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H U MILIB US
W I M B L E D O N H I G H S C H O O L A LU M N A E M AG A ZI N E
G D S T
“Thanks for educating and inspiring us all to be leaders in our careers.”
“Happy Birthday WHS! You got me started on the right path in life and I am still in touch with my WHS friends. We still reminisce about the good memories we have from our school days. Friends for life!”
“I loved my time at WHS, the culture, the style and the high aspirations. Keep up the good work!”
“Here’s to many more years of inspiring students to stride onwards & upwards. I expect to hear ‘to the unconquered’ yelled at full volume on the big day. Thanks WHS!
Happy Birthday Wimbledon High School GDST “I still know the song, still think of those ‘unconquered peaks’, apple cakes, and green icing and hope your apples continue to grow and inspire many more generations of strong individuals who will make their mark on the world.”
“You might not be able to party how you had hoped, but you can still enjoy this milestone and value it.”
“Thank you for 140 years of excellence and empowering young women – here’s to 140 more.”
“Happy Birthday in these unusual times. As the school song says, ‘Onwards to the unconquered peaks above’, even if that is 140 years old it is still as relevant today!”
“Stick with your values. Ex Humilibus Excelsa - From small things greatness - has never been truer.”
Welcome from the Head EX HUMILIBUS 2020/21
Dear WHS Alumnae,
Contents
I am delighted to be sharing a special alumnae magazine with you, created to mark our 140th birthday and celebrating aspects of our unique and brilliant school, and you, our wonderful alumnae.
02-03 140 Years of Wimbledon High School
From those early pioneers in girls’ education who established a school in Wimbledon with just 12 girls, to a thriving, beacon GDST school with over 1000 students, we have grown and flourished, proud of where we’ve come from, where we are now, and where we’re heading. Our heritage of strong women who use their privilege to help others must continue to propel us forward into the next chapter of education for us all. It is especially when times are tough that you really see the strength of a school community; we have felt that keenly over recent months. Our mantra of #TogetherApart has captured everything we have achieved together during the pandemic - we have been so moved by the resilience and goodwill of everyone in our community to continue to deliver so much of what makes this school special, even in the most difficult of circumstances.
04-06 Women & STEM 07-09 Education in the 21st Century – buildings and bursaries 10-11 WHS in the Community 12-13 Interview with Afua Hirsch, BLM and beyond 14-15 Head Girls Speak Out 16-17 Life in Lockdown – An Alumna Perspective 18-19 Wimbledon Rows 20-22 Spotlight on Alumnae Careers 23
Forever Friends
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Alumnae Community
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Our History in your Words
As we look forward to the next decade of WHS and beyond, it is clearer than ever that whilst some things may change - be they buildings, headmistresses, policies or pedagogical approaches - the humour, intelligence, and confidence that Wimbledon High School seeks out and nurtures in its students, whether in 1880 or 2020, all remain very much at the heart of this fabulous school. We hope you will enjoy reading the accounts of what some of your fellow Wimbledonians have been doing since leaving WHS. We cannot possibly cover everything that is important to us in one magazine, but we hope you find something that resonates with you and perhaps inspires you to add your voice and share your own thoughts. You can do this either by emailing alumnae@wim.gdst.net or visiting our website www.wimbledonhigh.gdst.net with links to our social media channels, alongside blogs by students, current news, photos and videos.
Fionnuala Kennedy Head
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140 Years of Wimbledon High School EX HUMILIBUS 2020/21
140 Years…
2020 marks 140 years of Wimbledon High School. It has been a year like no other - and yet the school we love has overcome adversity on numerous occasions since 1880.
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aving been deemed a ‘doubtful venture’ when it first opened in the small rural village of Wimbledon in 1880 and despite the fire in 1917 that destroyed the main school building and the bomb damage of the Blitz during the Second World War, the school grew and thrived. It acquired the former All England Lawn Tennis and Croquet Club’s grounds at Nursery Road as the school’s playing fields (1935) and over the years, built new facilities to adapt to the times: such as a science block, sports centre and indoor swimming pool, a new Junior School, a centre for the performing arts and latterly a new STEAM Tower (see more on pages 7-9). From the 12 students on that very first day, Wimbledon High School has evolved to a student body of just over 1000.
Here we are, 13 Head Teachers later, each having left a distinct mark on this special corner of SW19: from the very first Headmistress, Miss Edith Hastings, right up to our current Head, Ms Fionnuala Kennedy, who has led the school through a complicated and uncertain start to the academic year 2020-2021 with gusto.
To mark the School’s 140th birthday, we have put together a timeline of the School’s vast history, which can be viewed via the QR Code below.
To all the students, past and present, the parents, friends and the local community, whose support, kindness and faith have allowed this wonderful school to flourish over the past 140 years, we say thank you. As we look to the future of Wimbledon High School and continue to advance the cause of girls’ education, in innovative and forward-thinking teaching and learning, we hope you will enjoy looking back at the many accomplishments of Wimbledon High School.
Hover the camera from your phone over me
You can also visit the Wimbledon High School digital archive at
http://wimbledonhighschool.daisy.websds.net/
1 40 Years of Wimbledon High School EX HUMILIBUS 2020/21
…of Wimbledon High School
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Women in STEM EX HUMILIBUS 2020/21
Women in STEM The national average for girls studying STEM subjects at A Level is 41% – at Wimbledon High School, it is 71%, with 40% of our Year 13s going on to study STEM subjects at degree level.
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ou can trace the importance of science and the trailblazing girls who studied it all the way back to 1880. One of the first 12 girls educated at Wimbledon High School, Jane Kirkaldy (Class of 1884) graduated from Oxford (Somerville) in 1891 and was one of the first two women to graduate with a BSc (Hons). She went on to become a Science teacher and lecturer. Seventy years later, Professor Valerie Bowell (Class of 1949) left WHS and after studying at Cambridge, she became the Head of the Nuclear Physics Division of the Science and Engineering Research Council, and thereafter Director of Science and Microgravity at the National Space Centre. She left a gift in her will to Wimbledon High School, which allowed us to create our first STEAM space (adding Arts in their widest sense to our STEM learning). However, these are just two examples of hundreds of Wimbledon High students who have found careers they love after studying STEM (Science, Technology, Engineering and Maths) subjects. We were lucky enough to catch up with two recent STEM alumnae, Clare Matterson and Sheila Kanani, who shared their career journeys and advice for future students‌
Women in STEM EX HUMILIBUS 2020/21
Clare Matterson CBE (Class of 1981) EXECUTIVE DIRECTOR OF ENGAGEMENT AT THE NATURAL HISTORY MUSEUM
What did you study at A Level? I studied Biology, Chemistry and French. I loved the sciences, but I think it is so important that we also learn languages.
