Manor House Brookham - School Life

#AcademicExcellence

Focus on Rotary Writing Competition Page 2 and 3.

#AloveofLearning

Modern Foreign Languages Page 4.

#FutureLeaders

Leadership Skills Page 6.

#IndividualChallenge

LAMDA Page 19.

#CreativeandCollaborative Music Page 21 and 22.

#UnforgettableExperiences

Iceland Trip Page 30.

#HappyandHealthy

Wellbeing and PSHRSE Page 32.

ISSUE 5

Summer 2023

HEAD’S MESSAGE

As I reflect back over this academic year, I recall meeting former pupil Gabriella James whom we had invited to present awards at Prize Giving. Meeting ‘old girls’ and hearing how Manor House School shaped their lives is a true pleasure and great honour. During her speech, Gabriella gave the girls three pieces of advice; believe in yourself, cherish your friends and don’t grow up too quickly.

As you enjoy this eclectic mix of successes and experiences, I hope that you will agree that these important messages are ones we strive to convey each and every day. This edition is a celebration of learning activities that have provided our pupils with opportunities to test their self-belief surrounded by friends in a fun and beautiful environment.

We have witnessed young leaders emerge and grow, dramatic performances of exceptional quality, academic excellence, musical achievements and hard work and talent across teams and individuals in sports.

‘self-belief and hard work will always earn you success.’ These qualities instilled in our pupils have created the bedrock from which their achievements and experiences have grown. I am immensely proud of the efforts, achievements, and joy that I see across the School.

As we look forward towards the exciting partnership ahead with the Effingham Schools Trust, I am confident that Manor House School will retain its fantastic ethos yet benefit from all that working with partners can bring. ‘If you want to go fast go alone, if you want to go far go together’ Words from the Africa Proverb pinned on

I hope you enjoy reading this edition of Manor House Life and my sincere thanks go to all our staff for working as a team to ensure that Manor House School continues to provide the environment in which all can flourish.

MS FANTHAM, HEADTEACHER

We wish to thank Olivia W and Georgina A for being super role models as Head and Deputy Head Girls during the 2022-2023 academic year.

We also wish to introduce our new Head and Deputy Head Girl, Charlotte E and Flora D.

Ms Fantham, Headteacher

Head and Deputy Head Girl, Charlotte E and Flora D

Focus On WHAT IS PEACE?

Aspiring novelists and writers are often advised to ‘write about what you know’. So, when Manor House School pupils were given the brief to write about ‘Peace’ for the latest Rotary Club’s Young Writer Competition, many pupils did just that. From the view of a rainbow through a bedroom window to ‘the ocean’ with ‘the majestic view of the waves’; from ‘the wafting aroma’ of ‘freshly baked cookies’ to a ‘warm welcoming fire after a long walk’, their ideas were personal and original. Whilst some pupils drew on their own experience, others used their knowledge of current affairs or history – the war in Ukraine or the Christmas truce during World War One for example – to explore the idea of peace.

This year, the English Department was delighted that the winner and runner up, in both the Intermediate and Senior Sections, were girls from Manor House School, along with a record number of highly commended entries. To find out more about how ideas for creative writing come about, some of the girls explained their thoughts; Maia C, the winner of the Intermediate Section, shared her writing and what inspired her:

Q: When the task was introduced to you in an English lesson, how did you come up with an idea?

A: I decided that I wanted to write something that was not peaceful for most of the way through but then ended with a sense of peace.

Q: So your starting point was the structure of your writing. What inspired you to write about losing someone close?

A: There’s a song by the Beatles, ‘Let It Be’, which includes the lyrics ‘Mother Mary comes to me’ and after listening to this, my Dad told me the backstory of how the Beatle, (Paul McCartney), had a dream where his Mum came to him and told him to ‘let it be’ and that things would be ok. (McCartney’s mother, Mary, had died from cancer when he was 14). Also, for the part of the writing that’s in the hospital, I thought about my own experience of visiting my grandma in hospital.

Q: By combining what you had heard with your own experience, you created a powerful piece of writing. Congratulations on your success.

The Day You Came Back

I slam the door, splintering it against the wooden frame. A boom echoes down the hallway. I stomp blindly up the stairs away from Dad and the chaos, so angry my cheeks are burning. I can’t believe he still doesn’t understand me. I collapse on my bed, my eyes can’t hold the tears in. I bury my face in my pillow screaming at the top of my lungs. The sound is muffled to my ears but pierces through my head.

Why did you have to leave me? At the time I needed you the most, you had to go. I remember sitting, waiting for our turn inside your bedroom in the hospice. Daddy was sitting next to me, trying to comfort me. My emotions were spiralling around my head like I couldn’t control them any longer. The nurse came out of the doors “Mr Smith” she signalled to us that it was our turn to go in. I’ll never forget that last moment with you. My sobbing has stopped and my eyelids are getting heavy. I slide into a deep dreamy sleep. And there she is gazing at me. She is even more vivid than my memory of her. I reach out but my fingers can’t quite touch her. She still looks beautiful even with a scarf wrapped around her head. I walk slowly over to her, taking her hand in mine. She leans over to me, trying to whisper something into my ear. She smells sweet like strawberries. I lean down towards her, then I hear her soft voice in my ear. “Look after your Dad for me sweetheart, he needs as much help as you do.” Then she begins to fade. I reach out to try and grasp onto her hand. “Mummy don’t leave me again,” but then she is gone. My eyes blink open.

Here I am back in my own bed again. What has just happened to me? I jump out of bed, my toes hit the soft carpet. I burst open the door into Dad’s room. I run over giving him a hug, tighter than I ever have before.

Warm against his chest, I feel at peace for the first time since Mum died. I know that it’s going to be a long road but Dad and I will get through it, together.

Eloise W, the runner up in the Intermediate Section, explained that when she writes creatively, she thinks back to her younger self when she dreamed of becoming an author. She and a friend would write stories and

pretend to publish them. That thought then inspires her to experiment with language and ideas as she writes. For this piece, she also drew on her understanding of the war in Ukraine that she gained from family conversations in order to think empathetically about the Ukrainians’ experience.

Peace

The idea of a pivotal perfect peace,  Can be mastered and conjured under a blankety fleece,

Or simply tweaked in the words of a bed-time prayer,

To be free from the sight of an evil glare,  To be living in a palace of tranquil state, To be able to open that comforting gate,  And be at peace at last from an ongoing fight.

Peace is a soothing feeling in the mind,  That can take many years to find,

It can be fractured in seconds but healed in time,  When those difficult obstacles decide to resign,  And those bold thoughts begin to dull,  And the fighting and war begins to lull,  Will we all be at pleasant peace in the night.

The idea of a pivotal perfect peace,  Gives you hope and a temporary reality release,  From the demolished remains of humanity,  From the war, horrors and pain that remove all sanity,

We dream of a sound, safe haven that doesn’t live,

And we pray that soon our government will give, A peace and safety that will shed an infinite light.

Peace is a soothing feeling in the mind,

That can quickly crumble or unwind,

To find peace in something existent,  Can be found easily with an assistant,

We should not feel afraid to ask for peace,  For it gives positivity a high increase,

Maia C, Year 8, Intermediate Winner

Eloise W, Year 9, Intermediate Runner Up

And it helps us sleep even through the fright.

We all want peace, of course we do,  Why wouldn’t any person want it too?

Be free from the pain and the cruelty of war,

To be free from the work of that surviving chore,

To be free from the fear of the unknown dangers,  That people will change from friends into strangers,

Peace we know is what is humanly right.

The English Department provides the opportunity for all girls to enter the competition and encourages creativity, freedom of expression and discussion to generate ideas as well as individual choice in deciding the form and content of their writing, which can be either poetry or prose. In the Senior Section, the winner was Matilda G with Flora D as runner up; Parisa M and Scout W were both highly commended and Scout went on to be highly commended in the district competition. Whilst Parisa chose to use prose to explore the idea of inner peace, Matilda, Flora and Scout all chose to write in poetry. Their writing shows how effective this form can be, whether it is used to make us pause and take in the specific details of everyday sights, scents and sounds; to hear a prayer-like request for recovery from conflict or to convey a universalised message of hope for world peace.

