Congratulations to those boys who received their colours and sports awards in assembly this week. Also, well done to all those boys who completed their music exams last week. Many of the results have come in and the boys should be proud of their efforts. 

It has been another busy sporting week with football fixtures for Year 4 and 5 as well as year group swimming galas. The week also finished with Easter Fun activities run by our PAWS volunteers. 

As we start the Easter holiday, I would like to thank you for your continued support of the school and your sons. A start of term letter will be sent out to parents on Monday 12 April and we look forward to seeing everyone return to school on Tuesday 13 April. 

With best wishes, 

John Bond 

The boys shared their models, presentations, reports and creative outcomes with real enthusiasm and confidence, while classmates listened attentively and asked many thoughtful, probing questions. A few highlights have been Morgan’s felt solar system mobile, Rory’s explanation of the solar system which involved getting classmates to role play the planets, Adam’s knowledgeable presentation on Mars, using a Google Earth video ‘fly by’, Harrison’s newspaper interview with Neil Armstrong and Ronnie’s comic book on how Neil Armstrong became an astronaut – and there were many more outstanding pieces of work.

Congratulations to all the boys for their hard work. It was a pleasure to see the pride they took in their work and the curiosity they showed about our universe. Who knows – perhaps one of our pupils will be part of a future lunar or Mars mission!

Self‑harm is usually a way for young people to cope with difficult feelings, memories, or situations. With understanding, compassion, and the right support, recovery is possible.  
 

Signs of self-harm in children and teenagers 
Self-harm is when someone hurts themselves on purpose as a way of expressing or relieving distress, overwhelming emotions, or fear.

It can be hard to recognise the signs of self-harm in children and teenagers, but it’s important to trust your instincts if you’re worried something’s wrong. 
 

Some common forms of self-harm include:  

• Cutting themselves. 
• Burning their skin.  
• Scratching or biting themselves. 
• Hitting themselves or walls. 
   

But self-harm isn’t always visible. It can also include taking part in risky or harmful behaviours, such as:  

• Using drugs or alcohol to cope with problems. 
• Unsafe sexual behaviour. 
• Disordered eating, such as under- or over-eating. 
• Excessive exercising. 
• Doing dangerous things / acting in a reckless or unsafe way
   

It can be hard to see self‑harm, especially since many people try to hide it. If you’re concerned, here are common signs to watch for: 

• Unexplained cuts, bites, burns, bruises, bald patches. 
• Always keeping themselves fully covered, for example, wearing long sleeves or trousers even during hot weather or avoiding activities such as swimming.  
• Signs of depression, anxiety or mood swings.   
• Withdrawing from friends or family.  
• Expressing low self-esteem, for example, saying they’re not good enough. 
   

Things to do to help:

• showing them you’re there whenever and however they choose to talk 
• listening and not asking too many questions about why they've self-harmed, which may make them feel judged 
• letting them know that you care about them and want to help them find healthier ways to cope 
• reassuring them it’s OK to be honest with you about what they’re going through.  
• focus on what's causing the self-harm - remember, an underlying problem often causes self-harm. It can be more helpful to focus on what’s causing their feelings rather than on the self-harm itself. 
• Encourage them to find healthy ways to cope e.g. paint, draw or scribble in red ink, deep breathing or going for a walk 
• Help them to build their confidence.  Many children who self-harm suffer from low self-esteem or confidence.  

Remind them about the things they do well. Try to focus on things about their personality rather than things like their academic achievements or sporting abilities. 

• Encourage them to try something new e.g. drawing, music, exercise 
   

Below are some useful websites for tips and advice: 

https://www.nspcc.org.uk/advice-for-families/self-harm/

https://www.barnardos.org.uk/get-support/support-for-parents-and-carers/self-harm-children-young-people#signs

Advice for children can be found via Childline: https://www.childline.org.uk/info-advice/your-feelings/self-harm/self-harm-coping-techniques/ 

The Challenge remains open, and the School Holidays offer a wonderful opportunity to keep reading. Remember to bring your Challenge card to Mrs Evason next term to have it stamped. If anyone has mislaid their card and would like a replacement, please see Mrs Evason in the Library.

We look forward to seeing how many boys will complete the Challenge next term!

Our smaller ensembles brought flavours of music from Spain, the Philippines, Brazil, and America. The boys in the jazz and rock bands never fail to impress with their flair and talent, performing well-known classics with a fusion twist for this concert. Special mention must also go to All Stars for their showstopping entrance to ‘Pirates of the Caribbean’, which was a highlight of the evening.

Well done boys!

Thanks to coaches Tom and Ben for everything they continue to do for our junior golfers.

When we arrived, we took part in an activity where there was a map on a screen. We had to decode six different messages to create a master plan. One of the instructions we had to follow was, “find a clear path.” This activity helped us understand what it might have been like working at Bletchley Park during the war.

We also had a guided tour, where some of us got to play different characters. This was super fun and made the experience feel more real. After that, we had some free time to explore the site. We visited the AI area, where there was a screen that asked us to say three sentences. Then it played our voices back using AI, making it sound like we were speaking in different countries such as China and Germany.

Another interesting part of the visit was learning about the secrecy of Bletchley Park. There were small telephones we could use to listen to what people who worked there had said. At the time, most people did not know what was happening there. However, people who lived nearby thought something strange was going on because there were army vehicles coming in and out, and guards were watching the gates day and night.