And where did you go to study after school? I read Zoology at Oxford.
One of your previous jobs was with the Wellcome Trust - how did you become involved with them? My role at the Wellcome Trust was the first step to where I am now. The Wellcome Trust was founded when Henry Wellcome (who owned a pharmaceutical business) died and its objective was to fund charitable work focused on science. I joined at an interesting time as the foundation had a lot of money, but little infrastructure to manage it. I was the policy person alongside a new CEO, and it was our job to shape the first strategic plan and set out more clearly what Wellcome was all about. That was 25 years ago, and I feel like I had a little part to play in helping it become the amazingly sophisticated supporter of and commentator for medical sciences that it is today.
The environment and protection of the planet is something that is very important to WHS students. You are responsible for the delivery of the Natural History Museum’s strategy, which includes the Museum declaring a planetary emergency; what does this mean for the museum? The Natural History Museum’s strategy came out in January this year and I worked hard with senior colleagues and the executive board to really ask the fundamental question of “What are we here for as a museum?”
Given that science shows us that the natural world is in trouble and we have not treated this earth well, we all felt it was important to make a shift from an organisation that people associate with the past, to one that uses the past to shape the future.
How did it feel to be awarded a CBE for public engagement to science and would your younger self be surprised by this? My younger self would be gobsmacked! I was not the brightest kid at school, but I think I grew and blossomed as I got older. I think it is about following your passion, I cared about education and people and loved working with others. We cannot all be brilliant at everything, but I realised that I am good at shaping and explaining things in a way that allows everyone to work to the same goal. The CBE was as much about my brilliant colleagues as it was about me.
What are your greatest achievements? I love my work and I am very proud of it, but as I think many parents would say, I am most proud of my children. I have twins, a boy and a girl, who are turning 17 and the fact that I am bringing two kind and thoughtful people into the world and that my legacy will remain in these two wonderful people is my greatest achievement.
The percentage of female graduates with core STEM degrees is steadily growing, but still only 26% of STEM graduates are women. Why do you think so few women study STEM subjects or enter STEM careers? Ottoline Leyser, CEO of UK Research and Innovation, has been speaking about the challenges of entering a research career, not just for women, but also for Black and minority ethnic students and those with disabilities, due to it being a male dominated area. Her view is that rather than shaping initiatives, maybe we need to look at how we reshape that culture to allow good representation.
What advice would you give to current students thinking of studying STEM subjects? You get to meet amazing people, do experiments and travel; I went to Jamaica for four months and studied Amazonian parrots with my degree. Is that not just brilliant? Studying a STEM subject really opens your horizons and I think that a scientific way of thinking is so important in today’s world.
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Women in STEM EX HUMILIBUS 2020/21
Sheila Kanani
(WHS 2001)
ASTRONOMER, PRESENTER, AUTHOR AND EDUCATION, OUTREACH AND DIVERSITY OFFICER, ROYAL ASTRONOMICAL SOCIETY
What are your favourite memories of WHS? I think all my favourite memories are to do with the people. I have friends at Wimbledon High whom I am still in touch with, regardless of pandemics, husbands or kids.
What made you want to become an astronomer? When I was 12 or 13 I saw Apollo 13 which was a film about a mission to the moon that goes wrong. And at the same time, I had just started studying Physics, where we learnt about Space School UK and I was able to participate in work experience at the Mullard Space Science Laboratory. All those things came together to make me passionate about working in the space industry.
Can you tell us about your current role and what about your work you enjoy the most? My job is Education, Outreach and Diversity Officer at the Royal Astronomical Society. The education part of my job tends to be going into schools, running workshops and careers events and I also teach GCSE Astronomy. The outreach part involves public facing events such as festivals and speaking at networking events for the RAS’s members. Then the engagement part is trying to get more people interested in astronomy and be part of the wonderful world of space, to look at where there are gaps in terms of people, such as why only 20% of RAS’s members are female and create events or opportunities. My job is very varied, which is what I enjoy most about it.
Why do you think there are fewer Black and ethnic minority women working in STEM careers and what do you think could be done to encourage more women of all races to pursue careers in STEM subjects? I find the gender disparity particularly interesting because being a student at Wimbledon High, gender was not a barrier. It never crossed my mind that I should not study Physics or that there were boys’ and girls’ subjects. I am lucky to come from a privileged and supportive background; my parents are pharmacists and my sister is a GP, so I did not understand the barriers that ethnic minority women faced either and had to do a lot of research into this. I think sometimes we look at vocational jobs that have clear routes from university to successful careers. I know when I chose my degree people would ask ‘what job will you have at the end of it?’ but there are hundreds of things you can do with a Physics degree!
What are your biggest achievements? When I did my PhD I thought completing that was my biggest achievement, then when I did my teacher training, which was infinitely harder than a PhD, I thought that was my biggest achievement, but I think my younger self would be most proud of the books I have written.
What advice would you give to students thinking of pursuing a STEM subject? STEM is in everything we do and in every part of every day, and it is the future. It is not about just studying science and Maths. In the space industry you could be a space chef, space lawyer, spacesuit designer or even a space artist!
Education in the 21st Century EX HUMILIBUS 2020/21
Education in the 21st Century
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hether you believe the hypothesis that, ‘85% of jobs in 2030 have not been created yet’ or see this potential as being deeply problematic (2030 is only 10 years away…), what we do know for certain is that resilience, creativity, adaptability and critical thinking are going to be highly valued skills for the workforce of the future. Our greatest challenge in delivering our vision is the physical setting of the school. Whilst we are very proud of our architectural heritage and our historic position in the heart of the community, we
Our vision at Wimbledon High School is to be a leader in girls’ education, promoting an innovative cross-curricular approach that brings learning alive.
are significantly restricted by the current site. This is challenging for us since we believe passionately that the built environment and learning spaces should reflect the educational philosophy of the school. In October 2017, Wimbledon High School opened its first dedicated STEAM space, bringing together science, technology, engineering, maths and the arts in their widest sense. This allowed our teachers even greater opportunity to collaborate across traditional subject divides to inspire our girls, developing a spirit of inquiry and the skills of independent research.