Moments of peace

by Matilda G, Year 11, Senior Winner

Birds chirping in the morning, You open your eye

To the clearest sky, Of the earliest dawning. Your friend’s smile twinkles

As you walk inside the door; The warmth seeping through, Stealing the cold air from your core.

The quiescent and hushed Fresh crisp snow

That lays, quiet, Falling so slow.

The wafting aroma, The soft, rich flavour

Of freshly baked cookies, Warming up the home.

The click of the lighter,

The dance of the flame, Rich orange colour

Lighting up the candle in the night.

Peace by Flora D, Year 10, Senior Runner Up

Peace,

May you emerge from the scarred fields May you rise above the battle smoke Feel the tender welcome of the faithful As conflict ends with long awaited hope.

Peace,

May you flow over our parched lands

And bring our sad, neglected world relief May you saturate our unwatered souls, And let us revive despite past grief.

Peace,

May you not abandon those who need you most, May you not ebb unheeded back to the surf, But stay to heal humanity’s age-old wounds And seal with new green shoots our barren turf.

There Will Be A Day... by Scout Wyatt, Year 11, Senior District Highly Commended

There will be a day maybe we’ll live to see it not today, tomorrow or the next. And maybe we’ll outlive it.

There will be a day when the last gunshot is fired the air grows quiet.

Light

without the haunting whistle of artillery. Soldiers will bury their faces in their hands holding back tears for fear that they will be made less of a man.

There will be a day grass will grow where there was once mud, more evergreen than ever before. Buildings will stand overlooking a capital that was once drowning in rubble. And people might forget that there was a time when all was not at peace.

There will be a day when the message will be carried from trench to trench, camp to camp, base to base. Hopeful yet not without doubt. Because shouldn’t it have ended years before? There will be a day when we come to realise that some battles are not won with a gun in hand or a capture of a land but with words and actions and compromise. An extract from Peace by Parisa M, Year 11, Senior Highly Commended

Quiet. Peace. The calm before the storm. Comfort and chaos wrapped up in one single moment. A moment I wish was everlasting. Something you could never understand.

Scout W and Parisa M, Senior Highly Commended

Something so innocently blissful that could be dashed without a second’s warning. Some say ignorance is bliss; in cases like this, they’re right.  Flowers lay still on the stone.

My heavy heart pulsated, giving me a rush of adrenaline, allowing me to cope with my tumultuous emotions. If I could freeze them for eternity, I would. If I could stop all of the pending cries and outbursts, I would. If I could just press pause, I would. People tell me that it is better to feel pain than to feel nothing at all; I don’t believe them.

The frozen wind rushed through me, flowing through my hair, brushing it out of my face. The dew from the grass had soaked through my dress. I’d forgotten how long I’d been sitting there, but judging by how wet my skirt had become, I imagine it must have been a few hours. It didn’t bother me though. In fact it helped me to feel something. I mean to feel something in the physical sense for a change.

Flashing images of nothingness; a cacophony of silence. Darkness creeping within me blurring my vision. Illusions of memories raced through my mind, memories of you, in an attempt to balm my soul but instead breaking it…

Eyes drifted upward filled with unshed tears, hazily, watching the moon longingly chasing the Earth, but never daring to come too close for it knows that it would destroy them both. At least, it was a comfort to know that I wasn’t alone in my grief of a love now forever out of reach…

Freedom of choice in terms of content and form has proved to be a successful formula as, for the last four years, the creativity and writing skills of the girls at Manor House has been recognised with winners of both the senior and intermediate sections every time and two of these winners have also gone on to win the district competition. The judges comments sum up what makes their writing so appealing: ‘It’s the contrasts between the outside world and what is going on in your head that make this poem such a delight’, ‘Your powers of empathy are amazing’, ‘I was entranced’ and ‘As I was reading your poem, I slowed down and became more at peace. Thank you.’

MRS LORENZ, HEAD OF ENGLISH

Matilda G and Flora D, Senior Winner and Runner Up

Focus On

MODERN

FOREIGN LANGUAGES

The MFL Department has enjoyed a busy and varied year in 2022-23. The year started off vibrantly with the European Day of Languages in September. With the help of Language Mentors, we held a fun day of themed mufti (national dress) and fundraising. When the fundraising totals came in, we were very proud to have raised over £1,100 for Plan International, a charity supporting children in developing countries. We were delighted to receive a pack from them with information on the three girls whom we are sponsoring, one in Honduras, one in Niger and one in the Philippines. We have started correspondence with the girls and look forward to a regular exchange of letters and future fundraising.

The Language Mentors programme, which was set up during the previous academic year, has launched into its full flow this year. The Mentors have been working hard with younger girls to boost their confidence and outcomes and we are very grateful to our Mentors for all their efforts. We will be choosing more Mentors to add to the team in September and look forward to another year of collaborative work with them.

We are excited to announce the creation of a Languages Leadership Team, which was set up during the Spring Term. This team, comprising of Lottie E, Isabelle B, Asha M, Flora D and Elise F currently in Year 10, will support the MFL Department by helping to organise events, fundraising, collaboration with the Prep School and Mentoring. The first few meetings have been successful, and the girls are currently working hard on ideas for the future.

The Meraki MFL Magazine, launched this academic year, has been a huge success and very well received by pupils and parents alike. A big thank you goes to all the girls, led by Flora D and Olivia G in Year 10. A big thank you as well to Miss Boxall who supervises the Magazine club.

We also have an exciting upcoming event for our Mentors, the online “Business Language Champions”. This event will see the girls working in teams to represent each language; French, German and Spanish. The girls will use their language abilities and learn about using languages in the wider world and business contexts. We are sure this will be an enjoyable and enriching experience of all involved. We are looking forward to the next academic year, when we will have record numbers of GCSE linguists in Year 10, and will continue to broaden our programme of events and activities.

MR JONES, HEAD OF MODERN FOREIGN LANGUAGES

Focus On

MATHEMATICS

Emerging technology has allowed us to ensure that Mathematics education and work is ever expanding and growing. Although methods for solving problems may vary from one person to another, we believe that all girls should have the opportunity to explore ideas openly and discover methods that suit them best. Providing guidance within School and allowing the girls to become more independent in their work outside of lessons has been something we have worked on to help ensure that Mathematics is an enjoyable experience for everyone.

Over the past few years we have been adopting more of a digital aspect to discovering mathematics than traditional textbooks and, thanks to the great work Dr Jamie Frost has done with his online learning platform, we have now reached a point where every girl from Year 5 upwards can track their journey in Mathematics online and self-reflect on both stronger and weaker areas. The DrFrostMaths platform has access to a wealth of previous examination questions from a variety of examination boards and even the UK Mathematics Trust for Maths Challenge questions. Not only can girls access past papers and questions, but there are short video tutorials that can help with understanding by working through examples to almost every style of problem available. Technology has allowed the platform to utilise a form of procedural generation to provide an unlimited variety of questions on the same topic allowing dedicated practice on any topic of choice.

When it comes to methods for problem solving, we believe that the choice to use any valid mathematically correct method to solve problems is key in stretching a pupil’s ability. “A Compendium of Mathematical Methods” by Jo Morgan has provided some of the KS3 pupils with examples of how various methods of even

Multiplication has changed over time, from “the column method”, “the grid method” even to some methods used throughout history “the Russian peasant method”

Last academic year we have had opportunities to stray from the usual iGCSE course and allow different groups of pupils to get involved in UKMT Junior and Intermediate Maths Challenges, some

Year 10 and 11 pupils have sat and passed their Level 2 Functional Skills mathematics qualification and we have had a wonderful uptake by girls for AQA’s Level 2 Further Mathematics qualification also!

Here is a question from a recent Junior Mathematical Olympiad Paper that may provide a challenge at home.

Any solutions can be sent to poneill@ manorhouseschool.org to be in with a chance of winning a new model Casio fx83GTCW calculator!

MR O’NEIL, HEAD OF MATHEMATICS & EXAMINATION OFFICER

Focus On

LEADERSHIP SKILLS

At Manor House School we run the Leadership Skills Programme. This fantastic programme has given over 50 pupils the opportunity to develop leadership skills and behaviours. The course sees them embrace the challenge of teaching a younger year group. They plan, prepare and deliver a full lesson designed to engage and enthuse the pupils about an aspect of Science.

