprise, labour market, work place 

encounters, experiences, the careers 

provision across the school has been vibrant 

and diverse. The careers framework was 

amended in January 2023 and this puts a 

larger emphasis on careers provision in 

Years 8-9. We are excited to see how we 

will continue to embed this robustly going 

forward using the success of the work we 

do in Years 10-13 as a model. Opportunities 

Post-16 appear more diverse than ever. It is 

clear that our alumni have progressed onto 

pathways which will support our local labour 

market over the short and medium term. 

These aspirations over time provide our 

young people with the opportunity to have 

meaningful future pathways that support the 

local economy and workforce. We recognise 

the industry skills gap in the work force and 

the need to ensure that all our work supports 

and prepares our students for the world of 

work. Some of these skills shortages will not 

be acute, therefore it is important the work 

we do in school addresses the need for young 

people to work across wide areas of industry. 

One of our most integral partnerships is with 

Spark!, a charity that works with schools 

on employer engagement,. They held their 

annual awards ceremony in November 2022 

and one of our local partners, Ajar Technology 

nominated me as Careers Leader of the Year. 

In addition, Cranford was nominated for 

Partnership of the Year award in recognition 

of our formidable employer relationship with 

Ajar. It was a full sweep, we received both 

awards! This was an immense success. I hope 

over the next 12 months we are able continue 

to develop and learn from all the progress and 

achievements made this year. 

Mahavir Ladva (Careers Co-ordinator) 

Page 119

CAREERS 


2/4 

Aspirations Day 1 

November 2022 

We 

had nearly 1000 students meet and 

engage with over 40 higher education 

providers, apprenticeship providers and employers 

at our first Aspirations Day of the academic year 

on Monday 21st November 2022. 

Aspirations Day is an important event where 

students are able to have meaningful encounters 

with a wide array of professionals and sectors. We 

had representation from further education, higher 

education and sectors such as business, hospitality, 

public sector, science, health, digital, construction, 

finance, engineering, charity, automotive, 

marketing, design, real estate, pharmaceutical, 

creative arts and media. This year we wanted to 

invite more professionals from the creative sector. 

This was well achieved, and students enjoyed 

engaging with Creative Industry professionals. 

These are very valuable experiences for our 

students. Students said they enjoyed meeting 

professionals and being able to ask them questions. 

Fatimah from Spark! – said it was a great success 

and the students engaged well. Christine Osgood, 

a volunteer for the West London Careers Hub said 

“your students have a positive energy around them. 

I was glad to see so many stands, with so many 

major employers attending. A triumph!” 


Organisation Attendees Sector Sign in Sign out 

Spark! Fatimah Scarooh Charity 

Spark! Fatimah Scarooh Charity 

West London Careers Hub Astrid Ley Volunteer 

West London Careers Hub Christine Osgood Volunteer 

2Toucans Chandeep Khosa Digital 

A Sparks Electrical Jack Mitchell Construction 

A Sparks Electrical Alex Willoughby Construction 

Alvaresz and Marsal Neeraj Gupta Business & Management 

Arup Ishaaq Saleem Design & Engineering 

Audi Kate Painter Automotive 

Audi Glenn Matthews Automotive 

Audi Visar Lokaj Automotive 

Audi Holly Eccels Automotive 

Audi Danielle De-Jonge Automotive 

Big Fish Ashleigh Hawthorne Marketing 

British Army Sergeant John Public Sector 

Brunel University 

Higher Education 

Brunel University 

Higher Education 

Coventry University Teddy Ngyuen Huu Higher Education 

DHL Jerome Blair Logistics 

DHL Kyle Powell Logistics 

Dunnhumby 

Digital 

Dunnhumby 

Digital 

Gerald Eve Alec Thomson Real estate 

Gerald Eve Felicia Cunningham Real estate 

Gerald Eve Thomasina Quesnel Real estate 

Naseem Alam 

Pharmaceutical 

GSK 

GSK Sukhdeep Thiara Pharmaceutical 

Pharmaceutical 

GSK 

Sylvine Pischel 

Johnsons Chartered 

Finance 

Accountants 

Edmund Cartwright 

Kingston University Saffron Smith Higher Education 

Mace Heathrow Max Petrucci Construction 

Mace Heathrow Oliver Dayer Construction 

Mace Heathrow Will Construction 

Page 120

CAREERS 


3/4 

“Segro” 

Employability 

Visit 

For 

the second year, we have been invited 

to take part in the Segro employability 

programme with Spark!. This year it was run with 20 

students in the T Level transition class in March 2023. 

The first part of the programme was a workshop for all 

20 students. During this workshop, students took part 

in speed networking with business professionals from 

Segro, looked at career options and identified their 

skills. The second part of the programme was an insight 

day to a Segro site. Students were taken to the Segro 

Heathrow Cargo Centre. Students got to see a Segro’s 

customers warehouse in operation, DHL and talk to 

managers that operate the site. Lastly, six students had 

the opportunity to undertake 1 to 1 mentoring with a professional from Segro. It was a fantastic opportunity 

which we have been so fortunate to be involved in. This is what students had to say about the programme: 

Mahavir Ladva 

(Careers Co-ordinator) 

I enjoyed the experience because the people were very 

interesting and enjoyed their jobs. I would like to work 

in a job like Steven’s that I would enjoy for a long time. 

I’d like to participate in the Segro mentorship because 

I’m interested in learning more about the business’s 

organization. I believe that the opportunity they will 

provide me with will assist me in making progress toward 

selecting a suitable caregiver in which I can advance. 

I was unaware of the number of roles offered by one 

company. I don’t usually think much about the future, but 

when the Segro team came along, I learned more about 

my options for a career and found many different roles in 

each that I could try. I like to change with the times, like 

changing jobs to advance with the Segro team or changing 

roles in a job. 

Shakur Shawqi (year 12) 

I found the Segro career fair very insightful as it opened 

up a whole new world of careers to me, such as real estate 

and surveying. The whole workshop was very beneficial 

as I was able to speak to high-ranking executives within 

the company and gain insight into their intended career 

choices and what they are currently doing. It was 

interesting to learn how they all had different passions 

when they were younger but factored onto different career 

paths which they still enjoy. I felt motivated when I heard 

their stories, as I realised that if for some reason I can’t 

go down my future career path as long as I find something 

I enjoy (and possibly similar to the career I intended) I 

will still like and take pride in my job. The whole career 

fair helped me gain interest in the study of Real Estate 

and the career path of surveying and how far you would 

be able to advance in the UK through this profession, as 

one of the company managers stated he was on the Royal 

Institution of Chartered Surveyors. Through hearing all 

of the company executive’s stories and their position in 

the company, it has made me even more motivated to take 

interest in a whole different career path which would be 

Real Estate and surveying. 

Jaiden Dhillon (year 12) 

I attended the session we had for 2 periods last week, 

and during that time I have learnt new skills and had fun 

doing it, I wish to learn more about Segro and how their 

warehouses work and what happens during the day, as the 

employees speak very well of it and that intrigues me, and 

I wish to find out more about how it works and how it 

looks and functions. I asked questions and listened to 

when people have asked questions, and every time we 

asked questions to the employees, they all had different 

experiences and it was interesting to learn about them, 

as the employer seems to appreciate and care for their 

employees, so they work much happier. 

Dasha Linenko (year 12) 

Page 121

CAREERS 


4/4 

Spark! 

Awards 

2022 

It 

was a shock but complete honour to receive not one but two 

awards at the Spark! Annual Awards Ceremony. Spark! are a 

charity that help schools in West London co-ordinate their employer 

engagement activities. This means Cranford has won five awards in 

two years, what a proud achievement. One award was given to me as Careers Leader of the Year and another 

for Partnership of the Year – for our formidable relationship with Ajar Technology. We were nominated for 

both awards by Tara (Bid Manager) at Ajar Technology. Here is a short exert from Tara’s award nomination. 


Mahavir is the Careers and Exams lead at Cranford Community College and has been our main point of contact 

for Digital T Levels since 2020. Mahavir is responsible for managing the work placements for students on 

T Level courses across the curriculum and is also a proud ambassador for the DFE for these qualifications. 

Mahavir looks after all aspects of the T Levels placements from sourcing employers, to organising events, and 

managing the placements and probation meetings. Mahavir goes out of his way to get to know the employers 

involved in placements, and for us, he has almost become one of the Ajar team. 

Tara McLaughlin (Ajar Technology) 

Page 122

FIRST STORY 


1/5 

This 

year the First Story Programme started strong with a larger cohort than we had last year. We 

were also very lucky to have worked with our resident author Adam Z Robinson for a second 

year. It has also been absolutely wonderful to be able to continue our relationship with First Story having been 

the pilot school fifteen years ago. 

The students came together with burning enthusiasm and brought to the process their sensitivity and willingness 

to share their ideas fearlessly. They respected each other and became a tight-knit group of like-minded writers. 

We have also had some wonderful competition successes as well with Adam Stow coming third in the six-word 

story competition and Navjot Dhillon being shortlisted for the 100-word story. These successes only touch the 

surface of the range of powerful topics represented in the student writing. 

The students also participated in the writing festival at Cambridge University where they received workshops 

in writing with prominent writers and were even joined by the director of First Story. Alongside this there was 

a book fair and fun writing tasks that then turned into a group poem. We had some brave members of our cohort 

also perform some of their writing, standing up in front of many other different schools to share their work from 

the day. In good spirits, the students returned home sleepy, with balloons and with a rainbow An Anthology over their by the heads. 

First Story Group at 

This year’s anthology is titled “I don’t know how to spell it out” and touches on the struggle to express oneself. 

The students wanted to show their understanding and sympathy to those who also spend countless hours staring 

at blank screens and empty pages, bringing the message that all will be well in the end. The proof is through 

the creation of fantastic narratives and the creation of brave new worlds to share personal stories. Despite the 

't Know How darkness To Spell in the It Out cover is an co-designed anthology by of new the students it is an anthology full of light and hopes for the stories yet 

by the First to come. Story students at Cranford Community 

An Anthology by the 


who took Veronica part in Chow creative-writing (First Story Tutor) workshops led by 

n-Residence Adam Z. Robinson. First Story believes 

dignity and power in every I Don't person’s Know How To Spell story, It Out is and anthology here of new 

writing by First Story students at Cranford Community 

d young people expressing themselves in their own 

College who took part in creative-writing workshops led by 

unique voices. 

Writer-in-Residence Adam Z. Robinson. First Story believes 

there is dignity and power in every person’s story, and here 

you’ll find young people expressing themselves in their own 


I Don't Know How To Spell It Out 


Featuring writing by: 

Suhana Akhter • Laaibah Baig • Harleen Bath 


Karan Bath • Charis Belobi • Olyana Berum 

Cundall • Navjot Dhillon • Bayleigh-May Dowling 

anjot Grewal • Zunaira Hussain • Maya Kahlon 

hpreet Multhani • Elaha Najem • Precious Odutolu 

neet Pannu • Alisha Pereira Habibo • Sirit Sandhu 

hirzad • Adam Stow • Sandra Szostak • Farah Yusuf 

Cover design by Claire McGinlay 

www.firststory.org.uk £10.00 



Koa Cundall • Navjot Dhillon • Bayleigh-May Dowling 

Amanjot Grewal • Zunaira Hussain • Maya Kahlon 

Prabhpreet Multhani • Elaha Najem • Precious Odutolu 

Bhavneet Pannu • Alisha Pereira Habibo • Sirit Sandhu 

Minah Shirzad • Adam Stow • Sandra Szostak • Farah Yusuf 

‘There are so many other words 

in the world, so many other ways 

of speaking, so many other 

perspectives… I want to read all 

those other voices.’ 

PATRICE LAWRENCE MBE 

Author of Orangeboy 

The First First Story Group Story at Cranford Group Community at Cranford College Community Co 

Page 123

FIRST STORY 


2/5 

new 

unity 

led by 

lieves 

d here 

ir own 

ing 

n 

tolu 

dhu 

Yusuf 

er words 

er ways 

ny other 

read all 

r voices.’ 

CE MBE 

angeboy 


The First Story Group at Cranford Community College 

“I Don’t Know How to Spell it Out” 

Anthology 2022/23 

An Anthology by the 

W 


elcome to I Don’t Know How to Spell it Out, an anthology of writing 

by Cranford Community College’s First Story Group 2022–23. When 

you dive into this collection, you might agree with me that the title of this 

book – chosen by the writers themselves – is somewhat ironic. These pages 

are filled with clear, vivid and powerful pieces of work, written by authors 

who know their own minds and know exactly how to spell out their ideas and 

perspectives on the world. They have created a spectacular, wide-ranging 

and ambitious collection of poems, stories and scripts. I hope you have as 

much fun reading these works as I had compiling them. It’s been a delight 

to work with these writers on this yearlong residency. Each session I would 

bring in an exercise or two for the group to tackle, and each and every 

workshop they would throw themselves into the task with enthusiasm and 

fearlessness. My favourite part of any workshop is when I ask for volunteers 

to share their work. This is no mean feat: to read aloud the first draft of a 

piece of writing – something you’ve put down on the page in a matter of 

minutes – to your classmates and peers. But I was always delighted by what 

I heard in these workshops, and I knew from the first couple of sessions 

we all spent together that a vibrant anthology lay ahead of us – one which 

11/06/2023 15:35:58 

celebrated these remarkable young writers’ voices. There’s so much imagination in this book you can practically 

feel the ideas bursting from the pages as you turn them. 

In I Don’t Know How to Spell it Out we have our writers’ reflections on 

friendships and family; love and fear; bravery and hope; reality and magic. 

We have works of fantasy and autobiography; Gothic and romance; nature 

and machinery, science and science fiction. Writers in my workshops are 

free to write whatever they feel they want to and are encouraged to draw 

upon their own experiences and unique, specific perspectives on the world. 

I’ve been so delighted to see this group’s enthusiasm and boldness in the 

worlds they’ve created. Witnessing their confidence in their own writing 

grow week by week has been so wonderful. They are to be commended 

and applauded for the work they’ve created. I hope each and every one 

of them will continue to pursue creative writing because they all have an 

incredible flair for it. I’d like to say an enormous thank you to Veronica 

Chow, English teacher and First Story liaison, who has been incredibly 

supportive during this year’s course of workshops. From assembling a 

brilliant group of participants to chasing students for work, to leading 

excellent workshops in my absence (in fact, they led an exercise about a 

mysterious keyhole and several writers included their responses to this 

task among their final submissions for the anthology), she has been a 

superb and important part of the workshops and of the creation of this 

book. Running a year-long course of workshops is both a great privilege and a challenge. Thank you so much 

to First Story as a whole, too. They do amazing work and it’s such a pleasure to be one of their Writers-in- 

Residence. Most importantly, thank you and congratulations all round to the writers: Suhana, Laaibah, Harleen, 

Karan, Charis, Olyana, Koa, Navjot, Bayleigh-May, Amanjot, Zunaira, Maya, Prabhpreet, Elaha, Precious, 

Bhavneet, Alisha, Sirit, Minah, Adam, Sandra and Farah – whose work makes up this book. you’re all published 

authors now… and that’s a big deal. It’s a huge achievement and you should feel immensely proud. I hope 

you’ll treasure this book and read it often. I certainly will. 

Adam Z. Robinson (Writer-in-Residence) 

I Don't Know How To Spell It Out is an anthology of new 

writing by the First Story students at Cranford Community 

College who took part in creative-writing workshops led by 

Writer-in-Residence Adam Z. Robinson. First Story believes 

there is dignity and power in every person’s story, and here 

you’ll find young people expressing themselves in their own 



Cover design by Claire McGinlay 

www.firststory.org.uk £10.00 



Koa Cundall • Navjot Dhillon • Bayleigh-May Dowling 

Amanjot Grewal • Zunaira Hussain • Maya Kahlon 

Prabhpreet Multhani • Elaha Najem • Precious Odutolu 

Bhavneet Pannu • Alisha Pereira Habibo • Sirit Sandhu 

Minah Shirzad • Adam Stow • Sandra Szostak • Farah Yusuf 

idontknowhowtospellitout.indd All Pages 

‘There are so many other words 

in the world, so many other ways 

of speaking, so many other 

perspectives… I want to read all 

those other voices.’ 

PATRICE LAWRENCE MBE 

Author of Orangeboy 


The First Story Group at Cranford Community College 

Page 124

FIRST STORY 


3/5 

A Group Poem 

Cranford Community College First Story Group 

A beautiful sunrise. 

A beautiful day. 

Along the horizon 

the wind blows. 

A young girl 

appeared with 

a happy mind. 

She had yearned for this day; 

for the moment she would arrive here. 

Finally, the vision from her mind’s eye 

made fact upon solid earth: arrived. 

All the toil and suffering she had felt melted 

like butter into the Sun. 

She was not deterred by the absent 

chunks of grass and soil. 

The blues and reds of her clothing pierced 

the natural colours in the ostracised distance. 

She felt the warm touch of the sun; 

She felt the cold stab of the clouds; 

She felt most majestic; 

She felt most natural; 

She felt the comfortable isolation, 

yet she did not feel alone. 

The sun glistened in the distance, 

The girl’s cape blew in harmony with the wind. 

She thought about things she never had before, 

as the weather changed with each passing second. 

The thoughts surrounded her 

and the scenery kept a close eye. 

‘For all I will never see, 

will you become my eyes for me? 

A reflection reveals 

all I have hidden so deep.’ 

Grounded, yet confused: 

rough edges; spikes in the road; 

perfect imperfections; 

empty yet so full; 

a void already filled. 

The day: a new beginning. 

A Conversation 

OLIVER sits down on one of two lawn chairs 

precariously balanced on the roof. TssSSS kr-POP 

– he cracks open another Coke. He takes a Subway 

sandwich from a cooler. JOSHUA peeks up from the 

ladder. 

Oliver: Sandwich? 

Joshua: Sure. 

Oliver breaks the sub in half and hands Joshua a piece 

as he sits in the other lawn chair. 

Oliver: How many bones are there in the human body? 

Joshua: Jesus Christ. Hand me a drink. 

Oliver: Awww c’mon – what’s wrong? 

Joshua: Are you kidding me? How the hell would I 

know how many bones we have in our bodies? 

TssSSS kr-POP 

Oliver: Well obviously I don’t know either! 

Joshua: Just look it up. 

Oliver: Nah, I don’t care that much. 

Joshua Well why did you ask me, then? 

Oliver: That sunset looks beau– 

Joshua Bro, why did you ask me? 

Oliver: I just – I don’t know. I just… wanted to have a 

conversation, I guess? 

Joshua: OK, fine. How about this: ‘Hello Oliver, how 

are you?’ 

Oliver: Don’t. 

Joshua: Yeah. 

Pause 

Joshua: Two hundred and six. 

Oliver: That’s a lot. 

Koa Cundall (year 10) 

Page 125

FIRST STORY 


4/5 

Are You Responsible? 

I sat down at my desk and opened my laptop. 

I started typing away… 

I strolled through the city centre. 

It was deserted. 

No people. No sound. Nothing. 

‘Hello?’ I shouted. Echoes replied. I felt 

isolated and abandoned. 

It felt good. I ran around, snatching 

everything I desired, being able to do what 

I wanted when I wanted. 