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Education in the 21st Century EX HUMILIBUS 2020/21
This new approach was warmly received by students and teachers alike – and it became clear very quickly that one classroom would not provide the necessary space to deliver this innovative educational approach for all our girls from Reception to Year 13. This led to plans to develop a STEAM Tower – an extension of our existing science building, creating four new classrooms, including a new laboratory and an open plan art space at the top. The Tower would also be home to design and technology, graphics, product design and textiles, incorporating multi-purpose learning areas to support research and collaborative learning. Our beautiful new STEAM Tower opened in September 2020 providing us with some truly exciting new learning spaces. However, the concept of STEAM (or in fact STEAM+, as our next phase is known) is not a place, or a room, but rather a mind-set. It is a way of thinking that allows us not to be limited by the subjects we study, but rather encourages us to see links between subjects, to look at making connections, exploring new avenues, and solving real-world problems. STEAM+ is for all subjects, and for all students and staff at WHS.
The STEAM Tower is the first phase of our four-year building programme, Project Ex Humilibus, which has the overarching goal of re-configuring and building space to enhance Wimbledon High School for all. In 2021, our focus will move to Phase 2 and the creation of the following new spaces for the whole school community: •
A new Sixth Form Centre that offers an inspiring, sophisticated and appropriate space that bridges school and university life.
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A Hall alongside the new Sixth Form Centre for all our Senior School girls to gather in one place for assembly, that will also double up as a performance and event space for the whole school and wider community to enjoy.
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A new, beautifully enclosed, secure playground for our Junior girls, on top of our new Assembly Hall, which will be known as our “Playground in the Sky.”
These new spaces build on our educational vision to create a school with curiosity and creativity at its very heart. And excitingly, both our STEAM Tower and these new spaces are also very much being designed with the wider school community in mind.
“Project Ex Humilibus is a transformative project for Wimbledon High School. I am delighted to support it as both an alumna and a former Chair of Governors. It is a project close to my heart, which I believe, will keep the school at the forefront of girls’ education. The re-development of the site builds on our much-loved heritage as a school that has been in the heart of Wimbledon for 140 years. It will champion innovation and excellence and leave an impressive legacy for future generations. I urge fellow alumnae to support this inspirational project - whether as a thank you for the education they received or as an investment in the next generation of WHS girls.” BRIDGET ROSEWELL, c b e , c l a s s o f 1969 a n d former
chair of governors
Education in the 21st Century EX HUMILIBUS 2020/21
Our feature on pages 10-11 – WHS in the Community outlines some of our existing local partnerships, and we are now looking to take some of these initiatives to the next level. As a school, we want WHS students to step out to shape the society in which they live and work. There is no better way for our girls to do this than by ensuring our partnership programme is core to our curriculum. We believe wholeheartedly that our girls benefit from their involvement in the programme as much as those that we are helping. Beyond this, our partnership work has enabled our bursary programme to grow, by allowing us to work closely with local schools to identify those students who will thrive at Wimbledon High School, but who would not typically have access to an education at our school due to their financial circumstances. Currently 36 students receive a bursary each year, with 26 receiving 100% bursary awards. We would love to increase the number of bursary funded students at the school, you can find out more about our long term plans for bursaries in the enclosed GDST brochure “Help Girls Learn Without Limits”. Programmes like SHINE and Clever Clogs allow primary school children to spend time at WHS and see the opportunities on offer first hand, breaking down barriers and raising awareness of the WHS experience this has led to increased applications for bursary places with us and we want to encourage and award more bursaries in the future.
“My time at Wimbledon High was life changing. Coming from a single parent home on a council estate, the opportunities I had for a high-quality education were extremely limited, and I was very fortunate to be offered a fully funded place. What I learnt during my time at school, however, surpassed academic achievements: I discovered the value of ambition and determination, of networking and hard work, and the strength that I had in myself to achieve. I credit my current position in life - a management consultant with KPMG, down to the lessons I learnt at Wimbledon High. My time at school opened doors for me that would have been extremely difficult to do otherwise, and I will always be thankful to the Bursary Fund for its invaluable help.” S T U D E N T O N B U R S A R Y (c l a s s
of 2008)
As we celebrate our 140th birthday, we hope you will consider making a donation as your own way of marking all that we - and you, our alumnae - have achieved since our humble beginnings in 1880. And to help ensure future generations of WHS girls have the same opportunities.
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WHS in the Community EX HUMILIBUS 2020/21
WHS in the Community Supporting our local community has long been part of school life at Wimbledon High School.
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eveloping our partnership activity further has been one of the key strategic aims of the school and over the past year, we have stepped up our projects in the community, to broaden experiences and horizons for our students (near to home and overseas) creating opportunities for partner schools students and staff to collaborate and share ideas. Our local Partnerships programme for Years 11 to 13, until Covid-19 struck, involved in the region of 200 students and 28 staff working in the community on a weekly basis, with 11 partner schools: Ricards Lodge, Tolworth, Rutlish, Ark Putney, Harris Wimbledon, Park Community School, St Boniface, St Matthews, West Wimbledon, Linden Lodge and Perseid. In addition, we run a series of other programmes with the aim of breaking down barriers and supporting our wider community.
WHS in the Community EX HUMILIBUS 2020/21
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Teach Together aims to improve social mobility, academic attainment and student well-being. Students and staff from partner schools work together in Maths, Science, French, Latin, Sport, Music, Drama and peer-to-peer mentoring.
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SHINE - Serious Fun on Saturdays took place on site at WHS again this past year, and the theme was ‘Reach for the Stars’. 25 WHS Year 11 and 12 students were assigned as individual mentors to the Year 4 children, supporting them on a weekly basis.
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Clever Clogs is a 17-week programme based on a STEAM and literacy carousel including Coding, Maths, English and Science and delivered to Year 5 high achieving students from West Wimbledon, Wimbledon Park, Green Wrythe and St Andrew’s and St Mark’s primary schools. Each student has a 1:1 WHS mentor to guide them. When Covid-19 struck we became aware of the need for technology equipment at one of these partner schools and organised the donation of WHS iPads for students to use and for the school to keep in the future.
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Charities – each year our Senior School students pick a charity to support. At Autumn and Spring fairs, the girls came up with innovative ideas for stalls to make money and plans to entice teachers and peers to buy or have a go. Our annual Christmas Tree Assembly is a highlight of the year where donated toys and gifts are given to local charities.
