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Having won QE’s internal round of the national Performing Shakespeare competition and made it through the London heats, Year 8’s Vihaan Pal then performed strongly in the regional final held at the School.

Vihaan, pictured here and  top, delivered the speech from Romeo and Juliet given by Romeo as he lay dying – giving a repeat of his performance in School, which was praised for its maturity and sensitivity.

The regional heats and final were both hosted by QE, in the Main School Hall and Friends’ Recital Hall respectively. Two boys had reached the semi-finals, Vihaan and Daiwik Khedekar, with Vihaan progressing to the regional final.

Head of English Robert Hyland said: “Performing Shakespeare is integral to student understanding: as we remind the boys, Shakespeare’s plays were written not to be studied in class, but performed in theatres. Learning and performing a speech requires students to make judgements about what a character is saying, and how this will affect things like their movement, their vocal tone, and their interaction with the audience, in a way which analysing in an essay is not able to.

“We were therefore delighted to host two rounds of the competition. Although Vihaan did not progress through the regional final, he did very well to make it through the semi-finals and is to be congratulated on a series of accomplished performances.

“At QE, we recognise the importance of oracy and the ability to perform in front of others as important skills that will help our boys in their later lives and careers. That is why the School has invested heavily in the new Robert Dudley Studio for drama and the spoken word, which is now nearing completion.”

All Year 8s were invited to take part in the internal round of the competition and could choose any speech from a Shakespeare play. They initially learned their speeches during the Autumn Term (alongside their studies of Macbeth).

The boys were judged not only on their physical performance and their vocalisation, but on how far their performance suited the speech, and how far their interpretation of the speech met their artistic intention.

Vihaan said: “The reason I chose my piece [Romeo’s Dying Scene from Act 5 Scene 3] is because I found it inspiring that the message is so simple, clear in its affirmation of the power of love over hate, and showing the strong loyalty Romeo had for Juliet. Although it is different from the classic booming speech with loud expressions, I felt that the acting of this piece with the sad tone, the detailed imagery, and the soft movements made me feel like I was really there.”

Their classroom teachers judged the QE boys’ initial attempts, while the judges in the School final were Kanak Shah, Extra-curricular Enrichment Lead and an English & French teacher, Head of Year 8 Andrew Collins, and Sixth Form actor Keiaron Joseph.

Ms Shah praised the work that the QE boys put into their performances. “I was amazed by the vulnerability of some of these speeches and the maturity and sensitivity with which they were delivered. These qualities were particularly obvious in the speech of our winner Vihaan, who chose Romeo’s last speech to Juliet. He conjured Juliet’s body out of thin air with his delivery of Shakespeare’s words, and his choice of a vulnerable speech was a brave one.”

Dr Collins said that the boys had shown the full range of emotions when they took to the stage, “from rallying battle cries to internal moments of anguish”. He added: “It was extremely difficult to come up with a winner; Vihaan’s portrayal of Romeo was very tender and he showed great power on the stage even when in such a compact physical form on the floor  – a very worthy winner.”

David Taylor (OE 1961–1966) here gives his candid account of his key role as the organiser of the 1966 fete. Although there had been occasional fetes at QE before, as it turned out, the 1966 event was to be the start of a tradition of annual fetes that continues to this day.

It was in April 1966 that I first became aware of what being “volunteered“ meant. Tim Thorpe and I were summoned to the study of Headmaster TB Edwards (TBE) in our roles as School Captain and School Lieutenant respectively. We were informed that it had been decided that a School Fete would be arranged to raise funds for the covering of the School’s open-air swimming pool. We were asked to be the organisers. It would be, he suggested, a good opportunity for us to develop our skills and enhance our record of achievement if we were to accept the role of Fete Organisers. It was clearly an honour, and therefore not to be turned down lightly, so we accepted, despite the fact we were also due to take our A-levels in June.

What we had not appreciated was that this was something of a poisoned chalice. Five years after the retirement of the legendary headmaster, Ernest Jenkins, TBE still had not totally won over the hearts and minds of the teaching staff. They had  made clear to him that fete organisation was far down their list of priorities, and it is fair to say that, with a couple of exceptions, they maintained this position.