But deep down, I felt deprived somehow. I 

longed to have another with me, to keep me 

company in this grim world. 

How did I even end up here? 

Where did everyone go? 

Where was my family? 

I was so bewildered I couldn’t even begin to 

understand what was really going on. 

‘Do I enjoy being alone?’ I questioned. ‘ 

Or am I just alone?’ 

‘Good character,’ I said to myself. I closed 

my laptop with a loud CLAP! 

Olyana Berum (year 9) 

Her Boy 

He was callous. We all knew it. But it was 

finally beginning to show on his face. It 

was like magic, but not the good kind. 

He was clearly being taken over by it: the 

callousness. And by the expression on his 

face you could tell he was in distress, like 

the walls were closing in on him; as if he 

were being dragged to his grave. 

His eyes looked like glass: clear and 

glistening, revealing the reflections of our 

faces. 

There was a shift. Him being here was not 

right, and I believe he knew it. I mean, why 

else would he have disappeared? 

Charis Belobi (year 9) 

Wasted Love 

I’ve always loved autumn: 

the cool breeze of late September; 

the warm embrace of November. 

I’ve always hated winter: 

The bitter winds of February; 

the icy spark of December. 

Then you came along: 

your smile warmer than the sun; 

your charm as blinding as fire. 

It took me time to finally realise 

that maybe you were just winter 

in an autumn disguise. 

Elaha Najem (year 8) 

Page 126

FIRST STORY 


5/5 

First Story Anthology Celebrations - July 2023 

The 

First Story cohort celebrated their anthology as newly published authors on the last week of term. 

It was a wonderful event full of family, friends and teachers who came to experience – many for 

the first time – the outstanding literature written by the cohort. The students bravely stood to read their works, 

armed with pithy remarks and warm comments for each other. We also had an excellent chance to thank our 

First Story co-ordinator Emma Leahy and our resident author Adam Robinson who were presented their gifts 

by our hosts Amanjot and Navjot. It was a fun and exciting evening full of talent and joy. This celebration 

event also follows the celebration of the completion of Nikola Szczawinska’s “Rathbones Folio mentorship” 

with Emily Berry RFSL where they read their poetry amongst other mentees and noted a year of growth. Alisha 

Pereira Habibo will also be going onto the summer residential in Yorkshire where there will be many more 

workshops with talented authors. We are very lucky to have such talents in the school who have managed to 

secure chances of creative development on such competitive and prestigious schemes. Indeed, the competition 

within the Cranford Cohort was a challenge in itself for Adam Robinson who found it impossible to decide 

which students to nominate for these opportunities. Well done to all! These events rounded the academic year 

off on a celebratory high, noting all of the wonderful successes of all of our students. 

Veronica Chow (First Story Lead) 

Page 127

WORLD BOOK WEEK / 

World Book Day 2023 

World Book week is annually celebrated at Cranford. This year we encouraged 

students to take part in a range of activities in the library including, poetry 

writing on the theme of Climate Change, a six-word competition and a book cover 

design. WE had lots of participants and received some wonderful examples in each 

category. On Thursday 2nd March 2023, World Book Day we had a book sale and 

students were eager to purchase new books for their independent reading. It was a 

lovely week and the library was a hub of excitement. Here are just a few examples 

of the work produced by our students. 

Manjula Giga (Study Centres Manager) 

Climate Change Poetry 

I Hope this is Just a Dream 

Leading the fight against Climate Chage 

Lots of obstacles that we will face 

Global warming is coming soon 

But we’ll see the sun and moon 

We are killing the earth 

And that’s not really fun 

Noone believes us 

Because we are young 

Lives are crying because it’s not clean 

Earth is dying because it’s not green 

Chemicals in what we’re trying to breathe 

Our future is stolen and we are the thieves. 

Sea levels are rising and icebergs are melting 

The forests are burning and no one is helping 

Do you realise to keep the animals alive? 

It started back in 1985. 

Dear world if you hear this story 

I just want to say I’m sorry! 

Harman Kaur (year 8) 

Page 128

CPD / Continuing Professional 

Development 2022 / 23 

1/3 

Getting into Teaching Events 2023 

Education is the cornerstone of progress and the 

foundation upon which a brighter future is built. With 

this vision in mind, Cranford Community College continues 

to participate in the Department of Education run ‘Getting 

into Teaching’ events which are designed to offer attendees 

a comprehensive understanding of the teaching profession, 

its challenges and the rewards it brings. One of these events 

took place on Saturday 18th June 2023. The day commenced 

with a series of engaging sessions delivered by experienced 

educators, administrators, and support staff, all eager to 

share their wisdom and experiences. This was followed by 

the opportunity to interact with current teachers, administrators and other staff members from a variety of 

teacher training providers, creating connections that may prove invaluable as they embark on their teaching 

journey. 

All those who are interested are then invited to pay a visit to the school where we have our very own Get into 

Teaching Open Mornings aimed at attracting talented individuals who are passionate about shaping young 

minds and ready to embark on a fulfilling journey in education. These events are also a fantastic opportunity 

for our school to recruit the next cohort of trainee teachers for the upcoming academic year and reinforce our 

commitment to training the very best teachers of the future. 

The morning sessions on school site allow attendees the opportunity to directly engage with our experienced 

teachers, seek advice on the application process as well as ask questions about the teaching profession and gain 

insights into the day-to-day realities of being an educator. 

We eagerly look forward to welcoming the next cohort of trainee teachers who will contribute to and enrich 

our school community whilst also shape the future leaders of tomorrow. 

Sahrish Shaikh and Amrat Atwal (Senior Teachers) 

Cranford Qualification Celebration 


Celebrating our staff is a central tenet here at Cranford 

Community College alongside an investment in the Continuous 

Professional Development of all our staff. Therefore, it was 

with great pleasure that we celebrated the hard work and 

dedication of our staff and their investment into their own 

development. All staff who had completed a qualification of 12 

months or more came together alongside their peers to accept 

a small gift and certificate from the Cranford Community 

College Academy Trust Board. These qualifications ranged 

from the award of QTS (Qualified Teacher Status), the ECT 

and ECM (recognition of completion of training and mentoring 

under the new Early Career Teacher framework), the award of 

NPQ’s (National Professional Qualifications in leadership) to 

Higher Level Teaching Assistant awards. It was a wonderful 

Qualification Celebration and we look forward to celebrating 

our next Qualification Celebration event in 2023 – 2024. 

Sahrish Shaikh and Amrat Atwal (Senior Teachers) 

Page 129



2/3 

Cranford’s Continuing Professional Development Programme 


The 

Teaching and Learning team enjoyed an excellent year supporting the continuous professional 

development of staff at Cranford alongside ensuring outstanding teaching and learning took place 

in all our classrooms. As always, teachers were highly engaged and motivated to improve their own pedagogy, 

participating in and also delivering training to others. 

Alongside a strong body of in-house training provided for staff across all experience bases, this year saw us 

continue to embed Developmental Observations. This enabled staff to continue to reflect and move their inclassroom 

practice forward. It proved to be a worthwhile experience with comments on the success of trying a 

more creative approach to CPD. Staff frequently mentioned how helpful it was to gain the unbiased perspective 

of outside observers, being provided with formal time to meet in order to reflect on their teaching as well as 

the sharing of best practice and ideas across departments. We look forward on building upon this success. 

Further to this, our first cohort of teachers to complete the ECT under the new Early Career Framework 

culminated their training with visits to other schools to share best practice and presentations to key stakeholders 

on areas of interest to them. Meanwhile, our second-year cohort continued to engage with both face-face, zoom 

and online training alongside weekly mentoring sessions with dedicated and trained staff. 

Our Initial Teacher Trainees also reflected this strong work ethic focusing strongly on their learning through 

seminars, face-face and in house training, culminating in a Mini-Action Research Project (MARP) on a topic 

of their choice. All research was shared via high quality presentations to heads of department, senior teachers 

and staff providing valuable opportunities for them to also nurture their scholarship, a sentiment echoed by 

our trainees themselves: 

‘Thank you for the opportunity to undertake the MARP project. It was an enjoyable project which enabled me 

to delve into research and put an intervention in place which benefitted my professional development and more 

importantly the students learning. It allowed me to reflect on a key area of my practice and seek to improve 

my teaching and learning.’ 

Adam Hopkins (Science) 

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3/3 

‘Cranford has been a wonderful environment in which to train. I have been supported by the Teaching 

and Learning team, my mentor and my colleagues in my department. There has been a group of 

trainees this year which has provided me with a great support network. It has also been a school 

where I have created great friendships along the way.’ 

‘Researching and presenting my MARP was an invaluable experience. It was great to have an 

opportunity to research and explore pedagogy which will work in our school context. I enjoyed having 

the freedom to translate this research into my own lesson plans and found the positive impacts that 

this had on the pupil’s impacts rewarding.’ 

Isabel Wood (Geography) 

‘Training this year at Cranford has been an exciting experience. The school is very supportive of 

trainee and ECT teachers, and therefore is always someone to ask for further help and support from. 

Furthermore, resources such as the PLC and the staff allocated laptops given allow for free time 

to be spent productively in a comfortable setting. Overall Cranford has been very supportive and 

inclusive of trainee teachers.’ 

‘I found the MARP to be a really interesting experience where I could put a lot of pedagogy into 

practice. Coming up with my own objectives allowed me to work directly on feedback given from 

observations. The MARP process was fulfilling but not pressuring or adding to an overall workload.’ 

Salma Hamidi (History) 

Teacher taster mornings, Getting into Teaching events and our annual staff Qualification Celebration 

rounded up an eventful year. If you are interested in teaching at Cranford Community College, please 

do contact us to arrange a visit. 

Our trainees continue to talk positively of their experiences with us: 

‘My experience of training at Cranford overall has been incredibly rewarding. I feel like I have 

developed a lot as a teacher in both the classroom and other settings, for example at break times 

and going on trips. It has not always been easy, but it has always been enlightening! The support of 

my mentor has helped me a lot. Similarly, being part of the network of Teach First trainees has been 

fantastic. I have really enjoyed this year and look forward to the next!’ 

Victoria Herring (English) 

‘With regards to the overall training, I have found it to be highly useful. To me, it’s been “real” 

reflecting the world we’re teaching in…the school sessions have been to the point, eminently digestible 

and actionable.’ 

Robert Frumkin (Business studies) 

‘Overall, training at Cranford has been a really good experience with lots of support available at all 

times. The CPD sessions have been very useful too. I feel very lucky to have trained here.’ 

Adam Hopkins (Science) 

Sahrish Shaikh and Amrat Atwal (Senior Teachers in charge of the Teaching and Learning Team) 

Page 131

TEACH FIRST 

Cranford and Teach First celebrate 20 years of Partnership 

Teach First, the education charity who recruit and train teachers, 

celebrated its 20th birthday this summer and Cranford 

Community College have been with them throughout this journey. 

Cranford has been a key partner with Teach First since its first year 

in 2003, which saw three Teach First trainees start their careers at 

Cranford. Since then Cranford have trained over 100 Teach First 

teachers and currently 20 Cranford staff are Teach First trainees or 

Ambassadors. 

To support in their special anniversary events, on Friday 30 June 

2023 Cranford hosted perhaps our most international group of 

visitors ever from Teach First partner schools across the globe. 

16 teachers and trainee teachers joined us to tour the school and learn 

more about the UK education system and Cranford’s curriculum 

and values from places as far and wide as Belgium, Israel, Mexico, Portugal, Peru, China, Pakistan, Germany, 

Spain and the Philippines. One of the UK delegates was even an ex-student and the visitors were wowed by 

the lessons they saw and the ‘unique and special’ atmosphere of the school. 

One Spanish teacher has requested further visits for her and other staff from her escuela as they were so 

“impressed with the students’ level of engagement in the classroom, extensive community partnerships, the 

enrichment opportunities and commitment to teachers’ professional development”. 

Congratulations and Happy 20th Birthday to Teach First and thank you to all the Cranford staff and students 

who helped contribute to our ever-growing international reputation! 

Rob Ind (Joint Head of School) 

Page 132

NATIONAL 

SATURDAY CLUB 

The 

National Saturday Club this year continued to explore many new 

forms of writing. This year the focus was on different modes of 

communication from video essays to making “Zines”. Students started the 

year of workshops by working on their self-portraits, examining how images 

can be used in conjunction to poetry. This was displayed in an exhibition at 

the Central Saint Martins University of Arts in conjunction with a trip to see 

the Chris Killip exhibition. Over time there were chances for collaborative 

creativity and effective use of mixed mediums for different visual effects. 

Based on the experiences in the sessions the students this year decided to base 

their Summer Show project on the idea of ‘community’ which led to wonderful 

discussions on how community is defined and how connections can be made 

stronger. Members settled on the idea of creating a beehive of community 

which was a concept twinned with the Art branch of the Saturday Club at Cranford. 

The piece was filled with mixed media responses to the themes of community 

and belonging, ranging from poetry to art tiles and dioramas. There was also an 

invitation for viewers to see themselves as a part of the art through mirrors and 

questions posed to viewers. The students then attended their graduation ceremony 

where they received their certificates and had a chance to admire their work 

alongside the work of other schools at the prestigious Somerset House. 

Veronica Chow (National Saturday Club Tutor) 

National Saturday Club 

Celebrations at 

Somerset House 

The 

students of the National Saturday 

Club were invited this year to Bush 

House to celebrate their achievements of the 

year. It was the old home of the BBC and was the 

perfect place for the students to reflect and look 

ahead to their creative futures. The event started 

with a keynote speech from Jay Blades MBE 

who gave an engaging speech about thinking 

outside the box which prompted some witty 

responses from the students. They were 

then presented their certificates by the 

CEO of the company Lucy Kennedy and 

were then led over the road to Somerset 

House where their work was displayed. It 

was an amazing chance to see the work of 

all the clubs across the country reflecting 

nicely the future of creativity and the 

amazing potential of the students. No 

doubt our club members will only grow 

in their talents and we may well see their 

work exhibited there again in the future! 

Veronica Chow 

(National Saturday Club Tutor) 

Page 133

DofE / 

Duke of Edinburgh Award 

1/2 

Duke of Edinburgh 

Bronze Award 


On 

the 23rd and 24th June 2023 34 year 9 students embarked on their Duke of Edinburgh Bronze award 

expedition to Chalfont Heights. During their Mind Body & Soul lessons they had been taught mapreading, 

first aid training, the country code and many more useful skills. Using all of their map reading, team 

work and navigation skills they tackled a challenging 22km hike over two days, from tackling difficult terrain 

to being pushed both mentally and physically. All students worked incredibly well in their teams to support 

and motivate each other. Their classroom training was suddenly made very real when faced with the outdoors, 

a map and your wits to get you back to the safety of the campsite. 

After a challenging first day which included getting very lost and filming 

the DofE Vlog students showed off their well-honed camp skills: putting up 

tents, cooking over their stoves and supporting each other as they relaxed 

after a long day with a water fight and a football match. Day two, and the 

teams had amazing determination and motivation everyone managed to get 

to the end point on time and achieved the aims of their expedition. I am 

very proud of all the groups who worked so hard and making my first year 

as the DofE Co-ordinator a memorable one with many smiles and laughs. 

A particular congratulations go to group 1 – Gavneet Soni (9W) Jasleen 

Ghattoray (9U), Palveer Layal (9V), Jenny Mistry (9U) and Jagroop Layal 

(9Z) who showed incredible teamwork, supporting each other throughout, 

demonstrating excellent map reading skills and were an absolute credit to 

themselves and the school. 

Massive thanks also go to the staff who gave up their 

time to support the students in a number of ways, going 

well beyond the normal demands of the classroom and 

demonstrating the dedication to the students which 

makes the Cranford staff so special. Thank you for 

accompanying, assessing and supporting students 

throughout the expedition and the training process. 

Thank you also to those colleagues who supported the 

logistical and administration side of the expedition. 

Lastly, I am so thankful for the opportunity to create an 

experience for our students which they might not have 

been able to experience without the school’s support. 

Jake Fernandez 

(Duke of Edinburgh Co-ordinator and trip leader) 

Page 134

DofE / 

Duke of Edinburgh Award 

2/2 

Duke of Edinburgh was one best things the school offers 

and I will definitely do it again. There are challenges you 

have to overcome on your journey through each mapped 

out checkpoints and you need to use your navigation skills 

to help you. Once your reach camp, the fun begins. Barely 

any limitations, have fun, and don’t forget your food and 

planning! The second day it’s a little harder but work as 

a team and you’ll make it through. My group were lost 

many times and even had to be collected with several other 

groups, but once you’re on track keep moving forward. I 

loved Duke of Edinburgh and even though it was challenging 

it was worth it. 

Angat Thakure (year 9) 

Duke of Edinburgh was a really fun experience. It motivated 

me to learn to play the drums, something I’ve wanted to do 

for ages. The volunteering section helped me appreciate the 

science technicians more, and the physical section gave me a reason 

to go on more walks. The expedition was by far the best part. I love 

hiking, so it was great to be able to do just that for (probably over) 8 

hours over the course of two days. (I know that doesn’t sound great, 

but it really was fantastic). I loved every part of it – putting up the 

tents, helping the teachers start a fire (which, for the record, they 

were horrible at), I was in such a good mood the entire time that even 

washing the dishes was fun. I’m also glad that I did DofE because I 

learned a lot of practical skills. Map reading, using a compass, using 

signs to find exactly where my group was (this really helped the three 

times we got lost). It was overall a great experience and I really 

recommend it. If you think you might enjoy it, absolutely try it!!! 

Oliwia Baczek (year 9) 

I found DofE extremely rewarding, as it showed me the importance 

of having patience, determination, and resilience even when we (as a 

team) faced hardships. Additionally, I personally found the experience 

fun, especially my time at the campsite with everyone. I look forward 

to doing sliver next year!! 

Samia Neves Pinto (year 9) 

Duke of Edinburgh taught me a lot. In order to fully complete and 

achieve the Duke of Edinburgh award we had to do a physical, 

volunteering and a skill section as a requirement. For physical I had 

trained and practiced football for 6 months which helped my fitness 

and make new friends. For the volunteering section I helped and 

supported a local charity near me. This helped build my relationships 

with people in my community and make new friendships. For skill, I 

was able to learn Arabic, which I enjoyed so much, I continued after 

the expedition. We went through different tasks and got through them 

as a team. We were able to create first aid presentations and route 

cards but also unforgettable memories, but the real test of teamwork 

and resilience came during the expedition. We were also able to 

learn basic survival skills such as map reading, and how to cook with 

minimal resources. Navigating unfamiliar terrain and unpredictable weather demanded mental and physical strength, 

but our mutual support and teammates kept us going. Through it all, we learned effective communication, problemsolving, 

and the importance of environmental responsibility. The program left a lasting impact, providing us with 

personal growth and unforgettable memories that will shape our future endeavours. It was one of the best experiences 

I’ve had at Cranford. All of this wouldn’t have been possible without all the staff supporting the experience with a 

special shout out to Mr Fernandez and Mr Ferreira who taught us all we needed to know. 

