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Year 13’s Paarth Aggarwal presented his AI-powered app designed to help elderly and visually impaired people to an education summit at the Massachusetts Institute of Technology.

Paarth’s invitation came after his smartphone scanner app, SafeEat, won an ‘honourable mention’ earlier this year in the Global Appathon – an online event that encourages entrants to build mobile apps for a worthwhile cause. Today’s report on his success comes on the UN’s World Food Day 2026, which is on the theme of Innovate today, nourish tomorrow.

The invitation to showcase his app at the MIT App Inventor Global Education Summit 2026 was a rare privilege: of the 2,176 entries in the Global Appathon, only the winners and the seven people receiving honourable mentions were asked to present.

QE’s Head of Technology, Bilaal Khan, said: “Our congratulations go to Paarth on this outstanding achievement and on representing QE on the international technology stage.”

The Global Appathon is a free, online event run jointly by MIT App Inventor and appinventor.org. MIT App Inventor is an app development tool for global education, while appinventor.org is a non-profit organisation with a mission to empower people to solve problems and make a positive impact in their lives and communities. Both were founded in 2007 by educators and researchers at MIT and Google.

The summit took place at MIT’s iconic Stata Center in Cambridge, Massachusetts, which was designed by architect Frank Gehry.

The three-day event brought together innovators, educators and technology experts from around the world. Speakers and representatives from organisations including MIT, the App Inventor Foundation, Raspberry Pi Foundation and Harvard University explored topics ranging from responsible AI in education to accessibility and inclusive learning.

On day two, Paarth took to the stage to explain how SafeEat can help elderly and visually impaired people make safer and more informed food choices. By scanning ingredient labels, the app identifies potential allergens, intolerances and dietary restrictions, transforming complex ingredient lists into clear, accessible information.

He received feedback from educators, researchers, and innovators from around the world, while also making the most of the opportunity to forge connections with others.

Reflecting afterwards, Paarth said the summit had given him “plenty of new ideas”. He added: “It was inspiring to hear diverse perspectives and see how collaboration across disciplines can drive meaningful impact. As someone passionate about applying AI to improve educational accessibility, I found these conversations particularly valuable.”

Fifty of QE’s younger pupils joined four sixth-formers to learn together about the Normandy landings in a new activity arranged especially for their summer visit to France.

The Lower School boys and French A-level students were on the School’s long-running trip to the Château de la Baudonnière in Normandy – an action-packed week of French language, culture, history, and adventure.

In previous years, QE groups have visited the Bayeux Tapestry, but since that is currently on loan to the British Museum, this year’s trip organisers seized the opportunity to take a close look at D-Day – the Allied landings on 6 June, 1944 – and other aspects of France’s World War II history.

Their excursion day started with a visit to the Mémorial de Caen museum.

French & German teacher Fiona McAndrew, who led the trip, said: “This provided a useful introduction for the Year 7s, and gave valuable context to the A-level students, who study Un sac de billes by Joseph Joffo, a novel set during the Nazi occupation of France.”

In the afternoon, a museum guide accompanied them to see the American Cemetery – which is close to one of the landing beaches – and a German gun emplacement, where the pupils learned more about the German defences.

“Having a guide with us really brought this critical period of modern history to life for the students and gave them a better understanding of the importance of the Normandy landings to the outcome of World War Two and of the human sacrifice that required,” Mrs McAndrew added.

Set in 100 acres of beautiful woodland and countryside, the château provided an immersive environment in which boys could practise their spoken French while taking part in a wide range of activities and working together as a team.

The pupils were encouraged to challenge themselves. The programme included raft-building, archery, and climbing.

There was also the somewhat infamous assault course, offering opportunities aplenty to get wet and muddy. Jason Xu, who has just entered Year 8, said: “There were moments when it was tempting to give up, but everyone encouraged each other and kept going. Finishing the course felt like a real achievement.”

Naturally enough, the trip featured French cuisine, including croissants, baguettes, cheese and even snails.

Beyond developing their confidence in French, the week encouraged the boys to work collaboratively, experience a different culture, and live communally with their peers. For the younger boys, it was an introduction to learning beyond the classroom, while the Year 12 students were able to put their A-level French into practice in an authentic setting.

Lele Cen, of Year 8, said: “It is very different using French in a classroom compared with hearing people speak it in France! I tried to listen carefully, recognise familiar words and use French whenever I had the opportunity. Even when I was not completely sure what to say, it was good to have a go.”

Afterwards, Kush Thakore, also of Year 8, reflected on the whole experience: “The Normandy trip proved that a challenge does not always have to be something huge. Sometimes it is about stepping outside your comfort zone, trying something difficult and being willing to make mistakes.”

The pupils were accompanied by Mrs McAndrew and by: Assistant Head (Destinations & Progress) Robert Hyland; French & German teacher Elisa Perra; QE Flourish tutor & Biology teacher Sam Acors; and Biology teacher Darren Goffin.

