In this week's Roundup:
Head's Welcome | The Week Ahead | Key Term Dates | Noticeboard | Photo of the Week
Nursery & Junior | Senior & Sixth Form | Submit a Story
A message from
Rich Jones, Head.
As my examinations approached in the late 1980s, I found myself part of the early GCSE years, just after O Levels had been phased out. I was, as my father generously put it, a “late bloomer” when it came to revision. Football, rugby, girls, the cinema, and, if I am honest, a fair amount of being an idiot, all took precedence over anything resembling structured study.
Then came a moment of realisation over the Easter break. A slightly uncomfortable one. I suddenly understood that I wasn’t going to be able to blag, charm or talk my way into good grades.
My room changed overnight.
The Cure and Transvision Vamp posters came down, and the walls were covered with spider diagrams. Photosynthesis. The Treaty of Versailles. Character development in Of Mice and Men. Pythagoras and his many helpful triangles. Revision cards spread across every available surface. At one point I had even turned formulae and times tables into songs, some of which, rather worryingly, I can still recite word for word. What I had for dinner last night, less so.
There was nothing especially sophisticated about it. It was messy, repetitive, occasionally inefficient, and often frustrating. But it worked, not because it was perfect, but because it required me to think, to remember, to struggle a bit, and, eventually, to understand.
Looking around school now, as many of our students begin that same period of preparation, much of this still feels familiar. There are still notes, still highlighters, still last-minute bursts of focus, still that growing awareness that effort matters.
But something has undeniably shifted.
AI now sits squarely at the centre of how many students revise. It can generate revision notes in seconds, test understanding with tailored questions, explain difficult concepts in multiple ways, and provide instant feedback. For a student who is stuck, unsure where to begin, or lacking confidence, it can be transformative.
We explored this in depth during our recent INSET. Colleagues shared some excellent examples of how AI can support revision and independent learning. Used well, it can help students organise their thinking, identify gaps in knowledge, and build confidence in a way that feels immediate and accessible. It can be a genuinely powerful leveller.
And we should be clear about this. Ignoring AI is not an option. It is here, it is embedded in students’ lives, and it will shape the world they move into. Our responsibility is to help them use it well.
But alongside this opportunity sits a growing and important tension.
A recent piece from BBC News highlighted that while many students are embracing AI, some are also beginning to question its impact. There is a concern, voiced by young people themselves, that if everything becomes easier, something important may be lost. That if a tool can do too much of the thinking, the learner risks becoming passive.
That concern is worth taking seriously.
Because learning has never simply been about the end product. It is about the process that gets you there. The false starts, the repetition, the moments of confusion, the gradual building of understanding. The slightly uncomfortable effort of having to hold something in your mind and make sense of it.
If AI removes too much of that process, then we have to ask a difficult question. Are we helping students learn more effectively, or are we simply helping them produce work more efficiently?
They are not the same thing.
At St Chris, this matters. We are not a school that sees education as the delivery of content followed by the production of answers. We care deeply about how students think, how they make connections, how they develop independence, and how they come to understand themselves as learners.
AI can absolutely support that. It can help a student get unstuck. It can offer alternative explanations. It can provide structure where there is uncertainty. It can even prompt curiosity.
But it can also do something else if we are not careful. It can make it possible to bypass thinking altogether.
And that is where we need to be clear.
We are not interested in making learning easier if it makes it shallower.
Struggle, in the right measure, is not a flaw in the system. It is part of how learning happens. Memory still matters. Writing still matters. The ability to sit with a problem and work it through still matters. These are not outdated skills in an age of AI. If anything, they are becoming more important.
So the conversation we are having with students is not “should you use AI?” but “how are you using it?”
Is it helping you to think more clearly, or is it doing the thinking for you?
Is it a tool you reach for after you have tried, or before you have even begun?
Is it building your confidence, or quietly eroding it?
These are not easy questions, but they are the right ones.
What I have been encouraged by over the past few weeks is the way colleagues are engaging with this. There is no rush to jump on a bandwagon, nor a retreat into scepticism. Instead, there is thoughtful, considered practice emerging. Teachers are exploring how to integrate AI in ways that enhance learning rather than replace it. Students are being guided to use it critically, not passively.