Leadership skills in teenagers are important for several reasons:

1. Personal Development: Developing leadership skills helps teenagers build their confidence, self-esteem, and selfawareness. It encourages them to take initiative, make decisions, and take responsibility for their actions. These skills contribute to their overall personal growth and prepare them for future challenges.

2. Influence and Impact: Teenagers with strong leadership skills have the ability to positively influence their peers, family members, and communities. They can inspire and motivate others to take action, make a difference, and work towards common goals. Leadership skills empower teenagers to have a positive impact on the world around them.

3. Future Success: Leadership skills are highly valued in many aspects of life, including education, career, and relationships. The ability to lead and work effectively with others is sought after by colleges, universities, and employers. Developing leadership skills at a young age gives teenagers a competitive edge and opens up more opportunities for their future success.

4. Problem-Solving and Decision-Making: Leadership skills involve critical thinking, problem-solving, and decision-making abilities. Teenagers with strong leadership skills are better equipped to navigate challenges, find creative solutions, and make sound decisions. These skills are valuable in various situations, from academics to personal relationships.

5. Teamwork and Collaboration: Leadership skills teach teenagers how to work effectively in teams, collaborate with others, and appreciate diverse perspectives. These skills are crucial in both academic and professional settings, as most tasks and projects require teamwork. By developing leadership skills, teenagers become better team players and learn the importance of co-operation and compromise.

To capture their attention and make the learning experience enjoyable, the LSP pupils employed various interactive teaching methods. They used visual aids, props, and hands-on activities to explain complex concepts in a simplified manner. Understanding the importance of active engagement, they encouraged the pupils to ask questions and participate actively in discussions.

Following the training sessions they skilfully adapted their teaching style to accommodate the diverse learning needs of our younger pupils. They used clear and concise language, ensuring that everyone understood the material.

Recognizing the significance of fostering a positive classroom environment, pupils emphasized respect, collaboration, and empathy among the younger pupils. They encouraged them to work in groups, promoting teamwork and cooperation. They also instilled a sense of confidence by acknowledging and praising their efforts, creating an atmosphere where mistakes were seen as opportunities for growth.

In summary, leadership skills in teenagers are important for their personal growth, ability to influence others, future success, problem-solving capabilities, teamwork, and community engagement. Developing these skills during adolescence sets a strong foundation for their future endeavors and helps shape them into responsible, confident, and capable individuals.

MRS WATERHOUSE, HEAD OF SCIENCE & KEY STAGE 3

Focus On SENIOR PUPILS

Aside from the traditional curriculum lessons there are numerous opportunities to engage in extracurricular activities and trips. Whether it’s gaining inspiration for Drama club through a theatre trip, challenging themselves to enter Science competitions like TeenTech or Olympiads or putting the world to rights through our highly successful debate teams. All of these activities broaden the pupils’ experiences and enable them to evolve into the rounded and enthusiastic pupils we see leaving our Year 11. It is these additional opportunities that are so important as then forge the memories that remain with them for a lifetime. We may only be smaller in number but our success in music, photography, science, sports and debating competitions shows we are also mighty. This is thanks to the incredible work ethic and determination shown by our pupils.

MRS WATERHOUSE, HEAD OF KEY STAGE 3 & SCIENCE

Life as a Senior pupil in Manor House School is all go from the start, with the aim to develop independence and confidence in their learning.

NURSERY AND KINDERGARTEN

SPORTS DAY

Children in the Nursery get to participate in Sports Day each year. The children enjoy participating in many different races and waving at their parents after finishing each race! They went home covered in stickers and badges for their super participation.

CHRISTMAS

Christmas is always filled with lots of fun for the Nursery children. They performed amazingly as sheep and angels in the Christmas performance of ‘A Little Nativity’ They practised for weeks to learn all the songs and dance moves and were fantastic on the day in front of their parents.

Nursery children also had their own Christmas party where they got a surprise visit from none other than Father Christmas himself!

EASTER EGG HUNT

Nursery children have been very lucky to participate in an Easter Egg Hunt this year where they followed the Easter bunny who had hidden lots of different patterned easter eggs for the children to find. Once they had found their matching half, they exchanged it with the bunny for a chocolate egg.

KING’S CORONATION

To celebrate King Charles’ III Coronation this year, Nursery and Kindergarten decorated crowns to wear to their multiple picnics. They enjoyed their own picnic in the Orchard Garden whilst wearing their best Royal costumes and danced around the garden. They were then lucky enough to join the whole school picnic where they loved eating the cakes with the older girls.

EVENTS

Nursery and Kindergarten love inviting their parents into school to look at their classrooms and have tea or breakfast with them. This year the children did an excellent job of performing in Mother’s Day Tea and then enjoyed an afternoon tea with their Mummies in Arcot where they gave them their beautiful handmade presents. At the Father’s Day Breakfast, their Daddies enjoyed a lovely breakfast with their children before school started.

MISS ALLOWAY, NURSERY MANAGER

RECEPTION

Reception have enjoyed lots of activities this year. Some of their highlights include: going to Brookland’s museum, meeting Father Christmas, having ducklings in the classroom, dressing up for World Book Day, visiting a bookshop and going on a minibeast hunt. Reception enjoy specialist lessons such as Performing Arts, Music, French and Forest School. A unique subject to Reception is Violin. They have weekly lessons and get to perform in the Nativity play.

In Reception the children are taught Literacy and Mathematics four times a week along with daily phonics. The children progress quickly in their reading and writing due to our smaller numbers. Lessons are catered to the individual needs of the children and supports them in making quicker progress. In Mathematics, the children cover each number to 10 in depth. They learn how numbers can be made of other numbers as well as double facts, odds and evens and how to share quantities fairly.

We do topic based learning. Some examples of our topics are: Minibeasts, People who help us, Traditional tales, Animals and Space.

The children have been very creative making planets, castles, owl pictures and puppets.

YEAR 1

Year 1 is an exciting year that builds on the foundations of Reception. There is a still a wide opportunity for the children to learn through their play as well as independent investigative activities. Our literacy learning is topic based, linking with our Humanities lessons. The children have enjoyed recognising the different types of houses and homes in their local area, along with exploring the changes from homes in the past. Along with this, we have had fun exploring toys from around the world and had a super time at The Chertsey Museum where they were able to play with and view some very special toys from the past.

The children learn to write in full sentences with a pre-cursive style and enjoy writing for a variety of genres such as diary entries, poems, recounts, and instructional writing. Phonics plays a huge part of our learning where the children become more adept at alternate sounds, split diagraphs and trigraphs where they not only recognise them in reading but place them correctly into their writing too. Reading is fundamental to the children’s learning and children are encouraged to read as much as they can both in school and at home.

In Mathematics, we follow the White Rose maths scheme where children are encouraged to delve more deeply into understanding number and partitioning them into tens and ones along with recalling addition and subtraction facts. Problem solving activities which always follow each mathematics topic to better secure understanding.

In Science, the girls have investigated different materials and described them by their properties and had great fun building the strongest house that the Big Bad Wolf could not blow down! They have investigated weather and the seasons, grouped animals into their classification groups and learned to recognise wildflowers, garden flowers and different trees that grow in the beautiful gardens of Manor House.

MRS ARGENT, YEAR 1 TEACHER

YEAR 2

The Year 2 classroom is a happy and calm place to learn. Whilst core subjects hold a prominent place in our timetable, the curriculum and opportunities for all girls are broad. In English, creative writing is taught through exciting texts. Reading is highly valued; our aim is for Year 2 to develop a love of reading for pleasure, as well as to be able to read and understand a wide range of genres. Our cosy book corner encourages children to share their enjoyment with their peers and their reading buddies from Key Stage 2.

Mathematics is taught in blocks of learning, each developing deep understanding and relevant mathematical language as well as incorporating the four operations of addition, subtraction, multiplication and division throughout the problem-solving activities and tasks. Use of apparatus and pictorial methods are taught as a natural part of Mathematics, with children learning visual, practical strategies to ensure a greater comprehension of relationships between numbers.

Specialist teachers for Art, French, Music, P.E and Performing Arts ensure an elevated level of teaching and attainment. Many girls choose to learn musical instruments from this young age and most take LAMDA lessons achieving Distinction in Public Speaking and Performance.