Muqadas Kabiri (year 9) 

Page 135

MBS / 

Mind, Body & Soul 

1/3 

Mind 

Body 

Soul 

Mind, Body and Soul at Cranford Community 

College goes from strength to strength 

with new and exciting activities introduced this 

year. 

In addition to the regular offer of activities 

such as Korean, Sports, Music - form a band, 

Art and Craft, Swimming, Lets go Outside and 

Learn, Chess, Shakespeare in Schools, Ancient 

and Interesting, we now have Archaeology, Sign 

Language, Debating and Dominoes. 

Mind, Body and Soul is a reflection of the many 

and varied talents and interests of the Cranford 

staff who lead the sessions and the students who 

opt to do something new and interesting. 

Lets Go Outside and Learn has been a feature 

of Mind Body Soul for two years. The aim is to 

connect local communities with the nature that is 

on their doorstep. https://www.lgoal.org/ 

This project has introduced the students and staff 

to the natural environment both in and around 

Cranford Community College. Together they 

have worked on Social Action Projects based 

in Avenue Park. They went on a trip to Avenue 

Park, visited the river Crane and explored local 

wildlife before designing a group campaign to 

address the issues they felt most passionate about. 

One group selected to work on redesigning the 

park equipment and sports facilities. 

‘Just to keep you posted on the Social Action programme, 

we had a great trip to Avenue Park yesterday and the 

group came up with a plan to raise awareness to Hounslow 

Council and the general public of the disused changing 

rooms and broken park equipment. The group will make 

signs (Riverside Park / The River Crane This Way etc.) / 

an information point (with maps / cycle routes) / Natural 

Art Gallery temporarily on the disused changing room 

building. We will also (if time allows) write letters to the 

council.’ 

Another group wanted to encourage park users to engage 

with the Avenue Park space. 

‘Just a quick update on this term’s Year 7 cohort and their 

choice of focus for the social action. 

They had an interest in the wildflowers and trees in 

Avenue Park and have opted to develop a trail / spotting 

activity to encourage park users to visit and engage with 

the space. 

Over the next two sessions we will identify wildflowers 

and leaves, put together a trail spotting sheet / poster to 

advertise the activity which will then sit on our website 

for people to download.’ 

Thank you very much to Sarah Salisbury and her team 

at Lets Go Outside and Learn for supporting the Year 7 

students to explore our local green spaces and take on a 

social action project. 

Page 136 

Rita Berndt (Head of School)

MBS / 


2/3 

Page 137

MBS / 


3/3 

Let’s Go Outside 

and Learn / 

Student Testimonials 

In Let’s Go Outside and 

Learn we made posters 

to express nature while 

making the park signs to 

guide the local people. 

We also thought of ideas 

to make the park more 

fun and discussed with 

the local councillors and 

why/how we would make 

this happen. We made 

signs to guide people to 

the neglected River Crane 

which not many people go 

to as they may not know it’s 

even there. 

Amreet Gill 

(year 7) 

One thing I really enjoyed 

about Let’s go Outside 

and Learn was the fact I 

got to be with my friends 

in a different learning 

environment. We helped 

the local community by 

raising awareness about 

the wildlife and how we 

can help look after it. A fun 

part was getting together 

and drawing the signs for 

the park near us. If you 

are an adventurous, fun, 

outgoing person that cares 

about the local community 

then this is the Mind, Body 

and Soul activity for you. 

Alicja Ochendalska 

(year 7) 

When I did the Let’s Go 

Outside and Learn activity, 

we visited Avenue Park and 

went to the River Crane at 

the end. When we got back, 

the next lesson we were 

discussing the colours 

and flowers that we saw 

in Avenue Park. Overall it 

was a fun experience. 

Araina Karowalia 

(year 7) 

Page 138

JAMIE’S FARM / 


1/4 

November 2022 saw 

students pack their bags 

for a week of personal growth 

and lifelong memories at 

Jamie’s Farm. Each student 

had their own stories and 

vulnerabilities for their 

selection, but all students 

challenged their mindsets 

and fears which ranged from 

fear of dogs, waking up early 

and to preparing meals. It 

became quickly apparent to 

students that the farm staff, 

the Cranford family and the 

animals relied on them to be 

on time, be efficient and be 

present. 

Due to the students forming 

such a strong bond and 

showing teamwork throughout 

the week, the farm staff 

entrusted our students to 

relocate over 100 sheep 

from one field to another via 

main roads, where we were 

given one clear mission “do 

not lose the sheep” - this 

relied on focus, following 

instructions fast and showing 

initiative. The students will 

tell you this was no easy feat 

because sheep have a flocking 

instinct so if one sheep left 

the group, they all followed, 

I say this was touch and go 

when a few started running 

across a nearby golf course 

but the mission was a huge 

success and Jamie was very 

pleased. Alongside group 

successes the students had 

many of their own individual 

accomplishments including 

Jagga 8Y showing his caring 

side and volunteering for 

all available opportunities 

- self proclaiming himself 

as the Indian Jamie Oliver. 

Harib 8V formed positive 

relationships by sharing 

laughs and stories with all 

staff and students on the trip 

during evening walks. Abdul 

8T overcome his fear of pigs 

and going into the pen to feed 

them but also discovered a 

passion for cooking. Alfie 8U 

Hill House Farm, Ditteridge, Box, 

Wiltshire SN13 8QA 

t: 01225 743 608 

Dear Mr Prunty , 

We are writing to share some highlights from a great week that the young people spent on the Farm with us. 

They were extremely hard working and made some real progress; pushing through their individual challenges 

and supporting each through the friendships that they built on throughout the week. They also had lots of 

fun and said ‘yes’ to lots of new challenges. 

During their visit they had the opportunity to participate in a range of activities 

including farming, cooking, crafts, log chopping, therapeutic horse work and 

walking in the countryside. We lived like a family; working, eating and playing 

together. After each meal they reflected on their success and behaviour, giving 

compliments and showing recognition of their achievements. They all had an 

opportunity to have some one-to-one time with the staff to reflect on how they 

have found the week. 

Some highlights include: 

• The whole group supporting a huge sheep move successfully! 

• Abid showing huge personal growth over the course of the week, which all the staff commented on 

• The group participating in some wonderful Christmas craft sessions; including homemade wreaths and 

bird feeders! 

We had a great final celebratory meeting, and the young people had an opportunity to 

listen to lots of positive highlights about themselves, which will hopefully add to 

building their confidence. 

Seema, James and Jordan were an absolute pleasure to work alongside thanks to their 

patience and nurture of the children in their care. 

The first weeks back can be very tricky for the children; it can take a while to readjust 

but most show significant improvement. In fact, our impact data from the last academic 

year shows that 6 months later, 58% those at risk of exclusion before the trip were no 

longer at risk, and 89% of young people were demonstrating improved wellbeing. 

Once again, many thanks for making these rewarding visits possible. We look forward 

to hearing how they get on in the forthcoming weeks. 

Jess Callen 

Head of Farm, jesscallen@jamiesfarm.org.uk 

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2/4 

stopped saying “I’m not doing that” instead embracing 

all roles and responsibilities on the farm, including 

log chopping. Diya 9T got stuck into all tasks with no 

complaints, a positive attitude and growth mindset, 

even when chicken mucking and gardening. Seeing 

her smile and enjoy the experience was wonderful. 

Jackson 9Z a born farmer used his strength to help with 

all heavy lifting tasks, it was particularly impressive 

seeing him unroll a hay bale. 

Frank 9Y overcame his fear of horses and successfully 

took Millie on a walk. Nasir 10V even though the 

last to wake up, role modelled positive behaviour to 

younger students and took on an older brother role, he 

particularly impressed Anton with his log chopping 

skills. Hope 10T developed confidence throughout 

the trip and showed the other students that animals 

shouldn’t be feared but loved, even when the piglets 

were nibbling on her leg. 

Renu 10V was the positive force that bonded the group 

together. Her natural ability to find commonalities with 

others was admirable and she gave the most uplifting 

check ins and shout outs. Abid 10Y developed selfconfidence 

throughout the trip and embraced all roles 

on the farm, I particularly enjoyed him showing us 

how to successfully run onto a hay bale. 

Mr Grammaticas, Mr Hickey, the farm staff and I are 

immensely proud of this group and we hope they use 

their experience on the farm and the skills of kindness, 

growth mindset, resilience, embracing opportunities 

and overcoming challenges, in the world of work and 

in life. 

Seema Mehmi 

(Head of Year 8 -Trip Leader) 

Page 140


June 2023 

3/4 

The Jamie’s Farm Trip in June 2023 was a fantastic 

experience for all staff and students who went. 

They were able to learn not only about themselves but 

also about each other and further develop the positive 

relationships that they had prior to going. We all have 

some lovely anecdotes to share from the week. It was 

a pleasure to go on this mini adventure of growth and 

development with the students and see them engage 

with each other and put themselves in challenging 

situations. Here are some of the comments that were 

shared by the students upon our return along with 

some pictures. 

Sahrish Shaikh – Trip Leader 

I enjoyed the sheep herding. That was really fun and was 

a new experience. I loved the woodcutting as it was a nice 

stress reliever. Staying with all the girls in 1 room was nice 

because we found a spider and killed it with teamwork! I 

loved everyone there and would love to go back. 

Jasleen Bains (year 10) 

Page 141


June 2023 

4/4 

My experience at the farm has been really exciting and 

new to me. The animals have got to be my favourite aspect 

of the farm. I loved speaking to new people and making 

special bonds and memories I’ll never forget. 

Uzma Tawane (year 10) 

From going from a whole week of school to cleaning poo in 

a farm for a week was amazing I was with many animals 

and all of them were lovely to be around. I would definitely 

go again! 

Balveen Sodi (year 10) 

It’s a refreshing experience being in the countryside and 

having a chance to meet new people and just generally 

doing something new and beneficial for your health. 

Joshua Paul Emmanuel (year 10) 

I enjoyed playing with all the dogs: Mud, who bit my nose; 

Tiggy, who played football; Bella, who enjoyed running 

circles around me and Lola, who was just very chilled. 

Blazej Romanowicz (year 9) 

We went to a cave and took lots of pictures. We made 

cookies, we went on long walks. We went into two rivers 

and went sheep herding. We did lots of cooking and I would 

love to go back if I could. 

Gyulia Grosz (year 9) 

I liked the cave and walks and the forest because it was fun 

and relaxing. The farm taught me to spend less time on my 

phone and eat healthier foods which impact my behaviour. 

Jeshroop Kapoor (year 9) 

I enjoyed the vibe because it was peaceful and not 

overwhelming. 

Jose Afonso Ferreira De Sousa (year 8) 

The farm was great. It smelt good and I enjoyed jumping 

in the lake the most. 

Lexi-Lea Dhillon-Rowe (year 7) 

We went in a cave and went for a walk. The view was 

amazing and the teachers were awesome. 

Rowan Jhawer (year 7) 

Page 142

ARTS & CULTURE 

Fashion Show 2023 

1/7 

Cultural Fashion Show 2023 

On 

the 1st March 2023, the Arts & Culture committee were able to follow on from the success of 

last year’s cultural fashion show, but on a bigger scale. We aimed to make it bigger and better. 

Honestly, it was one the best events I’ve ever helped organise or taken part in. From writing a proposal to 

discussing the show’s logistics, our hard work and effort collectively formed a perfect night. What made 

me realise we made it was the positive comments I received from everyone that either attended or took 

part in the show, and I couldn’t be prouder of us. All thanks to my lovely committee, as with their efforts, 

we could stage a great show. They did a great job from backstage to cracking jokes on stage to helping 

organise the performances! 

The unsung hero behind the scenes was Mr Ahmad who helped us to organise the whole night. His efforts 

to help us with the logistics and arrange the show made our efforts come to reality. 

Lastly, I was blessed to have assembled such a great event that we will forever remember. The laughter, 

the smiles and all the beautiful cultures we have seen will forever be carved into my memory. The best part 

was raising £450 for the Red Cross. And hopefully, we can continue the Cranford culture fashion show as 

an annual tradition. 

Reemas Mohamed-Yusuf (Deputy Head Girl - Head of Arts & Culture Committee) 

The Sixth Form cultural fashion show was definitely a day 

to remember. I was very privileged to be the only student 

from the lower school taking part. Seeing and celebrating 

different cultures was honestly brilliant. The dedication 

from Mr Ahmad and Ms Saroya as well as the student 

leadership team to organise this event was amazing. 

Reemas with the rest of the committee also did such a 

good job to ensure this event went ahead as planned. Our 

school shows are usually great, but this was genuinely top 

tier! This inspired me and the rest of Year 11 to take part in 

the show next year and hopefully many more events. After 

the show we were practically planning for what is to come 

next year! This was a reminder to us as Year 11, that sixth 

form is not only about academic success but also about 

celebration, acceptance and acknowledgment. 

Rayan Ali (year 11) 

We just felt we had to put on a performance one last time 

after doing it for the first year out of curiosity. Nothing has 

been more enjoyable, exciting, and equally as exhausting 

than preparing for this Cultural Fashion Show; of course, 

the exhilaration of finally exhibiting it to everyone and 

presenting an authentic part of the many Indian cultures to 

such a large audience cannot be expressed in mere words. 

Siddhi Naik (year 13 - Arts and Culture Committee) 

Performing in the cultural fashion show was one of the 

most unique and unforgettable memory that I will take 

from Cranford. The process of all participants rehearsing 

their performances to performing them, were all incredible 

as we supported and encouraged each other through out. It 

was amazing to see all the support and love from our fellow 

classmates as they were cheering on for our performances. 

I feel that the purpose of this cultural fashion show was to 

unite Cranford together to celebrate and support all the 

diverse cultures we have in our school. 

Liesel Fernandes (year 13 - Arts and Culture Committee) 

Page 143



2/7 

Somalia 

Page 144



3/7 

Punjab 

Page 145



4/7 

Pakistan 

India 

Page 146



5/7 

Ghana 

Italy 

Page 147



6/7 

Poland 

Portugal 

Page 148



7/7 

As a result of my last experience performing in a culture 

show, I was intrigued by the possibility of doing so again. 

It was remarkable to see the diverse culture of Cranford 

and how it offers wonderful opportunities for students to 

showcase their cultures and to show off their pride. With 

the support of different roles, such as hosting, lighting, 

and behind the scenes, the crowd and I were able to 

enhance the enjoyment of the performances. Not only was 

performing Indian and Punjabi culture in a culture show 

an enjoyable experience, but I learned a lot about different 

cultures. I felt a greater connection to my own culture and 

a sense of pride in our talent. Moreover, this initiative 

helped us provide assistance to those in need due to the 

difficult circumstances in Turkey and Syria. As a student, 

it was one of the most memorable experiences of my last 

year at Cranford. 

Prableen Gurwara (year 13 - Arts and Culture 

Committee) 

After successfully performing a Maharashtrian lavani 

dance last year, we wanted to perform one last time at 

the Cultural fashion show and showcase the various 

aspects of Indian culture, kathak is one of the eight major 

dance forms of Indian classical dance and having the 

opportunity to perform this in from of a big audience was 

an indescribable experience. 

Anjini Aurora (year 13 - Arts and Culture Committee) 

The fashion show was a more phenomenal experience 

than I predicted. For the fashion show, I took the role of 

assisting with the music production by directing another 

member of the committee on when to play the music 

or helping around when there were any minor issues. 

Carrying out my role allowed me to see different sides of 

myself that I had never known before, such as confidently 

socialising with a group of people I did not know or getting 

to know new people, directing the music on time during the 

practice sessions and socialising with the members of the 

committee with ease. Due to this experience, I was able to 

gain the confidence that I did not know I had within me. 

Overall, the fashion show allowed me to see myself in a 

different version - a confident self that I am proud of and 

proud to have lovely and supportive members with whom 

I was happy to work along. 

Jaslina Singh (year 13 - Arts and Culture Committee) 

Page 149 

The cultural fashion show was an amazing experience and 

success. I was so happy seeing everyone in their outfits 

and performing with such confidence. The audience and 

everyone who participated really enjoyed themselves 

and I am so glad I managed to be part of this wonderful 

opportunity. Doing my performance was the definitely 

one of the most thrilling things I have done and I am 

appreciative that I was able to take part and help organise 

this event with such wonderful people. 

Angel Aibuki (year 13 - Arts and Culture Committee) 

I enjoyed participating in the cultural fashion show. it 

was an event full of great vibes, and it was incredibly 

enjoyable for anyone. It was a great event, that allowed 

me to learn more about other people’s culture, through 

music and clothing, almost as if I visited 20+ countries 

in one sitting only. Including my own, as using my own 

cultural clothes, and playing music made me feel closer 

to my culture, and much more content to be able to share 

it to everyone around me. 

Maria Ferreira (year 13 - Arts and Culture Committee) 

This year I had the amazing opportunity of being involved 

in the cultural fashion show, the country I represented was 

Uganda. I feel as though events like this are important as 

they allow us to express ourselves, culture wise, and it 

helps showcase the diversity within our school. They also 

give us treasured memories that we can hold onto after 

we leave the school, making this event a special thing to 

have been a part of. 

Iman Kabanda (year 13 - Arts and Culture Committee)

PRESENTATION OF 

AWARDS EVENING 2023 

1/3 

Presentation of 

Awards Evening 2023 

Celebrates New Beginnings 

Cranford’s Presentation of Awards Evening, 

held on Thursday 12th January 2023 in 

the new Cranford Suite was a wonderful 

evening looking back over the past twelve months 

and celebrating the achievements of our students and 

community. 

This was the first Presentation Evening since Covid 

and the chosen theme of “New Beginnings” was 

inspired by the resilience and determination of our 

whole school community and specifically the young 

people of Cranford and their vision for a better future, 

post pandemic. It was a fitting choice to frame the 

evenings celebrations ably hosted by the Student 

Leadership team. 

The extensive programme not only included looking 

back over the past twelve months and how as a school 

community we continued to encourage and grow in a 

time set with challenges, but also a selection of music 

performances and the highlight, with the presentation 

of awards to sixty-seven recipients. We were delighted 

to welcome our guest speaker David Brockie, Former 

Education Advisor, London Borough of Hounslow 

to present the awards and he made a very poignant 

speech reflecting on his own new beginnings and his 

hopes for the future. 

There were several special awards presented; the 

Pride of Cranford Award, presented to Nehchal Singh 

and Siddhi Naik Year 13, who were key in our hot 

meals service to households in need. They helped to 

serve 4744 meals between July and October 2022. 

The Services to the Community Award, presented 

to Yas Ashfraq and Fola Adesamni our community 

lettings operations managers who are at the heart of 

that service and without their dedication it would not 

be the great success it is. The Community Partnership 

Award was presented to Tara McLaughlin at Ajar 

Technologies to recognise all the integral work Tara 

has led in support of T Levels between Cranford and 

Ajar. The Rod Lewis Award was presented to Fran 

Green, Assistant Headteacher, who has been a key 

volunteer giving up her time three days a week to 

pick up and drop off some senior citizens for the hot 

meals service on Tuesday, Thursday and Sunday over 

the past 6 months. 