We also learnt that two people died trying to save a Morse code book so that Bletchley Park could continue to decode messages. The book is still kept there today.

During our visit, we were given a clipboard with a top-secret booklet. It contained questions and challenges that we had to complete in different areas around Bletchley Park, which made exploring even more exciting.

Our highlights of the day were visiting Hut 6, where people used to translate and write Morse-coded messages, and learning about the history and story of Bletchley Park.

Overall, it was an absolute privilege to visit, and we would 100% recommend it!

By Austin J and Louie B, 6RS

Younger children in particular need support to regulate their emotions. This can also be true of older children, particularly in times of crisis. 

Why is Emotion Regulation important? 

Emotion regulation is important because our emotions are closely connected to how we think and feel.  

Our thoughts and feelings help us to decide how to respond to a situation and what actions to take. In other words, our thoughts and feelings influence our behaviour. If we learn skills to regulate our emotions, then instead of acting impulsively and doing something we might later regret, we are able to make smart choices. Making smart choices makes our life easier and helps with our mental health.

Emotion Coaching 

Emotion coaching is a technique by which a child is supported to recognise their emotions and come up with a plan to help them solve the problem. It can help children to build close and trusting relationships with you. It also provides an opportunity for children to learn how to manage their emotional ups and downs. 

The steps of Emotion Coaching in practice are: 

1. Tune in: Notice or become aware of your own and your child’s emotions. Make sure you are calm enough to practice emotion coaching; otherwise, you might want to take a break.  

2. Connect: Use this situation as an opportunity for you to practice and for your child to learn. State what emotions you think your child is experiencing to help them connect their emotions to their behaviour. 

3. Practice empathy: Put yourself in your child’s shoes, think about when you felt a similar emotion, and try to remember what it feels like. 

4. Reflect: Once everyone is calm reflect on what happened and why it happened. 

5. End with Problem Solving and Setting Limits: Whenever possible, try to end the situation by guiding and involving the child in problem-solving 

Find out more on Emotional Regulation.

Our week began on a musical high, with the Junior Foundation Orchestra spending much of Monday rehearsing for the Warwick Foundation Concert, which I look forward to attending this evening. This event offers a fantastic opportunity for our boys to make music alongside pupils from across the Foundation, and we are proud of the commitment they have shown. It has also been a significant week for many of our young musicians who have undertaken their music exams. Congratulations to all those who stepped forward with such confidence, and we eagerly await your results. 

It was equally busy in the games department, with hockey, football and rugby fixtures taking place across the school. We send our very best wishes to the Year 6 boys competing today in the Midlands Hockey Finals and the ISFA National Football qualifiers. 

On Tuesday, Year 5 enjoyed glorious weather for their visit to the Botanical Gardens. The boy represented the school superbly, embracing the learning opportunities and making the most of a rewarding day out. 

As some of you will have seen in our recent Inspection Report, pupil voice and leadership play a vital role in school life. With this in mind, it was a pleasure to attend the School Council meeting this week. Expertly chaired by our Year 6 representatives, and supported by Ms Sayers and Mrs Robertson, the boys led thoughtful discussions which included the opportunity to pose questions and suggestions to members of our catering team.  Ideas discussed ranged from homework and food waste to themed days, Link events with the Prep School, and even suggestions about classroom decor. Their conduct and maturity were a real credit to them, and we look forward to seeing the continued impact of their contributions. 

This evening, our thanks go to the PAWS volunteers for organising a very popular Film Night for our Year 5 and 6 boys. It will provide a wonderful chance for them to unwind and enjoy time with friends at the end of such a full and energetic week. 

I look forward to welcoming many of you to our Spring Concert on Monday evening. In the meantime, I wish you all a restful and enjoyable weekend. 

John Bond 

The story follows Stanley Marvel, an unlikely hero who discovers that the Candy King is secretly a villain and must find the courage to become the superhero Megaville needs.

The real stars of the show were the boys themselves. They were full of energy, confidence, and enthusiasm throughout. Their excellent acting, lively singing, and enthusiastic dancing had the audience laughing and smiling from start to finish, and it was clear how much everyone enjoyed the performance! A huge well done to all of Year 4 for such a superb achievement.

Food waste is a significant global problem. When food is thrown away, not only are the resources used to produce it—such as water, energy, and labour—wasted, but it also contributes to environmental damage. Decomposing food in landfill sites produces methane, a powerful greenhouse gas that accelerates climate change. At the same time, millions of people around the world face food insecurity, making the issue of waste even more pressing.

During lunchtime, the students carefully collected and measured leftover food. The results were striking! Over 15 kilograms of food waste was recorded from the Junior School sitting alone. This powerful finding highlighted just how much food is being discarded in a single day and reinforced the importance of taking action.

To build on this initiative, the School Council will be launching a House Art Poster Competition. The competition will encourage pupils to create persuasive posters that inspire others to reduce food waste. The message is simple but important — every small action counts, and together, we can make a difference.

Thank you to our School Council for raising awareness and helping the school community work towards a more sustainable future, reminding everyone that even small changes in daily habits can have a meaningful impact.

Warwick was represented by Ansh and Alex of the Junior School and Maanya of Warwick Prep, all of whom performed very creditably in such a strong field, with Alex scoring 3/5 to finish as the Warwick 'Big Hitter' of the day.