Carefully selected School trips enrich our curriculum and include visits to Windsor Castle and the Chertsey Toy Museum for History; Painshill Park links to scientific study and enquiry. In addition, we invite visitors such as from The National Archives in London and Theatre workshops to deepen our girls’ understanding within their learning.

Using computers and iPads every week ensures our girls have a positive relationship with technology to enhance learning

experiences. Year 1 and 2 have a dedicated set of iPads, kindly funded by our FOMHS. iPads enable exploration of different climates through AR, individualized spelling tests, or for exploring paintings in greater detail, as part of Art and English lessons. The girls learn to independently create videos during topics such as The Great Fire of London, and these are just a highlight of some of the ways we utilize technology as a natural part of learning.

Our weekly Forest School is a wonderful time for character building and bondingit is a firm favourite with the Key Stage 1 girls! ‘The Dell’ gives them the opportunity to climb the banks and trees, create pieces of art with nature, drink hot chocolate and toast marshmallows around the campfire whatever the weather.

We offer a wide variety of lunchtime and after-school clubs ranging from R&R Club, which focuses on neuro-development techniques, Gardening, Card Games, Puzzles and Papercraft, and Science Club, to name but a few! Each day is packed full of stimulating, fun lessons and

experiences, and our School values such as Love of Learning, Happy and Healthy and Individual Challenge are clear to see. We are extremely proud of what our Year 2 girls achieve during each year, here at Manor House School – the way they collaborate with one another and strive to reach their potential in all that they do is wonderful.

MRS DAVIES AND MRS RICKERD, YEAR 2 TEACHERS

YEAR 3

In Year 3, the class teacher instructs the main core subjects, Mathematics and English, in the mornings.

Following the White Rose Mathematics Scheme of work with lots of online work on iPad and Mathematical challenges, they developed and expanded their learning. The girls work in booklets which are designed to broaden and enrich their learning and other written work is done in their Maths workbooks.

In English, the girls read varied texts, to broaden their knowledge and creativity and develop their ability to express themselves and their views. We have read Charlotte’s Web by E.B.White, The Iron Man by Ted Hughes and Fly, Eagle, Fly! An African Tale by Christopher Gregorowski.

The children’s work in Year 3 is always imaginatively expressed in various ways with Art, Drama, and creative writing.  Specialist teachers teach French, Music, Science, Art, PE, RE and Performing Arts. The highlight of the year is the end of year production in which all girls from Year 3 to Year 6 are involved.

This year we performed ‘Frozen’ an acting, musical and dance production.

In RE we have guest speakers and workshops for all age groups. We visited a Mandir and had a wonderful engaging Hindu workshop. We are lucky enough to have our beautiful All Saint’s Church next door where we have church led services every fortnight. We have other local churches we can visit too.

In Science we do lot of practical work, planting potatoes and onions and experiments exploring the requirements of plants for life and growth. We set up investigations to find out what plants need to grow well. We start to learn and use simple scientific language, draw and label diagrams, use keys, bar charts and tables and record our observations. We enjoy having STEM workshops, we recently had an amazing Lego Workshop where all the classes got involved in creating and making wonderful designs and models.

In PE the girls cover a wide spectrum of seasonal Sports including Cricket, Tennis, Netball, Hockey, Football, Rugby, Athletics, Gymnastics and Swimming. Lots of matches against other schools are played through out the year. All the girls enjoy being actively involved regardless of their level of expertise. They are always so proud of their achievements and learn how to work individually and as a team and support each other.

This year, we visited the Polka Theatre where we watched a spectacular musical and drama entitled ‘The Lost Spells’. This was a great experience and enjoyed by all the girls from Year 2 to Year 6.

The highlights of the year have been the Humanities School trips where the girls

visited Fishbourne Roman Palace in the Autumn Term, that complimented their study of the Celts and Romans.

In the Spring Term they visited the British Museum where they were able to view the amazing Anglo-Saxon artefacts found at Sutton Hoo, as well as examine some Roman artefacts too.

In the Summer Term they visited Juniper Hall for one night and two days on a residential trip. The girls enjoyed mammal trapping and were beyond excited to find voles and mice, which they then released back into the woods.

They visited the River Tillingbourne where they raced rafts and experienced ‘pond dipping’. They used microscopes to help them identify the various invertebrates they found. With this taste of independence, the girls had to make their own bed and in the morning after breakfast, make sandwiches to take on the walk-up Box Hill. The evening ended with a campfire, songs, stories, and toasting marshmallows.

Year 3 girls learn to be independent, confident and enjoy sharing their many and varied talents with their peers and forging caring, healthy friendships.

During Art and Design Technology lessons the girls learn and further develop many key artistic and practical skills. They work on their understanding of colour theory and drawing and sculpture development through studying the work of famous artists.

As well as developing key skills the girls have lots of fun in Design Technology creating drawstring bags, photograph frames and delicious healthy rolls!

MRS HORROCKS, YEAR 3 TEACHER

YEAR 4

Year 4 of the Prep School is widely referred to as ‘Team 4D.’ The girls have worked with purpose, creativity, and a determination to do their best all year because they love what they do every day. They have consistently displayed a high degree of interdependence as a team in supporting each other both in and out of the classroom.

From writing books to talking through their Mathematics strategies with their learning partners to developing a genuine love of the Tudor Times, and achieving significant progress in core subjects, Year 4 have had a great year together – as the following gallery of images demonstrates.

MRS DARLINGTON, YEAR 4 TEACHER

YEAR 5

Year 5 become increasingly independent and resilient in their learning, organisation and decision making. They also start to take on more responsibility within their class and Prep School roles.

The Year 5 residential trip to Sayers Croft, Ewhurst in the Autumn Term always builds a sense of confidence and achievement at the start of the academic year. As well as being away from home, the girls experienced a wide range of challenging, teambuilding and exciting activities including Bouldering, Orienteering, Pond Dipping and a fascinating Bat Walk.

In humanities, Year 5 enjoyed studying the geography of South America and historical changes in the social history of Britain during the reign of Queen Victoria. One of the class texts was ‘Runaway Girls’ which was read in English lessons. In response the class wrote detailed scripts from chosen scenes which were then directed and performed by the girls to the parents during a splendid assembly. By the Spring, Year 5 turned back the clock to Ancient Greece, learning about the legacies of the Ancient Greeks and enjoyed the world of

The discussion Year 5 had whilst the reading the challenging novel by Beverly Naidoo showed how empathetic the girls have become. Through studying this novel and by interviewing members of staff the pupils have gained an insight into life in South Africa over the past 60 years.

A new language was introduced in Year 5, taught by one of our Specialist Language Teachers from the Senior School. In both their French and Spanish lessons, the pupils have learnt new vocabulary and been exposed to the culture and customs of these two countries.

MRS MCMILLAN, YEAR 5 TEACHER

YEAR 6

Another exciting and action -packed year in Year 6 at Manor House School!

The final year in the Prep Department is a time to work hard and play hard. We aim to inspire the girls to be excellent role models in all aspects of Prep life and to provide opportunities for the girls to support and lead activities wherever possible.

During House Arts the Prep House leaders work hard to ensure the Prep girls know what they’re doing and even run extra rehearsals for the younger girls. Our Science Ambassador has had a very busy year helping to run the weekly Lower Prep Science Club as well as helping out with the organisation of Year 6 Science lessons.

Our Year 6 Food Ambassador regularly liaises with each Prep Class to survey their opinions about meals and to suggest options for the daily menus. As well as this, the girls consider how to reduce waste and be more sustainable at School. Prep ideas are taken to whole termly school meetings by our Ambassador and often adopted.

Year 6 Playground Mentors enjoy looking out for the Prep girls and chatting with them about their games. The Year 6 girls captain the Sports teams and the Form Captain and Deputy Form Captains take many responsibilities including helping with class organisation, routines and general reminders for the class.

Developing independence and personal organisation is one of our main foci for the year. The girls are encouraged to become more responsible and independent in their class lessons, homework and class projects and to try out new activities before they leave the Prep Department. Our aim is always to nurture confidence, individual talents and interests and to encourage the girls to aspire to be the best they can. In Science we have enjoyed finding out all about aspects of Light, the Human Body, Adaptation and Evolution, Electricity and Classification. In addition to Science lessons, the girls have really enjoyed STEM

Club which is run exclusively for Year 6. Each week in this highly sought after club, the girls undertake experiments using specialist equipment in the Science labs gaining a taste of the exciting science work to come in the Senior School.