The music performances were superb and really 

enhanced the celebrations. Opening the programme 

Erica Rizwan, Asta Dias and Koa Cundall, supported 

by Mr Joyce and Mr Dickson performed “Come As 

You Are”. After the interval, Leroy Ehsan performed 

“I Can’t Make You Love Me” which was a definite 

showstopper. The final performance, “Until I Found 

You” performed by Nandana Prem, accompanied by 

Amirah Miah, Asta Dias, Gresha Leitao, Mr Joyce and 

Mr Dickson brought the evening to a close. 

Although there have been many Presentation Evenings 

over the years, this will certainly be remembered as 

a very special evening as it marked the start of new 

hope for the future and a continuing resilience to 

give the students of Cranford and its community the 

opportunities they so deserve. 

Jessica Joyce (Event Organiser) 

Page 150



2/3 

Hi Kevin, Jess and Peter 

It was an honour to be asked to present the 

awards last night. I always enjoy the Cranford 

event for its energy, breadth and depth, so it 

was special to have a role to play. 

It was very kind of you to give me the flowers 

and the gift card. I will enjoy choosing 

something for our new kitchen. 

Very best wishes 

David Brockie 

Page 151



3/3 

Page 152

YEAR 7 


1/4 

This academic year has been immensely successful 

for our new Year 7 students. They joined Cranford 

Community College (CCC) in September 2022, and 

they have come on leaps and bounds over the course 

of the year. 

Taster day July 2022 

It all kicked off in July 2022 when we invited our Year 

6s (who later became Year 7s) to CCC for a day to get 

a feel for the school, meet their future form mates and 

form tutor, and generally get a feel for the atmosphere 

of ‘Secondary School’. As you can appreciate the 

transition from Primary school to Secondary School 

can be a daunting experience. Suddenly students are 

no longer based in one classroom for the majority 

of lessons but now have to travel from classroom to 

classroom, navigate their way through the school day 

and make new friends. The nervousness could be 

felt in the air but by the end of the day with the many 

ice breakers and activities such as building structures 

using spaghetti and marshmallows, the students felt 

at ease. The day ended with Parents being invited 

in to listen to the Head of Year and Mr Ind address 

the audience. Parents could also ask questions to the 

panel. The day was hugely successful, and we all felt 

we got to know the new Year 7 cohort a little better. It 

ensured their entry into the School in September 2022 

was as smooth as possible. 

Road Safety Event 

In November 2022, we invited a group called the Riot 

Act who came to talk to our Year 7 about road safety. 

Their project “Deadly Distractions” not only provides 

essential road safety knowledge for year 7 students 

who are now emerging as independent travellers, but it 

also coverers key social aspects such as peer pressure, 

responsibilities and friendships. A very helpful project, 

well received by year 7. 

Sports 

Some students in Year 7 were selected to play for 

Southall Football Club and we are extremely proud 

of their achievements so far. A recent Under-12 match 

was between Southall FC vs Pinner United which took 

place at Acton, Ealing Whistler’s Youth FC and it was 

a nail-biting match to watch! 

Cyber Bullying and Social 

Media Safety 

In May we invited PC Franks and PC Wallis to talk 

to the year group about Cyber Bullying and social 

media in assembly. This was well received by the year 

group and generated a lot of positive conversation and 

feedback. 

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YEAR 7 


2/4 

Movie Afternoon 

December 2022 

As treat for the Year 7students hard work during the 

autumn term, the class with the greatest number of 

Reward points were treated to a movie afternoon, 

complete with popcorn, sweets and drinks. This was 

their reward for collecting the most Reward points 

and these are awarded when students or the class 

behave well or have achieved the best they can. The 

rewarded class was 7V and they thoroughly enjoyed 

the afternoon. We hope to continue this tradition into 

Year 8 next year. 

Hounslow Citizen Scheme 

In June 2023, Cranford took part in this scheme which 

brings Year 6 children to Cranford to participate in a 

programme to prepare for greater independence and 

going to Secondary School. It explores a number of 

dangers they may encounter such as stranger danger, 

fire safety, road safety, emergency first aid, drugs 

and alcohol just to name a few. Some of our Year 7 

students who were participants in 2022 were chosen 

to be ambassadors for the Year 6 students. 

During my experience for the Hounslow 

junior citizenship, I liked when I got to help and support 

the students in my class. I liked the Kahoots quizzes 

especially when I got fourth place in the quiz because 

I helped someone. 

Abdallah Ung (7U) 

As ambassador for the Hounslow junior citizenship, 

I thought that the experience was fun because we 

got to go through a lot of scenarios. We were able 

to guide the year sixes around our school and help 

them. We did eight scenarios that were designed to 

help primary students transition into year sevens in 

September. It was fun to relive what we did in year 

six. The scenarios helped educate the consequences 

of bad things and how to take care of yourself. We 

did scenarios based around knife crime and stranger 

danger. We also did the cyber choices and the gaming 

room, which was fun. 

Prisha Anand (7U) 

Drop Down Days 

In June and July year 7 took part in the Drop-Down 

days programme. In June they took part in a Charities 

and Enterprise Day and in July they went on a range 

of trips with their tutors. 

I am really looking forward to working with my year 

group next year. 

Hardeep Bhachu (Head of Year 7) 

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YEAR 7 


3/4 

PC Ian Franks Talk on 

Cyber Bullying and Social Media Safety 

Cranford has close links with the Hounslow Safer 

Schools Team and PC Franks. An opportunity arose 

for PC Franks and PC Wallis to be invited to be the 

guest speakers at one of the Year 7 assemblies. They 

made students aware of the minimum age they should 

be to be able to use various apps like WhatsApp, 

Instagram, TikTok. They also touched on people 

who may operate fake or duplicate accounts. They 

mentioned the SMART acronym which stands for: 

S - Stay safe 

M – Don’t meet up 

A – Don’t accept files from people you don’t know 

R - Is the information reliable? 

T – Tell someone 

The session was well received as shown in the feedback 

from our Year 7 students. We hope this will go some 

way towards keeping our Year 7 students safe online. 


In the assembly, I learnt about internet safety. A couple 

things that I learnt are about the ages of certain apps. 

I have also learnt that when you post something on 

Instagram or any type of social media the apps now own 

that photo. This is written in the fine print in the terms 

and conditions centre when you sign up for the app. I have 

also learnt that anything and everything that you do online 

can be tracked by the police or the app company. I have 

also learnt that the age of criminal responsibility is 10 and 

that we have a record of everything we have done online. 

Prisha Anand (year 7U) 

“What I learnt from the assembly was that, if you put 

something on the internet it will stay there, and it won’t ever 

go. They can keep all your information you put online, and 

it is dangerous for younger kids. Another thing I learnt is 

that a lot of apps require you to be at least 13+ or 16+. 

Lastly, I learnt that even if you delete something it will still 

be on the internet like people may have taken a screenshot 

of it or saved it to their camera role.” 

Zahra Da Silva Hussain (year 7U) 

“I learnt that if you post something rude on the internet 

and someone else reports you to the police you can get all 

your devices taken and checked to see evidence and if that 

is seen, there can be severe consequences.” 

Ekam Kaler (year 7U) 

I learned that the age of criminal arrest is 10 years old as 

when you are 10 you should morally know what is right 

and wrong. You should not share your password with 

anyone as you don’t always know who is out there on the 

internet.’ 

Anas Butt (year 7U) 

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YEAR 7 


4/4 

Road 

Safety 

Event 

In 

November 2022, we invited a group called 

The Riot Act who came to talk to our Year 7 

about road safety. They enlightened us on the causes 

of road collisions, risky behaviour, distraction, who’s 

to blame and the consequences of poor road safety. 

Road collisions are a major cause of injury and death 

for young people across the UK. As young people get 

older and move from primary to secondary school, 

making more and more independent journeys, they 

become more at risk of being involved in a road 

collision. 

Making young people aware of the risks and providing 

them with strategies to take positive actions to remain 

safer are important parts of their development. 

The students engaged in scenarios and activities to 

identify who was to blame in various incidents. They 

looked at who was making good and bad choices. 

They identified various distractions when using the 

roads such as gadgets, phones, friends, music and 

football. They elaborated on the ‘Stop, Look and 

Listen’ approach to road safety. Students were shown 

a picture of a drivers view from inside their car and 

they had to spot the potential distractions such as a 

phone and a satnav in use, an air freshener hanging 

from the rear-view mirror potentially blocking vision, 

pedestrians and cyclists. 

I learnt how to cross the road safely. You should not be 

using your phone while crossing as it is dangerous. You 

should not be distracted by wearing headphones which 

means you can’t hear anything. You need to pay attention 

and look both left and right when crossing safely at a 

zebra crossing. 

Gurseerat Kaur (7T) 

In The Riot act assembly, I learnt how you should always 

do the right thing and if somebody is trying to influence 

you to cross the road at the wrong time, not to listen and 

do what YOU think is the right thing and time to cross 

the road. At the same time you should keep away from 

distractions like your phone as they can be the cause 

of an injury while crossing the roads. The Riot Act is a 

very informative presentation as they showed the incidents 

that affect people who aren’t careful such as road collision, 

risky behaviour, and distractions. It also presents how you 

should cross when told to at traffic lights and to cross at 

appropriate crossings like zebra crossings. 

Amreet Gill (7T) 

When watching The Riot Act, I learnt that when crossing 

a road most collisions happen when a person is distracted 

with headphones listening to music, talking on the phone 

or watching videos on their phone. 

Joshua Fernandez (7T) 

The presentation was well received and since 

November, we have seen an improvement in how Year 

7 enter and leave school as well as how they use the 

roads. 


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YEAR 8 


1/2 

Part of the ethos of the Year 8 team is to build students’ awareness of their bigger role and impact in 

society and maximising aspirations and opportunities for all students. The particular focus for Year 

8 this year has been about personal development and growth. Students were involved in projects and 

opportunities that allowed them to address areas such as diversity, inclusion, community and social 

development. These were achieved through the weekly character development programme, social issues 

awareness project, enrichment days and rewards events. 

Social Issues Awareness 

project: 

During the Spring term, the year 8 team used the 

character development programme to focus on 

community, with the idea of students developing 

characteristics of project management and empathy. 

Students were trained on the skills needed to be 

successful project leaders and how these skills would be 

beneficial to their own learning. Each form identified 

key social issues that affected their community and 

were assigned an issue to review, research and raise 

awareness about. Students presented their proposals 

to Ms Mehmi, Mr Fraser and a representative from 

Hounslow council. The students worked on projects 

to raise awareness about global warming, cost of 

living crisis, mental health, bullying, and diversity. 

Students set up an upcycling service, a clothes bank 

and advocated a culture of recycling within the school. 

Miss Mehmi gave our form the task to produce a painting 

to represent equality. Our form was split into groups, some 

pupils researched the meaning of equality and the other 

pupils began to paint. I decided to paint a bowl of fruit 

to show that even though we are different we can all get 

along together. The word equality is defined as ‘the state 

or quality of being equal; correspondence of the quantity, 

degree, value, rank or ability’. The core principle of 

equality is that people should not be treated differently 

– no matter what race, gender, class, language, religion, 

or age. 

Remae Lloyd (8U) 

8T’s social issue awareness project was about global 

warming and climate change. We had to make a point out 

of what’s happening in this world, to do with animals and 

how our planet is changing. 8T had to paint and create 

a design for the school Community Pavillion that can be 

found in Cranford Community College’s car park. The 

Urban Community Pavillion was created by Heston West 

Big Locals volunteers. some students in the form class 

were painting the structure, and some were making 3D 

models to hang or place onto the structure. 

Lois O’flaherty (8T) 

The 8Z Awareness project was a project about fixing stuff 

for others for free. This was to help with the cost-of-living 

crisis. We all came together as a form class and a team to 

come up with a plan to stay organised and get everything 

done efficiently. We were put into groups and everyone 

helped each other which was brilliant to see. In a short 

amount of time 8Z was able to create a project that was 

not only successful but healthy for the environment and 

those around us. We were able to be persuasive and help 

others. Everyone was willing to help and thanks to this, 

the project was effective. 

Navjot Dhillon (8Z) 

In the social issues awareness project, I had lots of 

fun creating a PowerPoint with my peers. It was an 

educational experience as well as being entertaining. It 

allowed us to highlight challenges that people go through 

and how to deal with them. The purpose of the project 

was to raise awareness that pupils don’t have to suffer in 

silence and they can talk to someone. The project really 

showed everyone’s logical and creative side. 

Jasleen Sangha (8Y) 

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YEAR 8 


2/2 

Rewards: 

The end of each term ended on a positive reward for the 

tutor group with the most reward points and shoutouts 

from teachers. The forms who were presented with these 

celebratory events were 8U in autumn term (movie night), 

8W in spring term (movie night) and 8T in summer term 

(breakfast). We are immensely proud of the individual 

efforts by students for showing positive behaviours inside 

and outside of lessons and I look forward to this being 

maintained next year. 

Our form won form of the term, so as a reward we were chosen 

to watch a movie in the concert hall with sweets, crisps and 

popcorn. It was really fun and we all got to watch an exciting 

and fun movie together. We also got to have lots of snacks as a 

part of our reward and had a good laugh with our friends and 

teachers. Overall, it was a really enjoyable experience which 

rewarded us of our hard work throughout the term, and also 

encouraged us to continue to work hard for the rest of the year. 

Aisha Akhtar (8W) 

As a result of winning form of the term reward we watched 

a movie was absolutely fascinating. It was a movie everyone 

enjoyed with popcorn, crisps, water, candy and chocolates. 

Jina Camilo (8W) 

The students in 8U were very proud to be the form with the 

most positive points in the first term of Year 8. As a class, they 

are respectful, kind and responsible, and this was evidenced 

by the many rewards points given to our form over the term. As 

a reward for winning, 8U enjoyed a movie night with popcorn 

and snacks, and all of the students who attended had a great 

time. I am really proud of their continued maturity as they 

move up through the school and know that they will continue 

to impress all of their teachers into Year 9 and beyond! 

Oscar Johnson (Tutor 8U) 

Over the past year, 8T have shown significant personal 

growth. Throughout the academic year, 8T demonstrated 

an exceptional level of commitment and dedication to their 

studies at Cranford. I am particularly proud of the significant 

strides they have made in their academic performance and 

attitude to learning. They have exhibited tremendous growth 

in their understanding of subjects and have consistently shown 

improvement in their work and assessments. 

Their hard work was recognized and celebrated by receiving 

the most reward points in the term. As a token of appreciation, 

they were awarded a well-deserved rewards breakfast. It has 

been an absolute pleasure working with 8T, as they have not 

only demonstrated remarkable growth but have also exhibited 

teamwork, kindness, and respect towards their peers and 

teachers. 

Robert Kempster (8T Tutor) 

Page 158

GUEST SPEAKER EVENT 

Omar Chaudhry CEO “Feedsauce” 

Omar Chaudhry CEO Feedsauce 

Omar Chaudhry came to Cranford to give an inspirational talk to our 

students. Omar Choudhry is a businessman and CEO of his own startup 

E-Commerce product photography & video business ‘Feedsauce’. The 

company has established partnerships with a multitude of global brands 

and has grown exponentially with a net value of £10 million. Omar often 

uses his voice to be a guest speaker on podcasts and on panels to raise 

aspirations of young people, so it was a pleasure to invite him and have him 

speak to our students. Omar grew up in West London with his dad owning 

a business in Southall, making it personable for students to hear a story 

from a local resident. He attained success without going to university and 

this was important for our students, so they were aware that non-traditional 

pathways do not limit their potential achievement in the future. The event 

was a tremendous triumph with students who left the talk feeling inspired 

and confident in breaking through obstacles, glass ceilings, pursuing their 

interests, recognising the value of working hard and embracing setbacks. 

The takeaway message from the event was clear, that everybody has their 

own toolkit of skills that is unique to them, and this is their superpower. 

Seema Mehmi (Head of Year 8) 

What I learnt from Omar Chaudry is that he didn’t go to 

university, instead he became an entrepreneur and started 

a company that makes logos for other companies. I would 

also like to be an entrepreneur but maybe start a company 

for something different. I learnt that it will not always 

work out at first and it might even take weeks and months 

for you to start making money but if you are going to open 

a company you must be dedicated and you must work hard. 

Umar Elfaki (year 7) 

I had an amazing experience with Omar, it was so fun as 

we got to do a Q&A and it was inspiring to see him grow 

from a student in 6th form to one of the biggest creators 

of a company! I really loved this experience and I’ll be 

going to another one of his talks next year. 

Ayush Pathak (year 8) 

I am glad I went because it was very helpful. Someone who 

lives in the same area as me actually made a successful 

business and this resonated with me because I always 

wanted to have a self-made job, and his work as a CEO 

was a perfect example. He talked about his life and how 

people didn’t think it’d work out, his experiences and his 

hardships. I understood that starting a business is a lot of 

work, especially when you don’t have connections, but his 

app inspired me to have an interest in business. We mostly 

judge based on what we’ve heard on TV or books, but to 

see it in person made it seem more real and relatable, and 

for Omar to start something at such a young age made me 

think maybe I could too. We are lucky to have had such a 

great opportunity. 

Malika Kabanda (year 8) 

I really enjoyed the speech. It really gave a great message 

that it’s okay to not be sure of your future and just to 

believe in yourself. Mr Choudhry also talked about our 

unique skill that is within us and that is our superpower. 

When we discover this superpower then that skill is what 

makes you successful. 

Syeda Kazmi (year 10) 

Attending an event where a guest speaker would present 

their experiences would always be expected to be exciting 

and informative. Both of these expectations were exceeded 

as Omar Choudhry inspired many young people with his life 

and how he ended up working to create a very successful 

company in Feedsauce. One thing that stood out to me is 

that he highlighted the importance of strengthening skills 

you have after identifying them. Before the event I felt as 

if I was existing but had no real purpose but coming out 

of the event it reminded me to work much harder for my 

goals and motivated me to also be successful with what I 

personally want to do. 

Abdulkhaliq Powell (year 12) 

I had a great time during the speech, the event was well 

organised and Omar provided wonderful stories about 

the businesses he set up during his school days and 

experiencing these successes and failures with his school 

friends. Omar has a very smart mind and his talk was 

inspiring as he believed in his dream and we should strive 

for ours as well. 

Salman Abdalle (year 12) 

Page 159

YEAR 9 


Year 9 - 2022 / 23 

This 

year has seen Year 9 students set a benchmark for Cranford with an incredible 

number of students achieving an average Attitude to Learning (ATL) of 

Outstanding. In total, this year we have seen 26 students achieve this honour. Palveer Layal, 

9V; Halima Yusuf, 9V, Hiyam Illo, 9U and Kiratjot Singh, 9X are worthy of special mention 

as the top ATL scorers of the summer term. 

Continued excellence in the Arts and Sports is a key part of making this cohort special. 

Special mention has to go to our thespians in this regard, performing Romeo and Juliet to a 

captivated audience at school and the Beck Theatre in Hayes. Our cricketers and footballers 

fly the Cranford flag proudly on the sports fields with continued success, building on strong 

performances from last year. We also had a number of pioneers on the NFL field with our 

girls representing Cranford Bears and Cranford Jets in the NFL league in Ealing – one 

of whom, Miske, was the subject of a documentary film conducted by a student from the 

University of Southampton. Her sporting story has travelled far already. 

