Our KS3 students were treated to a fantastic morning of dance this week as we welcomed the talented performers from Essex Dance Theatre to our school. The company delivered three energetic performances, featuring more than nine dance routines in each show and showcasing a wide variety of dance styles, creativity and skill. Adding to the excitement, several of our own students were taking part in the performance, making the experience even more memorable for those involved. Each routine reflected the dedication, commitment and countless hours of preparation that had gone into the routines. From the choreography to the performers’ confidence and stage presence, the shows captivated audiences throughout the morning. Students thoroughly enjoyed the opportunity to experience live dance and were inspired by the enthusiasm, creativity and professionalism demonstrated by the performers. The performances highlighted how dance can be a powerful form of expression while promoting teamwork, resilience and self-confidence. We would like to extend our sincere thanks to Essex Dance Theatre for sharing their talent and passion with our school community. Their visit was greatly appreciated by students and staff alike, and we hope it has encouraged many of our young people to explore their own interests in dance and the performing arts. Thank you, Essex Dance Theatre, for an unforgettable morning of entertainment and inspiration.

This week, we were delighted to welcome pupils from our local primary schools to our annual Secondary School Experience Day. The event gave Year 5 pupils the opportunity to spend a day experiencing life as a secondary school student. Throughout the day, they explored our facilities, met staff and students, and took part in a range of engaging lessons and activities designed to give them a flavour of secondary education. Pupils enjoyed working with teachers from different subject areas, experiencing a variety of learning environments and discovering some of the exciting opportunities available at secondary school. They also had the chance to meet older students, helping them to gain a better understanding of school life and build confidence for the future. Transitioning from primary to secondary school is an important milestone, and experiences such as these help to familiarise pupils with a larger school environment while encouraging them to look forward to the next stage of their educational journey. We hope the day was both enjoyable and informative for all who attended, and we thank our visiting pupils, primary school colleagues, staff and students for making the event such a success. We look forward to welcoming many of these pupils, and their parents, back for our Open Evening on 22nd September as they continue their journey towards secondary education.  

a { text-decoration: none; color: #464feb; } tr th, tr td { border: 1px solid #e6e6e6; } tr th { background-color: #f5f5f5; } On Wednesday 1 July, students from the Resource Base for Deaf Students at GBHS attended the third annual Together Day at Hylands Park, joining more than 50 deaf students from across Essex for a day of friendship, collaboration and celebration. The event brought together Deaf Resource Bases from Mildmay, Tanys Dell, Glebe, Ghyllgrove, Sweyne Park and RBDS, providing opportunities for young people aged 4 to 21 to connect, build confidence and strengthen their sense of belonging within the deaf community. Students were also delighted to welcome back former RBDS pupils William and Ben, whose continued success in higher and further education provided an inspiring example for current students. Together Day gave students the chance to reconnect with old friends, support younger pupils approaching key transitions, and celebrate deaf identity in a positive and inclusive environment. The event was a tremendous success, and we look forward to continuing this valuable partnership for years to come.