Additionally, the swimming pool project was not popular. None could dispute the fact that improving the facilities would be of benefit. Countless classes of goosepimpled schoolboys had endured the rigours of an English summer as they shivered on the verruca-infected concrete edge fringing the water, trying to delay the moment of immersion in the icy depths. The fact that so many of us passed our Bronze Life Saving Award was a tribute to some form of inner strength not usually apparent. The problem was that the fund-raising had been started some years earlier. The initial enthusiasm had waned as the growth of the fund failed to keep up with the rise in building costs.

Blithely unaware of all the background issues, we launched the project at the start of the Summer Term. We had the target date of Saturday 23rd July. By now the principles of being “volunteered” were understood and we managed to assemble a working committee with representatives from each class. It was agreed that each class would take on responsibility  for an activity or stall.

There was a lot of haggling about who should do what. Face-in-the-Wall, Pick-a-Straw, a coconut shy, Crazy Kitchen, Bingo, bran tub, darts, hoop-la, roll-a-penny,  raffles, catering, helium balloon race, the list seemed endless. What was actually in short supply were the willing hands to run the activities. Tim Thorpe, my colleague, was a serious cricketer and Captain of the First XI, so increasingly I found more and more of my time taken up by the fete.

Gradually, however, things did start to fall into place, with the production of the fete programme emerging as one of keystones of the project.  It didn’t just publicise the activities of the day, but was crucial for fund-raising by selling advertising space to local tradespeople. In those days, Barnet High Street was blessed by some fine shops and businesses. In many cases the sons of the tradespeople had attended the School and were also suppliers of goods and services. Instead of delegating this aspect of the work, I decided that this was something I wanted to do, even producing the programme’s initial design. Fortunately Huw Purchas, the Art teacher, was one of the few staff members to agree to help in the completion of the final version.

I was then able to take the draft of the programme and start selling advertising space in the High Street. I remember the largely generous reception I received – and actually the advertising side was quite successful. In particular, I struck gold with J Robinson of the High Street Delicatessen who agreed to provide the barbecue, complete with hamburgers and two roasting pigs! After all these years, the names of the advertisers in the surviving programme [see below] bring back good memories.

What had initially seemed like a lonely endeavour became less so as more and more people stepped forward to offer help. Peter Felstead was in our year group and was the manager of a pop group, The Metronomes, and he agreed to arrange the dance in the evening. Peter went on to a successful career in the world of music. A fellow sixth-former, John Little, had a famous father, Trevor Little. He was known as The Balloon Man and he kindly offered his entertainment services.

Eventually key activities such as catering, setting up and taking down stalls, running sports and contests were covered by volunteers. The pace increased and A-levels seemed to pass in a whirl as the day of the fete approached. It was certainly a learning experience as I came to grips with booking a candy floss machine, hiring a coconut shy, and borrowing bunting from the local Scout Group. It was even decided that we should offer goldfish in bags as prizes, and so two boxes of fish and dispensing bags were duly ordered. It is wonderful what can be achieved with so little knowledge and understanding of possible consequences.

TBE was kept informed of developments at weekly progress review meetings and finally the last week arrived. A slight hiccup had been identifed, as the provider of the candy floss machine based in Berkhamsted had indicated that we would have to collect it ourselves. Without batting an eyelid, TBE turned to me, confirmed  I could drive, handed over the keys to his Bedford van, and gave me permission to go that afternoon and collect it. Accompanied by my friend, George Wormald, we set off. All went well until on the trip home I managed to dent a bumper on the van. As I returned the keys and confessed, TBE just smiled and said: “Ah well.” Not sure this would happen these days.

As the final week progressed the reality started to hit home. Where to store the coconut shy? Did we have enough coconuts? The Crazy Kitchen had seemed a good idea, but did we have sufficient supplies of chipped crockery to smash during the course of the afternoon? On the Friday, I was called to the School secretary’s office to receive a delivery of two large boxes containing goldfish, also tanks of helium and a supply of balloons and labels. What had seemed incidental details some weeks ago now emerged as major challenges.

There were several aspects to the goldfish problem. Each box contained a large clear plastic bag filled with approximately one hundred small fish. The bags were sealed and topped up with sufficient oxygen to last for two days. These bags had to be opened and the fish put into individual prize bags. Two heroes volunteered (were volunteered?) to be in charge of the fish situation. They decided that the large communal bath in the changing rooms would be the ideal venue for this operation. This appeared to solve the problem, and I was free to move on to other things.