A couple of our alumnae have shared their memories of supporting local causes when at school, reminding us that some of our traditions have been part of the school ethos for decades. “Bringing in unwanted toys to an assembly before Christmas to go to children in Bermondsey. Lots of carol practice - and making handmade copies of the books of words of the carols! And using correct “Latin” pronunciation for the Latin versions as opposed to “church” Latin!” L I N DA F O W L E R (c l a s s
of 1 9 6 4)
“My Favourite Christmas memory was the Carol Singing in the ticket hall of Wimbledon station. It was always freezing cold (early 80s). My Mum made us wear thermals under our uniform!” S U Z A N N A H TO W N É E H U N T (c l a s s
of 1 9 8 4)
“It is an absolute joy building such strong partnerships with local primary and secondary schools. Watching the relationships flourish between the students and seeing the confidence and understanding of each other develop, is so inspiring. It really feels like we are moving forward as a community together.” JENNY COX director
of partnerships
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Student writing / BLM EX HUMILIBUS 2020/21
Interview with Afua Hirsch: by Alice Politi
BLM and Beyond Unconquered Peaks Editor and Wimbledon High student Alice Politi spoke with alumna Afua Hirsch (Class of 1999) about her memories of Wimbledon High School and how her time at school shaped her and her work.
What is your earliest memory of WHS?
What started your interest in law and journalism?
I came to WHS telling everyone my name was Caroline. I thought I could finally have a name that everyone could pronounce, but because it was not in the register they reverted to my real name. In hindsight, I feel quite sad about it as I think it shows how conscious I was of my ‘otherness’ and how much I just wanted to assimilate and not be different.
When I was at WHS, I did feel as though I didn’t have a peer group of other Black girls, because it just wasn’t a very diverse school, and I really craved having friends who shared my heritage, so I started working for The Voice newspaper in Brixton, which is the oldest Black newspaper in Britain and I discovered that I loved journalism. That sowed a seed early on for me, and I discovered I have this huge curiosity and an interest in people and their lives, I want to tell their stories.
Where did you go to study after school and what did you study and why? I studied Philosophy, Politics and Economics at Oxford. I was really struggling to narrow down my degree choice, I wasn’t ready to choose a single subject and PPE at Oxford seemed like a great choice given my interests. I wrote a thesis on the role of women and feminism in African independence, and I also did a lot of political theory and philosophy, which I loved.
Law was something that came to me later; after Oxford, I went to work in development in West Africa and I found that I wanted to advocate more professionally. I wanted to be able to litigate and hold people to account for their leadership decisions and structures.
What are your favourite and least favourite things about the work you do? I was a reporter for a long time for the Guardian and then for Sky which was hard because you have to be balanced and it is difficult to stay neutral about something you’re really passionate about. As a lawyer I practised legal aid law, so I was representing people who couldn’t afford their own legal representation. It is really difficult work to do because of how important it is and the conditions everyone is working under. We pride ourselves on being a society that functions according to the rule of law and principles of fairness, but it’s hard to see those values when you look at our current Legal Aid system.
Student writing / BLM EX HUMILIBUS 2020/21
What is the greatest achievement of your life so far? I’m really proud of my book because I wrote it when I was Social Affairs Editor at Sky News and was working incredibly long hours. My daughter was two years old and so I sat up late at night writing my book, because I just knew it was a story I had to tell, and it was a narrative I felt we as a society needed. I look back and I’m actually not sure how I did that!
What did you find hardest and most rewarding about writing your book ‘Brit(ish): On Race, Identity and Belonging?’ Digging into my own personal life experience. As a reporter, you tell other people’s stories, not your own, so it was really counterintuitive for me to reveal such personal things. I wanted to make it easier for a young woman who’s growing up now navigating the same things that I struggled with to have an example of someone who has come through them and has the language to talk about them and does so with confidence.
Many WHS students have been deeply affected by the Black Lives Matter movement and want to make changes in our lives and communities, what would your advice be to students at WHS who want to make their voices heard and lead through their actions? I think the first is knowledge. We’ve got to accept that we live in a society that has not equipped us to navigate the terrain of understanding the structure of racism, the history, the way it manifests itself and how it affects people - things like whiteness and white privilege and how race has been constructed to affect us differently. This is not to blame individual people or teachers or schools or even political leaders, but none of us have been equipped with those skills or that knowledge. We all need to learn; so read, listen and engage. Once you have acquired that knowledge it is about asking how you can position yourself in a useful way and listening to the people who have been doing this
work their whole lives. Sometimes there is a tendency for everyone to want to insert themselves and make it about them and what they want to do and how they feel, but I think we all need to take a step back, and ask, what is the long game, what are we fighting for, who do we listen to, how can we humble ourselves and be led by the people who are really in this space already? I think this is the best advice for everyone.
Who are your heroes? My parents. I think if it were not for them, I wouldn’t be equipped with any of the confidence and energy that I have now. My ancestors on both sides of my family have fled oppression and racism. My paternal grandfather was a Jewish refugee from Nazi Berlin in 1938. My maternal grandmother lived through imperial oppression and came and raised her children in the UK. She still lives in Wimbledon and is an incredible woman.
How would you define success and what is its secret? I reject the idea that there is one idea of success, and that you can measure success according to any objective criteria. For me, success is being authentic to what I know, and living a life that makes it easier for other people to achieve progress and justice.
What advice would you give someone starting secondary school (apart from staying true to their name)? Yes, don’t give up your name! Be kind to yourself, you will make mistakes, you won’t always live up to your expectations, and that’s all part of how you learn and grow. You have to learn to fail well.
That’s terribly Wimbledonian of you! What about someone leaving school after A levels? I think there is so much pressure on your generation to have everything planned out and there’s so much financial burden attached to studying now. I think it’s really important to have a plan – but also know that that’s going to change, and if you can build that into your thinking then you’ll be more resilient when it comes to rearranging things.
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Have you got a birthday message for the school? Happy Birthday! The school should be really proud of how many girls and women it has educated over the years but I think it’s important when you congratulate yourself and take stock of success to also embrace new challenges. There is scope for Wimbledon High to become a more diverse school that embraces more people from different backgrounds, whether that’s socio-economic background or racial and ethnic background. It is important for that to be part of the Wimbledon High School identity, that it is diverse in every facet of diversity. There’s scope to grow, and I hope that in another 140 years, they will be able to look back and see that has happened. I also hope it won’t take that many years!
Our student magazine, Unconquered Peaks, in hard copy and as an online blog allows our students to express their opinions on a range of issues. Take a look at whs-blogs.co.uk/unconquered/ for the Afua Hirsch interview in full, for articles on racism, gender, culture and more with a fair smattering of Wimbledonian humour thrown in.