At Great Baddow High School, we believe that education is about far more than academic achievement. Our annual Personal Development Day provides students with opportunities to develop the skills, knowledge and experiences that will help them become confident, compassionate and successful young people. This year, students across Years 7–10 took part in a wide range of engaging activities designed to broaden their horizons, strengthen important life skills and encourage them to think more deeply about the world around them. The day was filled with creativity, teamwork, reflection and personal challenge, and we are incredibly proud of the maturity and enthusiasm shown by our students throughout. Year 7: Celebrating World Cultures Our Year 7 students spent the day exploring cultures from around the globe, helping them to develop a greater appreciation of diversity and the rich traditions that make our world unique. Students learnt key phrases in a variety of languages through videos created by bilingual members of our own school community, highlighting the cultural richness that exists within Great Baddow High School itself. They were encouraged to practise new ways of communicating and celebrate linguistic diversity. The day also included a music workshop where students explored rhythm, performance and collaboration through drumming activities. Using their research skills, students investigated different cultures and traditions before designing and creating traditional costumes, jewellery and headwear. Supported by staff, they transformed their research into creative, eye-catching pieces that reflected their chosen cultures. Students also took part in a Capoeira workshop, learning about the Brazilian art form that combines music, movement and cultural expression. The day concluded with a colourful celebration parade where students showcased their costumes, performances and learning. By the end of the day, students had developed greater cultural awareness, creativity, confidence and teamwork skills while celebrating the diversity that makes our community so special. Year 8: Promoting Disability Awareness and Inclusion Year 8 students focused on understanding disability, accessibility and inclusion, helping them to develop empathy and a deeper appreciation of the challenges faced by many people in everyday life. Specialist workshops delivered by professionals from our own Resource Base for Deaf Students. Students gained valuable insight into deaf awareness and communication.  Students also experienced Paralympic-inspired sporting activities, giving them the opportunity to explore how sport can be adapted and made accessible. One of the most exciting aspects of the day saw students become documentary filmmakers. Working in teams, they planned, filmed and edited their own documentaries investigating how accessible Great Baddow High School is for people with a range of disabilities. This project challenged students to think critically about accessibility, communicate effectively, work collaboratively and develop valuable digital media skills. Importantly, it encouraged them to become advocates for inclusion and positive change within their own community. By exploring real-world barriers and solutions, students gained a deeper understanding of equality, respect and the importance of creating environments where everyone can thrive. Year 9: Building Healthy and Respectful Relationships For Year 9, the focus was on developing the knowledge and understanding needed to build healthy, respectful and safe relationships. These sessions formed an important part of preparing students for the responsibilities and challenges they may encounter as they grow into adulthood. Throughout the day, students explored topics including consent, respect, personal boundaries, online influences and relationship expectations. They engaged in thoughtful discussion, considered real-life scenarios and developed a greater understanding of the importance of communication, mutual respect and informed decision-making. Students also took part in self-defence workshops, helping them develop confidence, resilience and practical awareness of personal safety. The programme encouraged students to critically evaluate messages they encounter online and in wider society, challenge misconceptions and develop the confidence to make safe and responsible choices. By creating opportunities for open and honest discussion, the day equipped students with valuable knowledge that will support their wellbeing now and in the future. These sessions play a vital role in helping young people develop the confidence, understanding and emotional intelligence needed to navigate relationships respectfully and responsibly. Year 10: Preparing for the World of Work Year 10 students spent the day preparing for one of the most significant milestones in their educational journey so far: the transition towards further education, employment and future careers. Through a dedicated 'Mock Interview Day', students gained invaluable first-hand experience of the recruitment process. Every student participated in a one-to-one interview with a business professional from the local community. This provided an authentic experience of a formal interview environment and an opportunity to receive personalised feedback from employers and industry representatives. The day began with expert guidance on interview techniques and professional conduct before students practised answering interview questions and evaluated examples of successful and unsuccessful interview performance. Alongside the interviews themselves, students reflected on their aspirations through activities focused on their dreams, ambitions and future goals. They explored how to present themselves positively, identified their strengths and considered the experiences they hope to achieve in the years ahead. Perhaps most importantly, students received detailed written feedback following their interviews. This practical advice will help them develop their confidence and employability skills as they move towards college applications, apprenticeships and future career opportunities. The experience gave students a realistic insight into the expectations of employers while helping them build confidence, communication skills, self-awareness and ambition for the future. At Great Baddow High School, personal development sits at the heart of what we do. Personal Development Day 2026 was a wonderful example of learning that inspires, challenges and prepares students for life beyond school, ensuring that every young person leaves us not only with excellent qualifications, but also with the character, confidence and skills needed to thrive in the wider world.