The tournament ran extremely smoothly, and much of the credit for this must be given to National Arbiter Gregory and Candidate Master Billy of the Senior School. Gregory was the Chief Arbiter for the event, and he undertook his duties with customary composure, efficiency and technical wizardry, showing once again why he is nationally regarded as a rising star in his field. Billy acted as Mr Lam's assistant for the day, in the course of which he helped to supervise games, play and analyse with the participants in between rounds, and present prizes at the end. Both were model professionals and received awards from Mr Lam on account of their outstanding service.

I was group “A” and the first thing we could do was to explore the place. When we headed out the door, I could smell the sweet scent of orchids, daffodils, blossoms, and other unidentifiable flowers! As our group walked into the woods, a small fairy-like fountain appeared in front of us, its water shining in the soft sunlight. At last, it was time for our first activity which was “Rainforest Fun with Animals.” We climbed up the staircase to a vibrant, decorated room. We sat down and the Botanical Gardens teacher began the lesson. We kicked things off by learning about the layers of the rainforest and how plants and animals have adapted to live in the higher parts of the rainforest. Towards the end of our session, the teacher said they were bringing alive animals out! The first animal was a corn snake called Candice. Her scales were smooth and shiny and felt like a moving sausage! Then finally, it was time for lunch.

After lunch, my group had the “Rainforest Challenge!” I was the most excited about this activity because it meant we were going into the glass houses! We were taken into a room where the teachers told us what we were going to do. It sounded like a fun experience, and it meant that we would get a chance to see lots of plants! We were told to split ourselves into groups of four or five and we were given a backpack filled with clues to help us find plants around the glasshouse. The activity was simple but fun. On the clipboard would be a sheet of paper with the starting letters of the name of the plant we were supposed to find in the glass houses. As we walked into the glass houses, I felt a burst of warm air hit my face. There were two glass houses we were supposed to explore, the subtropical glass house and the tropical glass house. At the end of it all, we discovered that my group was the only one to get all the questions filled in and correct!

After a fun day at the Botanical Gardens, it was time to head back, but not before we visited the gift shop! It was a very enjoyable day, and I wish to come again.

By Jason, 5S

You might need to start a difficult conversation because you have to:

• break some bad news
• ask about something you're worried about
• ask about topics you find uncomfortable – like sex or drugs
• ask your child if they're worried or scared by something
• ask your child about a new behaviour.

It’s natural to feel anxious about having to talk to children about difficult topics.  But whatever the subject, and however old the child you're talking to is, you can make it easier for you both by thinking about how best to approach the topic.

Before starting a difficult chat, it’s a good idea to think about where and when it is best to talk.

Where? 
Do they enjoy one-on-one time out of the house, whether that’s on a walk or in the park? Or would they prefer a private chat at home? If you're talking to just one child about something, think about how private the time and place are. It might work best to chat at a time when other children aren't around to interrupt.

When? 
Are they a morning person? Or do they get tired in the evenings? Make sure you’re chatting at a time when you both have the energy for the conversation.

Starting a hard conversation

Being too forceful when you start a hard conversation might stress a child out. They may be too worried to speak. But a more subtle approach might mean they get distracted, and you don’t discuss what you planned to. 

Try the following: 

• Make the conversation relevant to them
  You could reference a TV show or film they know that addresses the topic. Bring a storyline up and ask what they think about it.
• Buy or borrow a book
  There are books written to help adults talk to children about particular subjects. After you’ve read the story together a couple of times, ask some gentle questions to check what they’ve understood. 
• Build on school activities
  If they've discussed something in class, you could ask what they thought about the lesson or what their classmates thought.
• Say a friend of yours needs advice
  Ask for their ideas. It's a nice way to show that you value their opinions while also finding out just how much they know about a subject e.g. online safety.

Keeping the conversation going

It might take time for your child to understand fully – and that's okay - try to keep your expectations realistic. It might not go as well as you hope, but give it time.  Your child might not be ready to talk straight away but could restart the conversation with you a few days later.

It's also best to think about having a few bite-sized conversations over a period of time. It gives your child the time to process what you've discussed and stops the whole thing from sounding like a lecture.

Find out more advice and tips on the NSPCC website.

Huge congratulations to Year 4 this week who put on an ‘amazing’ performance of The Amazing Adventures of SuperStan. The pupils should be proud of all their efforts; whether singing, acting or dancing, the boys entertained the audience incredibly well. Thank you to the parents and staff who supported the boys over recent weeks. 

This week also saw football and rugby fixtures, the ESSA Swimming, U11 IAPS Chess and the Year 6 Bebras Computing Challenge. Year 6 visited Bletchley Park today and some of the Year 6 boys are also busy tomorrow at the Caldicott rugby 7s tournament – good luck boys! 

Please also read the request in the newsletter for clothes donations for the local initiative, Mary’s Merry-Go-Round, coordinated by St Mary’s Church in Warwick.  

Wishing you an enjoyable weekend, 

John Bond 

Bronze medals were won by Ansh and Alex in Year 4 and by Jason and Archie in year 5. This was a great achievement for Archie in particular as it marked the first time he has medalled in a tournament after several attempts; testament to his progress, persistence and determination.

Warwick's big hitter of the day was James who won a silver medal in a very strong U11 Group A and did not lose a single game!

A huge well done to all the boys who competed!

Across the week, groups took on a variety of experiences both above and below ground. Several boys explored the atmospheric mines, including Rhiwbach, abseiling into deep chambers, navigating narrow passages and learning about the area’s rich industrial history. Others embraced the thrills of gorge walking, tackling fast‑flowing streams, natural rock features and even dipping into icy pools.  