We had been advised by the supplier of the candy floss machine that it was not quite as simple to operate as might first appear. Those who had chosen this as their activity had been given the opportunity on the Friday to practise their skills. They had anticipated unrestricted access to a tasty fair ground treat. In no time at all they were faced with the reality of how to restrict the sticky treat to the stick and not enmesh their  hands in the cobweb of pink sugar strands. The sight of an arm encased in candy floss remains vividly with me to this day. At least the practice session did give them the chance to prepare for the challenges of full production.

The day of the fete finally arrived, and, to be honest, I can remember little, as events took on their own momentum. The weather was not too bad, a typical grudging English summer’s day. The host of volunteers and a lot of goodwill made the thing happen. I managed to fail to schedule in our star entertainer, the Balloon Man, Trevor Little. Being the professional he was, once he appreciated my omission, he took charge of the entertainment section and soon had a delighted audience.

Somehow the balloons were launched for the distance race, with some form of prize having been offered for the balloon travelling the greatest distance. The operation of the helium tanks was quite a tricky task. These days some form of risk assessment would have been carried out, but those were far-off, and more innocent, times. Learning on the job proved a great way of developing skills. I have no idea of how far the winning balloon travelled, but it did prove to be a good fund-raiser.

Thank goodness there was someone used to handling cash and providing change in what quickly became a swift moving commercial whirlwind  Stall takings were logged and some form of financial control maintained. I may have developed many skills during the course of the fete experience, but this is one aspect of life I have never truly mastered. I have no record of the total sum that we actually ended up raising. [£600, according to the local newspaper report below – Ed].

At the end of the proceedings, a loyal group of helpers stayed behind to clear up the remains of the day. Just as I felt that things were coming to an honourable end, I was approached by a member of the goldfish team. My lack of experience in the goldfish department had led me to overestimate wildly possible demand. When I arrived at the changing bath, I was faced by an unopened box of goldfish. The oxygen supply was insufficient to last the weekend. We decided to fill the bath and pour in the remaining fish, leaving them to swim happily over the weekend.

This didn’t, though, solve the problem of what to do with the excess fish – the option of flushing them down the drains having been rejected after some discussion. On the Monday, form representatives were summoned and given a supply of bagged goldfish to distribute to class mates as a small ‘thank you’ from the Fete Committee. Whoever came up with that solution (not me) I am sure went on to better and greater things.

As for myself, in September 1966 I went with Voluntary Service Overseas teaching for a school year in Grenada in the West Indies. One lingering link with the fete were the regular notes from the Boy Scout Troop Leader asking for the return of the troop bunting. These notes were forwarded to me by my father, but I was unable to help. If anyone does find the bunting I would be grateful if it could be returned to the Scouts.

• Click on the thumbnails below to view the images.

QE’s Founder’s Day 2024 brought a mix of tradition, entertainment, international food and sheer fun to Queen’s Road, with hundreds turning out for the afternoon fete.

Before that, staff and pupils at the Parish Church enjoyed an address from leading young barrister and Old Elizabethan Sam Goodman (2002–2009) .

Then it was back to the School for the traditional Roll Call and Reading of the School Chronicle in front of the Main Building, before QE’s massed musicians got the Friends of Queen Elizabeth’s (FQE) fete off to a rousing start.

The day is a major fundraiser for FQE, who this year were aiming to pay for the audio-visual equipment needed for the School’s new Robert Dudley Studio. The Elizabethan community did not disappoint, smashing the £25,000 target: the current total stands at £34,590.75 – and rising! It is not too late to give: just go to the dedicated JustGiving page.

Headmaster Neil Enright said: “My thanks go to everyone involved for all their support in delivering a wonderful day.

“The Service of Thanksgiving was magnificent, with great music and – a new tradition for us – the recitation of the pledges written for the 450th anniversary service at Westminster Abbey last year. These remind us of the role we each play within our wider School community.

“Our guest speaker, Sam Goodman, delivered an engaging and entertaining address at the service in which he covered his career as a barrister, his time at QE, and even fitted in some practical advice for the Year 7 boys there starting out on their journey.

“There was a lovely family atmosphere on Stapylton Field throughout the afternoon fete, where there was something for everyone to enjoy. It was a tremendous collective community effort: FQE, and the parents and friends of the School who volunteer to help out, are the backbone of the fete.