• Click on the thumbnails to view the images. 

They may have won a prestigious environmental award, but QE’s army of gardeners are showing no signs of resting on their laurels.

This month is the Soil Association’s Organic September – and pupils are playing their part in supporting nature by getting busy with early-autumn jobs on the School’s new plot in the Byng Road community allotments.

The allotment and the boys’ organic approach to raising produce are in line with QE’s commitment to nurture pupils in becoming sustainability-literate and community-orientated – two of the six priorities in the Boundless School Plan. The School’s sustainability programme encourages the boys to think globally, while taking positive action locally.

Assistant Head (Co-curricular & Partnerships) Crispin Bonham-Carter, who heads the QE Flourish co-curricular programme, said: “It’s only been a few months since we started work at the allotment, but we quickly progressed from Level 1 to Level 2 in the Royal Horticultural Society’s School Gardening Awards.

“More recently, we won the Eco-Schools Green Flag, with Distinction – a fitting tribute to the hard work of Maths teacher & QE Futures co-ordinator Nadeem Kydd, of Head of Biology Gillian Ridge, and of her Biology colleague & QE Flourish tutor Sam Acors, whose enthusiasm and commitment have been key to the success of the project.”

The allotment, which was central to the granting of the Green Flag, has become a living classroom. Through practical, hands-on activities, pupils are learning about community growing, biodiversity, organic food production, plastic pollution, and other key environmental issues.

Having already gathered in a harvest including potatoes, carrots, courgettes, chilli, tomatoes and marrows, this term they will be getting ready for spring by flattening the ground, preparing beds, and removing unwanted plants, while also planting some winter crops, such as onions and garlic.

The Green Flag award recognises QE’s commitment to sustainability and environmental education. To secure it, the School completed the Eco-Schools Seven Steps framework, an internationally recognised programme that empowers young people to lead environmental initiatives in their schools, local communities and beyond.

The RHS Level 2 award came with a £50 National Garden Gift Voucher, which will help support the continued development of the allotment and expand opportunities for outdoor learning.

For further information on Organic September, click here.

• Click on the thumbnails to view the images, where Dr Acors (among the sunflowers) and Mr Kydd are pictured showing some of the produce.

Five QE sixth-formers have scored multiple successes in Cambridge University competitions.

Wen Lee, who has just started Year 13, was named runner-up in the Homerton College Essay Programme for his composition on Can renewable energy save us from a climate catastrophe?

Four other students were among the top-ten winners in the Cambridge Biology Challenge – also associated with Homerton – after impressing the judges across the competition’s four rounds. Shashank Pothuganti, of Year 13, entered as an individual and came fifth out of 941 entries, while a Year 12 team comprising Akein Abeysinghe, Felix Chen and Pranay Thokala finished just behind him, in sixth place.

Deputy Head (Academic) Anne Macdonald said: “The success of our five students in these highly demanding competitions is due reward for their intelligence, their thoughtful approach, and their impressive degree of commitment. At QE, in the words of our Boundless School Plan, we seek to nurture ‘deep thinkers and compelling communicators’: what better example of that could there be than these pupils? Our congratulations go to them all.”

After applying to the essay programme because of his interest in the topic and the opportunity it gave him to bring together his A-level studies in Economics and Geography, Wen’s first success was in being selected to take part. For his essay, he researched the complex relationship between energy, economics and climate change.

One of only 50 young people selected to take part in the conference held for the parallel essay and design programmes, he enjoyed a tour of Homerton College and the insight he was given into life there.

He took part in a series of activities designed to encourage students to think critically about global challenges. One of the highlights was a ‘mini Model United Nations’ activity, where conference delegates worked in groups representing different countries and considered how global warming could be addressed from their country’s individual perspective.

The conference concluded with an awards ceremony, where Wen was only one of two students to receive a prize for his essay category. He received a plaque, certificate and a book.

In the Cambridge Biology Challenge, Shashank took part as an individual, which meant he was competing against teams of up to five. He was awarded a distinction in all four rounds, as well as a badge of merit in three rounds. In the third, he was overall runner-up.

The demanding challenge required teams to respond to four questions over the course of eight months:

1. Can new life be created?
2. Why is Maths a gift for biologists?
3. What does it mean for a non-human organism to be intelligent?
4. What skills are needed for success in Biology?

Not only did Shashank contribute essays, he also submitted videos and a visual novel. The latter two media were a new departure for him, involving him “stepping out of his comfort zone”, as he put it.

As well as all the research, critical thinking and problem-solving he deployed across the rounds, Shashank faced the added challenge that the final round came just before his AS exams, so he had to juggle his entry with his School studies.

It was his debut in the challenge, whereas his three fellow QE entrants had all entered the previous year. Determined to build on their previous performances – when Pranay’s team finished 11th and Felix and Pranay’s team placed 17th– their combined approach this year saw them rise up the leader board to take their sixth spot.