Boys summited a range of local peaks, from the ridges of Elidir Fawr and Carnedd y Filiast to the impressive ascent of Moel Siabod. A particular highlight of the week was the achievement of two groups who became the first from Warwick Junior School to climb Snowdon (Yr Wyddfa) via the demanding South Ridge — an outstanding accomplishment that required stamina, resilience and teamwork. 

The boys faced every challenge with positivity, supporting one another through long climbs, underground exploration and technical abseils. The instructors repeatedly commented on their progress, attitude and camaraderie.  

Throughout their time at Plas-y-Brenin, the boys have been a credit to the school, they were respectful and willing to push themselves in new environments. They return home tired but proud, carrying stories and achievements that will stay with them for years to come!

From setting clear usage boundaries to teaching digital hygiene and promoting independent thought, it’s important that parents are familiar with some practical advice on the safe, positive use of AI. With the right understanding and guidance, you can ensure that generative AI becomes a positive influence, rather than a potential pitfall in young people’s digital lives.

Read the AI safety guide for more information.

Parents Pastoral Forum – Generative AI

For further tips and information, parents are warmly invited to our next Foundation Parents Pastoral Forum. Mrs Parkinson-Mills,  Foundation Director of Digitally Enabled Learning, will lead a session for parents on Thursday 12 March, 6.30pm — 8pm in Kings High Hall.

The session will cover:

• What A.I. is (and what it isn’t) in an educational context  
• Practical examples of how students can use A.I. tools responsibly to support their learning 
• How parents can help guide positive and appropriate use at home  
• Key considerations around safeguarding, ethics and digital literacy
• How we are educating our students in all areas of safe and appropriate use of AI

Sign up now

At the start of the week, I joined Year 6 in North Wales as they started their week-long residential in Snowdonia. The boys (and staff!) were blessed with some wonderful weather as they climbed mountains, slid down gorges, explored mines and abseiled down cliffs. The boys demonstrated great enthusiasm and teamwork as they took on a range of challenges throughout the week and I am sure they will have made some lifelong memories.  

On Wednesday, some boys from Year 3 visited Westgate Primary School, one of our MAT schools, to hear from children’s author Katie Sahota. The boys impressed with their listening skills and sensible questions; it was also a wonderful opportunity for them to get to know some of the Westgate and Evergreen pupils who also attended. A huge thank you to Mr Watson, and the Westgate staff for inviting us.  

After school on Wednesday, I watched the teatime concert and it is always a pleasure to see the boys perform with such confidence. Some of the boys are still at the early stages of learning their instrument, whilst others are more experienced performers, but all of the boys should be proud of their musicality and confidence. It was also apparent how much the boys enjoyed the opportunity to perform in front of their families. Well done to all the boys who performed and thank you to Mrs Glover and Miss Hooker. 

Next week, we look forward to seeing the Year 4 play. A huge amount of work has gone into this production and I know the boys will put on a wonderful show. 

With best wishes, 

John  Bond 

• Reading with friends who are reading the same book makes it more fun through conversations about characters and plot twists.  

• Treat new books like trying new food — give it a chance, because it may become a favourite 

• Enjoying reading starts with picking stories that genuinely appeal to you — your favourite genres, topics, or characters. This personal connection makes reading feel like a treat rather than a task. 

• Find a place and time when you are comfortable and able to read – this might be first thing in the morning in bed or in your favourite chair in the corner of your bedroom. You might enjoy reading outside in the garden or just before going to bed.  

Please do look at the World Book Day website which provides lots of information and resources for families.  

It was another busy week at the Junior School with fixtures for Year 4 and Year 6, and it was great to see the boys engaging so positively with our Book Day celebrations. Thank you to Mrs Evason for coordinating the day and our PAWS volunteers for running the Book Sale. This morning, Year 6 also joined with the girls in the Prep School for a Loudmouth PSHE workshop.  

Wishing you a restful weekend, 

John Bond 

We took on board the suggestions from our School Council on how the boys would like to celebrate this year. As a result, the boys created book-themed potatoes and hats, and bought in teddies dressed as their favourite book characters! The Library held a special opening with lots of fun book-themed activities, which were very popular, and we had another successful book sale run by PAWS. 

The Junior School had an amazing day, and it was fantastic to see all of the boys' creations and their love of books and reading.

World book Day tokens will continue to be handed out by Mrs Evason in library lessons next week and you can still download a digital token.

Across eight matches — four in the morning and four in the afternoon — the standard of rugby was exceptionally high, with fast, skilful and competitive play throughout the day. The Warwick U11 team rose to the challenge superbly, showcasing outstanding teamwork, resilience and flair. They are developing into an outstanding 7s team and we look forward to seeing how them participating in the upcoming Summerfields and Caldicott Festivals.

A special mention goes to the U11 B Team, who showed tremendous determination competing against all the other schools’ and to the A team, who never once gave up, demonstrating some fantastic handling skills and representing the school with pride.

A huge thank you to all staff, referees, ground staff and the catering team for their hard work in making this year’s festival another great success.

Read the guide to find tips on helping children to avoid potential risks involving social media, gaming and adverts.  

Year 3 pupils took part in an exciting STEAM activity at the Prep school where they became engineers for the day and worked together in teams to design and build paper rollercoaster marble runs.