“It was good to see plenty of alumni over the course of the afternoon, some with family, some with friends – all very welcome indeed.”

“We were, of course, also gratified that, contrary to expectations, the weather mostly co-operated! I’m afraid those setting up the stalls were soaked by a torrential downpour at noon, but it was dry and brightening by the time the church service ended, which meant the Roll Call went ahead outside, as planned.”

The fete remained dry until a light shower coincided with the published end time of 4.30pm.

In his address, Sam Goodman explained the role of a barrister and the sorts of cases he works on. He has chosen areas of law that interest him, such as crypto assets, environmental cases and AI. The latter is, he said, about to transform our lives, but there remain many ethical issues around bias in programming and how AI is trained to make very serious decisions. He cited the example of a driverless vehicle deciding who to hit and who to avoid in an impending collision.

He can choose to work on some cases on a pro bono basis, for example representing an environmental charity against Shell last year. But he noted that the ‘cab rank’ system meant that barristers had to take the next case in line, whatever they might think of the client, it being a central pillar of the justice system that everyone is entitled to representation.

Looking back on his time at QE, he reflected on a “brilliant” education. He said that on reaching university, he realised that he had had a better education than others whose parents may have been spending £50k a year in school fees. He recalled with fondness some of his teachers: Liam Hargadon, for Politics; David Ryan, now Deputy Head (Pastoral), for English; Anne Macdonald, now Deputy Head (Academic), for Geography; and Neil Enright (“I’m not sure whatever became of him!”).

Sam urged the young people in the congregation to take every opportunity they were afforded to get better at things. He said he knew he wanted to be a barrister from an early age, but did not like public speaking and was even reluctant to speak up in class. To build his confidence, he therefore took the LAMDA (London Academy of Music & Dramatic Art) public-speaking examinations and then got involved in debating at QE.

His other robust advice and cautionary words for the boys included:

• “Don’t give up too early on skills you don’t think you’ll need.” In his case, he had had no interest in carrying on with Mathematics, but now finds himself dealing with complex financial information daily, for which this would have been helpful.
• “Don’t assume you will be brilliant at something just because you are good at other things. You need to work at everything.”
• “Embrace exams,” since they are such a good preparation for the future.

Sam thanked his mum, who was in attendance, and stressed to the boys that they are where they are in part due to the great support they have had from families who are interested and want the best for them.

Beginning the programme of entertainment on the fete stage were musical performances from the School Choir, massed winds and strings, and then the electric guitar ensemble. The guitarists made the most of the sound system supplied by Old Elizabethan Chris Newton and School Stage!

Other stage performances during the afternoon included demonstrations of yoga, gymnastics, traditional Indian classical dance, Bollywood dance and traditional Chinese Gu Zheng, as well as Night of Ulanbaatar, a popular Mongolian folk song.

The friendly competition between the Indian and Sri Lankan food tents of previous years continued, and both the 2024 School Captain, Chanakya Seetharam, and members of staff took their turns in the ‘stocks’ (or, more accurately, the pillory).

There were stalls to suit all interests, from a coconut shy to a lucky dip, with items on sale ranging from jewellery to plants, books and toys.

Creativity was to the fore, with cakes aplenty and even some homemade and edible School ties on sale in the refreshments tent!

Away from the field, two visual attractions in Main Building proved popular – an art project and 450 in Photos, a new photographic display charting the highlights of last year’s 450th anniversary celebrations.

In addition to the proceeds from the stalls, money was raised through selling advertising space in the 44-page fete programme and from the House Music Day competition, held on the eve of Founder’s Day itself.

Prefects and volunteers stayed on to clear everything away after the fete. “The Year 12 prefect team, led by the School Captain, and the two Senior Vice-Captains, Saim Khan and Rohan Kumar, worked diligently and with great energy and humour to support the running of the day. It really could not be done without them, or the wonderful FQE volunteers, led by Fete Sub-Committee Chair Rekha Essex,” the Headmaster concluded.

• Click on the thumbnails below to view the gallery of images.

In a week bookended by a special assembly from an anti-racism expert and a cinema visit, QE’s Year 7 got to grips with topics including diversity and intersectionality.