This year has seen our Year 9 students consider their future options carefully and they 

have put a lot of care and attention into selecting their GCSE subject choices this past few 

months. The progress made with record levels of good and excellent attitude to learning 

scores for the year group augers well for Year 10, where exam readiness will come evermore 

into focus in lessons and in their form time activities. Nevertheless, Year 10s will also be 

sure to avail of much needed respite through more enrichment days and extracurricular 

activities to help fine tune students for the road ahead. 


Page 160

YEAR 10 


I 

am filled with an overwhelming sense of pride 

and joy as I write this article to celebrate the 

culmination of yet another remarkable academic year. 

This year has been nothing short of extraordinary, and 

it is a great pleasure to acknowledge the awesomeness 

of our incredible year group. 

From the very beginning of our first GCSE year, we 

embarked on this journey together, with hopes and 

dreams. And now, as we reflect upon the memories 

we have created, it is evident that we have surpassed 

all expectations and truly made this year one for the 

books. 

First and foremost, I must commend each and every 

one of you for your unwavering dedication to your 

studies. We have witnessed countless late nights, early 

mornings, and hours spent in pursuit of knowledge. 

The resilience and determination you have displayed 

in the face of challenges have been truly awe-inspiring. 

Whether it was conquering complex equations, 

delving into the depths of literature, or mastering the 

intricacies of scientific experiments, you have shown 

incredible intellect and a thirst for learning that is 

unparalleled. 

But our year group’s awesomeness goes beyond the 

confines of the classroom. We have come together as a 

community, supporting and uplifting one another every 

step of the way. I have witnessed acts of kindness and 

compassion that have touched my heart. From lending 

a helping hand to a struggling classmate, to organizing 

charitable initiatives that have made a significant 

impact on our local community, your selflessness has 

been truly commendable. 

Moreover, our year group has been a beacon of 

creativity and innovation. We have witnessed stunning 

works of art, heard captivating musical performances, 

and marvelled at the ingenuity displayed in various 

science projects. The talents that each of you possess 

have added vibrant colours to our academic landscape 

and have given us a glimpse of the boundless 

possibilities that lie ahead. 

Beyond the confines of academia and creative 

pursuits, our year group has also excelled in sports 

and extracurricular activities. Whether it was on 

the playing field, the stage, or travelling the world 

(Athens, Barcelona and South Korea all in just one 

year!), we have showcased our skills, teamwork, 

and determination. We have become champions, not 

just in terms of trophies and medals, but also in the 

way we have represented our school with honour and 

sportsmanship. 

As we embark on the next chapter in our lives, let us 

remember the friendships we have forged, the lessons 

we have learned, and the memories that will forever 

be etched in our hearts. This year group has left an 

indelible mark on our school and on me as a person 

and an educator, and I have no doubt that each and 

every one of us will go on to achieve great things in 

our forthcoming final GCSE year. 

In conclusion, I want to express my deepest gratitude to 

our exceptional teachers, who have guided us, believed 

in us, and instilled in us the love for knowledge and 

growth. I want to thank our parents and families for 

their unwavering support and for being our pillars of 

strength. 

And most importantly, I want to commend all of you, 

my remarkable year group, for the immense impact 

you have had on our school and the world around us. 

You have shown us what it means to be awesome, and 

I am confident that you will continue to shine brightly 

in whatever endeavours you choose to pursue. 

Congratulations to the most wonderful year group, 

and here’s to an incredible, successful and wonderful 

final GCSE year! 

Milton Venancio Ferreira (Head of Year 10) 

Page 161

YEAR 11 

2022 /023 

Wow 

– what a year! When I look back at our year group as they were in February 2020 

in my first few weeks as Head of Year, I knew I had a busy but very enjoyable 

task ahead of me. I was certainly proven correct. Challenge after challenge has been faced head 

on by all of us both individually and as a collective, with our growth and development in the 

face of this being nothing short of incredible. Year 11 have proven themselves to be a shining 

example of what can be achieved through hard work and perseverance. 

The onset of the summer GCSE examinations does make Year 11 a very different academic year 

to previous ones. Resilience and determination are required to succeed, especially given the 

increased importance of balancing work inside of school to the all-important revision that needs 

to take place at home. The discipline of our students in managing both demands have (and will) 

lend to success. Achievements in the classroom (which were already at an all-time high for this 

cohort) skyrocketed, with a large increase in both attainment and Attitude to Learning across all 

subjects. The energy and positive atmosphere in classrooms was inspiring to see, giving students 

the possibility of seeing the upcoming examinations as an opportunity rather than an obstacle. 

Beyond the classroom, Year 11 students have demonstrated their talents and abilities in various 

extracurricular activities. There were fantastic performances from students in both Cranfest and 

the Cultural Fashion Show, whilst our participation and success in sport remained strong. These 

accomplishments not only foster a well-rounded development but also instil important values 

of teamwork, leadership, and social responsibility. 

Behind every Year 11 student, there has been a dedicated team of teachers and support staff who 

have worked tirelessly to guide and support throughout their time at Cranford. Their commitment 

in nurturing and mentoring our year group cannot be understated. Thank you to each and every 

one of you who have contributed to help Year 11 reach where we are now. 

It is with huge pride and satisfaction that I will end this article here, as we say bye for now to 

our Year 11. They will always be a welcome piece of Cranford history. 


Year 11 

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REWARD TRIP 

sights of Paris from the rooftop 

deck on the 59th floor of the 

Montparnasse Tower. The Louvre 

was a particular highlight, with 

our Year 11’s very excited to take 

pictures with the Mona Lisa and 

other famous artefacts. 

Trip to Paris 

February 2023 

It 

was my pleasure to be able to offer our Year 

11 students a well-deserved international trip 

after so many years of missed opportunities due to 

the lingering effects of Covid-19 on worldwide travel. 

40 students were rewarded for their diligence and 

continued progress over the last 2 difficult years with 

a 4-day trip to the cultural capital of the world, Paris. 

After a (very unpopular) 6am departure we travelled 

via coach and Eurotunnel to Paris. A quick stop to 

check in at our hotel and then it was out to wander the 

local area and view the sunset and evening light show 

of the Eiffel Tower from the Terrasse du Fecheray. 

An early start on Monday allowed us time to have 

a day packed full of culture, visiting the Louvre, 

viewing the Notre Dame Cathedral and taking in the 

Tuesday saw us again back out on 

the streets of Paris, this time to 

climb the 300 steps to the Sacre 

Coeur, allowing students to have 

free time exploring the famous 

Montmartre area, before further 

time allowed students to wonder 

the length of the Champs-Elyesse shopping street from 

the Arc de Triumph to the Place de la Concorde. The 

day ended with a river cruise along the Seine followed 

by picture opportunities at the base of the Eiffel Tower 

– a perfect way to end what was a fantastic trip. 

Unsurprisingly everyone was exhausted on the 

journey back to Cranford yet roused themselves for 

some lovely yet questionable karaoke performances! 

We waved goodbye to Ian (our very accommodating 

& patient coach driver) before heading back home. 

This truly was a brilliant trip, providing our students 

with the ‘travel bug’ and getting them even more 

enthusiastic for the opportunities that lie ahead for 

them in sixth form and beyond. 

Until next time Year 11, bonjour! 


Our trip to Paris was a great experience. We went to the 

Louvre, the Notre Dame Cathedral, the Montparnasse 

Tower which gave us the most beautiful view of the city 

as well as the Eiffel Tower itself (which is so much more 

magical in person). The trip was such a good opportunity 

to see and try new things and make some of the best 

memories which it’s safe to say we all did! As someone who 

hadn’t been out the country, I didn’t quite know what to 

expect on the trip, but the teachers and the other students 

made my first trip abroad one to remember. It was truly an 

incredible experience and one which I will never forget! 

Caitlin Pyatt (year 11) 

Page 163 

Paris was an amazing trip. After two long years of Covid, 

it was definitely what our year needed. From visiting the 

Effiel tower to trying snails, everything was genuinely 

so fun. Experiencing this with our year and some of our 

hardworking teachers was my highlight. I was able to 

see everyone in a different perspective and the memories 

made could not have been any better. I’m thankful this 

opportunity was put in place & our karaoke sessions will 

be missed. 

Rayan Ali (year 11) 

The Paris trip was one of the best trips of my life. I was 

with my friends and the vibes were just amazing. There 

were so many beautiful buildings, and the architecture 

was so unique and mesmerising. I had an amazing time 

and enjoyed every single second of it. We went to see many 

iconic places like the Louvre (The museum with Mona Lisa 

in it), The Eiffel tower, The Cathedral Notre Dame and 

loads of other great places. Overall, it was an exceptional 

time and we had loads of fun. 

Manprit Nichal (year 11)

REWARD TRIP 

Ice Skating 

Trip 

If, by the end of Year 11, you asked 

students about their experiences of 

‘slipping up’ they would perhaps 

give you answers about their 

exams, or maybe their experiences 

in lessons. For our Year 11 students 

at Cranford though it was slipping 

at Slough Ice Arena! All 7 of our 

Year 11 forms were treated to an 

afternoon out at the local ice-skating 

arena to allow them time to unwind 

and enjoy themselves away from the 

pressures of exams and school. 

For many this opportunity caused 

some anxieties, especially if it were 

to be their first time ice -skating, or if 

they were nervous of falling in front 

of their peers. These fears proved 

to be very unfounded as impressive 

levels of teamwork and camaraderie 

were displayed, with students 

supporting and coaching their peers 

at every opportunity. Within just 

one-hour students were skating 

independently, showing impressive 

perseverance. That is not to say 

that there wasn’t the occasional 

(or frequent) fall though – gaining 

a particularly strong reaction when 

it was a teacher ending up on their 

back! 

It really was a fantastic experience 

for all and one which was well 

deserved in the run up to exams. 


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YEAR 11 

A Message From Tutors 

1/2 

A massive congratulations to you Year 11 for accomplishing so much 

during your stay at Cranford. I am especially proud of my form 11T. 

I always believed and still believe we were the best! I have so many 

fond memories of us working together. I still remember the early days 

when you arrived shy and unsure. The leap that you all have made in 

aptitude, disposition and resilience is impressive. I still remember the 

constant visits by Amy and Amrit to my classroom during break 1 and 

2. Whatever they say, I choose to believe that it was simply because 

they enjoyed my company! 

I still remember winning the interform competition in year 7 (or 8). As 

a form, we have always been very competitive. This is a good thing, 

so please don’t ever lose the competitive spirit. 

As you continue in this journey called ‘life’ I ask you for a little favour; 

stay positive. Your days at college and university will be a bunch of 

highs and lows, peaks and troughs. As you know, every day is unique. 

Therefore, just keep going and keep believing that you can do it. I see 

lawyers, sound engineers, AI engineers, bloggers, nurses, doctors, etc. 

Truly Year 11, the world is your oyster! The future starts now 

Loide Gando (Tutor – 11T) 

Where do I even begin? I still remember the first day you came, 

competing for medals in the Dome. Now look at you, with your big 

beards and big hoops. 

You’ve all grown so much and I’ve seen you tackle so many issues, learn 

new concepts and push the boundaries of your capabilities. Each and 

every single one of you possesses unique talents and gifts. I will always 

remember the special moments we shared, as well as how we together 

powered through the tough times. I’ve been privileged to witness your 

growth firsthand. From the artists to athletes, from the musicians to the 

writers and everything in between, you have brought beauty, creativity 

and love into our lives. We have accomplished so much together and it 

was honestly a pleasure to be a part of your journey. I am truly blessed to 

have had you in my life let alone being able to teach you and guide you, 

and I will forever be grateful for this. Time flies as we have witnessed, 

so enjoy every single moment of your life. Chase your dreams, follow 

your passions and never forget how amazingly capable you all are. I 

wish you the best, forever. So, 11U; Thank you. Thank you for all of the 

memories. Thank you for making every single morning worth it. Thank 

you for teaching me so much and thank you for allowing me to guide 

you. Peace, love and unity. 

Karan Paul (Tutor 11U) 

We are here with you to celebrate an important milestone in your lives. 

Cranford has been more than just a place for education, it has been the 

place you have made lifelong friendships and a place many of you will 

have stories to tell and memories to cherish. Being new to the school 

myself, this year has been my first experience of being a form tutor. It 

was quite scary being put with Year 11, but those nerves quickly settled 

as I got to know the class more and more. Together with Ms Isikgun, 

we could not have asked for a more welcoming, kind, funny, intelligent 

and thoughtful form group. It has been an absolute pleasure to check 

in with all of 11V every morning, we’ve been through a lot over last 

year, through the ups, the downs and the multiple seating plans, but 

we’ve all come through stronger and ready for whatever comes next. 

I just wanted to say it’s been a pleasure being the tutor for 11W for a 

year and a half. I was very fortunate to tutor the best form in the current 

year 11. I am very proud of all of you for various things. 

The ice-skating trip and Southend trips I really enjoyed with all of you. 

I saw a lot of camaraderie within the form and frightened faces. I wish 

you every success for the future. 

Harminder Plaha (Tutor -11W) 

Ms Isikgun and Mr Bell (Joint Tutors -11V) 

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YEAR 11 

A Message From Tutors 

2/2 

The last five years with 11X have certainly been exciting. Since the 

first day in year 7 you have been a joy to teach and I have loved getting 

to know you all. You have all been through a lot over this time and 

it has been amazing to see you all grow and mature. I particularly 

enjoyed our short, or in Abdel’s case long phone calls each week during 

lockdown. I also loved ice skating with you all back in February and 

will not forget Karnveer’s unique skating technique for a long time. 

11X, I am going to miss you and wish you good luck in everything 

you do. 

Sarah Brackley (Tutor -11X) 

Even though I have only been your form co-tutor for the last year, it 

has been a pleasure getting to know you all. I am honoured to have 

been a part of your journey and I wish you nothing but the best in all 

of your future adventures. 

Tanya Louis (Co-Tutor 11X) 

Congratulations on completing your GCSE exams and we hope 

you achieve the grades you hope for and deserve. Throughout this 

past year, I have had the privilege of witnessing your growth, your 

determination, and your resilience. Admittedly, when I was told this 

time last year that my first Cranford tutor group would be 10Y into Yr 

11 I was apprehensive. Thank you for embracing me, for making fun 

of my running trainers, for making fun of me when I, the geography 

teacher did not know the flag in the quiz, for putting up with my bad 

PowerPoint gifs and of course for keeping me on my toes when it came 

to uniform and punctuality. 

And when I say I have had the privilege to see your growth, I really 

do mean it. I have seen how you’ve embraced knowledge, confronted 

obstacles, and supported one another through the highs and lows. So 

many of you inspire me with your unwavering spirit and remarkable 

capacity for empathy, compassion, and kindness - qualities that will 

undoubtedly serve you well into the Sixth Form and in life beyond 

Cranford. So, congratulations 11Y and enjoy your well-deserved break! 

Caitlin Arnold (Tutor-11Y) 

I want to say a massive well done to the entirety of Year 11 for getting through their exams and working so hard this past year! I have had the 

honour of being 11Z’s form tutor for the past two years and am so proud of seeing how much progress you have all made inside and outside of 

the classroom. We have shared countless moments of laughter, learning, and growth including our weekly Friday quizzes, our renditions of happy 

birthday, our pizza party that unfortunately had some intruders and watching each other fall on the ice rink. We have navigated through challenges 

and celebrated victories together. I want to encourage you to embrace every opportunity that comes your way. Step out of your comfort zones, 

take risks, and never be afraid to fail. It is through these experiences that you will discover your true passions and strengths. 

It has been an absolute privilege to be your form tutor these past two years. I have learned so much from each and every one of you, and I am 

certain that you will go on to achieve remarkable things. Congratulations and thank you! 

Kajol Kaur (Tutor-11Z) 

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YEAR 11 Celebration 

Evening and Prom 

1/4 

Year 11 

Celebration Evening and Prom 2023 

Thursday 29th June 2023 saw Cranford hold its 

annual Year 11 Celebration Evening, featuring 

both the Record of Achievement event followed shortly 

afterwards by the Prom. Following not long after the 

end of their formal examinations, this evening had 

been marked in everyone’s calendars for a long time. 

In true Year 11 style, the students certainly made the 

most of the occasion! 

Page 167



2/4 

Celebration Evening began with students being 

joined by their families to watch them receive 

their record of achievement certificates from the 

joint Heads of School, Mr Ind and Ms Berndt. 

To formally celebrate with my year group and 

mark the end of their Year 11 journey was a 

very proud moment for everyone, particularly 

myself and my amazing team of form tutors. In 

conversations with families, it was clear to see the 

impact that Cranford has had on their children, 

who were grateful for where they have come from 

and excited to see where the future now leads 

them. Speeches by myself and my tutors gave us 

the opportunity to say a few words – reflection, 

motivation, encouragement and humour were 

strong features throughout these. The programme 

ended with a compilation video of the life and 

times of year 11 2023. 

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3/4 

Page 169 

Following the formal aspects and numerous photo 

opportunities, it was time to make the short journey 

to the Riverside venue on Bath Road for the Prom. 

The venue looked as amazing as the outfits worn by 

students, giving everyone the perfect opportunity 

(including teachers!) to let their hair down and 

celebrate in style. A tasty buffet-style meal opened 

the evening, followed by individual awards from 

form tutors and myself, before the music and 

dancing started in earnest. I do not think the evening 

could have gone any better – a vibrant and colourful 

evening to match a vibrant and colourful year group! 

Bradley King (Head of Year 11)



4/4 

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COMMUNITY & 

PARTNERSHIPS 2022 / 23 

1/3 

Cranford Summer Holiday Programme 2023 

Summer Multi Sports Camp: 

The Sports and Community Team at Cranford Community College takes great pride 

in being able to provide our students with ongoing opportunities and structure during 

the summer break. This summer we were delighted to run our Sports Summer Camp 

for Key Stage 3 children (Year 7-9). 

The camps ran for the first 3 weeks of the holiday from Monday to Thursday from 

11:00am to 3:00pm. 

Sporting activities were organised such as Football, Basketball, Dodgeball, Tennis 

and many others in a safe, relaxed and fun learning environment. Students enjoyed 

the time at the camp socializing with friends and playing different sports, with many 

of them asking to come back the following week if we had space! 

The camp was led by Shenon Dias and Friya Clancy, two former students of Cranford 

which further added to the community feel of our sports camp; ‘’For students in our 

community led by Leaders created in our Cranford Community College’’. There were 

no costs involved as this was fully funded by the school through London Sport and 

we intend to continue to provide our students with opportunities like this throughout 

the academic year of 2023-2024. 

The students also had a chance to participate in taster sessions of a new version of 

baseball. International softball player Carisa Reed-Thomas attended one week and 

offered some coaching and tips on how to play. 

Over the coming year Cranford looks forward to becoming involved with several 

Major League Baseball activities. 

Alan Fraser (Assistant Headteacher- Director of Community Partnerships and Income Generation) 

Creative Spaces: 

This year Creative Spaces London and C-Change West London were back at Cranford 

Community College running a vibrant and inclusive summer program that empowers 

children and young people, provides support to families, and strengthens the fabric of our 

community. 

Staffed by Cranford Community College students and alumni, our workers 

and volunteers pour their passion into delivering engaging and impactful 

activities, whilst also ensuring that each child receives a warm meal and a 

safe space to flourish. 