Year 4 pupils were at the Junior School where they were given the mission to undertake spy training! Pupils took part in a ‘fitness test’ through an agility course, deciphered codes and even designed a prototype escape vehicle.

The pupils worked collaboratively together and demonstrated critical thinking, confidence and a lot of creativity! Our Link Days continue to be a fantastic way for the Junior School and Warwick Prep to regularly come together and to build new friendships.

Bearing this in mind, it was wonderful to see so many events this week where belonging was a theme. During the week, boys represented their houses in the house football competition whilst Year 3 and 4 joined with the Prep School for a Chapel service on Wednesday morning. Also on Wednesday, Year 6 continued their preparation for the move to the senior school with a meeting with Mr Walker, Head of Year 7, on how best to prepare for the transition to Warwick School. Today, Year 3 and 4 again joined the Prep School as part of the Link Day programme to take part in a range of activities with Year 3 designing the best marble ball rollercoaster and Year 4 completing an exciting spy challenge. 

As we start the half term break, please note the arrangements below for the Junior School Book Day on Thursday 26th February, including the donations for the PAWS Book Sale.  

Thank you for your support of your sons and I wish you all a restful half term holiday. 

John Bond 

To know our place and really feel part of our environment is a basic human need. It can have powerful and long-lasting impacts in lots of areas of our lives, including our physical and mental health, education, employment and relationships. When we feel that we belong, it empowers us to contribute to the world and make a real difference and plays a vital role in our mental health and wellbeing.

Children of all ages crave consistency, predictability, structure, safety and connection, and all of these form part of a feeling that we belong – where children can know that ‘this is my place’.

Simple things that you can do at home:

1. Help children to recognise their emotions by noticing, naming and accepting the feelings and emotions that they are currently experiencing – this helps children feel listened to rather than shamed or misunderstood. 
   
   E.g. 'I’m sorry that this has happened, I can see that it’s made you feel sad' or 'this homework looks tricky; I can see that you look frustrated'.
    
2. Enjoy and embrace family traditions.  This could be a pizza then a board game on a Saturday night or curling up in bed together for a story every evening.  These family rituals help children to feel part of something more than just themselves.
    
3. Praise with ‘See it and Say it’. Praising or acknowledging children for their effort, their values, their attitude and their contribution rather than for their performance or its outcome, helps them to build their internal sense of self-worth.  Children will then learn to recognise that we see them for who they are, not purely what they have achieved.
    
4. Repair the ruptures.  Revisiting and repairing after tricky moments, reminds children that they still belong even when things go awry. Done consistently, repairing after conflict or rupture builds children’s sense of safety, belonging and security. It’s also great modelling to show children that we all make mistakes, and that we take ownership and apologise and repair.
    
5. Encourage contribution and inclusion.  We all develop a greater sense of belonging when we feel involved, useful and included. Asking for our children’s input, giving them age-appropriate family chores and giving them the opportunity to make certain decisions all help them feel respected, seen, competent and connected.

Read more in the full article.

Both Warwick Junior School and Warwick Prep School were among the finalists, having qualified in the Warwickshire Zonal. In accordance with the event rules, each team had a mixture of Junior School boys and Prep School girls.

The Warwick Junior School team, consisting of James, Alex V-P, Alex B and Ellie finished in third position, earning themselves bronze. The Warwick Prep team, consisting of Diego, Ansh, Alyssa and Florence, finished in fifth place.

Team morale was high throughout the day, some very good chess was played, and every team member contributed valuable points!

Special thanks goes to Mr Lam and Mr Thomas who accompanied the pupils throughout the day.

Well done to all of the pupils involved!

As a reminder, the Red Panda Network (RPN) is the world leader in efforts to save red pandas and their habitat. The global red panda population has declined by 50% in the last 20 years and there may be as few as 2,500 remaining in the wild.

Habitat loss is the #1 Threat. Why do we want to save them?
Red pandas are the only species remaining in their family — they are an actual living relic of the past. Saving them is important to protect the world's natural history and global biodiversity.
The red panda is an umbrella species for the Eastern Himalayan Broadleaf Ecosystem, one of the most biodiverse places in the world. This means protecting them protects other animals too!
This ecosystem is home to more than just red pandas and bamboo; equally important species like the clouded leopard and Himalayan black bear roam these forests. And the pangolins!

How did our Charity Day help?
Our goal for the day was to raise £350, so the Red Panda Network can plant 500 trees to save the habitat of the red pandas, the pangolins and their friends!

What did we do?
We had great fun doing lots of activities to do with red pandas, all while raising money to help them. These are some of the things we did:
• £1 to wear something red
• Pin the tail on the red panda
• Beat the poachers
• Spot the red panda
• Guess the name of the red panda (it was Rolo!)
• 3D worm fidgets for sale
• Art and story competitions

Did we make enough for our goal though?
We were pleased to make a grand total of £483 to help reach our goal for the planting of trees to save the red pandas. Thank you for all the donations for the red pandas!

By Ted, Aqua House Captain

Many congratulations to Aqua house for their charity day last Friday raising £483 for the Red Pandas. This week there was a wide range of fixtures including football, hockey and swimming. The younger boys performed in their Instrumental Scheme concert on Wednesday and did fantastically well, playing with great confidence. On Thursday, Year 6 prepared for the move into the senior school with their Robot Art workshops and Year 5 had a joint netball session with the Prep School girls as part of our ‘Link Day’ programme. 

