LUMINARYREDMAIDS’ HIGH SCHOOL

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GIRLS, WOMEN &LUMINARIES

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04 Supporting young women in the world – alumna Parisa Patel speaks about her research project in India

06 The Sutton Trust Report reminds us why extra-curricular activities are so important to girls

08 Living life to the full

10 10 years as an IB world school

1 1 Historic girls’ schools connect

1 2 The impact of sport

14 Girls and STEM: the facts

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I hope you enjoy our new schoolmagazine, LUMINARY.

It seems fitting that this first edition has been themed around ‘the girl’ – not only is this our field of expertise but this is also a significant time in women’s history.

As we celebrate 100 years since the first British

women won the right to vote, a new wave of

feminist voices have found their tongues.

Triggered by misogyny in politics and gaining

momentum through the #MeToo campaign, as

well as by the well-documented injustice of pay

inequality, women around the world are speaking

out about sexual harassment and discrimination.

And for once, the world is listening.

In our girls’ school, students are taught to question

sexist attitudes and negative stereotypes. We teach

the girls the life-skills they need to face any such

challenges head on. They leave Redmaids’ High

School with confidence and determination, that

allows them to thrive in a society that hasn’t yet

caught up with our progressive mind-set.

Here, girls expect to be heard. I have never been

more proud to head up a girls’ school as we work

tirelessly to encourage our young women to

become the leaders, the influencers and the

luminaries of tomorrow.

Isabel Tobias, Headmistress

luminaryˈluːmɪn(ə)ri

noun

A person who inspires or influences others, especially

one prominent in a particular sphere.

synonyms: leading light, guiding light, inspiration,

leader, expert, master, panjandrum, dignitary, VIP

PUTTING

GIRLSF I R S T

“From the perspective of

a father, a single sex school

may not be for every young

woman – just for those who

want to one day rule over the

city, the state and the world,”

Tom Hanks in the foreword to

Learning Like a Girl:

Educating Our Daughters in

Schools of Their Own.

Former governors of

our founding schools,

Agnes Beddoe (1829 - 1914),

Emily Sturge (1847 - 1892) and

Elizabeth Sturge (1849 - 1944)

were pioneers of the

women's suffrage

movement and visionaries

for education for girls.

We host many events

annually to nurture agile

thinkers with broad

skill-sets, such as our

Women in Careers

Conference, our

Networking Dinner and

our Festival of Ideas.

Our speakers' programme

enables girls to hear from

a diverse range of men

and women. We recently

heard from Steve Backshall

(Adventurer/TV Presenter),

Col Needham

(Founder of IMDB.com),

Thangam Debbonaire (Politician)

Dr Jon Haynes (Psychiatrist) and

Dan Canham (Choreographer).

New books that raise the

profile of girls and young

women include Goodnight

Stories for Rebel Girls and

Great Women who have

Changed the World.*

(*launched to mark the centenary

of the suffragette movement).

A 2017 survey of parents

found that 92% of those with

0-3 year olds felt it was

important to treat boys

and girls the same, and 79%

wanted to take action to

challenge traditional

gender stereotypes.

Source: Our Watch: the Power of Parents.

At a conference in New York,

the Dean of Princeton said she

noticed the confidence of

female students in her college

dropped steadily over the four

years they attended – with

only two exceptions: students

who had attended girls’ only

schools, and those who had

played in sports teams.

Source: GDST

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REDMAIDS’ HIGH SCHOOL / LUMINARY 03

Front cover by Yasmin Kongsfelt, Year 13.

This painting was awarded Best in School

at the annual Bristol Cathedral Senior

Schools' Art Exhibition

Our alumnae are changing

the world. They include the

UK Advisor to the World Bank

in Washington, the Head

of European Parliament

in Brussels, a Partner at KPMG

in Singapore, a Surgeon in

Australia and an Education

Program Designer with

Save the Children.

Background

While maternal health outcomes have improved

significantly in India in recent years, maternal

mortality rates vary greatly depending on

geographic and demographic variables.

Despite being outlawed in 1949, the caste

system still exists in India, particularly in rural

areas and the poorer states. It divides Hindus

into a complex social hierarchical system, with

the ‘Scheduled Castes (SCs)’ at the bottom.