In between these highlights, regular pastoral sessions and a special afternoon were devoted to a project looking at race, intersectionality and women in science ahead of seeing the film, Hidden Figures.

Fully prepared, the School’s youngest pupils then travelled to the Phoenix Cinema in East Finchley to watch the award-winning picture, which focuses on the story of three female African-American scientists working at NASA during the Space Race in the 1960s.

Head of Year 7 Rosie Uduwawala said: “While at QE we celebrate our diversity as a School, it is nonetheless important to ensure that our boys understand racism, knowing how to recognise it, and what to do when they see or experience it.

“Also, in our single-sex environment, it is good for pupils to develop an understanding of intersectionality, particularly with regard to how women may be affected by discrimination.

“It was a very successful week: the boys responded well to the workshop, which ended on a very uplifting note with a message about empowerment and the reading of a poem by Benjamin Zephaniah. They then worked diligently on their project, which included learning about the Cold War and the Space Race – an important period of history. And, of course, they enjoyed their trip to the cinema to see what is a very engaging film.

“We hope that all they have learned will promote discussion about diversity beyond the classroom.”

The Monday assembly was given by Mpula Lawton from ARISE (Anti-Racism In Schools & Education), an organisation dedicated to promoting equality in education. Her themes were:

• What is racism?
• What does racism look like?
• Language: “I never ever say the words, but we discuss slurs and how terrible they are,” says Miss Lawton. She related how one such slur was addressed to her when she was young, and how it has stuck with her;
• Racism on social media;
• ‘Hero’ versus ‘snitch’: what to do when you see or experience racism;
• ‘Upstanders’: how to spread the word about anti-racism;
• Empowerment, including the poem.

The boys’ project involved completing a PowerPoint presentation designed to teach them about topics such as the origins, causes and effects of the Cold War and about the Civil Rights Movement in the US.

The presentation also featured statistics from 2012 about the representation of various groups in professional careers, particularly in the field of technology. It highlighted, for example, that whereas Black and Hispanic people make up 30% of the US population, men from these groups represent just 9% of computing jobs, and Black and Hispanic women even less, at just 4%.

It challenged the boys to discuss the reasons for these differences, introducing the concept of intersectionality and looking at whether the situation had changed in the 60 years since the period depicted in the film.

A Sixth Form musician’s composition is to be performed at the world’s longest-running music festival, after he won a place on a highly regarded programme for young composers.

Harrison Lee’s piece, Ego Flos Campi, will be sung by the acclaimed ORA Singers amid the medieval magnificence of Worcester Cathedral as part of the famous Three Choirs Festival.

The A-level Music student was one of only ten successful applicants to have secured a place on the ORA Singers Young Composers scheme.

Director of Music Ruth Partington said: “We are thrilled that Harrison gained a place on this prestigious scheme, and that all the hard work he puts into his composition has been rewarded.

“We have already performed one piece by Harrison this academic year and look forward to the next one!”

Ego Flos Campi will be heard at a showcase concert on 2^nd August 2024 held as part of the festival, which rotates between the cathedral cities of Hereford, Worcester and Gloucester. The title of the piece is taken from the Latin first words of the Song of Solomon in the Bible, meaning ‘I am a flower of the field’.

As part of the programme, and in preparation for the concert, Harrison has  been receiving ten hours of mentoring from Kemal Yusuf, a young British composer who has composed more than 150 works for various ensembles, films, dance productions, and solo performances.

Harrison’s piece has already been the subject of a workshop by the ORA Singers, with guest composer Oliver Tarney, best known for his work with filmmakers Ridley Scott and Paul Greengrass. The award-winning vocal ensemble, which is also a world-leading commissioner of choral music, is directed by Suzi Digby, Baroness Eatwell OBE, who is a choral conductor,  music educator and visiting professor at the University of Southern California.

After the concert, each of the ten successful young composers will receive detailed feedback from the panel, along with a video-recording of their piece, which is provided for them to use to kick-start their musical portfolios. The concert will also feature a prize-giving ceremony.

Harrison, who is in Year 12, said: “It’s such a great opportunity to be working with singers of this calibre, and I think it has helped me to develop my composition skills a lot more. I have learned a lot from this programme and it will definitely help me with my ambitions of being a composer.”