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Head Girls Speak Out EX HUMILIBUS 2020/21
Head Girls Baroness Ilora Finlay,
née Gillian Dowman (Class of 1967)
Katy Astley,
née Joubert (Class of 1999)
Priyanka Patel, (Class of 2017)
Head Girl 2020 - 2021, Jess, chats to former Head Girls, Baroness Ilora Finlay, née Gillian Dowman (Class of 1967), Katy Astley, née Joubert (Class of 1999) and Priyanka Patel (Class of 2017) about their time as Head Girl of Wimbledon High School. What did you enjoy most about being Head Girl at WHS? Priyanka - Connectivity and developing connections. Katy - The sense of belonging and feeling valued. Ilora - Influencing change and being listened to by staff and the Headmistress.
How did the Head Girl Team function when you were here? Priyanka – We were a close team and made sure all decisions were made on a uniform basis. I always
tried to recognise that everyone was there because they brought something to their role. Katy - We had two deputies and a cabinet, and we would meet regularly, so I learnt to Chair a formal meeting and made connections that have continued for life. Ilora – The school was smaller, but we still had two deputies and I am still in touch with one of them. We would meet each week for an update with the Headmistress over coffee and biscuits.
Interview by: Jess Leunig, Head Girl
What qualities allowed you to be an effective Head Girl? Ilora – I had a slightly rebellious side and I remained friends with the rebellious group which gave me some negotiation skills and taught me how to tackle problems from different angles. Priyanka – A desire and foresight to impact change and to balance friendships whilst maintaining a vision. I learnt more in that year than I had in all the previous years. Katy – I felt confident at school from the beginning and got a gold badge in Juniors in my first term.
Head Girls Speak Out EX HUMILIBUS 2020/21
Speak Out What qualities did you develop as Head Girl that you think have helped in your career? Ilora – It gave me courage to recognise things I thought were morally or ethically wrong and hold onto those even when challenged and I have taken that right through my career into parliament and beyond. Priyanka – It is very character building; you learn that if you want to make change you have to be prepared for the backlash, but Mrs Lunnon really empowered us, she wanted us to bang on her door and demand change. Katy – I remained ambitious and I have taken that role of influencer into my professional and personal life.
How do you think you have empowered other women in your career? Katy – I went into a female dominated career in Higher Education and Fundraising, so my empowerment comes from empowering anyone junior coming up the ladder. Ilora – I believe we have to be prepared to speak out on a broader level about how women in other countries are treated and not to forget how many rights we have here in the UK. But in my
role, I always aim to encourage young women coming into government and recognise their strengths. Priyanka – I received a lot of knock-backs before I secured my training contract in Commercial Law, which is very male dominated, so now I am using my experiences and opportunities to support other young women looking for roles in the city.
What advice would you give to your younger self as Head Girl? Katy – Don’t put too much pressure on yourself. You don’t have to live up to the person you think you have to be. Priyanka – Maintain an open mind and build your own network, make your own opportunities, that is your superpower. Ilora – Don’t be afraid to ask for advice and never be critical of others without understanding.
What has been your experience of life in lockdown and what have you learnt? Priyanka – It has made me grateful for the small things and to be more present. Katy – How important education is and not just for learning, but how it teaches us how to be in society. Ilora – How precious life is and not to take nature for granted.
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Life in Lockdown: An Alumna Perspective EX HUMILIBUS 2020/21
Life in Lockdown: An Alumna Perspective Kate Hilton, née Turner (Class of 2003)
Kate is Head of Membership at Business in the Community (BiTC) and Mum to (in her words) a charming, inquisitive, always-on toddler. Here, she shares some of her experiences during lockdown: “I’ve been impressed with how agile many organisations have proven themselves to be throughout the pandemic. For Business in the Community, we pivoted quickly to respond to emergent needs of local communities and set up a platform to match those needs with offers of support from our business membership. Within the first three months of its operation, we made over 2000 matches, like getting surplus food from the FMCG / supermarket supply chain into foodbanks; spare IT equipment from our many tech members to schools to support disadvantaged children learn remotely; and brokered pro-bono logistical support nationwide to all
these goods from businesses to the charities that needed them.” “Like many working parents, I found lockdown simply exhausting. My husband and I divided the day into two long shifts – dawn to lunchtime and lunchtime to bedtime - and took turns each day with one working and the other on childcare. By lunchtime you were exhausted from being on the go constantly with our daughter, yet your workday hadn’t even started. However, on the flip side, we both had 1:1 time with our daughter every day and found her development a joy to watch. Since she has returned to nursery, we have shortened her days a bit so we get to spend more time together before bedtime – it takes understanding, trusting employers and a bit more drive to start work earlier to make up the hours so you can knock off early for the nursery pick-up, but it’s definitely worth it.” “When I was at WHS, I felt the emphasis was very much on producing the career women of the future: doctors, lawyers, accountants, politicians, scientists etc. We knew that many girls’ mums didn’t work, but the message seemed to be
that women could, and should, have it all - and would definitely when we were in our 20s, 30s and beyond. As the daughter of a working mum that made sense to me, but since becoming a mother myself, I think it’s important that we don’t suggest to young women that they should necessarily try to have it all, all at the same time. Sure, we can be on a crazy career ladder towards the boardroom, we can find the perfect life partner and live in a lovely big family house with the 2.4 kids and keep up all our hobbies and still see our friends regularly. But trying to do it all at once is exhausting and pretty unrealistic. We’re going to be working well into our 70s - we’ve got time and it’s ok to take a few steps back every now and then; to focus on different areas of our lives; to find enrichment outside work, or outside family… and then to find our way back to wherever we were going.”
Life in Lockdown: An Alumna Perspective EX HUMILIBUS 2020/21
Sue Davidson, née Huggins (Class of 1971) Sue is a member of the Wimbledon High School Union committee. The Wimbledon High School Union (WHSU) was formed at a meeting of the Old Girls and Staff on 6 October 1888 and consisted of the Headmistress at the time, Miss Edith Hastings, former students and honorary members. The objectives can be found in the 1889 edition of the School Magazine, which states that the Articles of the Union are: • To maintain helpful and educating intercourse among girls who have left WHS. • To keep up the connection between Old Girls and the School. Today these objectives remain the same and the WHSU has continued to maintain a connection between the school and its Old Girls for over 130 years. Through their annual lunch and newsletter and their contributions to our online archive, they are keeping the history of the school alive. Throughout lockdown, Sue kept in contact with many of our older alumnae providing a vital connection with the outside world.
