Meetings. There are an awful lot of them in a week. This week perhaps more than ever. I suspect that we have just about covered every variety of this particular activity, individual, board, group, standing up and sitting down. I have never counted up the number of meetings that take place at the BSP each week, but it most probably tops the hundreds. To give a flavour of the vast variety of meetings, this week has seen department meetings, parent teacher meetings, faculty meetings, coaching group meetings, CPD meetings, and even governor meetings. Most of them will have been useful and they may well have led to positive outcomes.

One element of my week that I particularly enjoy is my meetings with our Heads of School, the Head Girl and Head Boy. During our meetings I am given a clear picture of what they see from their perspective regarding the school’s performance, and I am constantly intrigued by the range and scope of topics they would like to cover. This week we ranged from Christmas decorations to exam anxiety, a heady mixture that speaks to this time of year. In the middle of the week there were a range of Governor meetings: Governance and Nominations, Alumni and Engagement and a Board Meeting. These meetings are an invaluable part of the School’s activity. Plans are considered, reports presented, and scrutiny follows. This week the Governors had the opportunity to learn more about the important work done by the Senior School Learning Support Department.
Year 8 Parents had the chance to meet with teachers this week accompanied by their children and next it is the turn of Year 9. A valuable opportunity for congratulations, encouragement, and advice to be passed on as we draw to the end of this important term for academic learning. Next week’s meeting will be the final Parents’ Evening of the calendar year and I would like to extend a thank you to all who have contributed to making these meetings so valuable, especially all who provide the ever-necessary tea and coffee!

Whilst we may sometimes question the necessity of meetings, good ones are essential for enabling collaboration, creativity, and innovation. They can often foster relationships and ensure proper information exchange. They provide real benefits. But they do take time. So, as we reach the end of another busy week, I’d like to say thank you to all who have contributed to that oft-maligned activity that is the meeting for their time and thought and contributions.

Nicholas Hammond

Headmaster

www.britishschool.fr

“If we are to teach real peace in this world, and if we are to carry on a real war against war, we shall have to begin with the children…”

Mahatma Ghandi

Every now and again I see something that reminds me I should sing the praises of being a through school. In normal parlance that is a school that has the capacity to educate from Nursery to Upper VI (Year 13). This week I happened to bump into some of our youngest pupils, Nursery and Reception who had enjoyed an exciting morning of theatre in the Senior School’s drama studio. Games had been played and I’m told there was a puppet show too. Much of the work being done by our Sixth Formers who revelled in the opportunity to entertain their younger school mates. Many thanks to the teachers from both sites who made this wonderful learning opportunity happen.

I hope that there is a reciprocal benefit to such exchanges. Our younger pupils gain an idea of what their future learning path might look like and the older ones are reminded of their own school days, a time when everyone was willing to have a go and the anxiety of adolescence hadn’t yet struck. It is opportunities such as this that allow young people to develop a habit of service and gives them the chance to hone their leadership skills.

As I write, Year 9 have nearly gone to sleep following a busy day on the battlefields of the Western front. We make this annual pilgrimage to the sites of memory and mourning in Belgium and Northern France not to glorify conflict but to reflect upon the stories of individuals who went well beyond what might have been expected of them. There are tales of courage but more often it is those who have demonstrated bravery through their devotion to friends and comrades that make the most significant impression. As we stood and looked at the names on the Thiepval Memorial we had the chance to reflect on the courage shown by young people in the face of extraordinary danger.

Sadly our young people are growing up in a world that has failed to learn the lessons of the Twentieth Century’s global conflicts. Perhaps through relatively small acts of service, by doing things for other people, they will view their roles as being that of peaceful leaders focused on providing the best for the many as opposed to slipping into conflict. Tomorrow we will visit sites around the city of Ypres and we will once more see the echoes of the present in the past. In all of this we will take hope from the stories of those who remained true to their comrades, put others before self and sought the common good.

Nicholas Hammond

Headmaster

www.britishschool.fr

It has been a week of anniversaries. Most obviously, given the profusion of poppies and bleuets in school it is clear that we are in the important season of remembrance. A time in which anniversaries both individual and collective are observed. A time to consider the cost of conflict and the impact that it has on families and communities. A time to keep silence, if only for a minute. When we have the opportunity to meet together as a community, as we did during our assembly and observe silence then we are reminded of the power of the collective will. Whilst our school is generally a joyful place, it is important that we have more sombre moments too. Our thanks to Max whose rendition of the Last Post made the occasion all the more memorable.