That feels like the right balance.
Because the reality is this. The tools have changed dramatically since those revision-heavy evenings in the 1980s. The walls of my bedroom would probably look very different today.
However, the core of learning has not changed.
It is still about understanding, not just output. It is still about effort, not just efficiency. It is still about developing the ability to think independently, even when support is available.
The future will not belong to those who can simply use AI well. It will belong to those who can think with it, question it, and, when necessary, step away from it.
AI can support learning in remarkable ways, but it cannot replace it, and when the moment comes, in an exam hall or in life, the thinking has to be their own.
Wellbeing Update
Sign Up for the Wellbeing Hub
At St Chris, we’re proud to empower our staff and families to support the mental health and wellbeing of young people through The Wellbeing Hub — an online platform offering expert guidance and practical resources.
Parents and guardians are warmly invited to register for access via the button below. Once signed up, you'll find a wide range of support at your fingertips — including podcasts, online courses, live events, and Q&A sessions with leading professionals in the field.
This Week's Podcast
Week commencing 20 April: PODCAST: Adolescent issues for autistic teenagers with Prof. Tony Attwood, International best-selling Author and Clinical Psychologist specialising in Autism Spectrum Disorders.
What's On Summer Term
Please find a handy printable calendar containing events taking place this term.
As a reminder, the school calendar can be found on My School Portal, and you can subscribe to the whole calendar (or different sections based on year group) and sync it with your personal online calendar.
St Chris Community Takes on 24-Hour Charity Run
24-25 April
Next week, the St Chris community will once again come together for one of our most determined and inspiring student-led events of the year: the 24-Hour Run, organised by our Major Officials in support of Prostate Cancer UK.
From 08:30 on Friday 24 April to 08:30 on Saturday 25 April, students, staff and supporters will keep at least one runner or walker moving continuously around the school athletics track for a full 24 hours. Many will take part across the day and through the night, working together to beat last year’s distance and raise as much as possible for an important cause.
This year’s chosen charity supports research, awareness and care for one of the most common cancers affecting men in the UK, with 1 in 8 men diagnosed during their lifetime. Funds raised through the event will contribute directly to improving testing, treatment and support for families affected by prostate cancer.
The challenge reflects the spirit of service that runs strongly through St Chris life - bringing students together in a shared effort that combines teamwork, resilience and community purpose.
Please do come along to cheer runners on if you can, and help make this year’s 24-Hour Run the most successful yet.
To donate via our JustGiving page please click the link below:
Senior School Co-curricular Clubs
Summer Term 2026
Our Senior School co-curricular programme for the Summer Term is now open for booking, with a wide range of after-school activities running Monday to Thursday, 3.45 - 5.00pm (with Homework Club continuing on Fridays in the Mulberry). Booking is available via the link on My School Portal to Clubs, Trips and Activities - Evolve.
Activities are organised so that every student can build a balanced programme or follow particular interests across seven key areas:
- Physical activities and sport – including athletics, rounders, tennis, cricket nets and swimming
- Skills and challenges – cooking, Lego Masters, chess and problem-solving activities
- Creative arts – digital art, slateboard mural design, painting and sketching sessions
- Performing arts – orchestra, jazz band, drama and Lower School Play rehearsals
- Wellbeing and community – animal care, natural dye gardening, Palooza Prep, British Sign Language and DofE support
- Science, technology, maths and engineering – robotics, science activities and subject enrichment
- Curriculum-focused sessions – GCSE and A Level support, EPQ and language immersion
View the full Senior School Co-Curricular Guide below...
Notices
Whole School
Message for All Parents and Carers
It is always a pleasure to welcome families into school, and we greatly appreciate your ongoing support.
To ensure we meet our safeguarding responsibilities, it is important that we are aware of all visitors on site and that they are appropriately supervised while in the presence of students. If you need to enter the school grounds for any reason, we kindly ask that you report to reception to sign in, where a member of staff will arrange for you to be accompanied.
We understand that some visits may be brief, such as dropping off supplies or offering assistance; however, this procedure must be followed at all times.
Thank you for your continued support.