‘A lot of people were cut off from the world when the pandemic happened, and even before, so the WHSU provides a more personal way of keeping in contact with the school and people love to hear from us. We send Birthday and Christmas cards, and even flowers and plants to those we know are having a difficult time. Our Benevolent Fund also allows us to help those who apply for assistance financially where we can.’ In addition, some Year 12 students also wrote letters to some of our older alumnae sharing how lockdown was affecting them. The WHSU also offer a prize every year to the WHS student who upholds the long-standing values of a Wimbledon High girl, along with a donation to a charity of their choice. ‘There is something different about girls that study at WHS, they are independent and fierce, but understand the value of putting others first, ever since the WHSU began students have been
volunteering with local charities and putting something back into the community and we continue to try to do this through the WHSU today.’
If you are interested in joining the WHSU please contact us at alumnae@wim.gdst.net or write to us at WHSU, Wimbledon High School, Mansel Road. SW19 4AB.
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Wimbledon Rows EX HUMILIBUS 2020/21
Wimbledon Rows Wimbledon High School’s Boat Club is made up of much more than students who just want to get out on the water.
T
he rowers’ team spirit, dedication and camaraderie especially over the last few months has been astounding, along with the unwavering support of their Olympic Silver medal winning coach, Gillian Lindsay and the parents who continue to strive to provide the very best for the WHS Boat Club (WHSBC). Prior to 2016, Wimbledon was not necessarily known for its prowess on the water, however a recent reconnection with alumna Charlotte Butler (Class of 1995) reminded us that whilst it might have been some time since Wimbledon High won any medals, there had been crews who had succeeded before. Today, Charlotte runs a successful diversity training company in London, but has fond memories of her time on the Thames:
“Being a part of the 1995 WHS Rowing team was an experience I will never forget. During the winter months this plucky crew of beginners would meet by the banks of the Thames in Putney after school, rowing out of the boathouse kindly lent by King’s College School (KCS). We laughed, we got wet, we got cold, we got sore hands, we sang, we almost lost a car to the incoming tide, we laughed some more.” A sweep of the school archives revealed that there had in fact been a rowing team during the mid 1990s. Further investigation showed that the team was run by the then Head of PE Mrs Garner, who joined WHS in 1992 and that the squad used the KCS club house as their base.
Wimbledon Rows EX HUMILIBUS 2020/21
This excerpt taken from the 1995 WHS School magazine, shows how the girls quickly took to the water with some early successes, part due to some tactical game play:
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We then began our cunning plan to lull all teams into a false sense of security by appearing to be totally inept on the water including:
Leaving our cox on the bank while we drifted into the centre of the Thames much to the other teams’ amusement.
Forcing one of our crew to take a short, sharp dip. Attacking Westminster with our blades, accidentally of course.
Facing the opposite direction to every one of the other three hundred crews
We passed through the start line with speed and determination to prove ourselves. Ours was the last boat in the division so our only aim was to overtake.
R: Top Row Ling team – w Phelps), o R eé 5 (n 9 y o WHS 19 ), Alex Mel se o R ée in k (n erine Fort Laura Coo etch), iddle) Kath R ée iller (née P (n M k o sa Li Marion Co e Hutton, lin o ), ar C er : g ow L-R Schlesin Bottom R Moser (née ler, Hattie ut B e tt lo Char rgan) le (née Ho Amelie Har
Crossing the finish line - From Bow sea t: Katherine Fortin, Am elie Harle (née Horga n) (Captain), Alex Meloy (neé Ph elps), Lisa Miller (né e Petch), Laura Cook (née Ro se), Gemma Anson, Marion Cook (née Rid dle), Hattie Moser (née Schlesinger) and Charlotte Butler
Over a short distance and with ease we rowed straight past Westminster. The adrenalin continued to flow as we overtook the next crew. We knew this was going to be a hard race, but we didn’t realise how hard until about three quarters of the way through. As we went through the finishing line, we were all too exhausted to speak. We were greeted by a rather muddy Marcel and Mrs Garner as they had run down the tow path yelling support, which to their disappointment none of us had heard. We anxiously awaited the results and could hardly believe it when they announced that Wimbledon High had won the Women’s Junior Novice VIII’s division.” Today WHS are proud to be representing rowing at all levels and across most year groups. Now rowing from Molesey Boathouse, gaining silver in the Nationals in May 2019 and with an Olympian at their back, we are sure Mrs Garner, and our rowing alumnae would be proud!
“WHSBC is one of the country’s fastest growing junior rowing programmes and it feels great to be at the helm. I have no doubt the next 4 years will be every bit as exciting, busy, fun and memorable as the last, with the pipe-dream of ‘doing’ all of this from our very own Boat Club…the thought of WHSBC boating from a beautiful Boat Club along the River Thames in 140 years is a marker I am hugely motivated to leave behind.” G I L L I A N L I N D S AY,
whs
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of rowing
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Spotlight on Alumnae Careers EX HUMILIBUS 2020/21
Spotlight on Alumnae Careers We are so grateful to the many alumnae who have attended careers events and lunches in recent years. Whilst face to face events may not happen as usual this year, if you would be interested in sharing your career journey, we are exploring online sessions and podcasts as ways to share your experiences with our students. Please email alumnae@wim.gdst.net if you would like to be involved – it doesn’t matter whether you left 5 years or 50 years ago!
Dr Harriet Baker (Class of 2004) ONCOLOGY REGISTRAR
After school, Harriet went to Leeds University to study a BSc in Pharmacology. “I ended up doing Medicine as a post-graduate and am SO glad I didn’t rush into it when I was 18. The constant studying and acquisition of a high amount of responsibility from a young age are not decisions or experiences that should be rushed. When I applied to medical school, I had finished a BSc, travelled and worked as a healthcare assistant for a year. I was 100% sure I wanted to be a doctor and haven’t looked back.” Harriet’s advice to students now would be “If you are not ready to decide what you want to do as a career, it is ok. Get some experience in things that interest you and decide later. Success is being ok with failing and not letting it put you off. I got rejected from medical school twice before I got in!” During the pandemic, Harriet was asked to step forward and serve in the front line with Covid-19 patients, which, whilst challenging, also gave her a real sense of achievement.