The 2026 Scalextric4Schools finals marked an exciting and memorable milestone for our school, as it was our first ever entry into this prestigious competition. Entering two teams into such a technically demanding and competitive event was a significant step, and both teams rose to the challenge with enthusiasm, determination, and growing confidence throughout the process. The competition began with qualifying rounds, where teams were required to complete 20-lap races. These races tested not only speed and precision but also teamwork, as they incorporated driver changes mid-race. The ability to maintain consistency while transitioning between drivers proved to be a key element of success. Both of our teams performed admirably, demonstrating strong control, well-practised coordination, and impressive race pace. Their efforts resulted in both teams securing third place in their respective qualifying groups, an excellent achievement given the high standard of competition and their status as newcomers. Progressing from the qualifiers, both teams earned a place in the final showdown. This final stage featured 12 teams, each competing with their single fastest driver over a shorter but highly intense 10-lap race. The format demanded precision driving and the confidence to push the cars to their absolute limits. In the final, both of our drivers adopted a slightly more cautious approach. While this ensured clean and controlled runs with minimal errors, it ultimately meant that their lap times, although quick, were not quite competitive enough against the fastest teams. Racing at this level often requires a fine balance between aggression and control, and our drivers understandably prioritised reliability over risk in such a high-pressure scenario. At the conclusion of the finals, our teams placed 8th and 9th out of the 12 finalists. While just outside the top half of the leader board, these results should be viewed in the context of the teams’ first year in the competition. Competing against more experienced schools, both teams demonstrated that they are capable of performing at a strong level and have established a solid foundation for future success. Beyond the final standings, the true value of the Scalextric4Schools competition lies in the learning experience it provides. Throughout the preparation and competition phases, students developed a wide range of engineering and technical skills. These included vehicle setup and optimisation, problem-solving under pressure, teamwork, data analysis, and iterative design thinking. The competition also helped to build resilience, as students learned to reflect on performance and adapt their approach. Most importantly, all students involved thoroughly enjoyed the experience. Their engagement, enthusiasm, and commitment were clear throughout the project, and they embraced both the competitive and educational aspects of the event. The positive experience gained will undoubtedly inspire further participation and improvement in future competitions. Overall, our debut at the 2026 Scalextric4Schools finals can be considered a great success. With valuable experience now gained, there is strong potential for even greater achievements in the years ahead. We would like to extend our thanks to Chelmsford Science & Engineering Society (CSES) for the substantial bursary investment made earlier in the year to support the project. Without their valuable contribution of a 3D printer and numerous track pieces we would not be able to offer such a tremendous opportunity to our students. We look forward to the chance to showcase our project to its members in the future. Mr R Davis: Head of STEM / KS3 Science / Trips & Visits Co-ordinator

Great Baddow High School is proud to have been recognised with a prestigious award for its commitment to supporting students who are young carers. Young carers are children and young people under the age of 18 who help care for a family member affected by illness, disability, mental health challenges or addiction. Balancing these responsibilities alongside school life can be particularly challenging without the right support. The award has been presented as part of the Young Carers in Schools programme, delivered by national charities The Children’s Society and Carers Trust. This initiative provides schools across England with practical guidance and resources to help staff identify and support young carers effectively. GBHS achieved this recognition by demonstrating a strong and proactive approach to supporting this group of students. The school offers dedicated homework clubs and regular drop-in sessions led by a member of staff responsible for young carers, ensuring pupils have access to consistent support and guidance. Research from Carers Trust highlights the importance of this work, showing that 40% of young carers feel they do not receive enough support to balance their education with caring responsibilities. In addition, The Children’s Society reports that young carers typically achieve one grade lower at GCSE than their peers and may experience reduced confidence and wellbeing. National guidance emphasises the importance of schools identifying young carers early and putting support in place. Programmes such as Young Carers in Schools play a key role in helping schools meet this responsibility. Vicky Morgan, Head of Young Carers and Young Adult Carers at Carers Trust, said: “We’re delighted to present the Young Carers in Schools award to Great Baddow High School. There are around two young carers in every classroom, and balancing learning with looking after family members can be tough without support. By identifying young carers and putting support in place, schools can make a huge difference to their wellbeing and education. This award reflects the vital work being done by staff at the school.” Lisa Witherden, Head of National Programmes at The Children’s Society, added: “School census data suggests many schools report having no young carers, but we know this group is often hidden. We are thrilled that GBHS has achieved this award, demonstrating its commitment to identifying young carers and ensuring they receive the support they need to succeed both at school and beyond.” The Young Carers in Schools programme is open to all schools in England. For more information, visit: www.youngcarersinschools.com