The SCs (16% of the population) were previously

named the ‘Untouchables’ because they were

thought to be unclean, impure to touch

and polluting. They suffer many forms of

discrimination, economic deprivation

and health inequalities.

The Indian Government introduced health

interventions in 2005 to improve equality in

access to maternal healthcare. But research

shows that SC women in India have much

poorer maternal health access and outcomes

than women from higher caste families.

I wanted to find out why.

Travelling to India

After much planning I travelled to Bihar in India

having arranged to stay with a family I had not

met before. Fortunately, my host was the

Family Planning Co-ordinator for Bihar State

so he introduced me to many people who could

help me with my project.

Research

Over four weeks I conducted 18 extensive

interviews with SC women in six different

locations (either in their homes in the slums

or in basic healthcare centres) with the use of

a translator. This was an experience I will never

forget; the slums were incredibly hot and whilst

this didn’t faze the women or the translator,

I often struggled to stay focused.

SUPPORTING YOUNGWOMEN IN THE WORLD

The aspect I found most difficult was

witnessing such intense poverty. It was clear

the women were so used to being outcasts

that they were often shy with me at first.

However, it was incredibly rewarding to see

their behaviour change when they realized

I was there to help and to listen.

Outcomes

My research showed the main barriers for

SC women accessing maternal healthcare

included (but were not limited to): inadequate

numbers of ASHAs (a form of community

midwife) in the areas SC women live,

discrimination against SC by ASHAs, poor

access to information on healthcare services

(such as how to call an ambulance), the cost

of transport and corruption/improper charges

extracted from healthcare staff.

Using data from my research I made several

recommendations to the Public Health Office

in Bihar, which may contribute to future

policy changes.

Reflection and thanks

I was delighted to receive a first class mark for

my dissertation and hope to publish this work

in an academic journal.

This project would not have been possible

without financial support from Redmaids’ High

School. This experience has deepened my

passion in Public and International Health and

may well influence the direction I choose for

my future career.

“We were delighted to support Parisa with thisimportant medical research. To see an alumnause her education to benefit other womenaround the world, is extremely rewarding. We wish Parisa every success as she completesher medical studies.” Isabel Tobias

clim

Parisa Patel left Red Maids’ School in 2012 to study medicine at the University 

of Leeds. In 2017, she completed an independent international research project

in India, looking at maternal health for women living in poverty in Bihar 

(one of the poorest states in India). This is her report, written especially for us.

REDMAIDS’ HIGH SCHOOL / LUMINARY 0504 REDMAIDS’ HIGH SCHOOL / LUMINARY

The Sutton Trust Report reminds us that,

“those who have attended independent

schools are consistently over-represented

in the top professions, from law and

banking, to medicine and the arts” and

goes on to assert that, “This is not merely

the result of the academic excellence of

these schools, but also of the essential

life skills they build in their pupils.”

By “essential life skills”, the report is

referring to qualities such as confidence,

motivation, resilience, teamwork and

communication skills. It also states,

“The role of parents is thought to be 

particularly important in the early 

development of these skills, with schools

and extra-curricular activities playing 

increasingly important roles as children

get older.”  

Speaking of the report, Deputy Head

Kate Doarks said, “This reinforces  what

we already know: just how important it 

is for students to enjoy a range of 

activities outside the classroom. It is

these additional experiences that can

help students develop the kind of skills

that employers look for.

Extra-curricularequals extra opportunities for life

The Sutton Trust Report on Improving Life Lessons for Young People highlights the tangible benefits of an independent education. 

“Naturally, as a school, we focus on 

academic achievement and we expect

every student to fulfil or exceed their 

potential. But we also make an extensive

range of extra-curricular opportunities

available. In music alone, we offer 25 

regular clubs and girls can choose 

from over 20 different instruments

to learn privately.”

Mrs Doarks continued, “Our Athena 

Programme complements this, with 

a series of one-off talks, lectures and 

workshops taking place throughout 

the year to further stimulate and

inspire students. 

“As staff, it is extremely rewarding 

to see our girls emerge not only with 

top grades, but also as highly-skilled 

musicians, radio presenters, talented

choreographers and costume-makers, 

accomplished public speakers 

or adept computer coders. And it is 

even more satisfying to see them 

return as alumnae – with confidence 

and self-assurance – ‘luminaries’ 

in their own right.” 