Four hundred years ago Shakespeare’s First Folio was published. Arguably one of the most important moments in the development of English Literature and an event that enhanced the world’s cultural wealth. Also a moment when, not only memorable phrases entered our language, but when a rich vein of (as yet unheard) insults were recorded for posterity. Shakespeare was both famous for his invention of words and for the savagery of his quill. Among the seventeen hundred words he is said to have invented are words that are part of our everyday lexicon, words that are so everyday as to be unremarkable: addiction, arch-villain, bandit, fashionable, gossip, hint, majestic, swagger, tranquil, unreal and zany to name but a small selection. The insults might not have dated quite so well, although there is a certain style to “I scorn you, scurvy companion”, and “More of your conversation would infect my brain”, has a certain brutal resonance. Who wouldn’t feel a sneaking satisfaction in having come up with “You starvelling, you eel-skin, you dried neat’s-tongue, you bull’s-pizzle, you stock-fish–O for breath to utter what is like thee!-you tailor’s-yard, you sheath, you bow-case, you vile standing tuck!”

Much of what was written by way of insults by Shakespeare would perhaps count in modern parlance as banter. A phenomenon that has taken root in schools across the world, a bit of fun, a source of amusement, a laugh and almost always the source of mean, unkind and bullying behaviours. Jokes are not always shared or understood and pain results. More often than not this happens without the Shakespearean wit and from behind the emboldening shield of the keyboard. Next week we will have anti-bullying week, we will sport odd socks and we will talk about banter, about how, all too often these supposedly harmless words can cut as savagely as any well-wrought Shakespearean insult. About the fact that we need to be as kind with our words as we are with our actions.

At this time of remembrance, it is important that we look to the healing power of dialogue and recognise that our words have the power to create peace and provide kindness.

Nicholas Hammond

Headmaster

www.britishschool.fr

“What I said to them at half time would be unprintable on the radio…”

Gerry Francis

And the shrill blast of the referee’s whistle goes for half time.

The teams leave the field of play and the frenetic minutes of the match pause. For a short period, there is a degree of calm. Down in the changing rooms there might be ranting, and harsh truths being spoken. There is a moment to discuss tactics and address injuries. More than anything the players have valuable space to catch their breath, to regroup and to be ready for the second half. Those in the stands dissect, analyse, question and celebrate. There is often hope of something better (unless you support Norwich City when the half time chat tends to be about how the Canaries will manage to squander a lead).

We have reached our half time in the term. Seven weeks of hard work, exciting activities, new friendships, and new experiences. Every pupil will have made progress and will have moments of triumph and probably a few frustrations along the way. That is the warp and weft of school life, it is how we grow. Looking at the pupils as they arrive in the morning, some look ready for a rest, our teenage pupils in particular look like they need a bit of a lie in and half term is a moment to regroup. In the coming days all pupils can take stock of their performance, consider what has gone well and identify the places where improvements can be made. A time for some fresh air, exercise, plenty of sleep and of course some reading. They probably won’t require a stern talking to from the coach.

In two weeks, they will start again with a little more energy (hopefully). There is much to anticipate in the second half of term, there will be plenty of exciting lessons, fixtures, some school trips, and a wide range of concerts. The second half of the Autumn Term is a special time, and it is important that all pupils have used the half term break to reflect, recover and reset.

As we break for half term, I believe that we are right to look to one of the world’s great philosophers, Eeyore for inspiration. At the end of a busy half term there can be a tendency to look at that which has not gone well. Eeyore, that famously miserable member of the Hundred Acre Wood community, perhaps surprisingly, reminds us that “It never hurts to keep looking for sunshine.”

And therefore, build on the positive.

I’m sure that our pupils will return to school in November ready to accomplish new achievements and scale new heights. Until then I hope that everyone has a great holiday. I’m off for a slice of orange.

Nicholas Hammond

Headmaster

www.britishschool.fr

“Revenge and retaliation always perpetuate the cycle of anger, fear, and violence.

Coretta Scott King

It has been a busy week in school. It should be, we are in the middle of a busy term and there is much to do and to enjoy. There have been trips, visits, fixtures, events, and excellent charity events.