Alistair Phillips
DSL and Assistant Head: Pastoral Care
Swimming Pool Update
Thank you to everyone for your patience this week while we have worked on fixing the swimming pool, which unexpectedly drained itself due to a mechanical fault during the easter holiday. Repairs are progressing well, the pool is filling and we hope to be open as usual from Monday 20 April, unless there is an unanticipated issue over the weekend.
That does mean that all sessions this weekend - including the Family Community Swim on Sunday 19 April - remain cancelled, but fingers crossed lessons, clubs and community swim sessions will be back to normal from next week.
Masters Swim Sessions
Our Masters Swim Sessions are will return next term, starting Monday 20 April. The sessions run every Monday from 12:00 to 13:00 and are great way to improve your technique and improve swim fitness. They are available to all parents and sin our community. For further details and to sign up to the sessions, please complete the following form:
Family Lives Workshops
We are pleased to share a series of online parenting groups and workshops running this summer term through Family Lives, funded by Hertfordshire County Council and available to parents and carers living in Hertfordshire or with a child attending a Hertfordshire school.
These sessions offer practical guidance, reassurance and strategies to support children and young people at different stages of development.
Programmes this term include:
- Bringing Up Confident ADHD/ASD Children: Thursdays, 14 May – 25 June (7.00-9.00pm)
- Less Shouting, More Cooperation: Wednesdays, 13 May – 24 June (7.00-9.00pm or Mondays, 1 June – 6 July (9.30- 1.30am)
- Getting on with your Pre-Teen/Teenager: Fridays, 5 June – 10 July (9.30-11.30am)
Additional online workshops (dates to be confirmed):
- Anxiety around ADHD
- Reducing Conflict
- Sibling Rivalry
Parents and carers can book a place using the referral form linked on the flyer:
Junior School
Clubs and After School Care
Junior School Clubs start next week. If you require wraparound care either in the morning from 7:30 or after school until 18:30 please book by contacting jswraparound@stchris.co.uk
Junior School Production Week - Aladdin
We are looking forward to a fantastic production of Aladdin next week. The students have shown wonderful commitment and teamwork during rehearsals, and it has been a pleasure to see their confidence grow as the performance has taken shape. We are excited to share the final show with you.
Production Week Arrangements
- Monday - Wednesday: rehearsals in school throughout the day, including a full dress rehearsal on Monday afternoon
- Thursday & Friday: no daytime rehearsals (unless your child is contacted directly)
- On performance evenings, all cast should return to school at 5.30pm, having already eaten dinner
- Please ensure students bring a snack and a drink for the evening
- Students not performing that evening (lead-role alternates) are still expected to attend to support their counterparts and be ready if needed
Tickets on Sale
A small number of tickets are still available for the production next week on Thursday 23 and Friday 24 April. Doors open at 6.30pm and the show starts at 7.00pm. Tickets are £5.00 each.
Book Tickets for Thursday 23 April
Book Tickets for Friday 24 April
Senior School and Sixth Form
Saturday SHED
A reminder that Gavin and James are running the final Saturday SHED session for V Group (Year 11) 3D Design students tomorrow - Saturday 18 April. Attendance is essential for all Year 11 3D Design students, who will need to set up all their coursework by the 3.00pm deadline for final submission and marking.
The session will run from 10.00am to 3.00pm (with a one hour lunchbreak from 12.00 to 1.00pm for which students can bring a vegetarian packed lunch, or go into Letchworth unsupervised).
Upper Sixth (Year 13) students are also invited to attend in preparation for their exam later this month.
Ski Trip 2027 - Spain
We are delighted to be launching the February Half Term 2027 Ski Trip to Alp 2500 (La Molina & Masella), Spain, open to students who will be in III Group - LVI (Years 9 - 12) in 2026-2027. It promises to be a fantastic week, combining excellent skiing, engaging evening activities and a cultural visit to Barcelona before returning home.