One aspect of our project that fills us with immense pride is our commitment 

to offering employment opportunities to local young people, equipping them 

with valuable skills and providing them with practical work experience – 

a significant milestone for many who secure their first paid employment 

through this initiative. It is heart-warming to see the positive influence these 

young workers have on the children in our program, inspiring them to nurture 

their own dreams and aspirations. None of this would be possible without 

the help and support of Cranford Community College who continue to affect 

positive change in the lives of young people all year round. 

Rachel Doherty (Artistic Director, Creative Spaces London) 

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COMMUNITY & 


2/3 

Hounslow’s Promise Summer 2023 

Over the past year 

Hounslow’s Promise, 

the charity co-founded 

by Seema Malhotra MP, 

Kevin Prunty Executive 

Headteacher and Alan 

Fraser Director of 

Community Partnerships and Income generation, has been busy with 

two main projects. The Connected Kids at Home programme aims 

to improve access to the digital world for those struggling to meet 

the cost. This year the programme has delivered nearly 100 new 

computers to young people under the age of 18 across Hounslow. 

The Connected Futures mentoring programme targeted 18 -24-yearolds 

many of whom were unemployed. The aim of the programme is 

to develop young people’s confidence and skills to ensure a successful 

start and continuation of their employment. Over 30 young people 

from the local area took part in the nine-month programme. 

Alan Fraser (Assistant Headteacher - Director of Community Partnerships and Income Generation) 

Cranford Students support Berkeley Academy 

Since November 2022 Cranford students have been volunteering to run a daily 

homework club at Berkeley Academy. The twenty Year 12 and 10 students gave 

up a couple of hours a week to run this successful homework club. The students 

undertook training in preparation for this project and going forward, the current 

cohort of Year 10 students have now successfully trained up the current Year 9 

students who will be taking over in September 2023. There has been a fantastic 

response from the Year 9 students with more than 50 volunteering to participate. 

Alan Fraser (Assistant Headteacher- 

Director of Community Partnerships 

and Income Generation) 

Hounslow Citizens Scheme 2022/23 

Once again Cranford hosted the Hounslow Citizens Scheme with 38 primary schools in Hounslow participating 

in this year’s scheme. The Hounslow Citizens Scheme is delivered to year 6 children from all the Hounslow 

Primary Schools by the Police, Fire brigade, Local authority and a tech company called Blue Summit. 

Blue Summit delivered a fun interactive session designed to make children aware of the potential dangers of 

gaming. Other scenarios included cyber-crime, dangers of Lithium batteries, violence against women and 

girls, and knife crime. 

Cranford year 7 ambassadors were superb in their role of supporting the children going around the scenarios. The 

police and several members of the primary school staff commented on how helpful and polite the Ambassadors 

had been so well done to all the year 7 Ambassadors. 


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COMMUNITY & 


3/3 

Community Cream Teas to Celebrate 

King Charles III Coronation 

To celebrate the King’s coronation Cranford and Heston West Big 

Local teamed up in June 2023 to organise a sumptuous afternoon tea 

with delicious sandwiches and cakes made by the Cranford catering 

team. The secret stars of the show were the traditional scones, cream 

and jam. For many who attended it was the first time they had 

experienced a traditional English afternoon tea and it is certainly 

something we will do again. 

Alan Fraser (Assistant Headteacher- Director of Community 

Partnerships and Income Generation) 

Cranford hosts Community Meals at Al’s Diner 

Cranford was delighted to celebrate Al’s Diner’s first anniversary in July 2023. 

The charitable event, hosted by Cranford Community College, provides hot meals 

to people in the community in need and has proved a great success. Staffed by 

volunteers and the school’s catering staff it has run on Tuesday, Thursday and 

Sunday since July 2022. 50 to 60 people regularly attend with over 100 attending 

the Christmas dinner. It has become its own community with people coming 

together getting to know each other and looking after each other. It has created an 

atmosphere of belonging and support combatting the isolation that many people 

feel at this time. Sadly, in April we lost one of our regular members, Esther. Esther 

was a character who entertained everyone with her stories and lived life to the full. 

Even at 95 Esther was still getting the tube into London to meet friends, go to bingo 

and choir. Esther will be sadly missed but never forgotten. 

Cranford is delighted to continue hosting Al’s Diner into the next academic year. 

Alan Fraser (Assistant Headteacher- Director of Community Partnerships and Income Generation) 

Joan Owen Memorial Tree Planting 

In December 2022 we planted an oak tree in memory of Joan Owen, Roger Owen’s wife 

of over 50 years who sadly passed away. Roger Owen was a governor at Cranford for 

many years and for a number of these years he undertook the key leadership role of Chair 

of the Academy Trust Board. Roger and Joan frequently attended events and activities at 

the school even after moving out of the area. We are glad that Roger has kept in touch 

and happy to commemorate the passing of Joan in this small way also in recognition of 

the significant contribution that they both made to the school over so many years. 


Page 173

COMMUNITY / 

CHARITY 

so much in fact, that St Paul’s weren’t even 

able to take all of it on their visit. Once they 

had received all the donations, they sent a 

letter of thanks; I was glad to see that all our 

efforts had been fruitful. More than anything 

though, I was happy that our donations 

would be helping a significant number of 

our community who are unable to access the 

necessities that we so often take for granted. 

Food Bank 

Collection 

Food banks have sadly become a modern-day 

necessity and no more so than in our local area. 

The Charities Committee decided to make this a focus 

of their role in organising a whole school collection 

to support those in need at a very difficult time. This 

initiative was a huge success and much appreciated by 

everyone who benefitted from the generosity of our 

students and their families. Thank you. 

Alham Ahmad (Sixth Form Team) 

Collecting donations across the entire school for St 

Paul’s foodbank was the biggest task undertaken by the 

Charities Committee, even more than our Christmas 

or Summer Fairs. To say it was stressful, would be a 

serious understatement. However, when you have the 

support of amazing committee members like mine, 

the hard work always pays off in the end and for such 

a good cause. 

The first stage of our preparation was to schedule 

assemblies to promote the event, which was all done 

rather successfully. All the members of the Committee 

helped to advertise the event across the school from 

years 7-10 while I led the Sixth Form assemblies. This 

was the easy stage of the preparation. 

Following on, we had to prepare a donation box for 

each tutor group, of which there 55 in total. Then, we 

needed to distribute them across the entire school, 

which was a lot of work, but we got it done. We 

also encouraged staff to bring donations alongside 

students. We gave the school a two-week window to 

bring donations in before we started collecting all the 

boxes again, another difficult task which we again 

completed. 

Once all the boxes were collected, I was amazed at the 

number of non-perishable items and toiletries that we 

had been donated from across the school. There was 

The Charities Committee would like to 

give a massive thank you to everyone who 

donated, even if it was a single tin of beans, 

it really did make a difference and will be 

making a difference in the lives of many. 

Additionally, we would like to thank Mr Ahmad for 

helping us with the logistics and Mrs Prunty, for 

providing us with all 55 donation boxes and for also 

dropping off the remaining donations to the foodbank. 

This was a collective effort and would not have worked 

without everyone’s support. 

Samuel Dickson (Year 13 Head Boy – Charities 

Committee) 

Organising the foodbank was an amazing opportunity 

for Cranford Community College to give back to 

our community. Every year group contributed a lot 

to these donations which provided a huge support 

to so many people experiencing financial hardship 

especially after the pandemic. All the donations for the 

foodbank were donated to the Hope Church Foodbank 

St Pauls Church. I felt very proud being part of this 

opportunity to help others. 

Liesel Fernandes (year 13 – Charities Committee) 

Dear Julie 

DONATIONS TO HOPE CHURCH FOODBANK 

12 th December 2022 

We wanted to say a massive THANK YOU! to all the pupils, parents & staff at Cranford Community 

College for the very generous donations you collected for us recently – we really appreciate your support. 

Hope Church currently runs busy foodbanks at both its locations – at St Paul’s (Bath Road) on Wednesday 

mornings and at the Good Shepherd (Beavers Lane) on Thursday mornings. So far this year, we have 

already served over 3,700 guests and provided enough food to feed over 10,400 adults and children (as 

well as providing toiletries and hygiene products). 

As a result, we get through a great deal of stock each week - so your donations are incredibly important to 

us and, of course, to the people we help. 

We simply would not be able to provide this high level of support to so many people experiencing financial 

hardship without the very kind donations we continue to receive from amazing schools like yours! If anyone 

at the school would like to know more about the foodbank, they are very welcome to contact me. 

With our thanks and very best wishes, 

Avril Gearing 

Avril Gearing 

Foodbank Coordinator 

E: foodbank@hopehounslow.org.uk T: 07763 083049 

Charity No: 1164343 | Place of Registration: England 

Hope Church Hounslow 

C/O Bath Road, Hounslow West, TW3 3DA 

www.hopehounslow.org.uk | T: 020 8581 5537 Vicarage | T: 020 8707 4092 | info@hopehounslow.org.uk 

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COMMUNITY / 

CHARITY 

Cranford’s Autumn Term Fundraising 

Events 2022 

Cranford held several fundraising events during the Autumn term 

generally organised by the students, but the staff also like to get 

involved in the lead up to Christmas. These events include Charity 

fundraising fairs, Christmas card /poster competitions/ Christmas 

jumper day and the annual staff Bake Off to recognise the work of the 

Macmillan Charity This year we raised £62.84 cash from the Macmillan 

cake sale along with £158 that was donated online. In total £220.84 was 

raised for Macmillan. The cakes were made by the staff and enjoyed 

with a cup of coffee for the Macmillan Coffee Morning 3 October 2022. 

Rita Berndt (Joint Head of School) 

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CHRISTMAS CHARITY 

Fundraising Event 

1/2 

The sixth form Charities Committee always run an annual Christmas fair to raise money for a chosen charity at a 

time of year when they know many will need support who are struggling to survive. This year was no exception 

and even more important with everyone living in challenging times post Covid. Crisis was this year’s chosen 

charity and the event raised a wonderful £618.88. Well done to everyone involved. 


Cranford 

Christmas 

Fair 2022 

The Cranford Christmas fair was a great way in bringing a festive mood to the holiday season! It was an absolute 

success - seeing all the pupils and staff enjoying themselves with our hot chocolate stalls, Christmas games 

and delicious food stands. It was heart-warming to see the inclusivity of the fair, with every year group all 

together, enjoying themselves with the Christmas spirit. We received a numerous amount of donations for the 

charity Crisis we were trying to support through our fair, which aims to help homeless people. The Charities 

Committee greatly appreciates everyone who helped and did their part to make a difference! 

Shritu Singh (year 13 - Charities Committee) 

I thoroughly enjoyed helping organise and present our Christmas fair as a new member of the Charites 

Committee. It was a great opportunity for our committee to share all our thoughts and ideas and work as a 

team to present an amazing charity fundraiser across the school. Although it was a hectic day, we managed to 

raise a grand total of over £600 through activities and stalls such as: gingerbread decorating stalls, tombola, 

hot food, hot chocolate and many more. It was a very eventful day, and I am pleased I had a part to play in it. 

Urina Paudyal (year 13 - Charities Committee) 

Organising the Christmas fair from setting up small stalls for sweet pong to bake sale was such a fun and unique 

experience. It was amazing to have the entire school celebrate together. It was nice to see the interaction between 

the younger and older year groups. All the finance raised from this event was donated to Crisis who help end 

homelessness and help provide hot meals to people in need. 

Liesel Fernandes (year 13 - Charities Committee) 

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CHRISTMAS CHARITY 

Fundraising Event 

2/2 

Page 177

SIXTH FORM 


Sixth Form Reward Trip to Winter Wonderland 

In 

December 2022 selected Year 12 and year 13 students embarked 

on a trip to London’s Winter Wonderland in Hyde Park, a reward 

for their exceptional attitude towards learning, attendance, punctuality, 

and personal growth. 

The amazing Winter Wonderland, filled with festive delights, offered 

a unique chance for cultural exploration and broadening horizons. The 

park had a vibrant world of attractions, from traditional markets to 

exhilarating rides. 

All staff and students had a brilliant time where they sat on countless rides, had amazing food and won many 

prizes when playing the fairground games. 

The trip celebrated the value of dedication and motivation, fostering positive relationships among students and 

staff and creating lasting memories. 

Chetan Shingadia (Assistant Headteacher) 

Page 178

PANTOMIME 2022 

Peter Pan 

1/3 

“Second Star 

to the Right 

and Straight 

on ‘till 

Morning!” 

Cranford Pantomime 2022 

Page 179 

Friday 16th December 2022 saw the long-awaited 

return of the Cranford pantomime, the last one 

having been staged some six years previously 

which meant that most of the school community had 

no idea what to expect. This year “Peter Pan” was the 

chosen show telling the story of three children, Wendy, 

John and Michael Darling’s adventures in Neverland 

with the Lost boys, Tinkerbell, Captain Hook and his 

pirates and the boy who never grew up, Peter Pan. 

The original story written in 1904 by JM Barrie has, 

for many years, been a popular Christmas show with 

its swash buckling sword fights, flying scenes and 

the notorious Captain Hook whose fear of a crocodile 

who swallowed a clock and bit off his right hand and 

is desperate to finish him off, provides the humour 

and general pantomime antics which audiences love 

to join in with.


Peter Pan 

2/3 

Twenty-three teaching and 

support staff from across the 

school took up the challenge 

to bring our own version 

of “Peter Pan” to Cranford. 

As with previous years, the 

pantomime was planned as a surprise 

end of term celebration. For many 

of the students, the hotly kept secret 

often referred to as “the thing we 

must not name” was kept as a secret 

which made it even more exciting 

for the staff involved as the students 

relished the arrival on stage of each 

new character expressed with cheers, 

stamping feet and screams of delight 

when recognising who was playing 

what role. 

The first show to key stage 4&5 

students set the bar. It was a bit 

scary for the cast especially as most 

had never done anything like this 

before and their rehearsal time had 

been limited, but they need not have 

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Peter Pan 

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feared as their efforts were well rewarded by the audience applause and interactions prompting them on. 

The second performance to key stage 3 and the rest of the staff was quite a different story. They found their 

confidence and pushed the boundaries, even daring to step away from the ‘script’ and giving some improvised 

moments which really amused the audience. They sang and danced and undertook all the classic pantomime 

ad-libs to the joy of everyone and particularly to the cast themselves. 

Thank you to everyone involved. We really could not have done it without you. It was such a wonderful way 

to end the term and send everyone off smiling and full of the joys of Christmas. 

Jessica Joyce (Director) 

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Summer Term Enrichment / Drop Down Days 2023 

On 

Tuesday 27th June and Wednesday 19th July 2023, Year 7, 8 9, 10 & 12 embarked on a two-day 

programme of enrichment activities to embrace the wider curriculum, not just in school but also on 

various trips across London and the South coast. Here is just a sample of the various experiences each year 

group had which were both fun and educational. 

Randeep Sidhu (Senior Teacher) 

Year 7 Drop Down 

Days 1 and 2: 

Day 1: Charities and Enterprise 

On 27th June 2023 Year 7 took part in a Charities 

and Enterprise Day. Each form group had three 

challenges: 

1. To make and sell items such as flavoured 

milkshakes, sandwiches, sweet cones, smoothies, 

decorated biscuits, decorated cupcakes and fruit 

cocktail sticks. 

2. To design a game or activity such as escape 

rooms, hit the target, musical chairs, obstacle 

course, giant jigsaw and a skittles and ball game. 

3. To create some entertainment such as tall tower 

challenge, build a strong bridge, performance 

dance, egg challenge, build a strong chair, 

musical performance and lip sync battle. 

The money raised went to Cancer Research UK. 

It was a successful day and lots of money was 

raised for charity. We are really proud of our Year 

7s achievement, and we hope their entrepreneurial 

skills flourish in their future careers. 

Day 2: Trips 

Wednesday 19th July, we had Drop Down Day 

2 and year 7 embarked on various trips into 

London with their tutors. One group visited the 

Science Museum, one group visited the British 

Museum, and one group went to the Sealife 

exhibition at The Tate. Fortunately, the weather 

was really good and we all enjoyed picnicking in 

the sunshine and spending time together. 

Hardeep Bhachu 

(Head of Year 7) 

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Year 8 Enrichment Day – Trip Day 

Community and belonging have been a big focus for year 8 and 

is something the year group have been actively developing. The 

enrichment day on 27th June was the perfect opportunity for 

students to develop teamwork, communication and leadership 

skills whilst focusing on form cohesion. Trips included 

Brighton, Puttshack, LaserTag and Hyperbowling, where for a 

large proportion of our students the assigned trip was their first 

experience in that setting and this allowed them to also challenge 

themselves outside their comfort zone. The students showed 

impeccable behaviour during the travel on the days and when at 

the venues the enrichment days allowed them to develop unity 

within their form class and with other students in the year group 

allowing the community to expand. 

The second Enrichment Day, year 8 worked on a DHL project 

working in teams and presenting their ideas to the rest of the year 

group. Again, they demonstrated their team and entrepreneurial 

skills with some inventive ideas. 

Seema Mehmi (Head of Year 8) 

The trip to Puttshack was a really good experience. It was my first 

school trip in Cranford Community College. It was also my first time 

travelling in a train. I would like to thank everyone who conducted this 

trip. I would also like to thank Ms Mehmi for giving me an opportunity 

to go to Puttshack and for giving us the freedom to go to Westfield. 

Esther Rebelo (8Z) 

We started the day in the library where everyone left to go to the 111 

Bus stop. I loved playing on the different games and came first on the 

motorcycle race. We were divided into two groups to take turns hyper 

bowling and playing in the arcade. We also had the privilege of being 

able to go to different fast-food places, e.g., Nando’s. We were also 

allowed to purchase slushies from the arcade (everyone could agree 

that the blue flavour was the best). Overall, I really enjoyed this trip 

and would love to go on future trips and have the same opportunities 

with my friends. 

Arzoo Ghotra (8W) 

I think that the Brighton trip was amazing because we had a lot of 

fun at the arcade and chilling out at the beach. It was full of new 

experiences. The city of Brighton was beautiful and I had a lot of fun 

with my friends. Also, during the trip we got to buy things such as 

drinks, food and other things. I think that it was a good opportunity to 

explore new places. The arcade was quite enjoyable as we got to win 

things and go on rides. In the future I would love to go on this trip 

again as I enjoyed it a lot. 

Harman Kaur (8Z) 

Laser tag was an amazing time and it had many enjoyable snacks with 

a competitive game of laser tag. I enjoyed it very much and hope we 

have more trips like this. 

Shahbaz Akbar (8Y) 

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Year 9 Drop Down Day 1 

Year 9 Sports Day: 

Year 9 Sports day was a day of both teamwork and competition, 

encouraging every student, girls and boys, to play sports to 

their best. Each form had to have every student playing at 

least one sport of their choice, allowing every student to be 

comfortable when playing their sports, and knowing they 

would always have their friends, both in their form and other 

forms, on their side. 

Starting off with a sports quiz and making posters with 

slogans, energised everyone for the sports they would play. 