In our Senior School assembly, I talked about the concept of phronesis or practical wisdom, an idea put forward by Aristotle many years ago. It is a useful concept as it acts as a cross between a pressure valve and a balance. Phronesis allows us to balance courage and caution, self and others, excellence, and empathy. It is a virtue that is meant to develop with age and experience. All our young people will find themselves in situations when they must make difficult decisions about what they are and what they are not going to do. Sometimes they will make good choices and on other occasions they will make less wise decisions. When things go right or wrong, we encourage our young people to reflect and learn from both success and error.

As if the task of growing up was not difficult enough, our young people face a barrage of bad examples to follow and from which to learn. This week we have witnessed scenes of brutality and violence that have been truly shocking. Conflict, it seems, is far from going out of fashion. It is well known that young people will model the behaviour that they see around them. Access to a 24-hour news cycle means that we are faced with images of violence and cruelty in a way that has not been possible before. It is important that our young people understand that this exists, but I would be wary about over exposure to graphic images. Certain social media channels offer an almost unlimited range of violent images and fake news, and it is difficult to escape this grip. Whilst our access to the internet is often a force for good, we should also be wary of becoming so used to seeing these images that we become desensitised or immune to their shock.

Conversation about points of conflict in a calm unbiased way with individuals are far better than relying on the internet to inform. As adults we should encourage these conversations. Our pupils should be aware of what is going on in the world, but we must ensure that they do not normalise what is inhumane and barbaric. They need phronesis if they are to make sense of all that surrounds them. If your child has been upset by the news coverage, then please do let us know. Our thoughts as a community are with all who are victims of conflict.

Our school community is a genuine melting pot of cultures, views, and experiences. It provides a wonderful opportunity for young people to develop and grow despite examples that may be seen elsewhere. Our focus on service and charitable activities is I hope an antidote to what is seen on their screens. We must have confidence in them and provide them with the conditions that they deserve to grow into the wise leaders that the world so desperately needs.

Nicholas Hammond

Headmaster

www.britishschool.fr

“It is not in the stars to hold our destiny but in ourselves.”

William Shakespeare

It is political party conference time in the UK. A time when politicians speak to the party faithful, and they generally applaud. It’s a time when some politicians try to broach difficult subjects and float big ideas. Last week it was the Liberal Democrats, this week the Conservatives and next the Labour Party.

All the parties have a view on education. It is after all one of the “easier” political footballs to kick – it is something that everyone has a view on as it is something that everyone has had an experience of (good or bad). Politicians being politicians, they aren’t interested in announcing small initiatives, they prefer an eye-catching headline grabber, and that is understandable. This week the Prime Minister has announced that he’d like to reform the exam system, so a greater number of subjects are studied for a longer period. He’d like academic and vocational qualifications to be bundled together, and he’s even borrowed a name for it describing it as a baccalaureate. In making this announcement he wrong-footed a few media pundits and has raised as many questions as he has answered. This, if it even happens, will be (I think) my third session of major reform. Four if you count my own school days where we were moving from O Level and CSE to GCSE. If I were one of Rishi’s policy wonks I think I’d have tried to steer him away from the qualifications side of the debate and asked for a greater focus on what happens to our younger learners. I’d be asking questions outside of the old skills versus knowledge debate and I’d be looking to develop not only academic prowess, but wider personal development. I’d be wanting a system of education that puts character excellence at the heart of all it seeks to do. Such a system would begin to address the mental health crisis our young people face, it would encourage an understanding of community, it would encourage kindness and would also be academically rigorous. Employer demands for effective team workers, problem solvers, creative thinkers and compelling public communicators would also be met. What’s not to like?

All national systems of education have their flaws. There is no one size fits all approach to the education of billions of children. Systems are useful but there must always be flexibility and more to it than simply the grades produced in the exam room. There is so much more to education than that. At a time when the majority of 16-25 year olds feel fearful about their future every day we need to be talking about more than simply the organisation of tests.

At present our tutors are preparing references for our Year 13 university applicants. It is somewhat humbling to read of how accomplished our Year 13s are. Having taken advantage of the opportunities offered they are well rounded, academically able, intellectually curious and prepared for leadership of self and others. Worth remembering that they have another six months to mature and to learn and to develop before they go out on that next great step after which their character will become their qualification.