Spotlight on Alumnae Careers EX HUMILIBUS 2020/21
Priti Verma
(Class of 1993)
CHIEF RISK OFFICER, BROOKS MACDONALD GROUP PLC
Priti studied Physics, Maths and Chemistry at A Level and went on to complete a Masters in Chemical Engineering at Imperial College, London. Priti chairs the City Networking Group for the GDST which provides an opportunity for GDST alumnae, working in the City of London, at all levels to connect and develop their careers. Priti describes her career as a process of elimination. Whilst at WHS, Priti completed a couple of work
Rachel Wilshaw, née Kirby (Class of 1976) ETHICAL TRADE MANAGER, OXFAM
Rachel joined WHS in the Sixth Form, “I was not happy at my previous school, I always felt that being academic was not supported, then I remember arriving at WHS and being taken seriously for the first time.” After studying English, History and French at A Level, Rachel continued her love of the Arts and went on to read English literature at the University of Cambridge and completed a History of Art Diploma at the University of Oxford. She spent six years working
Rachel Wang, née Freeman-Wang (Class of 1990) DIRECTOR OF PRODUCTION COMPANY AND SOCIAL ENTERPRISE, CHOCOLATE FILMS
After leaving WHS, Rachel studied at the Wimbledon School of Art before going on to Bristol University where she completed a Joint Honours in History of Art and Theology. Despite always knowing she wanted to do something creative, she didn’t decide on film and producing until she was in her 20s and founded production company and social enterprise, Chocolate Films in 2001. Today the company’s clients include Tom Ford, Facebook and the Royal Collection. She was nominated for GDST Alumna of the Year in 2020.
experiences; first teaching but decided that she lacked the necessary patience and then medicine but after fainting on a patient during an angioplasty, she decided she probably didn’t have the stomach for it. Then at university, Priti completed work experiences on oil refineries and in factories which led to the conclusion that a career in industry was also not what she wanted to do. Management Consultancy was Priti’s first career choice which helped her narrow down her career path to the fields of finance and regulation. Bringing her experiences in finance, process reengineering, risk management and compliance together has led her to her role as Chief Risk Officer. “My advice to current students is to try everything, keep your options open and have the belief that you can do anything that you put your mind to.” in exhibitions, before joining Oxfam where she advises companies on best practice in relation to labour rights in global supply chains. Whilst Covid-19 has had a detrimental effect on Oxfam’s fundraising, specifically around their stores, which bring in millions of pounds every month, festivals, events and marketing opportunities, it has presented the opportunity to campaign on other issues, such as ensuring everyone has access to clean water, which is now more important than ever. Having graduated during a recession, Rachel’s advice to students graduating now is to live in the moment and worry less. “You have the best educational start as a WHS alumna.” Rachel is passionate about reaching out to diverse community groups. Her documentaries about brave women in the city, led to an all-female filmmaking project to empower girls to make their own documentaries. Rachel sits on numerous boards including the National Portrait Gallery, the Creative Industries Federation and the British Film Institute and would love to head up an organisation such as the BFI in the future - “[I believe] It is so important for someone with my experience and background to lead in the media as a beacon for the next generation of women of colour.” Her advice to anyone leaving school is to research all your options, ask all the experts lots of questions and remember that there are many routes to get to the destination that you dream of. “Success is being able to fail and not give up.”
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Spotlight on Alumnae Careers EX HUMILIBUS 2020/21
Lucy Arditti (Class of 2009) SCRIPT EDITOR
Lucy studied English Literature, French, History and Graphic Design at A Level and went on to study at the University of Edinburgh, where she felt lucky to be able to be a part of the Edinburgh Fringe every summer, developing her love of writing and comedy production. Lucy now works as a Script Editor for Eleven Films and recently worked on Netflix’s acclaimed show ‘Sex Education’. Having joined WHS in Year 8, Lucy recalls feeling nervous on her first day, assuming everyone would have already established friendship groups. Future Head Girl, Hannah Nonnenmacher sat with her during her first lesson and they remain friends to this day.
Camilla Morton (Class of 1994) FASHION CONSULTANT, WRITER AND INTERNATIONAL BESTSELLING AUTHOR
Camilla is a London-based style and fashion consultant and author of the international bestseller ‘How to Walk in High Heels.’ She’s worked for some of the biggest names in fashion, including Dior and has been published in Vogue, Harper’s Bazaar and many more. Camilla joined WHS in the final year of prep school, and unsurprisingly recalls the green and white overalls and uniform. Camilla always knew she wanted to work in fashion and was inspired by Mrs Todd, who was then Head of Art, to study a foundation course at Kingston University in Art and Design rather than follow a more ‘traditional route’; she believes this opened her eyes to the world, to creatives and helped build her portfolio and establish what area of fashion she wanted to work in. Camilla went on to study Fashion
She credits Ms. Preece’s no nonsense approach to teaching English with her decision to pursue English Literature at university. “I didn’t know exactly where I was heading, but I think I always wanted to do something in a creative industry, so my younger self probably wouldn’t be surprised at the field I’m working in now.’ Lucy’s advice to anyone starting out in the media industry is to “take things one step at a time and run your own race. Remember that even the experiences that don’t seem to lead anywhere will teach you something, don’t worry about having to make the ‘right’ decision at every stage, be ready for opportunities when they come along, and try to be a decent person to those around you.”
Communications and Promotions at Central Saint Martins and worked at Vogue before moving to Paris to collaborate with John Galliano at Dior, “I followed my heart, rather than convention and ended up working for the most exciting and creative designer in the world.” Her advice to students is to enjoy the now, do it for yourself and not for others, to take up new interests and remember that some days will be harder than others. “There are many different routes, and all are equally important and equally valid. As much as you are studying in class try to ‘learn’ who you are - make friends and enjoy the living as much as the learning. The friends you make at school can help you grow into the person you’ll become, so encourage them as much as they encourage you. You don’t need to be the most popular, but try to be the most loyal, the kindest, the most imaginative - these are far better skills to have.”
Forever Friends EX HUMILIBUS 2020/21
F O R E V E R
F R I E N D S
It was with much sadness that we learned this year of the death of former Headmistress Mrs Rosemary Smith. Mrs Smith was a much-loved Headmistress who led the school for ten years from 1982 – 1992, overseeing many positive changes to Wimbledon High School. As a GDST alumna herself, she believed passionately in educating young women and inspiring energy, talent and enthusiasm in students and staff.
She was a student at GDST’s Brighton and Hove High School from 1948-51, going on to read English at the University of London before completing her PGCE. Once retired she lived in Manchester where she could be close to her daughter and OBITUARY grandchildren.