Students will enjoy:
- Five hours of ski instruction each day across terrain suitable for all abilities
- A full programme of evening activities, including swimming, bowling, ice skating, night skiing and more
- Modern full-board accommodation with hot mountain lunches included
- A day trip to Barcelona as part of the experience
- All travel, ski pass, equipment hire and lessons included in the trip cost
Trip dates: 14–20 February 2027
Cost: £2,050 (with staged payment plan available)
Places available: 30 students
To secure a place:
Sign up via Evolve
Pay the £250 deposit by 15 May 2026
Places will be allocated on a first-come, first-served basis, so early booking is encouraged. Read the full trip letter and details here:
Ski Trip February 2027 - Letter
Year 11 and Year 13 Hoodies
If your child is in these year groups and would like a commemorative hoodie, please log on to My School Portal and visit Evolve via the link "Clubs, Trips and Activities - Evolve". Navigate to the Evolve Shop, select "Hoodies" and then the correct year group. Enter the required size and colour and checkout.
The deadline for purchases is Friday 24 April.
AquaPlus⁺ (11-18yr old) Swim Sessions
On a Tuesday evening from 8.00 to 8.45pm we run Aquaplus+ swim sessions. These 45-minute swim sessions are designed for those who want to continue their swimming journeys beyond their ‘learn to swim’ lessons but who are not yet ready for full competitive training, or prefer not to have such a competitive element. For more information and session pricing, please email swimschool@stchris.co.uk.
Year 11 & Year 13 Summer Exams: Timetables & Study Leave
Summer Examination timetables are now available on My School Portal under My Children → Exam Timetable.
Note: Languages Speaking and Practical Exams may show TBC while internal scheduling is finalised; updates will appear automatically. Queries can be sent to Examinations Officer Nikki Timbers at nikki.timbers@stchris.co.uk.
National Contingency Day: Students should remain available until 24 June 2026 in case of national or local exam disruption.
Study Leave:
-
Year 11 (V Group): last school day 7 May, study leave from 8 May
-
Year 13 (Upper Sixth): last school day 8 May, study leave from 11 May
Class teachers will remain available for lessons during study leave, should students wish to attend in their usual timetable slots.
Careers Newsletter
Edition #26
This week’s Careers Newsletter includes a wide range of upcoming events, competitions and insight programmes to help students explore future pathways in medicine, technology, the creative industries and beyond.
Highlights include:
- MedicMentor conferences (Years 10-12) for students considering medicine or dentistry (April dates)
- UK University Search online panels with expert guidance on higher education choices
- Pan Macmillan publishing careers insight programme exploring how books are developed and produced
- Royal Geographical Society careers module for students interested in geography pathways
- Bocconi Summer School (Milan) covering entrepreneurship, sustainable finance and AI
- London Zoo Conservation Tech Camp (ages 14–18) working with scientists and technologists on real-world challenges
- ARM “Tech for Good” coding experience using Micro:bit technology (ages 16–21)
- Creative Words: Write on Art competition (ages 13–19) with a Royal College of Art prize opportunity
- Creative and green apprenticeships webinars with employers and current apprentices
This edition also features a spotlight on satellite engineering and guidance on sectors currently experiencing strong demand across the UK, including healthcare, engineering, education and digital careers.
Read the full Careers Newsletter below. If you have any further questions about Career Related Learning at St Chris, please contact Lizzie Hedderson.