In April we were very fortunate to have representatives from Jack Petchey in school to facilitate two 'Speak Out Workshops' with some of our Year 10 students. Students spent a day off timetable in the library, practising their public speaking and picking up tips to help them prepare and present a speech on a topic of their choice. This was aptly timed around the English Language spoken language endorsement that students are currently working towards in class. During the course of each day, students chose their topic and developed their speeches. During period 5, a member of the English department and the facilitator watched all of the presentations and chose some winners to go through to the final. There were some very impressive speeches! Certificates were also presented to students who had showed true determination in the process and went out of their comfort zones to be able to present by the end of the day. It was wonderful to see their confidence grow. From the first day, the winners were: Kelsey T, Lacey T, Tom J, Lucy F, Isla E. The second day followed the same format with a different class. The speeches were equally as impressive and we were once again spoilt for choice and it was impossible to decide on just one winner. From the second day the following were chosen: Hannah DZ, Daisy D, Ethan H, Olivia M and Ollie M. There will be an opportunity for students to present their speeches in an assembly, to show younger students what they have achieved and share their inspiring speeches with a wider audience. Between the first and the second in-house workshops there was a digital final online. We selected Tom to submit his speech online via video, with Isla as the reserve. Due to the tight timings, neither had very much time to prepare for this and both delivered wonderfully. We were all absolutely delighted when we discovered this week that Tom had won the digital final. He is now one of 38 selected to compete for the Grand Final.   We have everything crossed for Tom and are very proud of him getting this far in the competition. "I would like to congratulate all of the students for their participation and thank the library for hosting both days. Thank  you to Miss Wallace for managing the digital final process and supporting the students with their speeches." Mrs K Edwards, Head of English    

We were delighted to welcome Michael Goodridge, Director of Clerking & Business Development at Deka Chambers, to speak with our Sixth Form students about careers in Law and Criminology. Deka Chambers is a nationally and internationally recognised set of barristers’ chambers, and Mr Goodridge brought a valuable real‑world perspective that complemented students’ academic studies. Drawing on his extensive experience in the legal sector, Mr Goodridge offered an engaging overview of: Routes into legal careers, including the pathways to becoming a solicitor or barrister, and the key differences between these roles. The work of a modern 21st-century barristers’ chambers, highlighting how legal practice operates today as both a professional service and a business. The range of specialisms within law, including criminal law, family law, civil litigation, and commercial work, and the unique “nuances” that define each area. The importance of transferable skills such as communication, organisation, resilience, and analytical thinking. Students particularly benefited from understanding how the legal profession has evolved, including the business and operational side of legal services—an area not always covered in traditional curricula. Student Interests & Curriculum Links In preparation for the visit, students shared questions aligned with their criminology studies. These demonstrated strong engagement with the justice system and included topics such as: The criminal trial process, including pre-trial procedures, bail, plea bargaining, and appeals. The structure of the UK court system, covering different courts and the roles of professionals working within them. The rules of evidence in criminal cases, including admissibility, relevance, disclosure, and the use of hearsay. External influences on trials, such as media coverage, witnesses, expert evidence, politics, and the role of the judiciary and legal teams. Mr Goodridge acknowledged these thoughtful questions and outlined how they connect directly to real-life legal practice. While some of the more complex procedural topics will be explored further by specialist criminal advocates, his session provided an excellent foundation and context. A Broader Perspective One of the highlights of the session was Mr Goodridge’s discussion of: The day-to-day reality of legal work, beyond what is often portrayed in the media. The collaborative network behind legal cases, including clerks, chambers staff, and legal teams. The balance between legal expertise and business management, particularly relevant in chambers such as Deka. This gave students a holistic understanding of how the legal industry operates and the variety of roles available within it—not just as a lawyer, but in supporting and strategic positions too. A Valuable Experience The visit was an enriching experience for our students, helping them to: Connect their academic studies to real-world applications. Gain first-hand career advice from a senior professional in the field. Develop a clearer understanding of the diverse opportunities within law and criminology. We are extremely grateful to Mr Goodridge for his time, insight, and enthusiasm. Opportunities like this are invaluable in helping students make informed decisions about their futures and inspiring the next generation of legal professionals. If your child is interested in pursuing a career in law or criminology, we encourage continued discussion at home and exploration of further reading, work experience, and enrichment opportunities.