Next week, is Children’s Mental Health week with the theme ‘This is my Place’. This will be the theme of next week’s assembly and parents may be interested in some of the resources for families which can be found on the official website here. 

Wishing you a restful weekend, 

John Bond 

For young people, some level of anxiety is normal as they grow up and learn to navigate the world. However, it’s important that they have the tools to manage feelings of anxiety and can tell the difference between normal emotions and more severe anxiety which is interfering with their everyday life. 

What are the signs of anxiety in children?
When young children feel anxious, they cannot always understand or express what they are feeling. You may notice that they:

• become irritable, tearful or clingy
• have difficulty sleeping
• wake in the night
• start wetting the bed
• have bad dreams
• often have stomach aches or headaches

In older children you may notice that they:

• lack confidence to try new things or seem unable to face simple, everyday challenges
• find it hard to concentrate
• have problems with sleeping or eating
• have angry outbursts
• have a lot of negative thoughts, or keep thinking that bad things are going to happen
• start avoiding everyday activities, such as seeing friends, going out in public or going to school

Important things that children need to learn about anxiety:

• that anxiety is a normal emotion 
• that different people may experience anxiety differently and in response to different stimuli 
• anxiety can affect our bodies as well as our minds 
• strategies that help them to regulate strong feelings  
• coping strategies that could help people in different situations 

Useful resources:

Watch to help children understand anxiety, along with some tips about how to manage these feelings, using child-friendly messaging.

For more information, visit NHS advice for parents.

Seven ways to support children who are worried.

The event gave pupils the opportunity to play alongside friends, develop teamwork skills, and enjoy friendly competition. Mixed teams worked together throughout the event, demonstrating excellent sportsmanship, communication, and enthusiasm.

This was another fantastic example of collaboration between the Junior School and the Prep School, leaving pupils feeling excited for more future events!

The atmosphere was one of excitement and anticipation, with a bit of trepidation in some cases – exactly what this experience is designed to offer the boys. You could see the pride on their faces after each performance, as well as how much they grew in confidence.

We will be working on extending the range of notes they can play and developing their ability to read notation, alongside reflecting on their professionalism in a concert setting and improving practice technique. This will ensure they are ready to join a music ensemble in the Summer term and perform in Warwick Hall.

We hope they are thoroughly enjoying the experience of learning an instrument and all that it can offer to their life at the School.

Then we went to the second floor and there was a movie room and water rocket shooting, they really flew high.

We then went to the third floor and there was a costume of what they thought the astronauts should wear in 1960.  It looked like a suit of armour and there were these things that looked like phones that you put against your ear, and you could hear the communication between the astronauts and the space station. There was a count down on the days until Artemas 2 will launch and you had to make sure all the buttons were lit up so the rocket will launch. There were these wheels that you spun, one was fuel and the other one was oxygen.  You had to spin them as fast as you could to make a rocket noise, and the rocket launches.  Then we drew our own rocket.

Finally we went back to the ground floor in the science area where you dropped a ball into a cylinder to show how gravity works and the ball went in circles. In the background was a movie area with the big bang theory.  We then went to the planetarium and it showed how your body copes in space and what to watch our for, like sputniks and tiny rocks.

It was a really fun day and I loved it.

By Piers, Year 5

We recently asked our School Council to provide a student voice on what the boys would like to do for World Book Day and had lots of excellent, thoughtful feedback. Their top suggestions were: 

• Book Themed Hats 
• Dress Your Teddy as your Favourite Book Character 
• Decorate a Potato as your Favourite Book Character 
• Extended Opening of the Library on World Book Day 

These were all such good ideas and presented so convincingly that we have decided to include them all in our celebrations! 

So boys may choose to either create a book-themed hat or decorate their teddy or a potato as their favourite book character. In addition, the Library will be open to read and borrow books on Thursday, 26 February and Mrs Evason will have plenty of book-themed quizzes, puzzles and colourings available.

This year book tokens have gone digital. You are able to download a token which entitles each pupil to a free special edition World Book Day book from the beginning of February. The token is for individual use and is valid from 12th February – 15th March 2026. Happy Reading!  

Access your book token.  

The three shortlisted words were peace, Artificial Intelligence (AI) and resilience. Peace emerged as the clear winner, with 35% of children selecting it as their word of the year. This result reflects not only their awareness of the conflicts the world has experienced over the past twelve months, but also their sense of hope and their belief that peace matters because, as many noted, “it brings everyone together.” 

AI placed second, highlighting how firmly this innovation has entered everyday conversation. The children recognised both the exciting opportunities presented by AI and the potential risks it brings. In third place, with a significant 21% of the vote, was resilience — a reminder that children understand the value of facing challenges, recovering from setbacks, seeking help when needed, and persisting with determination. 

I found it genuinely encouraging that concepts such as peace and resilience continue to resonate so strongly with young people across the country. It is also fitting that our current Learning Strength of empathy plays such a vital role in helping shape a more peaceful and resilient future. 

The survey also invited children to share their favourite slang word, and unsurprisingly, “six-seven” was the runaway winner—proof, perhaps, that children will always delight in using language that confuses and occasionally frustrates adults! Yet it is heartening to think that, in five years’ time, words such as peace and resilience are likely to remain prominent, while terms like “six-seven” may well have faded into linguistic history. 

Well done this week to all the boys involved in football, swimming and hockey fixtures. Today, we also had the Aqua Charity Day raising money for the Red Panda Network, and we will find out how much money was raised next week. 