Last term, his Magnificat was one of the highlights of QE’s Chamber, Choral and Composition Concert. Performed by a full orchestra and the Chamber Choir, and conducted by Harrison himself, it filled the The Friends’ Recital Hall with sound (pictured top).

Having previously won Senior Music Colours, Harrison this year had a bar added to those colours for his exceptional contribution to music at the School: Headmaster Neil Enright presented it to him in March. Harrison was also the winner of this year’s Music (academic) prize for Year 12 at the School’s Senior Awards ceremony.

QE’s Paarth Aggarwal spent three days at a European Space Agency base in Italy after being named the UK winner in an international competition.

Paarth, of Year 10, triumphed in the ESA’s Climate Detectives challenge after impressing judges with his AI-driven study into tackling electronic waste in Barnet.

His three days at the ESA Centre for Earth Observation at Frascati, near Rome, included a tour of the facility – “the main highlight for me personally” – and an awards ceremony where he received his prize “with bigger audiences than I had possibly imagined”.

Headmaster Neil Enright said: “My sincere congratulations go to Paarth on this great achievement: he showed initiative in applying for the competition, perseverance in pulling the project together, and great ability in completing it to such a high standard. And what an opportunity it was to spend time at one of Europe’s leading space research facilities!”

The competition brief allowed entrants not only to focus on climate change, but also on all aspects of caring for the planet. Paarth’s Next Gen Ninja entry was among winning submissions from 18 European countries; all the winners were invited to Frascati as their prize.

“My inspiration to enter stemmed from my deep concern for the environment and my passion for leveraging technology to combat climate change,” said Paarth. “The competition presented a unique opportunity to contribute to a cause that I care deeply about, using technology to address one of the most pressing issues of our generation.”

His study focused on the disposal and recycling of electronic devices, taking into account the significant environmental and health risks if improperly handled. More specifically, he explored the design and implementation of initiatives aimed at empowering Barnet residents to address e-waste. “By understanding how such initiatives can effectively raise awareness, educate residents, and promote sustainable practices, the study sought to identify strategies that foster meaningful engagement and action…ultimately, the goal is to promote a more sustainable future for Barnet.”

Paarth sent out a survey to residents: the results, he said, were “shocking”, with only a small percentage aware of the hazards of e-waste. Problems he identified included limited access to relevant information on a community website. “Moreover, the waste facilities lack specialised equipment and trained personnel to safely process and recycle e-waste.

“These findings highlight the necessity for a dedicated information centre and for a focus on developing and implementing more accessible e-waste collection and efficient processing systems.

“Throughout the competition, I honed several key skills, including data analysis, and enhanced my knowledge of the development of AI-powered chatbots. Working with satellite and local data gave me valuable experience in interpreting data effectively.”

The facility in Italy has over the past three decades collected EO (earth observation) data from ESA satellites looking at factors such as water content in lakes and algae concentrations to understand Earth’s changing geology. Available free to anyone, the data is used by research organisations and government institutions in areas such as: the prediction and analysis of climate-related disasters; rural urban management; agriculture; forestry management; the study of glaciers;  and mining.

“In a workshop, I learned the use of EO data gathered from satellites such as Sentinel-2 and Sentinel-3. ESA taught us how they are using the data to save numerous human lives across the globe by predicting climate-related disasters, such as wildfires,” said Parth.

“Being named a winner was an overwhelming and humbling experience. The acknowledgment from ESA, a leading space organisation, was particularly rewarding.”

Use of AI: the technical details

Paarth is an enthusiastic advocate of AI. Here he sets out the important role the technology played in his competition entry.

“Using Microsoft Azure OpenAI cloud environment, I deployed a GenAI-powered chatbot to provide residents with easy and 24/7 access to information when they ask questions in natural language regarding e-waste, helping them make informed decisions.

“I also developed a PoC (Proof of Concept) for an AI-powered app which can: help to detect the waste type through an ML model; incentivise residents for responsible disposal; and allow councils to proactively plan for the e-waste collection, enabling them to be economical and efficient in the waste collection process.”

A Year 7 QE boy has won the Greater London prize for German for his age group in a prestigious translation competition.

Saran Anderson took the award for his translation of Grashüpfer (Grasshopper), a poem by the 19^th-century poet, writer and engineer, Heinrich Seidel.