REDMAIDS’ HIGH SCHOOL / LUMINARY 07

Read the full report at 

www.suttontrust.com/research-paper/life-lessons-workplace-skills/

"People who are truly strong liftothers up. People who are trulypowerful bring others together."

Michelle Obama

“Find what it is that interests youand that you can do well, andwhen you find it put your wholesoul into it - every bit of energyand ambition and natural abilityyou have.”

John D. Rockefeller III

"One person with passionis better than forty peoplemerely interested."

E. M. Forster

Ella Comrie

Left school in 2012 having studied: Higher level History, Geography and English (6,6,6), Standard level Biology, Italian Abinitio and Maths Studies (5,5,5) and two core points achieving 35 points in total.

Where did you go to after school? In my gap year, I spent a month in Borneo volunteering for a charitythat protects orangutans and three months in Malawivolunteering as an English teacher and helping at localhospitals and health centres. I also joined outreachteams visiting villages that don’t have easy access tohealth centres.

In 2016, I graduated from the University of Southampton with a 2:1 in History and while there, enjoyed teaching sailing at the university’s sailing cluband singing in a jazz and gospel choir.

What are you doing now? I’ve always been interested in humanitarian work, so am currently pursuing a career in nursing. I’m in my first year of a postgraduate diploma course in Adult Nursing andalso work as a Community First Responder alongsidethe South Central Ambulance Service paramedics and provide care to people in need.

What made you decide to study the IB Diploma? I really liked the global aspect to the IB, the variety it offered and the fact that I could study a broad range of subjects. It also allowed me to pick up another language.

How did you shape your IB Diploma studies to yourinterests? I knew my strengths were in the humanitiessubjects, so focused on history, geography and Englishat Higher Level. During this time, I also completed myDinghy Instructor Course and my Musical TheatreDiploma which contributed to the Creative, Activityand Service (CAS) element of the IB.

How do you think studying the IB Diploma helpedprepare you for your next steps? The independentlearning side of the IB really helped me make the transition to university. My IB extended essay, for example, was history-based, so gave me really goodexperience of the basics of planning and structuring a good historical essay.

Was there any highlight about your studies here?I really enjoyed being Deputy Head Girl and have extremely fond memories of my time in Chamber Choir and the fantastic music tour wetook to China.

What are your hopes for the future? When I graduate, I intend to join a medical unit specialising in acute and emergency nursing with the longer termgoal of becoming an emergency nurse practitioner. I want to develop these skills so I can take my careeroverseas with humanitarian organisations such asMédecins Sans Frontières (Doctors without Borders) or the Red Cross.

What would you say to anyone considering studyingthe IB Diploma? The IB is a fantastic opportunity tobroaden your skills, subjects and knowledge, whilelearning the meaning of being a ‘global citizen’ ora ‘global thinker’. It also gives you a broad range ofstudy across the arts and the sciences without havingto narrow your options, at the same time as helpingyou develop specialist skills to prepare you for university. I also believe it makes you a more roundedperson with a range of interests beyond academia.

“This year Redmaids’ High celebrates 10 years of the IB Diploma, while the International Baccalaureate Organization (IBO) itself marks its 50th anniversary. During this time we have seen our students consistently achieve average point scores significantly aboveboth the UK and the world average. And as Bristol’s first IB World School we also have many IB alumnae who have gone on to enjoy great professional and personal success. It is always a joy to find out what they’re doing now and hear how their IB studies haveshaped their future pathways.” Jon Cooper, Assistant Headteacher and IB Coordinator

Our cultural exchangeswith the Emma WillardSchool in New York Statedate back to 2006.

This link gives a number of our Sixth Form students

the chance to spend time at an American boarding

school, with a few days in New York City itself.

It also gives the Emma Willard girls an insight into

British history and culture when they come to

stay in Bristol.

The Emma Willard School is over 200 years old,

making it the oldest girls’ school in America,

and, like Redmaids’ High School, it’s a beacon

of academic excellence. It is also a selective school,

with an international focus, that offers lots of

extra-curricular opportunities in order to educate

“the whole girl”. As a boarding school, open to

girls from Years 10 to 13, it attracts students from

around the world.