The Week Ahead
Nursery & Junior School
- Tuesday 21 April: Junior School Open House
- Thursday 23 April: 'Aladdin' Junior School Musical Performance 1
- Friday 24 April: 'Aladdin' Junior School Musical Performance 2; 24 Hour Charity Run and Swim (J Group/Year 1 and up)
- Saturday 25 April: 24 Hour Charity Run and Swim (J Group/Year 1 and up)
- Sunday 26 April: F Group (Year 4) Residential to Bawdsey Manor departs
Senior School & Sixth Form
- Saturday 18 April: Saturday Shed
- Monday 20 April: A Level Art & Design Practical Exam; IV Group (Year 10) Mock Examinations
- Tuesday 21 April: A Level Art & Design Practical Exam; IV Group (Year 10) Mock Examinations
- Wednesday 22 April: A Level Art & Design Practical Exam; Film & Philosophy Club
- Thursday 23 April: IV Group (Year 10) Mock Examinations; LVI (Year 12) Geography Fieldwork Residential
- Friday 24 April: LVI (Year 12) Geography Fieldwork Residential; 24 Hour Charity Run and Swim
- Saturday 25 April: LVI (Year 12) Geography Fieldwork Residential; 24 Hour Charity Run and Swim
Summer Term Diary
| Sunday 26 April | F Group (Year 4) Residential Trip to Bawdsey Manor |
| Monday 27 April | F Group (Year 4) Residential Trip to Bawdsey Manor |
| Tuesday 28 April | F Group (Year 4) Residential Trip to Bawdsey Manor Senior School Open Morning |
| Wednesday 29 April | F Group (Year 4) Residential Trip to Bawdsey Manor A Level 3D Design Practical Exam |
| Thursday 30 April | A Level 3D Design Practical Exam |
| Friday 1 May | A Level 3D Design Practical Exam |
| Monday 4 May | May Day Bank Holiday |
| Tuesday 5 May | A level 3D Design Practical Exam |
| Wednesday 6 May | A Level 3D Design Practical Exam UVI (Year 13) A Level Food Assessment |
| Thursday 7 May |
A Level 3D Design Pratical Exam |
| Friday 8 May | UVI (Year 13) Final day before Study Leave |
| Sunday 10 May | Silver DofE Practice Expedition |
| Monday 11 May | E Group (Year 5) Residential to the Isle of Wight Silver DofE Practice Expedition LVI (Year 12) A Level Geography Fieldwork Day 2 |
| Tuesday 12 May | E Group (Year 5) Residential to the Isle of Wight Silver DofE Practice Expedition IV Group (Year 10) Parents' Consultation |
| Wednesday 13 May | E Group (Year 5) Residential to the Isle of Wight I Group (Year 7) Trip to Hampton Court Palace |
| Thursday 14 May | E Group (Year 5) Residential to the Isle of Wight G Group (Year 3) Visit to The Living Rainforest |
| Friday 15 May | Bronze DofE Qualifying Expedition |
| Saturday 16 May | Bronze DofE Qualifying Expedition |
| Wednesday 20 May | IV-LVI (Years 10-12) Music Recital Evening |
| Friday 22 May | Senior School Culture Day |
| Monday 25 May - Friday 29 May | Half term |
Senior School Creative Writing & Art
Students in the Senior School Creative Writing Club and Art Club have collaborated to produce a thoughtful new collection inspired by the arrival of spring. Bringing together poetry, short pieces of prose and original artwork, the publication reflects the imagination, observation and care students bring to their creative work each week.
Projects like this grow naturally from the space these clubs provide: time to experiment with ideas, develop confidence in self-expression, and share work with others who enjoy creating. It is a pleasure to see students from across year groups contributing their voices and perspectives to a shared piece of work.
Both clubs run after school on Mondays and are open to students in all Senior School year groups — whether they already enjoy writing and art or would simply like to explore something new in a supportive setting. Students interested in joining next term can sign up via My School Portal and clicking Clubs, Trips and Activities - Evolve.
Nursery & Junior
This week in the Junior School has been full of energy and discovery as the children returned from the Easter break and quickly settled back into school life. A highlight for all year groups was taking part in engaging SCARF live online workshops, which explored themes such as wellbeing, healthy lifestyles and understanding emotions in an interactive and age-appropriate way.
Across the school, pupils have also been busy with a wide range of hands-on learning experiences. From exploring the signs of spring in the orchard and Forest School, to redesigning outdoor learning spaces and developing teamwork through creative construction, there has been a real sense of curiosity and collaboration throughout the school. Older pupils have launched exciting new topics such as Ancient Greece and Africa, alongside practical challenges and projects.
Creative and practical learning has continued across the curriculum, with activities ranging from storytelling and problem-solving to designing electrical projects. It has been a fantastic start to the term, and we encourage you to read on to find out more about what each year group has been up to.