Nicholas Hammond

Headmaster

www.britishschool.fr

“Initiative is doing the right thing without being told.”

Victor Hugo

Initiative is one of those character traits that is a challenge to develop in schools. Schools like many institutions are bound by rules and it is sometimes difficult to reimagine them working in different ways. Earlier in the week we had a group of students who went off to complete their practice adventurous journey section of the Duke of Edinburgh’s Silver and Gold Award. This is perhaps one of those parts of school life where it is easy to give opportunities for initiative. During the journey pupils are left to follow a route across wild country with minimal staff supervision. The idea is that by being put in a challenging situation they will develop valuable transferable skills that they can take into other aspects of their lives. Coping with disputes about which way the map should be read, deciding where exactly tents will be pitched and working together when tired are all experiences to be drawn on in later life.

In the Senior School assembly our new prefect team introduced themselves to the rest of the school. This year the prefects have defined their own roles, they stood up in front of their peers to explain what they are setting out to do and have decided that one of the key targets for development is student voice. Elections for student representatives will be held next week and a wide range of pupils are standing for election. The same enthusiasm to contribute to our community is found in the Junior School student council who meet with Mr. Potter to share their points of view regarding school improvements. I look forward to hearing their ideas and discussing school development with them during the year.

Many of our school charity projects spring from pupil initiatives. Last week alone, between both schools, money was raised for gene therapy (720€), Moroccan and Libyan disaster appeals through cake sales and a small charge for the privilege of wearing their own clothes or jeans with school uniform for the day. Over the coming weeks we will have pupils supporting other charities by giving their time and talent rather than by dropping coins in a bucket. This year we will have pupils lending a hand to a variety of local charities, giving concerts in a retirement home, and providing afternoon activities for a local special school. These initiatives are in many ways the most gratifying to see. Proof, if such were needed that our pupils are able to look beyond their own situation and take responsibility for providing for others. Our aim is to ensure that by the end of this year every one of our pupils, no matter what their age have demonstrated capacity for initiative and (hopefully) shown some too.

Nicholas Hammond

Headmaster

www.britishschool.fr

“It’s all to do with the training: you can do a lot if you’re properly trained.”

Queen Elizabeth II

We were fortunate to have been invited to watch the Tongan rugby team train on Wednesday. In the abstract, going to watch a team train may seem to be far less exciting than watching them play a match. There is, without doubt, a good deal to be learned when we accept that the skill shown on a sports pitch comes from not only a certain level of talent but an awful lot of hard work. Having the opportunity to see this process up close is a lesson in determination and endeavour if ever there was one. It is important that our young people have the chance to see individuals who are competing at the highest level ensuring that they are ready to meet the challenges of match day head on. Each day our pupils are faced with images of people who seemingly enjoy success without really trying, those who live perfect, airbrushed lives. This was an opportunity to see what success really takes, to achieve a chance to understand that high performance comes from hard work.

We were also honoured to attend the welcome ceremony for King Charles and Queen Camilla at the Arc de Triomphe earlier in the week. A magnificent spectacle with rows of marching soldiers, talented military bands and of course a King, Queen and a President. It has been said before that King Charles has spent most of his life in training for his current role and if that is the case, he appeared to know what he was doing. Many will no doubt scratch their head at the seeming irrelevance of something like a State Visit, but if it does nothing else it reinforces the relations that exist between old friends, France and Britain. Relationships are also more successful when we invest time in ensuring that they remain cordial, things tend to go wrong in school when pupils do not consider the impact of their behaviour on others. This visit reminds us that we should strive to remain cordial and that friendships need to be maintained with kindness.
Years 7 and 8 enjoyed a vigorous afternoon of team building on Monday. The aim was to develop bonds of trust and improve teamwork. When we put ourselves in more challenging situations we learn a good deal about our character. Experiences like this build confidence, develop understanding and give all a chance to develop strength of character that can be brought to bear on challenges in the classroom later in the year.

All who were able to come to our Welcome Event enjoyed a great opportunity to meet with other BSP families and members of our wider community. Such events don’t happen without an enormous amount of work behind the scenes so a much deserved thank you to our caterers Croc Pizza, the Communications Dept, the Finance Office, teaching and support staff, the indefatigable BSPS and the Prefects who facilitated this enjoyable event.

Nicholas Hammond

Headmaster

www.britishschool.fr

“A good referee can’t make a bad game good. But a bad referee can make a good game bad.”