Saran was among a group of QE linguists who entered the Anthea Bell Prize for Young Translators – a competition run from The Queen’s College, Oxford, which attracted 16,000 participants from 300 schools nationally.  It challenges children to translate a text with precision, creativity and cultural sensitivity.

Head of Languages Helen Shephard congratulated Saran: “He impressed the judges with his flawless rendition of a German poem into English.”

She added: “Our students embraced the challenge wholeheartedly, demonstrating their passion for languages and their commitment to excellence. Their success inspires us to continue to nurture language enthusiasts and celebrate the beauty of words across borders.”

The competition is organised by The Queen’s College Translation Exchange and named in honour of renowned translator Anthea Bell, who specialised in translating children’s literature and is perhaps best known for translating the Asterix comic books from French. She died in 2018, aged 82.

Saran said: “I think everyone should have entered; the benefit is learning the language in a different way – not just translating it. It gives you a little taste of ‘more than the basics’ and, most importantly, is super fun!”

Two other Year 7 entrants, Hardit Gulati and Rachit Banker, also reflected on their experience of taking part.

“It was an exciting competition,” said Hardit, “testing not only our language interpretation skills, but also our creativity and comprehension skills on how to keep the feel of the poem in a different language!”

Rachit added: “Participating in the competition was an absolute thrill; you get to enhance your translation skills, while it also assesses your imagination, creativity and vocabulary skills. It was really exciting to keep the essence and meaning of the poem when translating from one language to another!”

QE boys have enjoyed repeated success in the competition since it was first held in 2020: like Saran, last year, Jason Tao (then in Year 11) and Olly Salter (then in Year 13) were Greater London German winners for their age groups.

• Saran is pictured with other QE entrants in the 2024 competition.

Old Elizabethan academic and economist Sandeep Mazumder queried the Bank of England’s 2% inflation target and suggested it should be higher – not because it is too cautious, but paradoxically because it is too risky.

Sandeep (OE 1993–2000), who is Dean of Hankamer School of Business at Baylor University, Texas, spoke to the group of Year 12 economists before yesterday’s news that the inflation rate had fallen to 2.3%.

Although this is its lowest level in almost three years, the figure was still higher than expected. Political commentators believe that Prime Minister Rishi Sunak has called the early General Election on the strength of the apparently improving economic outlook.

Dean Sandeep, who has published widely on inflation dynamics and the Great Recession of 2007–2009, argued that inflation at 2% would limit the Government’s room for manoeuvre in cutting interest rates during times of economic difficulty, making it hard to escape a recession.

He argued instead for adopting a 3 or 4% target, which would give more flexibility with interest rate cuts, without the risk of inflation dropping to 0%. This is the level below which rates cannot be cut (the ‘zero lower bound’) without the potentially disastrous economic risk of people hoarding cash, rather than saving it in banks, the so-called ‘liquidity trap’.

Economics teacher Celia Wallace thanked Dean Sandeep, who spoke remotely to the School’s Gresham Society for Economics. He is a member of QE’s 450 Club member and has been very supportive of the Economics department.

“Sandeep introduced several new concepts to improve pupils’ depth of understanding, including the Fisher Equation to calculate real interest rates and the problem of the zero lower bound, which was the main basis of his talk.

“Within his critique of inflation targeting, Sandeep showed other policy options which countries can often consider, including price-level targeting – where a specific price index is targeted, rather than a growth rate.”

Afterwards, the sixth-formers asked a range of questions, including Avi Juneja’s cautious query about the issue of real wage cuts with a target of 3% or 4% inflation, and Abyan Shah asking about which method of targeting would be most effective for the UK: inflation targeting, price-level targeting, or average inflation targeting (a hybrid of both systems).

Sandeep gave plentiful career advice to all. He strongly expressed the need to follow one’s strengths and passions. He said he had chosen to go into academia and research as it was his passion, while also giving more of a life balance compared to other options, such as  banking.

QE has teamed up with education technology specialists Atom Learning to support primary school children from disadvantaged backgrounds.

Children aged 7–11 who are eligible for Pupil Premium will have free access to online learning resources and to preparation for grammar school entrance tests.

The new support programme, which is open to both girls and boys, helps children extend their learning, developing their core academic skills and building their confidence.