Specialist teachers have delivered Music, Drama, PE and Modern Foreign Languages during the year. The girls all really benefitted from opportunities to perform on the stage: rising to the challenge performing in House Arts and the Vocal and Rock and Pop Concerts and most recently our spell-binding Prep Production of Frozen

Trips and events are a real highlight of Year 6. During the Autumn Term we don our wellies and waterproofs to investigate different points on the River Tillingbourne: measuring meanders and racing ducks to discover the speed of the river.

We visited Henley Fort in the Spring Term and had great fun finding out all about the roles of ARP Wardens and the Home guard during World War Two. The girls were fascinated by the authentic Morrison and Anderson shelters and loved dressing up and learning to march as the Home Guard. They learned how the ARP wardens tackled fires and perfected their commands of ‘Put out that light!’

Bikeability teaches the girls how to ride their bikes safely on local roads. This great course not only improves cycling skills but also increases independence and encourages the girls to get out and exercise. Going to the O2 for the Young Voices concert was a real highlight! We had amazing seats and the girls loved singing and dancing the songs which they had worked so hard to learn. As if it couldn’t get any better, they also sang ‘Proud’ with Heather Small for a Charity single. What a great experience!

PGL in the Summer Term truly was an unforgettable experience! Beautiful weather accompanied our visit to Little Canada on the Isle of Wight and we had a great time abseiling, climbing, canoeing, fencing, building enormous buggies to race and ride in. We were also able to enjoy archery sessions and Laser Tag. We returned, exhausted but exhilarated!

We were delighted to have the opportunity to visit the West End Show ‘Frozen’ in the weeks before our own exciting production. The girls loved seeing the staging and lighting ideas and were thrilled to see the characters they were going to portray themselves!

When our turn did finally arrive the girls loved every minute of Frozen and worked so hard to produce a truly memorable event. Fantastic performances and great team work – a wonderful end to an exciting year!

Year 7 – we’re ready!

MRS GANDER-MILLER, YEAR 6 TEACHER

KEY STAGE 3 ART

In KS3 Art, pupils explore a range of materials and techniques such as Drawing, Painting, Textiles, Ceramics and Printmaking. They develop these skills, year on year through different themed projects that link to the work of artists and gallery visits. In the Summer Term, each year group works to a theme for the examination project, and they are encouraged to produce a personal piece in materials of their choice. This allows pupils to develop their own interests and personal style.

MRS DI CARLO, ART TEACHER

GCSE ART AND DESIGN

Art is a popular GCSE option, and many pupils go on to study it beyond GCSE.

Pupils are encouraged to work in a variety of materials including paint, textiles, three dimensional and printmaking.

Every year GCSE Art is showcased in a special exhibition. On this page you will see examples of some of the excellent work produced.

This year, three pupils have won Art Scholarships to their future schools.

Many of our alumni have gone on to make successful careers in the world of Art and design.

MRS WILLIAMS, HEAD OF ART & KEY STAGE 4

Alyssa M

Emsie R

Harriet T

Chloe B

Lauren I

Jessica S

Ania M-M

Gabriella P-R

PREP SCHOOL DRAMA

This year’s Prep School Production was Disney’s Frozen. All the cast worked hard to create a very memorable show. Year 6 took the leading roles whilst Years 3, 4 and 5 formed the ensemble.

“Frozen”

LAMDA

Many girls from year 1 – 11 attend LAMDA tuition at Manor House School. 110 girls have recently taken their LAMDA examinations with 93 receiving distinction and the rest gaining high merits. This is a fantastic set of results and I am incredibly proud of the girls.

There are a range of pathways that the girls can choose from including Acting, Speaking Verse & Prose and Public Speaking. Each pathway has many benefits for the girls and will equip them with a range of skills that can be used throughout life.

Many people think that in order to take up LAMDA tuition they have to be good at Performing Arts but LAMDA can help in many ways and not just if you want to be on the stage. LAMDA tuition can help quiet, shy pupils find their voice, to gradually build confidence in speaking in front of others. Lessons can help pupils understand and develop effective communication skills, such as the importance of eye contact when talking to someone. This is one of the requirements for the entry examination grades, in the exam it is essential that pupils make eye contact with the examiner and learn not to fidget when they are presenting their pieces!

These small but essential skills can help us all in our lives, whether it be speaking in a School assembly or in interview situations, confidently presenting yourself as you walk into a room.

Not only do LAMDA examinations look great on the girls CV, they can also gain UCAS points for university when they take their Bronze, Silver and Gold exams. All the Year 11 girls this year achieved distinctions so were awarded the maximum UCAS points for that grade. Those extra points, are worth having!

I really think that LAMDA tuition is truly beneficial for all girls at Manor House and it is always a pleasure to welcome new girls onto the course.

MRS HAMER, A.L.A.M LAMDA TEACHER

SENIOR PRODUCTION

“Chitty Chitty Bang Bang”

With a cast and backstage team of over 100 pupils, featuring brilliant scenery, spectacular costumes, lively dance routines, memorable music, great acting and even a flying car, this year’s Senior Production of Chitty Chitty Bang Bang was truly “fantasmagorical”

MUSIC

In the Christmas Term there was the start of the newly established lunchtime concert series. This was a monthly event, held in All Saints Church, Little Bookham. There was a wide variety of instrumental and vocal soloists, delighting the audiences with a collection of music. All the girls performed wonderfully, in what was quite a different environment for them. Hopefully, there will be many more to come once the renovations on the church are complete.

Later on in the term we put on a vocal concert. This gave all singers the chance to showcase their talent in a slightly more formal setting. Performers included girls from the Prep School right through to Year 11, including the Senior and Prep vocal groups. A huge thanks to Mrs Baille and Mrs Turner for preparing the girls for this wonderful concert.

House Arts was the usual roaring success. It was fabulous to see all the girls involved together. All the songs and dances were choreographed and rehearsed by the girls themselves, culminating in fabulous performances in the Elizabeth Green Hall, wowing the audience and judges alike.

The term finished with the traditional Christmas Carol Service. There was a wide variety of music in this, including the Prep choir, the Senior choir and the staff and parent choirs. Sienna Moss also gave a delightful rendition of El Shaddai by Amy Grant.

The Easter Term started with the Year 6 and Year 7 girls travelling to the O2 Arena to perform in the Young Voices concert. They had spent the previous term learning a number of songs, and dance moves, to be part of a choir of over 8000! It was a very long day for them all, made better by being seated in a private box and then getting a visit from the Young Voices Musical Director, Mr Craig McLeish.

The Senior School girls spent most of the Easter Term working hard on the production of Chitty Chitty Bang Bang This was yet another roaring success. Whether taking on a solo part or as part of the chorus, all the girls did themselves proud, producing some stunning performances, taking on all the challenging songs with aplomb.

has been one of concerts (squeezed in around the summer exams!) First there was an instrumental concert, displaying the talents and dedication of some of the instrumentalists around the School. The programme was wide and varied, everything from Trombone to ‘Cello to Flute and everything in between. There were also performances by the orchestra, the Senior and Prep string groups and the wind group.

At the end of the term there was another vocal concert. Much like the one earlier in the year, this gave the singers the chance to display their talents in a different setting than the Rock and Pop gig.

Speaking of which… the Rock and Pop gig was a fantastic event this year. With over

It has been a busy and varied year for the musicians at Manor House School this year.

30 different acts, the girls really showed their vocal and performing talents. Many of them were performing with a live band for the first time (not that you’d know it from the high standard of their performances). EGH was set out in a different way this time; individual tables dotted around, a bar open throughout the event, giving it all a more relaxed “gig” atmosphere. With over 180 in the audience the whole event was very well received.

The Prep School worked tirelessly through the term on their production of Frozen. This was a fantastic occasion, the girls betraying their young ages to give a performance of real profressional quality.

It has been a year of both diversity and real quality in the Music Department at Manor House School. The girls have also put themselves forward to stand up and be counted, many of them for the first time or in an environment quite unusual to them. The one thing that has stood out in each performance has been the quality and talent on display.

Look out next year for even more!!