The QE entrants were invited to a special conference and awards ceremony at Homerton, where they attended a lecture, toured the college and took part in a series of activities and puzzles.

Like their fellow competitor Shashank, Felix, Pranay and Akein are passionate about Biology, with Pranay and Akein hoping to pursue careers in medicine.

Queen Elizabeth’s School, Barnet, is today celebrating the publication of a glowing Ofsted report that comes with a complete set of seven ‘exceptional’ ratings – the new top grading.

Inspectors praised every aspect of education at the School, which is the current holder of The Sunday Times’ State Secondary School of the Year award.

Describing QE as a “remarkable school”, the report stated: “Pupils love coming to school. They enjoy being academically challenged and embrace the extraordinary amount of wider opportunities that they access.”

Headmaster Neil Enright said: “This tremendously positive inspection report is testament to the dedication and expertise of my colleagues in unlocking the boundless potential of our very able pupils. Behind our success also lie the hard work and free-thinking scholarship of the boys, and the constant support of the whole Elizabethan community, including parents, governors and alumni.

“The inspectors identified so much of what makes QE a state school like no other, from the breadth and high quality of our co-curricular activities delivered through the QE Flourish programme to the detailed and inspirational careers and university guidance provided to pupils of all ages by QE Futures. Through our bespoke pastoral and tutorial system we place great emphasis on creating a happy community that supports boys’ wellbeing, so I was delighted to read the inspectors’ comments about the kindness shown by pupils and their ‘exemplary’ behaviour’.”

Lead inspector Simon Conway and his four-strong team visited the 1,320-pupil School in the Summer Term, attending classes, interviewing selected individual pupils (especially those with special educational needs or from disadvantaged backgrounds), and meeting staff. Their report gives ‘exceptional’ ratings for all seven rated categories, namely achievement; attendance and behaviour; curriculum and teaching; inclusion; leadership and governance; personal development and wellbeing; and post-16 provision. The inspectors also find that safeguarding standards are ‘met’ (with the only other possible rating being ‘not met’).

In their report, they used a string of superlatives – including ‘remarkable’ no fewer than eight times – to describe the School’s provision. The document contains no suggestions for what QE could do better, instead stating: “Leaders are absolutely relentless in identifying any small areas in the school that can be improved.”

Here is a further selection of comments from the report:

• “Pupils’ achievements in national examinations at both GCSE and A-level are exceptional. Their academic outcomes have been among the very highest nationally for several years. Although pupils are very able when they enter in Year 7, the school accelerates their progress through the curriculum to ensure that they are extremely well prepared to thrive when they leave the school.”
• “The curriculum is remarkably ambitious…Teachers are subject experts. They carefully design opportunities in lessons to ensure that pupils gain an in-depth understanding of the curriculum. Any gaps in knowledge or misconceptions are precisely identified and swiftly addressed.”
• “Achievement at post-16 is extraordinary…Students apply and synthesise knowledge fluently and articulate their learning with authority…”
• “Students are equipped with the knowledge, resilience and flexibility of thought to succeed in some of the most academically challenging environments in the world.”
• “The careers provision is extremely thorough. Pupils develop very high aspirations. They access a wealth of external speakers and work experience opportunities.”
• “The programme for personal development and wellbeing is remarkable. Every single pupil across the school takes part in a plethora of élite-level co-curricular activities each week.”
• “Pastoral support is extremely precise. Pupils receive bespoke support with their wellbeing. Any concerns are identified extremely swiftly, and highly impactful support is put in place to ensure that pupils continue to thrive.”
• “Leaders rapidly identify any barriers to learning and wellbeing that pupils may have. Leaders put in place highly bespoke packages of support to ensure that barriers are overcome and that all vulnerable pupils achieve and thrive in all areas of school life… Pupils with SEND and other vulnerabilities, such as those known to social care, absolutely flourish in this school. They achieve remarkable outcomes and progress to very impressive destinations when they leave the school.”
• “The pupil premium funding is skilfully used to ensure that every disadvantaged pupil has complete equity of experience.”
• “Behaviour in the school is exemplary. Leaders and staff have extremely high expectations for behaviour, conduct and attitudes to learning. Pupils continuously meet these expectations…Younger pupils speak of the kindness and support shown by older pupils. They are proud of their community and look after each other.”
• “Pupils’ attendance is extremely high… Leaders place the highest standards of attendance at the heart of their work…setting uncompromisingly clear expectations around attendance.”
• “Every single decision is taken in the very best interests of pupils. Leaders know each pupil in the school remarkably well. They regularly meet with them one to one and check the impact of all areas of their work with former pupils to ensure everything they do supports pupils to thrive.”
• “Leaders have extremely high expectations of all staff…Staff are highly appreciative of the support for their workload and wellbeing.”
• “Governors have a deep understanding of the school’s strengths and priorities.”

The report may be read in full here.