Next, at different sports venues in the school, students had a 

great deal of fun playing football, basketball, rounders and 

dodgeball, motivating them for the individual sports some 

played. These sports included archery, shot putt, javelin, 

high jump, long jump, and 300m, 400m and 800m races, 

with their forms and friends cheering them on from the side 

lines, holding up posters. 

Finally, to end this amazing day of various sports, there 

were athletics track events, followed by an awards ceremony, 

when the trophy was awarded to the winning form, which 

was the tense, suspenseful moment. After finding out 9Z 

had won Year 9 Sports Day, there was a rousing round of 

applause for 9Z. Out of these seven forms, the score stands as 

follows: 9Z in first, 9T in second, 9V in third, 9X in fourth, 

9Y in fifth, 9U in sixth, and 9W in seventh, however, there 

were also individual medals awarded to a wide range of 

students across every form, giving everyone the chance to 

rejoice for oneself and/or for friends. 


Drop Down Day 2 

Year 9 Trips: 

Year 9 rounded off the year with trips in 

the second to last week of term. We cannot 

underestimate the value of these trips to 

students, looking back as they will in years 

to come, of some very happy school-life 

memories. This year, Year 9 students went 

with their forms on trips to Brighton by 

coach, and to Acton Tenpin, Adrenalin Laser 

Tag in Chiswick and Puttshack in Westfield. 

9W and 9Z students embarked on the Brighton 

trip this year. Some of the group were 

particularly excited as they had never seen 

the sea in real life before. Selfies aplenty, 

the group moved onto the pier and enjoyed 

the rides and the arcade. Olyana particularly 

enjoyed the Horror House which was “very 

scary but enjoyable at the same time”. With 

full bellies of fish, chips, and candy floss the 

group departed after a fun day at the beach. 

9U and 9W spent the day in Acton’s bowling 

alley and arcade. Haniya, 9U enjoyed the trip 

as it was an opportunity to hang out with her 

friends from school and she liked being out 

of school as a group. She especially liked that 

we got there early to enjoy the whole place 

to ourselves. 

At Adrenalin Laser Tag, 9X students got 

to experience combat scenarios with their 

friends. Neysha particularly liked how even 

the teachers got involved. Students were 

allowed to play musci and enjoy each other’s 

company as they relaxed in Chiswick with 

some food and ice-cream from the local 

shops. 

9T and 9V students went to Puttshack in 

Westfield where they honed their putting 

skills in a game of mini golf. I understand 

that competition was fierce. Students then 

enjoyed the shopping centre before making 

the journey back through Southall, where, 

despite the delay, spirits remained high. 

Lots of fun was had by all! 


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Year 10 

Drop Down 

Day 1 

London Heritage 

On 

Tuesday 27th June 2023, in the bustling city 

of London, a group of enthusiastic Year 10 

students embarked on a day filled with discovery, as they 

set off on separate paths to explore some of the capital’s 

most renowned museums and historical sites. With each 

group delving into different realms of knowledge, they 

were bound to encounter captivating stories and engage 

with the diverse facets of London’s rich heritage. 

One group of students, filled with anticipation, made 

their way to the iconic British Museum. As they entered 

through its grand doors, they were greeted by a worldclass 

collection spanning centuries and civilizations. The 

students marvelled at the Rosetta Stone, an ancient artefact 

that unlocked the secrets of Egyptian hieroglyphics, and 

stood in awe of the Elgin Marbles, which transported them 

back to the grandeur of ancient Greece. With every step, 

they discovered remarkable treasures from around the 

world, broadening their understanding of global history 

and cultures. 

Meanwhile, another group embarked on a journey 

through time and nature at the Natural History Museum. 

As they explored its hallowed halls, they encountered 

towering dinosaur skeletons, intricate displays of the 

Earth’s geological wonders, and immersive exhibitions 

showcasing the wonders of our planet’s biodiversity. The 

students marvelled at the sheer magnitude of life on Earth 

and gained a deeper appreciation for the delicate balance 

of our natural world. From the awe-inspiring blue whale 

skeleton to the dazzling gemstone collection, they left 

with a newfound sense of wonder and respect for the 

intricacies of nature. 

Simultaneously, a group of curious minds found 

themselves immersed in the captivating world of science at 

the Science Museum. From the moment they stepped foot 

inside, they were greeted by interactive exhibits, cuttingedge 

technology, and mind-bending experiments. The 

students eagerly explored the realms of space exploration, 

robotics, and medical advancements. They engaged in 

hands-on activities, igniting their own scientific curiosity 

and fostering a passion for innovation and discovery. They 

left the museum with a sense of awe for the possibilities 

of scientific exploration and a realization of the impact 

it has on our lives. 

Lastly, a group embarked on a unique journey through 

the city, following the footsteps of London’s haunting 

past—the Great Plague. Led by wonderful teachers who 

acted as their tour guides, they visited significant sites 

associated with this devastating event in history. From the 

chilling tales of the Black Death at the Tower of London 

to the sombre atmosphere of the Plague Pits, the students 

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5/8 

gained a deep understanding of the hardships faced by 

Londoners during that era. The tour provided a sober 

reminder of the resilience of the human spirit and the 

importance of learning from the past. 

As the day ended, their collective knowledge expanded, 

and their appreciation for the breadth of London’s 

historical and scientific offerings grew. They realized 

that the city they call home holds a wealth of stories 

and lessons waiting to be explored. 

To the Year 10 students who embarked on this day of 

exploration, your curiosity, engagement, and openmindedness 

were commendable. May the memories 

and knowledge gained from this adventure continue 

to ignite your thirst for learning, inspire your pursuits, 

and shape your understanding of the world around 

you. 



Year 10 - Drop Down Day 2 

Sports Day 

A Day of Fun, Friendship, and 

Achievements! 

I 

am thrilled to share with you the wonderful 

experience we had on our Sports Day. It was a 

day full of excitement, laughter, and sportsmanship. 

Our Sports Day started with a fantastic opening tutor 

time. The students looked enthusiastic, all dressed 

up in the school’s PE kit, creating a colourful and 

vibrant atmosphere. We heard inspiring words from 

our teachers, urging us to do our best and enjoy the 

day to the fullest. 

Throughout the day, our students participated in 

various sports events. We had track races like sprints 

and relays, as well as field events such as long 

jump and shot put. It was heart-warming to see the 

determination and effort put forth by each student. 

One of the best things about the day was the spirit of 

teamwork and friendship. Students cheered for their 

teammates, motivating them to give their best in every 

event. Even if someone faced a setback, the support 

from their friends lifted their spirits and encouraged 

them to keep going. 

I was truly proud of the sportsmanship displayed by 

our Year 10 students. They competed fiercely yet 

gracefully, always respecting each other and the rules 

of the games. It was a testament to the character and 

values that our school instils in our students. 

As the day came to an end, we celebrated the 

achievements of our students. Everyone’s effort 

was recognized and applauded. It was not just about 

winning; it was about participation and giving it ‘your 

all’. 

Year 10 Sports Day was a memorable event that 

brought our students closer together. The friendships 

that were strengthened and the joy shared will be 

cherished for a long time. 

I want to express my gratitude to all the students for 

their exemplary behaviour and the teachers for their 

hard work in organizing such a successful event. Let’s 

carry this positive energy and team spirit with us as 

we move forward together. 

Looking forward to next year’s Sports Day with even 

more enthusiasm and excitement! Go Team Year 10! 



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Year 12 Aspirations Day Summer Term 2023: 

On Tuesday 27th June Year 12 took part in Cranford’s annual Aspirations Day event 

where we welcomed 25 guest speakers to the school to deliver subject taster lectures, 

Higher Education (HE) talks and industry insight talks to raise aspirations and broaden 

horizons. The day started with an energetic and motivational assembly with Emmanuel 

Anthony from ‘Fix Up Seminars’ who helped the students to focus on their goals and 

ambitions and provided practical examples of interactive revision methods. Students 

found the experience memorable as Emmanuel got the whole year group involved with 

elements of competition and recall exercises. 

Here is what a couple of our Year 12 students had to say about the morning; 

Maheen Chughtai says ‘Emmanuel was very engaging and interesting to listen to, he 

was inspiring and funny and I didn’t realise where the 50 minutes went’. 

Riya Arora commented that she ‘absolutely loved the enthusiasm and interactive games 

that got everyone involved’. 

Throughout the rest of the day students had the privilege of engaging with academics from 

St Mary’s University, Brunel University, University of Hertfordshire, Kingston University, 

Roehampton University and University of Surrey on a wide range of subjects which they had 

been able to opt in to in advance including Psychology, Criminology, Law, IT, Biosciences, 

Chemical Engineering, Medicine, Nursing, Computer Science and Business. 

For those interested in pursuing a degree we ensured there was a broad diet of UCAS support 

sessions delivered by the University outreach teams which covered ‘How to write a personal 

statement’, ‘How to choose the right course/University’ and ‘Student Finance’. 

With the evolving employment landscape and increasing interest in degree level apprenticeships 

we ensured that the day also provided students with a deeper understanding of the apprenticeship 

route. Alistair Johnston from QA training was able to deliver two sessions which detailed what 

apprenticeships involve, the benefits, how to apply and the skills required to make the most of 

apprenticeships. Ameerhamza Hameed said ‘Mr Johnston delivered a professional and detailed 

talk which provided clear information about apprenticeships’ and Riya Arora was so inspired 

by the talk she intends to pursue a degree apprenticeship in the coming year. 

We are extremely grateful that a number of industry professional were able to take time out of 

their schedules to deliver career insight talks including Dr Jamie Rodney CEO at Reask, Ashley 

Hall former Google IT consultant, Alan Rides CEO West London Chamber of Commerce, 

Mustafa Omar Business Development Director at Metro Bank, Chandeep Khosa director of 

2Toucan digital web design and Anisha Tiwari LLB Graduate Litigations Paralegal: Mills 

and Chody. 

Iman Kabanda said ‘After hearing about what goes on in a lawyer’s day to day from Anisha Tiwari, it has made 

me more confident in my choice to pursue this career pathway. The taster lecture from Dr Nabil Rafiq also 

provided me with an insight to what I can expect in law lectures’. 

Students like Sanmeet Ahuja came away from Ashley Hall’s talk with a new appreciation for the importance 

of embracing professional social media sites such as LinkedIn to network effectively. 

Cranford has always been proud of the relationships we maintain with our Alumni and it was great to welcome 

back Awais Anwar who delivered a talk on his journey from ‘Student to Apprenticeship’ providing an insight in 

to his career as a financial analyst with the MOD. Our students found the ‘real talk’ from our alumni extremely 

insightful. 


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7/8 

Year 12 

Monopoly Challenge 2023: 

On 12th July 2023 eight Year 12 teams were formed 

to compete in Cranford’s own Monopoly Challenge in 

London. The teams were accompanied by their very own 

competitive staff members who were supposed to support 

but often became integral to the success of their teams. 

Students raced against time to maximise their points 

by visiting key cultural sites around London including 

Houses of Parliament, Royal Courts of Justice, Princess 

Diana memorial in Hyde Park, London Eye, Buckingham 

Palace and many more. Along the way students were 

set bonus challenges which had them engaging with 

members of the public to get ‘selfie’s’ with pet animals, 

giving back to the community by performing good deeds 

including litter picking and helping those less able and 

singing nursery rhymes on the underground. When the 

teams came together at the meeting point in Leicester 

Square at lunch time they were surprised to walk into a 

sea of pink as crowds arrived for the ‘BARBIE’ movie 

red carpet premier, an experience I’m sure none of us will 

forget. In assembly the following day the top three teams 

were awarded their prizes with ‘The purple ladies’ getting 

a box of chocolates each in third place, ‘The superior 

group’ being awarded amazon vouchers for second place 

and with no one happier than Mr Zeary as his team ‘No 

Caller ID’ took first place with £10 gift vouchers. 


During Enrichment Day I took park in the London 

Monopoly challenge. I think it was a fantastic opportunity 

for me and a few friends to develop better socials skill 

and be able to enjoy getting involved in challenges in the 

city of London. During the day, we got bonus challenges 

like singing on the tube with strangers or taking a picture 

with a person who is wearing pink, I think that the bonus 

challenges encourage randomness and allows people to 

have fun even if they struggle with social anxiety. It was 

fun, as we could bond with our friends and try our hardest. 

Dasha Linenko (C6P) 

I really enjoyed the monopoly trip as I have never been to 

the places that I had gone to in London such as the Royal 

Court of Justice and Liverpool Station. I also enjoyed 

choosing the teams before we had gone on the trip as I had 

enjoyed going to London with my friends and exploring 

London with them. Another reason is that it was very 

intriguing that there was a prize for the winner which 

made my group very competitive to win the prize. 

Chloe Hartnett (C6R) 

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Enrichment Day Year 

12 Windsor Apprentice 

Challenge: 

The Windsor ‘Apprentice’ Challenge on 

Tuesday 27th June 2023 was a pilot enrichment 

activity where inspiration was taken from the 

BBC programme, ‘The Apprentice’. Students 

were given a list of obscure and unique items 

around Windsor and were divided into groups to 

retrieve these within the strict timing guidelines. 

We had a late departure on the day so the arrival 

into Windsor mean that the groups had to 

work even faster to locate the items. The ‘list’ 

comprised of various riddles, hints or pictures 

of locations taken from Google Street View. 

The more obscure the location, the more points 

it generated. There was also a strict arrival 

time at the train station and any late arrivals 

would result in deductions. We were incredibly 

impressed by the speed and collaboration of all 

the 4 groups and the competition was intense. 

Taking on the role of Lord Alan Sugar, it was 

my decision to declare the winners – and we had 

with a tiebreaker! Congratulations to Jagveer, 

Bobby, Kaiden, Rosy, Sovereign, Tarandeep, 

Bilal, Aman, Hussein, Muhammed and Pawan. 

Alhan Ahmad (Sixth Form Team) 

The Windsor trip was a very interactive 

experience which allowed all of the participants 

to be as competitive as they can be, which made 

the trip extremely thrilling and exciting, all 

with a valuable reward for our contribution. 

This trip made us all feel relaxed which helped 

relieve the built-up stress of the recent exams 

that we took. 

Bobby Banga (year 12) 

It was a very entertaining and competitive 

competition in a mixture of groups which 

allowed for new friend groups to form and 

bonds to be deepened. If given the opportunity 

to do this again I would embrace it with an 

elated spirit. For the upcoming year 12 students, 

I would recommend going into it with an open 

mind and taking each task head on with pride 

and a determined mindset. 

Sovereign Udott (year 12) 

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SIXTH FORM 


End of Summer Term Activities 

At the end of the summer term the new Student Leadership team and their prefect helpers set out to support 

other year group activities and to raise money for their chosen charity, Orphans in Need for which they raised an 

amazing £260. Throughout 2022-2023, the sixth form has raised over £1000 for charity including a significant 

Foodbank collection. This was a wonderful way to end their year 12 and to set the bar for their new leadership 

roles in year 13. 

Alhan Ahmad (Sixth form Team) 

Sports Day Event 

The sports day event was a fun way of ending the year. 

It was a wonderful experience where I worked with my 

team and other committee members which enhanced my 

communication and teamwork skills. We worked with 

the younger students at our school and gave them an 

opportunity that we didn’t have when we were their age. 

The competitiveness and eagerness to win made other 

students join which was why it was a huge success. 

Siddhi Sajeev (year 12- Wellbeing Committee) 

The sports event was an exciting experience with different 

sports activities of archery, penalty shoot-outs, cricket and 

netball. The events included different stalls allocated for 

each event with different committee members supervising 

and instructing particular sport activity. I was in 

charge and helping out with cricket where the students 

participated and they displayed their bowling skills, 

batting and fielding while maintaining competitiveness 

throughout the event. The second activity was archery 

where the students portrayed their aiming skills by 

involving and trying until they hit the bullseye with every 

arrow they threw. The tension was building up as each 

participant was shooting their arrows while keeping their 

focus and control. There were more activities involved 

but overall, it was a successful sports event offering a 

thrilling and diverse experience where most of the students 

participated and showcased their skills and talents in each 

sports activity. 

Anzy Rodrigues (year 12- Head of Sports Committee) 

As a new member of Cranford’s Environmental Committee, 

being able to help out with the Sports Day Event, hosted 

by the Sports, Wellbeing and Environmental Committees, 

was an amazing opportunity that has enabled me to gain 

a sense of duty and responsibility while supervising 

the archery activities – which was definitely a popular 

destination for the students who participated. I believe 

the activities were all a success; it was great to see the 

younger students having fun and socializing with each 

other while attempting either one or more of the activities 

available. I look forward to being able to help organize 

any future events, and I am confident that they too will all 

be a success towards providing an entertaining, healthy 

and active environment for the students within Cranford. 

Safiyya Ansa (year 12 - Environmental Committee) 

The Sports Day organised by our committees was a blast. 

Seeing the younger and older years taking part along with 

some teachers was quite an atmosphere. It was wholesome 

to see our school’s community come together and play a 

variety of sports. I truly had a fun time and would love to 

participate again 

Zayna Chaudhary (year 12 - Sports Committee) 

Playing cricket as part of the Wellbeing Committee in 

school was an exhilarating experience that brought 

together camaraderie and passion for the sport. As a 

member of the committee, I not only had the opportunity to 

showcase my cricketing skills but also actively contributed 

to the organization and coordination of the event within 

the school. Being part of the committee allowed me to 

develop leadership qualities as we strategized team 

formations, arranged practice sessions etc. Moreover, 

the sense of unity and teamwork within the committee 

was truly inspiring, and we shared countless memorable 

moments both on and off the field. The cricketing journey 

not only nurtured our love for the sport but also taught 

us valuable life skills, making it a formative experience 

in my school life. 

Tanish Mathur (year 12 - Wellbeing Committee) 

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SIXTH FORM 


Summer Charity Fair and Bake Sale: 

On Wednesday 19th July 2023, we held a summer fair and cake sale. 

Participating in the school charity fair was an incredibly rewarding 

and heart-warming experience. As I volunteered to help, I was initially 

unsure of what to expect, but from the moment I arrived, I could feel the 

buzz of excitement and camaraderie in the air. Working alongside fellow 

students, teachers, and community members to support a meaningful 

cause filled me with a sense of purpose and joy. Whether it was setting 

up stalls, organizing games, or assisting with donations, every task felt 

significant in contributing to the success of the event. Seeing the smiles 

on people’s faces as they participated and knowing that our efforts 

were making a positive impact on those in need was truly inspiring. The 

spirit of giving and unity that enveloped the fair brought our school 

community closer together, and it reminded me of the power we possess 

when we come together to make a difference. The experience left me with 

a profound sense of gratitude and a desire to continue lending a helping 

hand wherever I can. 

Sameiksha Sharma (year 12 - Head Girl 2023-2024) 

The bake sale was a highly successful event as it raised plentiful amounts 

of money and had a wide array of people from across all year groups 

coming in to buy goods for an accessible price. It was also a good 

experience as it allowed the committee members to get a taste of what 

was to come for the year ahead as it was highly reminiscent of the 

Christmas fair that took place earlier in the year which allowed for a 

sense of consistency to form across the school. 

Sovereign Udott (year 12 – Head Boy 2023-2024) 

The bake sale was incredibly fun to be a part of. It was great to speak to 

students and see the excitement in their faces when buying something. 