MR ALLEN, ACTING HEAD OF MUSIC

HOUSE COMPETITIONS

The School Houses, Discovery, Endeavour and Victory, are the backbone to life at Manor House School. Each pupil is assigned to a House when they join the School and is encouraged to join in with House events, giving the opportunity to showcase excellence in various skills, explore new endeavours, and collaborate to achieve success for their House. The House system not only benefits individuals but also enriches the entire School community in numerous ways.

Sense of community: The House system brings together pupils from different areas of the School, fostering a strong sense of community and belonging that can be difficult to achieve otherwise. During the House Arts festival, for example, Year 10 girls work with members of their House from Year 3 all the way to Year 9, teaching them dance moves and directing plays.

Healthy competition: The friendly competition between the Houses cultivates a sense of pride and motivation among pupils, driving them to strive for excellence in all areas of School life. Girls support each other enthusiastically at all House events, including Sports Day, Swimming Gala and even the pancake races.

Leadership and responsibility: Leadership roles are available in Year’s 6 and 11, allowing pupils to shoulder responsibility and develop essential skills in communication, organisation and leadership.

Social and emotional skills: Pupils are encouraged to work together, nurturing the growth of their social and emotional skills such as teamwork and empathy.

Enhances School traditions: Each House has their own unique identity, all contributing to the School’s overall culture and tradition. If you ask any Manor House School alumni they will proudly tell you which House they were in, recalling many happy memories of House events, and even who won House Arts in their final year.

Overall, the House system at Manor House School serves as a cornerstone that enhances the holistic educational experience for every pupil.

MRS GILBERT, PHYSICS TEACHER & LEADERSHIP TEAM

HOUSE SPORT

HOUSE SPORT

House Cross Country Results:

Lower Preps (Years 3 & 4):

1st Endeavour

2nd Victory

3rd Discovery

Upper Preps (Years 5 & 6):

1st  Discovery

2nd Endeavour

3rd  Victory

Intermediates (Years 7 & 8):

1st Discovery

1st  Endeavour

3rd  Victory

Seniors (Years 9 & 10):

1st Endeavour

2nd Discovery

3rd Victory

House Football Results:

Lower Preps (Years 3 & 4):

1st Discovery

2nd Endeavour

3rd Victory

Upper Preps (Years 5 & 6):

1st Endeavour

2nd Discovery

3rd  Victory

Intermediates (Years 7 & 8):

1st Victory

2nd Endeavour

3rd  Discovery

Seniors (Years 9 & 10):

1st Discovery

2nd Endeavour

3rd Victory

House Hockey Results:

Upper Preps (Years 5 & 6):

1st Discovery

2nd Endeavour

3rd  Victory

Intermediates (Years 7 & 8):

1st Endeavour

2nd Discovery

3rd Victory

Seniors (Years 9 & 10):

1st  Discovery

2nd  Endeavour

3rd  Victory

House Netball Results:

Lower Preps (Years 3 & 4):

1st Endeavour

2nd Discovery

3rd Victory

Upper Preps (Years 5 & 6):

1st Endeavour

2nd Discovery

3rd Victory

Intermediates (Years 7 & 8):

1st Victory

2nd Endeavour

3rd Discovery

Seniors (Years 9 & 10):

1st Endeavour

2nd Victory

3rd Discovery

Sports Day Results 2023

Senior Sports Day Cups *Indicates a record broken Cup 2023

100m Broomfield Cup Y7 & Y8 Holly R

100m Anderson Cup Y9+ Lola F

200m Grove Cup Y7 & Y8 Holly R*

200m Olden Cup Y9+ Katie W

300m Rona Lucas Cup XXX

800m Storey Bowl Y7 & Y8 Isabelle W*

800m Jennings Plate Y9+ Katie W

1500m Langley Cup Isabelle W*

Daniel Cup for Long Jump Isabelle W

Purdy Cup for High Jump Seren P-J*

*lost cup – not handed out

Smith Cup for Rounders Ball Lola F*

*lost cup – temp handed out

Offin Cup for Discus Ellie G*

Javelin Cup Samantha D

Alexander-Watson Cup Holly R* for Shot Put

Caryl Thain Records Cup Isabelle W

Senior Victrix Ludorum Cup Isabelle W & Holly R

House Shield Endeavour

Moodie

Harkness

O’Neill Cup for 150m

Bourne Cup for 600m

Russell Cup for 800m

G

W

Woods High Jump Cup Scarlett McS

Blackwood Long Jump Cup Florence H

Myers Rounders Ball Cup Ella Q

Prep Victrix Ludorum Cup Ayla R

House Shield Endeavour

1st

Swim Gala:

Elliot Cup For Year 7 & 8 Diving

Seear Cup For Year 9 & 10 Diving

Mellor Cup for Best Senior Individual

Ineson

Cup for Best Prep Individual

Sproule Cup for Winning House

Sproule Cup for Winning House 1st

THE POSITIVE EFFECT OF FEMALE SPORTING ROLE MODELS ON ADOLESCENT GIRLS

In today’s society, female sporting role models are becoming increasingly prevalent, and their positive effect on adolescent girls cannot be overstated. These role models serve as powerful examples of strength, determination, and resilience, inspiring young girls to pursue their dreams and reach their full potential and in an all-girls school, like Manor House School, it is important that we recognise and embrace this.

One of the most significant benefits of having female sporting role models for young girls, is the positive impact they have on girls’ self-esteem and body image. Studies have shown that adolescent girls who engage in sports are more likely to have higher levels of self-esteem, and body confidence than their non-sporting counterparts. This is due to female athletes being celebrated for their strength and athleticism, rather than their appearance. Observing these accomplished female athletes can aid girls in cultivating a positive connection with their bodies. Seeing women succeed in traditionally

male-dominated fields can help girls to understand that they can achieve anything they set their minds to. They inspire young girls to pursue their passions, develop their skills, and work hard to achieve their goals. Female athletes embody important values such as teamwork, leadership and sportsmanship and by observing these qualities in action, young girls can learn valuable life lessons that extend far beyond Sport.

Following on from the Lionesses outstanding achievement, winning the European championships last Summer, we had another incredible opportunity for

female sporting role models to inspire our new generation of young girls is at this year’s Women’s 2023 Football World Cup, which took place in Australia and New Zealand this summer. The tournament featured some of the best female footballers from around the world, competing at the highest level on a global stage. This provided young girls with a unique opportunity to see women excelling in a traditionally male-dominated sport and breaking the well-known stereotype, “football is a male sport”.

MRS TAUBER, HEAD OF SPORT & PHYSICAL EDUCATION

MANOR HOUSE SCHOOL TRADITIONS

Manor

FOUNDERS’ DAY

Founders’ Day is marked by a special service which always includes a presentation on the history of the school performed by our Drama Scholars. The school archives are used to inform this, and each year new information is added to the core presentation.

The Head and all the form captains place flowers on our founders Miss Wheeler and Miss Green’s grave, in the churchyard at Little Bookham Church.

Everyone enjoys buns at break a tradition started by our Founders.

YEAR 11 LEAVERS

As the pupils approach the end of their time at Manor House there are a number of traditional activities which they embrace.

On the day that Year 11 go on Study Leave everyone dresses up in as a character inspired by one of their initials. They also enjoy a cream tea at which their Leavers Hoodies are distributed.

After the exams they enjoy a pool and pizza evening, a trip to Brighton, a Leaver’s Service and a Prom. These

Theme 100 years of Disney

This year Disney is 100 years old. We embraced this with a display in the main house, dressing up and a variety of workshops exploring animation, film and themes from Disney films. For example, the Prep School created kites inspired by the song Let’s Go and Fly a Kite from the musical Mary Poppins

House School celebrates many traditions each year for example the Santa Run and Christingle Service. We also marked other special events for example, the Crowning of King Charles III and World Book Day.

MRS WILLIAMS, HEAD OF ART & KEY STAGE 4

ICELAND GCSE GEOGRAPHY TRIP 2023

tomatoes are grown all year round, which we can all say Miss Savage was most excited by this part of the trip. Then finally, on our last day, the moment we’d all been waiting for… the Blue Lagoon! The gorgeous silica-rich blue waters with steam floating all around us. Despite, it raining whilst we were at the Blue Lagoon, we all took advantage of our free drink and face mask and ignored the rain to pretend it was the perfect day – but it was honestly such a laugh seeing everyone’s faces covered in mascara and being hit by the ice particles in the strong winds.