Emily Griffin, who visited in 2017 along with

Becca Atkinson and Yas Randhawa said, “The classes

were fascinating and we had the chance to sample

many American lessons.

“I also enjoyed a visit to Boston and walked round

the Freedom Trail, which taught me about the

American Revolution. The next day we went to

Salem to learn about the witch trials of 1692 where

14 women and six men were hanged or pressed to

death, having been accused of witchcraft.”

Speaking of this international exchange,

Assistant Headteacher Jon Cooper said, “This is a

valuable opportunity for our girls to broaden their

horizons by travelling overseas and experiencing

life in another school. They learn about American

history, culture and politics as well making new

international friends whilst being immersed in

the American education system."

Historic Girls’ Schools Connect

50 years of the IB

REDMAIDS’ HIGH SCHOOL / LUMINARY 1110 REDMAIDS’ HIGH SCHOOL / LUMINARY

Having surveyed over 26,000 students across

England and Northern Ireland, research shows

that boys enjoy physical activity more than girls

(71% of boys compared to 56% of girls) and that

a lack of confidence is a much bigger barrier to

girls taking part than it is for boys. In addition,

as satisfaction with body image declines, for

girls from the age of 11 to 16, so participation in

sport decreases.

Responding to the report, Claire Maggs, Director

of Sport at Redmaids’ High School said, “It’s

disappointing to see such a massive gender

divide in physical activity around the country.

“In contrast, we offer a wide range of sport and

cater for all abilities, to encourage our students to

be physically active. This school has elite athletes

across a wide range of disciplines who regularly

compete at county, regional and national fixtures.

But we also have an extensive ‘sport for all’

programme, so every student takes part.”

As well as their timetabled sports lessons,

students have access to a huge variety of

extra-curricular activities. Isabelle Halsey, who is

in Year 7 says, "The sports clubs are really fun. We

get to meet new people and learn different skills."

Miss Maggs added, “The report states that ‘45%

of girls (compared to 60% of boys) don’t see the

relevance of the skills they learn in PE’, which

I find extremely worrying. Aside from personal

health and fitness, our girls understand that

sport has so many benefits, not least of which is

learning to work as a team! It also makes us

resilient and teaches us to be determined,

disciplined and focused and teaches the girls

good habits which we hope will stay with

them for life.”

Maddie Hughes, a sports scholar in Year 11 said, “I

very much enjoy playing in a variety of the school

sports teams and feel that the PE lessons during

the school day, and the extra-curricular sports

clubs after school, provide a really good

balance to my academic work. I also play cricket

for the Gloucestershire U17 County Girls Squad

and club cricket for Frenchay and feel it’s helpful

to have something to focus on that is completely

separate from my academic studies. I have met

girls with the same attitude as me and have

had the opportunity to play around the country,

and the world!”

To quote research from SportandDev.org, sport

“also provides a forum for young people to learn

how to deal with competition and how to cope

with both winning and losing. These learning

aspects highlight the impact of physical

education and sport on a child’s social and

moral development in addition to physical skills

and abilities.”

There are also several studies that suggest

a positive link between taking part in sport and

academic achievement. The Department for

Culture, Media and Sport, for example, has

published evidence that suggests, “Young

people’s participation in sport improves their

numeracy scores by 8% on average above

non-participants.” There are also links between

sport and positive mental health. According to

Sport England, “People who are regularly active

enjoy better mental wellbeing”.

The school's commitment to girls' sport is also

reflected in our recent acquisition of a 16.7 acre

sports ground near Cribbs Causeway. In

addition to our superb on-site facilities, this

provides four full-size grass football pitches and

four tennis courts, with plans currently taking

shape about further maximising the potential

of this space.

Miss Maggs concludes, “We are totally

committed to girls playing sport – whichever

sport that may be – so at present we offer

netball, hockey, football, basketball, badminton,

swimming, rounders, athletics, tennis, ballet,

fencing, judo, dance and fitness. This is in

addition to our extensive outdoor education

programme which focuses on climbing,

kayaking, caving, Duke of Edinburgh expeditions

and, more recently, nordic walking. Our Sixth

Form students also have the chance to keep fit

at David Lloyd in Westbury.