The school’s first inaugural Science Fair marked a vibrant and inspiring milestone, bringing together students from Years 7 to 12 in a celebration of curiosity, creativity, and scientific thinking. Held in the main hall, the event transformed a familiar school space into a bustling hub of innovation, where ideas flourished and learning extended far beyond the classroom. From the moment judges entered, they were greeted by a diverse array of projects spanning an impressive range of topics. Some displays explored the vastness of space, with students presenting models of planetary systems, investigations into black holes, and research on bioastronautics. Others brought attention closer to home, examining chemical reactions, renewable energy solutions, and even the biology of slugs. This wide spectrum of subjects highlighted not only the breadth of the science curriculum but also the individuality of each student’s interests and passions. Each project demonstrated rigorous thinking and commitment. Students carefully designed experiments, gathered and analysed data, and communicated their findings with clarity and confidence. Posters, and hands-on demonstrations added depth and engagement, allowing judges to interact with the science in meaningful ways. Whether explaining chemical reactions, showcasing engineering prototypes, or discussing environmental concerns, students consistently demonstrated a strong grasp of their chosen topics. A particular highlight of the event was the presence of Guest Head Judge Gary Cousins, President of the Chelmsford Science and Engineering Society (CSES). His expertise and enthusiasm added a real sense of importance to the occasion. As he moved from stand to stand, Mr Cousins took time to engage with each participant, asking thoughtful questions and offering encouragement. He expressed how impressed he was by the high standard of work on display, noting the level of detail, originality, and scientific understanding evident across all year groups. Equally commendable, Mr Cousins remarked, were the students’ presentation skills. He praised their ability to articulate complex ideas clearly and confidently, emphasising how effectively many students communicated their research to the audience. For most students, this was their first experience presenting in such a formal setting, and we hope that next year students will continue to develop their presentation skills further. Teachers and judges alike commented on the positive atmosphere throughout the event. There was a genuine sense of pride among students as they shared their work, alongside a spirit of collaboration and mutual support. Older students offered guidance to younger participants, while peers showed interest in one another’s projects, fostering a community built on shared curiosity. "The success of the inaugural Science Fair has undoubtedly set a strong foundation for future events. It not only showcased the talent and dedication of the students but also reinforced the importance of scientific enquiry and communication. As the event drew to a close, it was clear that this was more than just an exhibition—it was a celebration of learning, discovery, and the exciting possibilities that science holds for the future." Mr R Davis, Head of STEM / KS3 Science / Trips & Visits Co-ordinator Winning Projects: Best in Show: Noah H - Why do slugs hate salt? Best Experiment: Amelie T & Bella A  - How often should you wash your hair? Best Scientific method: Sadie R - Do pineapples eat us back? Best Presentation: Aurora F - Why do people see colour differently? List of Projects: Can Diet Coke & Mentos fill a balloon with CO2? Bioastronautics. Issac Newton and Gravity. What is CO2 and how is it produced? Aerodynamics. Aerodynamics in cycling. Can food charge your phone? Skittle diffusion. Can you judge intelligence by face shape? How big a pay load can an aircraft carry relative to its size? Which is the dirtiest space in school. Rot or not? The Milky Way. Geothermal energy in Cornwall.  

Our Year 13 students marked the beginning of their final weeks at GBHS in fantastic style with their annual fancy dress charity day, raising much‑needed funds for Teenage Cancer Trust. As always, the year group fully embraced the occasion, arriving in an impressive range of creative costumes and bringing energy, humour and enthusiasm to the day. Students organised and ran a variety of charity stalls, which were enjoyed by Sixth Form students and staff alike, helping to make the event a real community effort. The celebrations continue on Friday with the Year 13 celebration lunch - a special opportunity to come together and say goodbye to those students who have been completing vocational qualifications and therefore have now finished their time with us, with no exams still to sit. This event perfectly reflects the spirit of this fantastic year group: supportive, generous and determined to make the most of their time together. As exams begin for many in the coming weeks, we are incredibly proud of how our Year 13s have approached their final days at GBHS – celebrating friendships, giving back to charity and creating memories that will last well beyond the exam hall. "We would like to wish all of our Year 13 students the very best of luck as they move into the next stage of their journey." Mrs J Ferguson, Head of Sixth Form VIEW PHOTOS FROM THE DAY IN OUR SCHOOL GALLERY HERE