May 14th 2023
My assembly on Tuesday focussed on the Coronation, and it was great to hear from the boys about the elements of the ceremony which stood out for them. Penny Mordaunt clearly impressed, as did the wonderful marching on display on the Coronation route and then at Buckingham Palace. I presented the boys with some ‘Crown’ trivia, and we talked about the history of St. Edward’s Crown, which Charles III was wearing. This was commissioned by Charles II for his coronation in 1661 (although he acceded the throne in 1660).
I then told the boys the story of Colonel Thomas Blood, who, in 1671, stole the Crown Jewels from the Tower of London, and in the process hammered the St. Edward’s crown flat with a mallet so that he could hide it under his cape to make good his escape. He didn’t get very far, and was brought before Charles II, who, for reasons that still remain unclear, pardoned him and gave him land in Ireland. There was talk at the time of Charles II being short of cash and an insurance scam…Sue Gray would have had an interesting time trying to unpick that one. There was an audible collective intake of breath when I announced that I am a direct descendant of Thomas Blood, and that my mother’s maiden name was Blood and her family came from Ireland!
Homework or ‘Prep’ is a really important part of school life, and an area where meaningful collaboration between the school and parents can add huge value. Thank you very much to parents for completing the Homework Survey, which we sent out towards the end of March. We are really grateful for your invaluable feedback which has been so useful in informing our planning to ensure that the work we set for the children makes a real difference to their learning.
Tiffany Squire (Deputy Head – Academic) has collated the results of the Homework Survey, and the actions from the school are as follows:
- Investigate systems to communicate homework, which includes an opportunity for parents to communicate any assistance that they have given
- Investigate in-school prep sessions and the structure of these
- Investigate ways to further support boys with learning difficulties, particularly in relation to prep.
- Produce document which ensures that prep expectations are clear (e.g. when additional tools may be used such at the Internet).
- Ensure that prep is set that either prepares pupils for lessons, practises essential ongoing skills, or develops skills that are required for the future.
Please note that this survey is separate from the recent RSAcademics Parent Survey, which closed recently.