After a long day of travelling, we landed in Keflavik, greeted with a beautiful sunset and chilly winds making it feel like -7°C! However, our day wasn’t over yet as we visited The Bridge Between Continents – a bridge connecting the European and North American tectonic plates as well as the Gunnuhver hot springs. After an hour and a half drive in the dark, we finally arrived to our hotel, along with multiple other schools; the first night was so exciting as Miss Savage had booked the pool so we could have a swim, but also, if you just wanted to have some downtime in your room or with friends you were able to, which we all really appreciated and it helped us make the most of our time.

On Friday 10 February, we were woken up bright and early ready to explore Iceland. Our day began, visiting the beautiful Skógafoss waterfall. Shortly after, we headed to the Solheimajokull glacier where we were put into groups and kitted up with ice axes and

crampons. It was about a 10 minute walk until we finally saw the shiny-blue glacier ice right in front of us. Walking on the ice was such a surreal feeling, and made you really trust in yourself to try and not fall over. In the afternoon, whilst visiting the black sand beaches in Reynisfjara, we enjoyed jumping into the high winds and watching the big waves crash onto the shore. Our last stop for the day was the Icelandic Lava show, the only show in the world where you can be in the same room as heated lava, as well as watching electric-orange lava being poured, snapped and shaped in front of us and we all got to take a piece of hardened lava home. Over the next two days we continued to enjoy Iceland by visiting places such as; the Kerið volcano crater, the stunning Gullfoss Waterfall, Strokkur geyser and the Lava centre where we got a hat modelling show from Dr Duffy and Mr Hillier in the gift shop. We visited the Friðheimar greenhouses where

The last night was upon us, and whilst eating dinner at the Hard Rock Café in the capital city of Reykjavík, we all shared and looked back on all the memories we’d made, experiences we’d never forget and interesting facts that we’d learned – including, of course, the not so happy endings to all Icelandic stories (our guide Ingo told us a lot of stories whilst driving from place to place). At 3am, after a very short night, we crawled downstairs to our coach to head to the airport, which as you could imagine was not so easy with 14-16 year old teenagers, but we made it and the flight home was smooth. We arrived back at school, said our goodbyes and the end of an incredible trip was now in our Manor House memory bank!

I LOVED my time in Iceland and for all the pupils who have picked or are going to pick geography for GCSE’s I would definitely recommend going on this trip. One of the things that I really appreciated most about the trip was the amount of support that the teachers gave us too, for those who may have felt a little homesick they were there for you, always up for a good laugh and are great help with disposable cameras – so thank you! Not only are you guaranteed to learn really interesting facts and stories about Iceland but also make memories that you’ll keep for a lifetime.

OLIVIA G, YEAR 10

SENIOR TRIPS

MODERN FOREIGN LANGUAGES

With the easing of travel restrictions, we were very pleased to be able to run our first trip abroad in three years. In January this year, a group of girls studying French in Years 9 and 10 enjoyed a long weekend in Northern France. The girls enjoyed lots of fun activities and excursions, immersed themselves in French culture and gained much confidence in their speaking and understanding of the language. We are looking forward to running a joint History and German trip to Berlin in November of this year and to plan future trips.

ART

Year 7 visited Kew Gardens to see the Marianne North Gallery and the botanical glass houses. Back in school they produced large paintings of plants and flowers.

Year 8 visited the National Gallery to look at Henri Rousseau’s painting ‘Surprise’ and to see examples of paintings from the Impressionist, Post-Impressionist and Pointillist artists. They have taken inspiration from the trip to inform their ideas, for their examination projects on ‘Nature’.

Year 9 visited the Tate Modern to see a range of artwork connected to the different projects they have completed. They saw examples of Abstract Art from Kandinsky, Henri Matisse’s cut out collage snail, Magritte’s Surrealism paintings and Lichtenstein’s large, Whaam! painting.

GEOGRAPHY

This year, the Year 11 pupils have completed two fieldtrips as part of their GCSE course. This first day involved a trip to the Queen Elizabeth Olympic Park in London. On this day, pupils were given

a guided tour of the park to learn about the regeneration of the area. Following this, they set off in their groups to collect data from different areas within Stratford. We were investigating whether inequality exists, and pupils used many techniques such as measuring noise pollution and conducting environmental quality surveys. Pupils had a bit of time to explore Westfield shopping centre during lunch and then collected more data in the afternoon.

On the other day, we visited Box Hill to investigate the differences between a managed and unmanaged woodland. Pupils counted plant and animal species and measured the temperature of the soil and air. They found that managed woodland had a much greater biodiversity than the unmanaged woodland. Despite the bad weather on both days, pupils had lots of fun and learnt a great deal.

SWANAGE

Embarking on an outward-bound trip with a group of teenagers is an exhilarating adventure filled with challenges, personal growth, and unforgettable experiences. Year 7 started the year with a 3-day residential trip camping in Swanage with Land and Wave. The trip takes place at a campsite overlooking Corfe Castle, offering a backdrop that inspires exploration and self-discovery. They tackle principles of the activities: teamwork, leadership, and personal resilience.

They encountered physical and mental obstacles that tested their endurance and determination. They hiked steep slopes, faced inclement weather, and confronted their own fears and limitations. It was during these moments that they pushed themselves beyond what they thought possible.

It was the perfect way for any new pupils to bond with the group and firm friendships were made that go on to last throughout the whole of Senior School.

The girls benefited from a sense of camaraderie and they learnt the value of collaboration and effective communication. They encouraged and supported one another, forging bonds of trust and unity.

KEY STAGE 3 TEACHERS

WELLBEING AT MANOR HOUSE SCHOOL

At Manor House School, we know that our pupils’ mental and emotional wellbeing are of utmost importance and are proud to offer our pupils an environment in which they can learn and grow in confidence.

“Happy and Healthy” is one of our core school values and we aim to provide a supportive environment that allows our pupils to thrive.

Our pupils have the freedom to be themselves and individuality is encouraged. The girls recognise and celebrate their personal strengths but also feel safe to challenge themselves and to try new endeavours, both in the classroom or through the wide variety of extra-curricular activities on offer, be it Debate Club, Japanese Club or becoming a Modern Foreign Language mentor for a younger girl. The House system is also an important factor in supporting Wellbeing, as it encourages vertical integration and the development of meaningful friendships and support between girls of all ages. The girls enjoy healthy competition through events such as House Arts and Sports Day and enjoy the sense of community that comes from belonging to and representing their house.

We have a culture of celebration at Manor House School that acknowledges academic, athletic, and artistic achievements. However, we also recognised and reward attributes such as kindness, collaboration, and creativity, through our Friendship

PSHRSE

In PSHRSE we aim to equip pupils with the knowledge and skills to stay safe and healthy, to prepare them for the opportunities and responsibilities of life and to help them make informed decisions in today’s increasingly complex world. PSHRSE is divided into 3 core topics of Health & Wellbeing, Living in the Wider World and Relationships (including Sex education). Throughout KS3 & KS4, we have covered a wide range of topics. Some examples are Healthy Relationships, Consent, Drugs & Alcohol, Managing Emotions, Body Image and Diversity.

MRS DI CARLO, PSHRSE LEAD

Badges, Merit awards and Supportive Friends scheme. We strongly believe in pupil voice and the girls are confident in sharing their views at School Council, Food Council and through feedback surveys. Pupils are taught not just to be kind to others, but kind to themselves. We recognise that an important part of mental wellbeing is knowing when to ask for help. To ensure this, we offer a variety of services to support our girls including daily time with form tutors, ELSA sessions to provide oneto-one emotional literacy support to those who need it, and our school counsellors are available for extra support.

Manor House School proudly upholds a safe and supportive atmosphere where pupils have the freedom to be themselves and be successful in whatever they choose to pursue.

MRS GILBERT, PHYSICS TEACHER & LEADERSHIP TEAM

CLUBS

In the 2022-2023 Academic year, we hosted 84 different extra-curricular clubs, not including the peripatetic music lessons. We offered a whole range of clubs from Sport, Music, STEM, Touch Typing, Art, Games to Academic Drop-in sessions. The most popular club was Athletics with 37 pupils participating.