“Essentially, sport contributes to physical fitness,

mental well-being and social interaction, and for

these reasons alone, it will always be an

important part of a Redmaids’ High education.”

Recent research by the charity Women in Sport

has found that at secondary school, girls are not

doing as much physical activity as boys.Girls and sport

12 REDMAIDS’ HIGH SCHOOL / LUMINARY

Download the full report at

www.womeninsport.org/support-advice-service/research-and-insight/girls-active-stats-pack/

REDMAIDS’ HIGH SCHOOL / LUMINARY 1514 REDMAIDS’ HIGH SCHOOL / LUMINARY

In 2017 at Redmaids' High,58% of all IGCSEscience grades

(Biology, Physicsand Chemistry)

were awarded A*.

The same year, 22 Year 10

students tooktheir Maths IGCSE

a year early, and achieved

20 A* and two A grades.

There is a

well-documented

shortage of engineers in the

UK. We need 100,000 new

graduates in STEM subjects

every year (until 2020) just

to maintain current

employment numbers.

The percentageof females working in

engineering inthe UK is 6%.

Source:www.girlsintostem.co.uk

Francesca (Year 13) says:

“The entire worldis built on

engineering. I want to be part

of building thingsthat are bigger,

better and moreefficient.”

Aerospace Engineeringapplicant

In the UK, women

make up 14.4% of the

STEM workforce and

hold just 11.5% of

management roles.

Achieving STEM diversity

is incredibly important asthere are just

so many opportunities.

Source:www.ibtimes.co.uk

In 2018, 47% of our

Year 13 studentshave applied

for STEM subjects in

Higher Education.

Including, Physics,

Chemistry, Maths,

Aeronautical Engineering,

Biomedical Engineering,

Biomedical Sciences,

Psychology and Medicine.

Girls who attend single-sex schools

are more likely to study STEM

subjects. Over 55% of girls at GSA

schools take a STEM subject

at A Level.

In Physics, for example,

13.4% of all entries come

from GSA schools

(well above the 5.2%

baseline) and they

achieved 25.9%

of the A* grades.

Source:Girls’ Schools Association

In October 2017,our Science Departmentreceived anaward from the National

STEM LearningCentre, in

recognition oftheir success in promoting

STEM subjects.

Amy (Year 13) says:

“As a child youwant to know

how everythingworks. I neverwant to stop

finding out howthings work.”

Physics applicant

At school, girls continue to outperform boys acrossmost STEM subjects. Source: www.wisecampaign.co.uk

STEM andGENDER: the facts

Notable STEM alumnae include:

“

“

“Yes - we push STEM at Redmaids' High! Not

because we want to promote any one career path over

another, but because we don’t want gender stereotypes

to prevent our students from considering careers in

exciting, global, well-paid, fast-growing industries.”

Dr Zoe Bell, Head of Science at Redmaids’ High.

“I want to dispel the outdated stereotype that all

scientists are cold, unemotional ... and male”.

Dr Emily Grossman, an expert in molecular biology and

genetics, speaking at Redmaids' High in 2017. She has a

Double First in Natural Sciences from Queens' College

Cambridge and a PhD in cancer research.

“I want to show that anything is possible regardless of

gender, and to inspire everyone to reach for their dreams

– no matter how far away they seem.” Space scientist

Dr Maggie Aderin-Pocock MBE has a degree in Physics

and a PhD in Mechanical Engineering from Imperial

College and presents the BBC’s Sky at Night.

She spoke at Redmaids’ High in 2017.

Nationally, women are under-represented in STEM (Science, Technology, Engineering and Mathematics) careers. At Redmaids' High, we buck that trend significantly...

AL

UM

NA

E Jenny Body OBE,

first female

president of the Royal

Aeronautical Society,

she established

a multi-million pound

UK Aerospace Research

and Technology

programme.

Doctor Beryl

Corner OBE,

a pioneering

paediatrician,

researcher and

campaigner.

Professor Alice Roberts,

anatomist,

osteoarchaeologist,

palaeopathologist,

television presenter

and author.

From top left clockwise, paintings by:Cecile Taylor, Zelda Coleborn, Rebecca Caldwell,

Ellie Laundy (all Year 11)

© Redmaids' High School, February 2018

redmaidshigh.co.uk