Nigel Owens

Who would be a rugby referee? Now that the first week of the Men’s Rugby World Cup is over, I’m reminded that being the person with the whistle can be an unenviable position. Granted, these days there are video replays and bunker reviews, but the pace of the modern game means that match turning decisions must be made in the blink of an eye. Marginal calls cause big upsets. At the end of the match, no matter how well the referee has officiated there will be one set of fans who think something wasn’t right. Perhaps the one saving grace for rugby is that the referee still receives some sort of respect on the field unlike their round ball counterparts.

This week I was introduced to the concept of sympathy decisions. This is when a referee who has had to make a tight call later in the match attempts to make amends by favouring the “unlucky” side. Understandable as we all, I believe, have an innate sense of fair play. On occasion our young people may well feel aggrieved with decisions that are made, with disappointments that come their way. Not being picked can be crushing. Finishing somewhere other than first can be disappointing. Missing out on an opportunity upsetting. But despite the short-term angst, such disappointment can be turned to productive ends. Resilience and determination can be built.

There is a significant difference between something being disappointing and it being unfair. Staff strive to be fair in what they do, and we seek opportunities for all to take their place as representatives of the school. Be it in music, sport, academia, drama, debate, or art we endeavour to provide opportunities for new experiences to be enjoyed. This year in the Senior School we are offering archery. We’ve volleyball teams which have played their first fixtures this year. These may well provide the opportunity for pupils to show their skills. Where our young people see genuine unfairness, I hope that we are giving them the confidence to speak up and to challenge those who seek to take advantage or whose actions harm the community. If we manage to achieve this, then we will have educated capable and well-rounded individuals who are ready to take their place in the wider world.

Every time I visit our nursery I’m struck by the clarity of their rules. All activities here are governed by simple and easy to understand rules and we would do well to remember them as we move away from the delights of the sandpit. By being kind and thoughtful to each other, and by trying our best in all we do we will have a successful year. The school year is considerably longer than an eighty-minute rugby match, that said, I hope to keep my red cards in my pocket until the final whistle is blown on this year.

Nicholas Hammond

Headmaster

www.britishschool.fr

“You had better live your best and act your best and think your best today; for today is the sure preparation for tomorrow and all the other tomorrows that follow.”

Harriet Martineau

The start of the new school year comes with a heady mix of nerves and excitement. There are new forms, new subjects and new friends. For some it is an experience that has elements of familiarity and for others it is all entirely new. This term we welcome 177 new pupils to our community. Knowing that this is a welcoming community I’m sure that friendships will be forged and all traces of the first week nerves will disappear. Well done to all who have completed their first week and thank you to all pupils who extended a hand of friendship.

Alongside new uniform, nicely sharpened pencils and a colourful set of pristine exercise books, the new school year is a good time to consider what will be different. A time to decide what we will do differently. In short it is a good time to create a resolution (or two). On Monday morning I had the privilege of addressing the Senior School in assembly. I told them the story of Calum’s road . A tale about a man who built a road with nothing more than a pick, shovel and his own determination to help his community. My point was a fairly obvious one, in that we should be a little more like Calum MacLeod. At the start of the school year, we all have the chance to build our own pathway. We have a choice as to the direction in which we will go, and we know we will have obstacles to overcome. We can be confident that if we are steadfast in our endeavour we will negotiate the cliffs and marshes that stand in our way. Unlike Calum we have plentiful support in our task.

I mentioned the school’s character compass and suggested that this compass provides a guide for all of us in this community. When help with direction is needed by ensuring that no one point is out of balance, we can feel sure that we will succeed in our purpose. Similarly, it is important that our pupils move from the areas they feel comfortable and challenge themselves to develop into rounded and useful citizens of the twenty first century by experiencing new and different activities.

On Tuesday we were inspired by ultra runner Jake Barraclough who paid a brief visit to the school. His extraordinary 10 marathons in ten days were in celebration of William Webb Ellis’ “Audacious Run” when by deciding to take a new pathway he inadvertently invented the game of rugby.

I hope that our young people will take inspiration from these two examples of individuals who chose their own path, who decided to discover something about themselves and in doing so brought communities together.

Bonne rentrée. We are right to have high hopes for all that will be learned this year.

Nicholas Hammond

Headmaster

www.britishschool.fr