Beyond that it was great to experience the feeling of achievement when 

we noticed how we had sold most of our goods, this event only brought 

happiness to everyone in the school. I can easily say that I am counting 

down the days for the next one. 

Maria Ferreira (year 12 - PSHCE Ambassador 2023-2024) 

The bake sale was a successful and fun event in which the charities, 

arts and culture and the wellbeing committees collaborated and sold 

samosas, pakoras, cookies and muffins. The event also included a candy 

pong game. All of the money raised was sent to Orphans in Need. The 

event also improved my communication skills and confidence, as well 

as organization skills. Lastly, I hope that we can continue to have such 

events at Cranford as this gives students and teachers the chance of 

improving the lives of those who are in need. 

Abdullh Yar Parveen (year 12 - Arts & Culture Committee 2023-2024) 

The bake sale this year was a great success; within minutes, we managed 

to raise £260 for Orphans in Need. It was great having committee members 

and staff come together and to see our collective efforts contributing to 

a charitable cause. The stalls were flooded with students across all year 

groups, as well as staff members, where we sold various goods such as 

samosas, pakoras, muffins, and even had games taking place. Everyone 

had lots of fun and I hope to help out in many other events such as these 

in the future. 

Ines Goncalves (year 12 - Head of STEM Committee 2023-2024) 

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SIXTH FORM 2022 /023 

Year 13 Tutor Groups 

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Year 13 Leavers’ Celebration Event 

1/4 

Year 13 Celebration Event 

Throughout the past two academic years, our Year 13 students have demonstrated remarkable resilience, 

adaptability, and outstanding achievements. They navigated challenges with determination, excelling 

both academically and as leaders within the community. Their unwavering commitment to learning, along 

with their active participation in various initiatives, has truly set them apart. We have high aspirations for all 

of our students and by regularly promoting and encouraging students to get involved, we subsequently had 

students complete the Oxford UNIQ programme, get onto Sutton Trust programmes at a number of Russell 

Group universities such as University of Oxford, Cambridge University and Imperial College London. Our year 

group enjoyed the rewards we had for them such as the morning breakfasts and trips, for example to Winter 

Wonderland. This positive environment and culture we all created together will be something that the year 

group will remember fondly when they look back at their time at Cranford. 

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2/4 

We also saw students continue with 

the Extended Project Qualification 

where they researched and wrote 

well written projects in areas of 

their interest and subsequently 

achieved strong grades. We 

continued throughout the year to 

adapt our tutor time schedule to 

support the needs of our students, 

such as introducing revision skills 

near examination windows, a 

focus on broadening literacy skills 

to encourage wider reading and 

incorporated VESPA activities to 

support students with creating a 

more secure path to their future 

goals. 

This year saw them into their final 

year at Cranford and their final year 

in full time secondary education 

and we couldn’t be more proud of 

them. As we reflect on this year, 

it’s important to acknowledge 

the pivotal roles played by our 

dedicated teachers and support 

staff, alongside students’ supportive 

parents. Their guidance and 

encouragement have undoubtedly 

contributed to the successes of our 

year group. 

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3/4 

As the students’ Cranford journeys 

come to a close, we celebrate 

and eagerly anticipate the bright 

futures that await them. We were 

blessed to have incredible musical 

and dance performances from the 

year group at their leavers event 

and this once again showcased the 

talent among them. Their growth, 

achievements, and positive impact 

serve as an inspiration to all. 

So, congratulations to Year 13 

on yet another year filled with 

accomplishments that I and all of 

your teachers will remember for 

years to come! 

Priya Agarwal (Head of Year 13) 

Page 195



4/4 

Page 196

FAREWELL to the STUDENT 

LEADERSHIP 2022 / 23 

1/3 

Farewell from the Student Leadership Team 


Being Head Girl of Cranford 2022-2023 has been an 

inspiring, memorable experience. It has been of the utmost 

pleasure working with the Student Leadership Team and 

the Senior Leadership Team when organising events and 

proposing developments for the school. One of the key 

developments the Student Leadership Team and I worked 

on was creating a mentoring scheme for Year 11, in 

support of their well-being and revision strategies for their 

upcoming exam period. We hope that this can be continued 

and expanded by the new Leadership Team next year! It 

was also a great experience leading the STEM committee. 

We started the year strongly when hosting Cranford’s very 

first STEM fair in more than seven years, which had an 

incredible turnout and motivated students ranging from the 

lower to upper end of the school to channel their creativity 

into exploring STEM theories and experiments. Alongside 

this, we have also been actively running a Medical and 

Dentistry society to further inform current year 12’s of 

the competitive application process into healthcare career 

paths, preparing them to be highly competitive candidates 

for their university applications. 

Becoming Head girl has been an amazing opportunity! I 

am immensely grateful I have been selected to represent 

Cranford through this. Having reached the end of my time 

at Cranford, I will look back at the hundreds of beautiful 

memories I’ve made - the very memories that make it so 

hard to leave! I will thoroughly miss my friends, peers and 

teachers who have made these last seven years unforgettable. 

Ayesha Kaur 

(Head Girl and STEM Committee) 

Representing Cranford as the Head Boy for 

2022-2023 has been a great honour; I am truly 

grateful to the school for selecting me to take 

up this influential role. Cranford has provided 

me with a vast array of opportunities which 

have shaped me into the young man I am today, 

so, I have strived to enhance the school profile 

and ethos as Head Boy and to give back to the 

school which has done so much for me, a task 

which I hope I have accomplished. Leading the 

Student Leadership Team has been a great joy 

and has enhanced my organisational skills as 

well as professionalism, but above all else, I truly 

have enjoyed working alongside each one of the 

amazing members of my team. I am also proud 

to say that the Charities Committee has raised 

over £1000 across our events and have collected 

donations across the entire school for St Paul’s 

foodbank in Hounslow (there was so much that 

they weren’t even able to take all of it on their 

first collection). I am immensely proud of my 

amazing committee members and of how we 

have fulfilled our mission of being a light within 

our local community. As I leave Cranford and 

transition to university, I will look back on my 

secondary school journey with fond memories: 

I wish my school, my teachers and all my dear 

classmates the very best moving forward. God 

bless you all! 

Samuel Dickson 

(Head Boy and Charities Committee) 

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2/3 

Being part of the Sixth Form Leadership team has 

been the most fulfilling opportunity I have had at 

Cranford. I enjoyed leading a team and being a part 

of the Student Leadership team. Together we hosted 

the Presentation Evening and supported the Cultural 

Fashion Show. 

Last Summer, the Environment Committee had over 

45 students sign up to participate in our Sunflower 

Project. Years 7 and 8 explored their gardening skills 

and planted sunflowers with the hopes that they would 

become more aware of their contributions to the 

environment. This year, the Environment Committee 

ran a Model United session where our Sixth Form 

debated on the contemporary international issues. 

Every student in attendance proved themselves ready 

to tackle university debates with their comprehensive 

knowledge and attention to detail. 

Good luck to all of you. Wishing you all the best with 

life after Sixth Form. 

Marjaan Aman 

(Deputy Head Girl - Environmental Committee) 

Being a Deputy Head Girl and Head of the Sports 

Committee has enabled me to develop my leadership 

and communication skills. I developed further my 

team skills by collaborating on projects alongside 

the other student leadership team members and also 

learned how to manage my committee which enabled 

me to learn how to prioritise tasks, delegate according 

to each committee member’s strengths, and boost 

morale. Our proudest achievement as a committee 

has been leading interform for the younger years and 

developing our sports leadership skills by volunteering 

to run extracurricular sports clubs both in and outside 

school. Being on the sports committee and working 

alongside the PE department to increase participation 

in sports has been an opportunity that I will forever 

be grateful for. 

Shenon Dias 

(Deputy Head Girl – Sports Committee) 

As the leader of the Well Being Committee I was aware 

that it would be challenging to run events however as 

a team we took on different opportunities to help out 

other committees where we could, such being able to 

help out with the sports committee to run events such as 

dodgeball interform, helping out at opening evenings, 

helping the charities committee with their bake sale, 

helping out with the arts and culture committee for the 

fashion show and taking part in it. As a member of a 

committee means how well you represent yourself, 

what opportunities you take to help, and how well 

you can work under pressure. Are you able to manage 

everything all at once and how well you can work as a 

team? Being in the student leadership team you need 

to be able to listen and understand what people want 

but also find solutions for what is best and of course 

remember to not give up and always have fun which 

is all part of ensuring everyone’s wellbeing. 

Satnam Curry 

(Deputy Head Boy - Wellbeing Committee) 

Being a PSHCE Ambassador as well as a part of the 

sports committee has meant that I am able to have a 

voice for the rest of the school and ensure that student’s 

mental health and well-being are looked after. As a 

PSHCE Ambassador, I have been able to work closely 

with students and teachers. I participated in the book 

fair, creating the PowerPoint for book week, and 

hosted events such as Debating Club and become a 

role model for other children. This is truly rewarding, 

as not only have I encouraged others to celebrate their 

differences but have increased participation in events 

such as sports. As a female who comes from an ethnic 

environment, much like many of the girls in the school, 

I have encouraged them to participate too. Having 

these roles has been challenging for me alongside my 

A-Levels but I would not change anything, because it 

was my new beginning and I am about to start another 

journey, which can be scary, but risks must be taken. 

Sanjana Bhola 

(Deputy Head Girl - Sports and PSHCE Ambassador) 

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3/3 

Being the Head of the Arts and Culture Committee was one of the most exciting and rewarding experiences I 

had in Cranford. Not only did I got to champion the arts and culture in school, but also have the opportunity 

to bring people together and create meaningful events. As leader of the committee, I was responsible for leading 

a group of dedicated art-loving students, to organise events and performances that promote and celebrate our 

new perception of the cultural scene and as a team we were responsible for writing proposals, sharing thoughts 

about our next steps, and building relationships with other committees. One of the biggest challenges was 

finding ways to engage the whole school in the events we were planning. Art and culture is subjective, and it 

can be difficult to appeal to everyone. But it’s also what makes this role so rewarding: We held various events 

most notably was the cultural fashion show held in March which included a range of students including year 

11 and staff who rehearsed and performed enthusiastically for a large audience! I am very proud of what we 

achieved as a committee. 

Reemas Mohamed-Yusuf (Deputy Head Girl - Head of Arts & Culture Committee) 

During sixth form I have had the pleasure of being part of the student leadership team and the STEM committee. 

I am a PSHCE ambassador through which I have had the opportunity to work alongside my peers and teachers 

in order to help maintain an environment where students’ mental health is well looked after. I have thoroughly 

enjoyed my role as I have gained irreplaceable memories and opportunities through it, I got to meet students 

from around the world (Korea, Italy, Poland and Portugal) and I am truly appreciative that I got to meet so many 

new people and form new bonds with those I already knew. It has been wonderful to see how my involvement 

has made an impact. Through my role in the STEM committee, I have had the chance to inspire younger students 

and encourage them to explore STEM which was a personal aim of mine when first applying for the committee. 

This was achieved through running STEM club in year 12 and hosting a STEM fair in year 13 which were well 

worth the effort. I couldn’t be prouder of my committee and the leadership team for all the work we have put in 

to make the voices of the students heard. I hope that my participation in these roles has made a lasting impact 

on those I was around, and I wish everyone the best for the pathway they have chosen to take. 

Harsimran Bath (STEM Committee and PSHCE Ambassador) 

Page 199

STUDENT LEADERSHIP 

2023 / 24 

1/2 

Sudent Leadership Team 2023/24 

The 

new Student Leadership Team elections took place during the summer term, and we are delighted 

to introduce the new team who we are sure will continue to undertake their roles with great 

professionalism and serve to be outstanding role models to students across the school. Congratulations. 


It is with the utmost gratitude that I accept the position that I was chosen for as head boy of this amazing school. 

In this position I hope to exemplify the qualities that are important at Cranford with the help of the team that I 

have been blessed to work with. During my time as a younger student, I had the privilege of being able to work 

with these people and so I am confident that we can continue to ensure that this school remains an exceptional 

place as it has in the years prior. 

As the leader of the charities committee, I aim to continue the good events that have seen rampant success from 

within this committee and also to carry out original ideas that have never been done before all the while raising 

awareness and money for as many charities as possible. This is so that I am able to give back to the school 

that generously provided me with so many opportunities so that I could find a dream and chase and being in 

the charities committee will allow me to give many other people dreams and opportunities of their own so that 

they too can one day be able to indulge in what we at times take for granted. 

Sovereign Udott (Head Boy and Head of Charities Committee) 

I am extremely honoured to have been elected as Head Girl for our College! I hope to give back to the school for 

its immense support and help I have received over the past two years. By working closely with the leadership 

team of this year and staff I want to portray the school and the community as a vibrant, engorging, and a 

congenial atmosphere one will strive to be a part of. I want school to be a fun experience for all as well as a 

place where the students will excel academically, socially, and personally. 

As Head of The Arts and Culture Committee I wish to make everyone feel inclusive and come together as a 

big community we are all proud of. We will also hold our Annual Cultural Fashion Show where everyone’s 

Page 200

STUDENT LEADERSHIP 

2023 / 24 

2/2 

similarities and differences will be celebrated while 

having a blast. I want to organize spiritual events and 

initiatives to promote a sense of unity and belonging 

and encourage participation in extracurricular 

activities and clubs and highlight and celebrate student 

achievements and successes. I am dedicated to serving 

as a positive advocate for students, striving to create a 

nurturing and empowering environment for everyone 

and to contribute to a vibrant and inclusive school 

environment. 

Sameiksha Sharma (Head Girl and Head of Arts & 

Culture Committee) 

Being appointed to the role of head of the STEM 

committee is an immense pleasure. Within this role of 

great responsibility, I wish to set an excellent example 

for my fellow peers, and foster a welcoming and vibrant 

environment, along with inspiring creativity within 

students. As STEM subjects often lack much appeal 

to many, promoting a deeper sense of appreciation 

for the beauty of related disciplines would be one of 

my core aims for the year. By organising interactive 

workshops, initiating competitions and collaborative 

projects, and possibly even inviting guest speakers 

consisting of professionals in various STEM related 

fields, I confidently believe that the aforesaid aims 

can be accomplished. I highly look forward to working 

with the rest of the Sixth Form Leadership Team and 

the members of my committee to cultivate an inclusive 

and ambitious community at Cranford. 

Ines Goncalves (Deputy Head Girl - Head of STEM 

Committee) 

I am incredibly pleased to be given the privilege of 

serving Cranford Community College as the head 

of the wellbeing committee. I am incredibly excited 

to take over the responsibilities the role requires 

as wellbeing is a topic that I have a passion in, as 

it is often overlooked and I want to change that 

through education and events for the whole school. 

I am grateful that here at Cranford we are given the 

opportunity to be able to develop our leadership skill 

with the guidance of our experienced and thoughtful 

sixth form team as I know this will allow me to further 

develop as a person and help others to do the same. 

Most importantly this will allow me to give back to the 

school and the wider community and this will deliver 

immense satisfaction as I help others. 

Nihal Kang (Deputy Head Boy - Head of Wellbeing 

Committee) 

It is a great privilege to be made a part of the Sixth 

Form Leadership Team considering my limited time 

spent at Cranford and it is a role I intend to fulfil to the 

best of my capabilities. I am proud to be leading the 

Environmental Committee and have new experiences 

alongside my team as we spread awareness on the 

different issues based on our environment around 

the school. It is our goal to help students contribute 

a bit more to the preservation of our planet. I am 

excited to be holding the Model United Nations 

which gives students the opportunity to work on their 

communication and confidence as well as provoke 

them to do deeper research into world problems and 

potential solutions. I look forward to both my roles 

as Deputy Head Boy and Head of the Environmental 

Committee during the next academic year. 

Jishnu Ganapa (Deputy Head Boy - Head of 

Environmental Committee) 

My role of both being a prefect team leader and head 

of the Sports Committee helped to gain leadership 

and excellent teamwork. My main goal for the Sports 

Committee is to make sports an inclusive space for 

girls and boys and maximize participation in sports 

to demonstrate the talent in Cranford to involve 

and engage students in shaping the school and its 

environment. The school has provided me with 

numerous opportunities which helped me to work in 

the community, be confident and succeed throughout 

the year. I aim to work with the leadership team, 

prefect members, and committees to make a positive 

change in the school and the community. 

Anzy Rodrigues (Deputy Head Girl - Head of Sports) 

It is with great pleasure that I take on the role of PSHCE 

Ambassador. In this role I will constantly try my best 

to be a role model to all years and show them the 

importance of how positive attitudes towards school 

can allow us to achieve our goals and improve our 

learning in academia. 

I am looking forward 

to seeing how this 

role can help others 

and myself, to be 

the best in Cranford 

Community College, 

as we all have 

potential, we just 

need to find it. 

Maria Ferreira 

(PSHCE Ambassador) 

Page 201

NATIONAL EDUCATION STRIKES 


‘Pay Up!’ 

Cranford Staff Support 

NEU Strikes 2023 

Was the chorus that was heard across the country this academic 

year by members of the National Education Union (NEU) 

who were striking for a fully funded pay rise for teachers and support staff. After reaching the 

threshold, teachers were able to take industrial action and Cranford staff resolutely did so. 

This action was to demonstrate to central government that teachers and schools have had 

enough of being neglected, and it is this negligence that affects teacher retention and the 

quality of education. NEU members at Cranford Community College supported the cause, 

and so 8 days of strike action followed. 

This began on the 1st of February 2023 where teachers across the country marched in 

London, showing the government that the NEU were not going to endure the rotting state 

of education anymore. Whilst it was a day to protest against the detrimental underfunding, 

it was also a day of celebration where teachers from across the country were able to meet, 

talk and work together. 

All the strikes, the picketing, marching in solidarity with other educators has pushed the 

government to offer a 6.5% pay rise, from the previous offer of 4.3%. It is because of the 

members’ hard work and determination that the government has increased the offer. 

Harsimran Dhillon (NEU Rep Cranford Community College) 

Page 202

cranford.hounslow.sch.uk 

Cranford Community College is a charitable company 

limited by guarantee registered in England and Wales 

under company registration number 7559818 at High St, Cranford, 

Middlesex TW5 9PD 

Kevin Prunty 

Executive Headteacher & 

National Leader of Education. 

CEO Designate 

Jenny Lewis 

Chair of the Academy Trust 

Peter Stumpf 

Associate Headteacher 

Rita Berndt 

Joint Head of School 

Rob Ind 

Joint Head of School 

Maria Bramhall 

Deputy Head of School 

Alan Fraser 

Assistant Headteacher / Director 

of Community Partnerships & 

Income Generation 

P A R T N E R S H I P : 

“Cranford Review” © 2006-2023 is a 

Cranford Community College publication 

to be read online by visiting 

the school website: 

cranford.hounslow.sch.uk 

Berkeley 

Academy 

Heston West 

Big Local 

Production Team: 

Editor-in-chief: 

Jessica Joyce 

Hounslow 

Promise 

Hounslow 

Education 

Partnership 

Web / Graphic Design & Art Direction: 

Enzo GD (Enzo Gianvittorio Danese)

Cranford Community College 2022/23 Academic Review

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