| Monte (Nursery) |
|---|
|
Monte (Nursery) children have made a productive start to the term, showing great enthusiasm and collaboration in their learning. This week, they worked together to create a puppet theatre, inspired by a child who had made one during the holidays. As the week progressed, Monte (Nursery) developed their storytelling and puppet-making skills, creating something imaginative and enjoyable for everyone to share. They also spent time exploring the orchard, noticing the signs of spring. They discovered apple blossom and a variety of wildflowers, including cowslips and bluebells, while observing butterflies and bees and discussing why it’s important to leave flowers for pollinators. Back at Forest School, Monte (Nursery) practised fire safety before helping to make hot chocolate, carefully stirring and mixing ingredients. This hands-on activity supported their dexterity, balance and focus, and ended with a well-earned treat enjoyed together. |
|
K Group (Reception) |
|
K Group (Reception) children enjoyed settling back into school life after the Easter break, sharing their holiday experiences and reconnecting with one another. They took part in a SCARF live online workshop focused on “Happy, Healthy Me,” where they explored ways to keep their bodies and minds healthy through interactive and engaging activities. In addition, K Group (Reception) worked collaboratively to redesign their outdoor learning area. Recognising the need for more space for construction activities, the children helped to reorganise resources and extend their play environment. Starting with a tuff tray of cars, they used a range of materials to build and expand roads, demonstrating creativity, teamwork and problem-solving as they transformed the space. During Forest School, K Group (Reception) spent a rewarding afternoon caring for their spinach seedlings and other vegetables in the kitchen garden, showing great care and attention while watering and weeding. They then visited the orchard, where they admired the apple blossom and explored the pond, discovering a tadpole, a pond skater and even Mr and Mrs Newt. Lying on their tummies to peer into the water allowed them to observe closely, and they thoughtfully reflected on how keeping the pond clear helps everyone enjoy the view. |
| J Group (Year 1) |
| J Group (Year 1) began the week with a practical maths lesson exploring volume and capacity, followed by a SCARF workshop where they discussed feelings and shared helpful strategies for when they feel sad, such as looking at the sky, enjoying hugs or moving their bodies. In English, J Group (Year 1) started their new topic on journeys using a wordless book, working collaboratively to interpret and describe the story. In Forest School, they explored plants in the orchard, cared for their broad beans, and identified wildflowers by closely observing their features, finishing with pond observations and safe, thoughtful exploration. |
| H Group (Year 2) |
| H Group (Year 2) took part in an engaging SCARF Live session, where they learned about keeping their bodies healthy, understanding and managing feelings, and building positive friendships. They explored ways to connect with others and how to recognise when something doesn’t feel right. Alongside this, H Group (Year 2) launched their new topic on Africa with a lively “Beat the Geographer” challenge, demonstrating excellent teamwork as they raced to match continents to their names. |
| G Group (Year 3) |
| G Group (Year 3) collaborated with F Group (Year 4) in a joint SCARF workshop focused on healthy bodies and minds. They enjoyed interviewing one another about acts of kindness and how these influence wellbeing, before sorting items into healthy and unhealthy categories and finishing with an energetic wellbeing rap. In Forest School, G Group (Year 3) deepened their understanding of plants by identifying wildflowers and discussing edible plants such as dandelion and garlic mustard. Their session also allowed time for imaginative outdoor play, showcasing creativity and teamwork. |
| F Group (Year 4) |
| F Group (Year 4) were excited to receive their upcoming trip hoodies this week, adding to the sense of anticipation for their visit. They joined G Group (Year 3) for a SCARF online workshop, where they learned more about wellbeing and made thoughtful contributions throughout the session. In class, F Group (Year 4) have been developing their vocabulary by exploring words with the prefix “inter-,” such as internet, intercity and intergalactic. |
| E Group (Year 5) |
|
E Group (Year 5) have begun their new topic on Ancient Greece, sparking curiosity about this fascinating period of history. As part of their PSHE learning, they took part in a SCARF workshop focused on looking after our physical and mental wellbeing. During the session, E Group (Year 5) explored the importance of both physical and mental wellbeing and developed their understanding of what mental wellbeing means. They considered factors that can affect how we feel and discussed practical ways to manage their own wellbeing. The children also learned useful strategies and skills to support themselves when feeling overwhelmed, equipping them with tools to navigate challenges with confidence. |
| D Group (Year 6) |
| D Group (Year 6) have started the term by adapting to a new homework structure designed to support their transition to senior school, with weekly assignments set on Wednesdays and due the following Monday. In class, D Group (Year 6) have been combining their science and DT skills to design games, models or activities powered by electrical circuits. They are looking forward to beginning the building stage next week, bringing their creative ideas to life. |