Wishing you a peaceful weekend, 

John Bond 

James demonstrated his skills by scoring 3/4 on the fifth board in a 12-player-team. His performance contributed to Warwickshire winning the Zone outright, being crowned 'Midland Monarchs', and progressing into the Finals. 

Congratulations to James and the team!

How a child or young person responds to someone dying will be influenced by their age and understanding, the relationship they had with the person who died, and how the person died.

A range of reactions and emotions are common, and are likely to settle over time with reassurance, acknowledging what has happened and their feelings, giving them clear and age-appropriate information, and keeping to normal routines.

How do children and young people grieve?

How children and young people grieve is influenced by their age, understanding and experience. The way they react will vary greatly, as individual children absorb and process information differently. 

Younger children cannot usually cope with strong emotions for too long and may appear to jump in and out of their grief as if they are jumping in and out of a puddle. Older children may feel overwhelmed by their feelings, including anger, and need to learn how to release emotions now and then so they don’t build up and become unmanageable.

What can help a grieving child will be unique to your child and each child will cope with the death of someone in their own way. Things that can help include:

• Clear, honest and age-appropriate information
• Reassurance that they are not to blame 
• Reassurance that a range of different feelings are OK
• Normal routines and a clear demonstration that trusted adults in their life are there for them
• Time to talk about what has happened, ask questions and build memories
• Being listened to and given time to grieve in their own way

Helping a bereaved child build resilience is especially important. While you can’t take away their sadness, you can support them to feel good about themselves and find ways to manage any worries and uncertainties. 

We are also able to offer bereavement support via our school counsellor. Please contact Miss Mellor to discuss the support available.

Find out more information by visiting Child Bereavement UK and NSPCC.

The overriding theme of the National Year of Reading is to foster a reading for pleasure culture through connecting reading with passions and interests. Our new reading challenge supports this by encouraging the boys to think about their reading choices but also be able to show us their interests and preferences in the books they read to complete the challenge.

Challenge cards will be handed out and explained in library lessons over the next two weeks. The boys will then be free to complete the challenge completely at their own pace. Stamps for completed book categories will be awarded by Mrs Evason during library lessons or at lunchtimes. Boys who achieve a completed challenge card will be awarded an "Exploring the Arts" Diploma Credit. If anyone has any questions regarding the reading challenge or needs a book recommendation, please speak to Mrs Evason.

Thank you for your support with this – we are really looking forward to starting the Challenge and seeing the boys progress with their reading.

For more information and how you can get involved and support your child with reading at home, please visit the National Year of Reading website.

In our Monday assembly, I talked to the boys about how as a child I loved books with maps such as Swallows and Amazons, the Narnia books and The Hobbit. However, my earliest memory of a book with a map was Winnie the Pooh and we reflected on how the characters in the A.A Milne stories are so different, with their own strengths and weaknesses, and how the characters learn to be empathetic with each other. 

Stories that we read as children play a powerful role in the development of empathy. When children read or listen to stories, their brains respond as though they are experiencing the events themselves. This helps them understand other people’s feelings, viewpoints and experiences in a safe and engaging way. Books allow children to explore emotions, recognise perspectives different from their own and build the foundations of positive relationships. 

Reading is an ‘empathy superpower’ and I thought it would be helpful to summarise some of the ways that we as teachers, and you as parents, can support the development of empathy through reading. 

Choosing books that build empathy: In class, we select stories with rich, well‑developed characters and themes that help children understand emotions, explore different communities and consider real‑world issues such as loneliness, conflict or bereavement. These books support key empathy skills such as perspective‑taking, emotional vocabulary and active listening. Please encourage your son to speak to Mrs Evason in the Library or their English teacher for some ideas on good quality fiction that they will find enjoyable but will also support the development of empathy.  

Focusing on characters’ feelings: When reading together with children, your son’s teachers or teaching assistants will spend time discussing how characters might be feeling and why. This helps children reflect on their own emotions and understand others more deeply. Reading with your son is a very important way of developing their empathetic understanding. It should be an interactive experience for both you and your son. 

Also, look out for news on the Junior School Reading Challenge over the coming weeks! 

With best wishes, 

John Bond 

Why do children and young people get angry?

Everyone gets angry. It’s a build-up of a feeling when something’s gone wrong. While it’s a normal emotion to feel, it can be unpleasant to be around.

Anger issues are a top mental health concern for children contacting Childline, with many struggling to regulate their emotions during challenging situations and some sharing that they are aggressively criticise themselves. For schools and parents, our responsibility is to help children understand what they’re feeling when they feel angry. Children should know that although they can’t control their feelings, they can find ways to manage their behaviour, so they don’t cause themselves or others harm. Finding an appropriate way to release anger is a valuable lesson for life.

When the initial anger has subsided it’s likely that it’s followed by low feelings of regret and sadness. When it’s possible to talk, it’s worth encouraging children to reflect so they can identify what their emotional triggers are in particular situations.

Anger is often caused by miscommunication and unrealistic expectations. If your child’s angry because of a mistake you’ve made, it’s entirely appropriate to apologise; It models accountability. Explain to your child that verbal abuse and violence is not ok and how it can make the person on the receiving end feel. This will teach them empathy.

More tips and advice from the NSPCC.

Both teams spoke with confidence and clarity, presenting well-researched arguments and responding thoughtfully to opposing viewpoints. The boys were articulate, persuasive and demonstrated excellent teamwork throughout. The audience also played an important role, asking insightful questions that pushed the debaters to think on their feet.