Rosemary Smith 1932-2020
As Headmistress, she led the school through further expansion needed for the school to comply with the new GCSE requirement to have all subjects taught in ‘subject rooms’. The New Block (Piper House) comprising art studios, a new library, and numerous classrooms, for maths and languages was opened in November 1989 and she launched the Sports Hall Appeal in 1990 for the development of the gymnasium into the Performing Arts Centre.
This year, we have said goodbye to four much loved members of the Wimbledon High School staff: Junior teacher and Head of Science, Mrs Garczynski who will be familiar to many alumnae, taught in the Junior School for 33 years. She inspired generations of WHS Juniors with a love of science.
partnership programme SHINE with exemplary care and dedication. We are sure you will join us in wishing her all the best on her move to Spain. And finally, after six years as Head, Mrs Jane Lunnon who will take on the role of Head at Alleyn’s School in Dulwich. Mrs Lunnon saw the school though an eventful six years and was never without a word of encouragement or wisdom, it feels only right to share her final message to the students with you here: “Girls, when I say to you: once a Wimbledon High Girl, always a Wimbledon High girl, it’s because I know you will always carry the heart of this school and everything it represents in your lives: generosity in learning, solidarity in friendship, kindness in sadness, honour in all things and grateful delight in the richness and variety of life. We will be ‘strong in our union of loyalty and love’ and we will take our ‘onward course, cheered by our happy past’, knowing what is right and what really matters and how lucky we have all been to be part of this amazing school.”
Farewell to Long Serving Staff
Not far behind was Mrs Eaves, who taught at WHS for 25 years, as Head of Geography and Head of Year. Her contribution to the community and to the school have been extraordinary. As one of her colleagues aptly summed it up: “She is, and always has been, the epitome of everything Geography. She’s magical like the Northern Lights, sharp like a mountain and fierce like a river.” We also said goodbye to Señora Nullens after 22 years at WHS. An outstanding teacher of Spanish, whose students, past and present, speak enormously highly and warmly of, she was an inspiring Head of Year and an organisational machine who ran our
In recent years, she had returned to SW19 on several occasions to attend school reunions and catch up with alumnae and former colleagues and was guest of honor at the school’s 135th Birthday Reunion.
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Alumnae Community EX HUMILIBUS 2020/21
Alumnae Community 140th Birthday Reunion
GDST Life
As those of you who have joined us at our annual Birthday Reunion will know, it is usually an afternoon of laughter, catching up with friends and of course a rendition of the school song! This year, we held our first ever virtual reunion, as we couldn’t let our 140th birthday pass without a chance to reconnect with alumnae from across the years. We were delighted to be joined by over 50 alumnae who were welcomed by our new Head, Ms Fionnuala Kennedy. Through the power of technology, we were then able to share some recent school activities, including a rendition of Like A Rainbow performed by the WHS A Capella group and a WHS quiz. Year groups were then given the opportunity to chat separately and catch up. Ending of course with a rendition of the school song.
The GDST alumnae network includes more than 70,000 women, from all walks of life and from all around the globe, who are there to support and inspire each other. It is one of the largest of its kind anywhere in the world and GDST Life is the gateway to this community.
Class of 2016 Reunion Each year we welcome back alumnae who left WHS five years ago for their first reunion. It is always a fun evening of cocktails and canapés, with lots of teachers keen to come along and see what their former students are doing now. We plan to organise a virtual event in March 2021 for the Class of 2016, if you would like to attend please email alumnae@wim.gdst.net
It is there for students from the moment they go into Sixth Form, giving them the opportunity to connect with others across the GDST family of schools. And for alumnae, opening doors to a host of networking opportunities, unrivalled personal and professional connections, mentoring support, events, news and resources, groups and societies, and much, much more - for life. Join GDST Life today www.gdstlife.aluminate.net
Hover the camera from your phone over me
Keeping in contact We would love to keep in contact with you by email rather than post where we can. If you’d like to receive news from the school, please send your up to date email address to alumnae@wim.gdst.net
Our History in your Words EX HUMILIBUS 2020/21
I realise how fortunate I was from the beginning of my school days. Going to school was a big step – education was expanding at that time, especially for women and the GPDST offered girls an education equal to their brothers. I walked in a Women’s Suffrage procession through London – I remember how more than one man raised his hat as the banner passed along the Embankment. The tune of ‘March of the Women’ is with me yet.
The school fire was really rather an exciting event. How long would it take to rebuild? What would happen to us in the meantime?
9th November never passes without my casting a thought towards Wimbledon. Bumper celebrations accompanied the 75th birthday in 1955 including a service at Southwark Cathedral, we trooped there in a special train.
OU R H I STORY I N YOU R WOR DS Excerpts from WHS School Magazines
The revolutionary spirit of 1968’s Parisian students was a far cry from WHS and many of the major changes were destined for the years after we had left. Changes there were all the same and the 1960s seemed characterised by a growing informality in school life… we had never been unaware of the vagaries of fashion, ruining many a pleated skirt by rolling it over half a dozen times in an effort to take the mini skirt into school life. When I look back at my school days during the war, it is like looking through an old faulty telescope at the end of a seaside pier: tiny incidents suddenly leap into focus and then just as suddenly slip out of focus. So appear my memories of the wartime school days – tiny, vivid moments appearing in great clarity and as suddenly fading.
Then there was the fire watching – a strange but rather delicious activity since it entailed treading in all the previously forbidden places in the school. We did our homework in the formerly unknown land of the staff room – and then down to the kitchens, another unknown territory where we ate dinner amongst giant sized cookers and draining boards.
But the war years from 1914-18 were a different story. We and the staff set up to make “respirators” for the troops in France. Where they went and if they were any use at all, we never heard but nothing could have given us greater sense of making our own small contribution to the appalling struggle at the front.
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From year to year our onward course we take, Through strife and victory, through weal and woe, Making new friends, ne’er losing those we love, Still onward ever onward let us go. Above us loom new fields to conquer still, Behind us are the heights already gained By those who bore the fiercest of the fight, That brave small band to whom so much attained. Those who have led, and those among the ranks Who did true yeoman’s service with their might, All these we love and strive to emulate Keeping their mem’ry ever green and bright. Onward we go, cheered by our happy past, Strong in our union of loyalty and love, To this our school, its memories and aims Then forward to th’unconquered peaks above. WIMBLEDON HIGH SCHOOL SONG
Words by Miss M.H.Jemmett Music by Kitty Ramsay (later Duchess of Atholl)
Wimbledon High School, Mansel Road, London SW19 4AB 020 8971 0900 • info@wim.gdst.net • www.wimbledonhigh.gdst.net Head: Ms Fionnuala Kennedy
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