In a survey conducted in the Summer Term, pupils identified clubs as being an area of strength at Manor House School with 87% of pupils who strongly agreed or agreed that the School has a good range of clubs and extra-curricular activities

MR HILLIER, DEPUTY HEADTEACHER

CAREERS AND ENTERPRISE AT MANOR HOUSE SCHOOL

our pupils to access more information about potential future careers. The Millie Group provide live Panel discussions and Webinars called “Millie’s Guides” each week to give pupils access to the most up-to-date information about various career paths along with emerging careers. Past guides include information about careers in Mechanical Engineering, Fine Arts, Writing, Climate Science and Apprenticeships to name a few. The Millie Group will also be providing some parent talks throughout the year so look out for these.

In January a group of Year 10 girls got involved with Girls Are INvestors (GAIN) for their first ever Investment Challenge. The GAIN Investment Challenge is a competition designed to give girls or non-binary pupils in years 10 to 13 an insight into the Investment Management industry, as well as developing practical skills in analysis, research, teamwork and presenting.

Two teams entered and each were assigned a company (the stock) to research and then assess whether to buy, hold, or sell the stock as an investment opportunity. There were 6 online sessions where industry experts took them through from fundamentals of investment to bringing everything together and creating a stock pitch presentation. They had a personal mentor working for AON helping out and performed admirably. Although they didn’t win overall the feedback from the judges was that our “pupils did an outstanding job and submitted a high quality entry to the competition, and they should be incredibly proud of the work they produced!”

We hope to enter this competition again next year with previous years competitors being able to give insight to help new Year 10’s.

In March some Year 9 and 10 girls took part in an internal “Dragons Den” competition with pupils in Year 7 and 8 forming an audience. The pupils had freedom to come up with ideas that they thought would impress the “Dragons” – Mr Ellison, Mr Hillier and Miss Izzard.

The products ranged from braided beads that could recharge devices, a fridge that would scan items for BB dates and suggest recipes, lip balms with health benefits, a lightweight coat that could transform into a bag, scented necklaces pods, spray to coat clothes in to protect against dirt/sand, “Reversawave” a product that can heat up or cool down food!

The girls did a lot of research into manufacturing, design, costing, target audiences, advertising and environmental impacts and presented well in front of the intimidating “Dragons”.

In careers news we have partnered with specialist education and Careers Guidance provider the Millie Group to enable

Senior girls should look out for emails each week with links to that weeks Millie’s Guides, and nearer the summer information on some of their summer programmes will be communicated. Millie offer connections with in person camps and internships that are available in the UK and US, along with online based programmes.

MR O’NEIL, HEAD OF MATHEMATICS & EXAMINATIONS OFFICER

Throughout the past year at Manor House School we have held some wonderful events and activities to introduce our pupils to the world of work and careers.

GETTING TEENS READING

When they are little, we surround our children with reading material: there are bookshelves full of the books we loved as children, they are given books as birthday gifts, we take them to live performances of favourite books and always submit to the last-minute scramble of pulling together a costume for World Book Day. However, it is in the magic of twilight that the most hallowed of evening rituals occurs: reading aloud to our babies. Night after night, their adult suffers long lasting sciatica after clambering into their little bed to read aloud. Cocooned in the sound of their parent’s voice, their dear little head snuggled against our chest, lights dimmed and images of knights, and bears and tigers and brave little people in strange lands swirling in their heads, our babies begin to learn to love reading. We celebrate their reading milestones with sticker charts, certificates and ice-cream. We encourage and support them to be able to (finally – hoorah) read (most of the time), independently.

And then, imperceptibly and incrementally, the visibility of reading declines with the onset of the teen years. Our babies can now read. Hoorah. We become much busier slaying the double headed homework and revision dragon, to spend time with our now larger, more independent baby, snuggling with a book. We are BUSY and use a great deal of technology to help us manage our day: we are typically more likely to be seen looking at our phone than a book. For our teens, reading as a pleasurable pursuit is no longer ‘visible’ in their role models anymore. Researcher, Margaret Merga highlights that unfortunately, we “inadvertently communicate to teens that reading is no longer important once they know how to do it.” (Merga, M. 2022)

31% of young people aged 14-16 are encouraged to read by their parents, compared to a much larger 59% of children aged 8-11. Similarly, only 46% of 14–16-year-olds enjoyed reading compared to 75% of 8-11 year olds (National Literacy Trust 2022). This information will be of no surprise, but it does mean we need to work

a little harder to make reading ‘visible’ if we are going to have teens interested in it as a pleasurable pursuit.

So, what sorts of things can we do as parents, at home? This list is just a selection of crazy ideas that might or might not work. Remember, we are aiming for reading for PLEASURE... this should not be burdensome. Give one a go this summer!

• Be a role model for your children: read a book instead of watching television/ the laptop at least one night a week. You can’t expect them to read for pleasure if you’re not!

• Have a ‘tv and device free’ night (at least) once a week for one hour. No phones, no iPads for ANYONE (that includes you!).

• Create a family book club: all have a copy of the same book to read. Then, go to a café once a month (or more frequently) and discuss!

• Read aloud to your child/ren again, once a week!

• Take part in a summer reading challenge. Here’s one for example: https://cdn. oxfordowl.co.uk/2019/07/19/14/45/17/951/

Summer_Reading_Challenge_Grid.pdf

• With your child, make a lovely reading nook in your house/garden.

• Help them choose books they will like. You are not absolved from helping in this process, just because they are now big.

Get book lists, go to the library together, hang out in a groovy bookstore together, research on ‘BookToc’ (yes, I know...but we need to get with the times, people!).

• Have a reading ‘adventure’ together. Read by candlelight, fairy light or torchlight, outside in the night – either under the stars or in a tent.

• Specific Learning Difficulty like dyslexia or phonological processing problems? No worries! Try high interest, low level vocabulary intensity books produced by publishers Barrington Stoke (and increasingly, by others). You’ll see that they’re printed on yellow (low-glare) paper; have open, easy to read font; and limited page numbers!

• Try a range of literature types and formats: graphic novels, ‘Audible’ books, magazines, poems, a play, a groovy app/website...

Reading is the cornerstone of comprehension in all subjects. If we are able to get a young person hooked on reading, we will grow their confidence, vocabulary and academic success. I look forward to hearing of your reading adventures in September!

MRS SMITH HEAD OF ACADEMIC ADVANCEMENT (SENCO)

There is a great deal of research and support for encouraging reading in the Early Years and into primary schools. Once we get to the teen years, however, support and inclination becomes a little light on the ground. There are many reasons for this, but I believe it mostly lies in a lack of visibility.

THE FRIENDS OF MANOR HOUSE SCHOOL

Friends of Manor House School (FOMHS) is a registered charity (Charity No. 1129072) and a friendly committee of volunteer parents who help raise money for the School. FOMHS also provide social opportunities for parents and pupils through a variety of events throughout the year. The team run events such as the Christmas Ball, Prep School Disco, Church Mufti-Day, Winter Hot Chocolate Stall, Summer Fun Day/Campout and future events are on the agenda such as the Colour Run later this year!

Over the last few years your donations have been used to fund things such as football kits (£200), athletic vests (£150), gazebo for sports fixtures (£750), an induction day and team building post pandemic (£2,000), Theme Weeks (£1,500 annually), outdoor games storage (£410), sewing machine for the Art Department (£700), 5 Mac Mini’s and 22 new PC’s the IT Suite (£19,440), and we have also raised funds for other charities such as Crisis, Meeting Room, The Grange and the local Church.

FOMHS also run the Second Hand Uniform shop. This shop has been run by a small

group of dedicated volunteers who work to keep up with an increasing demand for uniforms, shop sales, listing and recording uniforms delivered to the shop weekly, stock organisation, accounting and supporting many new parents joining MHS every year with sizing and purchasing of uniform.

We are very appreciative of all the support at our events and we encourage parents and members of the school community to

get involved. Even if they only have a small amount of time available, we are always looking for additional team members that can either contribute time, ideas or be part of the FOMHS team so you can enjoy meeting other likeminded parents. If you are interested in joining please do get in touch.

MRS BURNS, CHAIR OF FOMHS friends@manorhouseschool.org