At the end of the debate, a vote was held with the following results: 64% against the motion, 35% in favour and 1% of votes spoiled. Regardless of the outcome, the event was a great success, with everyone taking something valuable from the experience. It was a fantastic example of critical thinking, public speaking and respectful discussion in action. Well done boys!

To be empathetic and have the ability to share someone else's feelings or experiences, is vital  in developing strong relationships with others and promoting a nurturing and supportive environment for all. As Maya Angelou said: 

“I’ve learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.”  

Research has shown that empathetic skills can be learnt and developed and that modelling empathetic behaviour and using opportunities to reflect and understand the reasons for behaviour is important in developing empathy.  Empathy is also an interpersonal skill which supports pupils’ academic development through a deeper understanding of ourselves and our communities. 

Good luck to all the boys involved in football, cross-country, chess and swimming fixtures next week. 

With best wishes, 

John Bond 

Parents want the best for their children and are often eager to guide them to be the best version of themselves that they can be, but it is vitally important that any parental expectations that are set, are realistic and achievable.

The Dangers of Unrealistic Expectations

1. Stress and Anxiety: If children are constantly pushed to meet expectations that they cannot realistically achieve, it can lead to significant stress and anxiety. This can manifest in various ways, such as sleep disturbances, loss of appetite, and a general sense of being overwhelmed.
2. Lowered Self-Esteem: Consistently failing to meet unrealistic goals can damage a child’s self-esteem. They may start to see themselves as failures, which can have long-lasting effects on their confidence and self-worth.
3. Loss of Interest: When expectations are too high, children may lose interest in activities they once enjoyed. The pressure to perform can take away the joy and lead to a lack of motivation.
4. Rebellion and Resentment: Unrealistic expectations can create a rift between parents and children. The constant pressure and perceived lack of understanding can lead to rebellion and resentment towards the parents.
5. Academic Pressure: Academic performance is one of the most common areas where parents set unrealistic expectations. This can lead to cheating, belief that they are failing, and a negative attitude towards learning.
6. Physical and Mental Health: The constant stress of trying to meet high expectations can have serious repercussions on a child’s physical and mental health, including conditions like depression and anxiety disorders.

Setting Realistic Expectations

1. Age and Ability Appropriate Goals: Every child develops at their own pace. Expectations should be tailored to your child’s age and developmental stage.  Understanding what is appropriate for your child’s age, will help you avoid putting undue pressure on them to achieve tasks they aren’t ready for yet.
2. Understanding Individual Strengths: Every child is unique and comparing your child’s progress to that of their siblings, peers or even yourself, can set unrealistic expectations. Focus on your child’s individual growth and progress, rather than how they measure up to others. This helps children develop a sense of self-worth based on their own achievements rather than external comparisons.
3. Incremental Challenges: Set small, achievable goals that gradually increase in difficulty. This approach helps build confidence and a sense of accomplishment.
4. Open Communication: Take the time to actively listen to your child and understand their interests, dreams and goals. This helps in setting achievable targets that are aligned with their passions and capabilities, rather than your own.

Setting realistic, age-appropriate expectations is not ‘lacking ambition’, in fact, it’s about nurturing a child’s growth positively and helping them to build their confidence, resilience, and healthy self-esteem, as well as, ultimately, achieving their goals.

It was a fantastic event in which the boys performed the songs they had learnt and rehearsed in school alongside an amazing live band. Everyone quickly picked up the dance moves, and sang with energy and enthusiasm throughout the evening concert. They could be heard particularly clearly during ‘Power in Me’ and the chorus of ‘Shackles (Praise You)’!

With a large amount of songs to learn, performing in the first concert of the tour meant the boys had less rehearsal time in school, alongside preparing for their own school concert! A huge well done to all those involved 

Well done to all those boys who attended the Young Voices Concert on Wednesday this week. The concert was the result of many hours of rehearsal last term and, although it was a long day, the boys have spoken so positively about the experience, and I am sure that it will stay long in the memory. Thank you to all the staff who supported the event, especially Mrs Glover. 

Next week, the boys will start their fixture programmes and there are also parent meetings for the upcoming Year 6, and Year 3 and 4 Residentials. 

With best wishes, 

John Bond 

With most children today having their own computers, phones, or other devices, it’s vitally important that parents know how to keep young people protected while using them. Between targeted adverts, age-inappropriate content, and other online safety concerns, it can sometimes feel overwhelming to keep on top of.

Parental controls, present on most devices and several apps, can make this job significantly easier – but a certain amount of knowledge is required to use them effectively. This online safety guide will provide you with the information you need to activate and maintain parental controls on children and young people’s devices.

Click here for the Using and Reviewing Parental Controls guide.

With any new device, the excitement of exploring what it can do, can sometimes cause children to forget the basics of online safety that they have learnt, so reminding them of the key messages and rules that they should follow to keep themselves safe whilst using their device is very important.

This guide is designed for children, to give them some top tips to protect themselves and their new device.

Click here for the Stay Safe of New Devices guide.

In teams, we designed them and then worked together to build our containers. Some groups designed parachutes and others designed small boxes and used small amounts of bubble wrap, tissue paper, plastic, paper and cardboard to protect the egg from the fall.

Once our design was complete, we dropped our containers, with the egg inside, from the balcony. Some penguin eggs unfortunately did not survive, however, six did! 

By Rideh and Aarav, 3B