Headmaster Neil Enright said: “At QE, we are firmly committed to the principles of meritocracy and of inclusivity. Our admissions process is strictly meritocratic: anyone can apply for places here, irrespective of their financial background. Furthermore, although we welcome pupils from a wide geographical area, QE is very much part of the local community – a Barnet school, just as our 1573 royal charter envisaged. We are, therefore, especially keen to encourage social mobility in areas close to the School.

“This partnership with Atom is about removing barriers: we are equipping disadvantaged children to thrive in their education, helping to ensure that they do not miss out on opportunities. While families do not have to be aspiring to selective secondary schools to take part in the programme, we hope that it will help further broaden access to grammar schools, making them even more socially representative. We naturally hope, too, that some of these families will consider QE for their sons.”

Atom Learning provides an online learning and 11+ preparation platform, giving access to a range of fun and engaging materials to help children during Key Stage 2. It is used by over 100,000 families across the UK, including 14,400 families with children preparing for 11+ exams.

With some families nationwide paying for private tuition and coaching to prepare their children for grammar school entrance tests, the partnership between QE and Atom, with the free support that it offers, should help create a more level playing field for applicants. The programme is open to any child who has been eligible for free school meals at any point in the last six years, as well as looked after children.

It is designed to benefit all children, whatever their current attainment level; it may also be helpful in familiarising those hoping to apply to academically selective secondary schools with some of the topics and skills that they might encounter in those processes. The programme will not prepare candidates specifically for the QE entrance test.

QE is one of more than 20 grammar schools across the UK with which Atom is running partnerships. The value of the programme nationally is put at £1.1m. Those who qualify will be given free access to Atom Home, usually priced at £575.90 per year.

Atom Learning gained prominence a few years ago for raising the largest-ever Series-A funding round for a UK EdTech company. Its Chief Operating Officer, Flo Simpson, who leads its Outreach and Access department, said: “At Atom, our mission is to make exceptional education accessible to all, and our partnership with Queen Elizabeth’s will bring our award-winning learning technology to even more families. Atom empowers children to not only excel on their 11+ exam day, but to build a lasting love for learning and confidence that will pave their path to success throughout their lives. We’re dedicated to widening access to incredible education resources, and we’re delighted that grammar schools are putting pupil premium support at the top of their agendas.”

• To access the programme delivered through the partnership between QE and Atom Learning, click here.
• For families not eligible for the programme, access to the same resources can be purchased directly from Atom.
• Free QE entrance test sample papers are available to all on the School’s website.

Year 12 economists seized the chance to meet Nobel laureate Claudia Goldin – only a short time after writing an essay about her work.

Hers was one of three lectures given by Nobel prize-winning economists at the LSE within the space of just one week. The sixth-formers attended of their own volition.

Economics teacher Celia Wallace said: “Claudia Goldin’s work on women in the workplace over the centuries has been hugely important, and the boys have enjoyed learning about it.

“I know it was a real thrill for them to be able to hear her lecture, ask her questions and then meet her. They also enjoyed hearing from her fellow Nobel laureate, Esther Duflo, on the same evening, while two of the group attended a lecture by yet another Nobel prizewinner, Joseph Stiglitz, earlier in the week.”

Claudia Goldin, who won her Economic Sciences Nobel prize in October 2023, delivered a lecture entitled Why women won.

Looking particularly at how women’s rights have evolved in the US, she explained how discrimination actually increased during the early decades of the 20th century, as legislation protecting women from certain hazards in the workplace led to women being seen as inferior to men. With women expected to focus on family life, regulation increased, preventing them from working longer hours and earning more pay, and also denying them jo bs, with posts instead reserved for men.

The turning point came in the 1960s and early 1970s, she said. The Civil Rights Movement catalysed protests and a female push for power, leading to legislative change.

One of the boys, Dheeraj Karnati, then put to her a key question that was also in the minds of his fellow QE economists: what was the reaction to the new laws, and how did society feel about women having an equal role with men in the workplace? In response, she noted that many traditionally minded women were against the changes, even more so than men, and openly opposed the women’s movement.

Meeting Claudia Goldin was a real highlight for Shrey Tater, who described her talk as “a once-in-a-lifetime opportunity to hear a Nobel prizewinner speak – particularly one who is, like Esther Duflo, a woman breaking down barriers in Economics”.

Esther Duflo’s lecture, the second of the evening, focused again on inequality, this time looking at the climate. The 2019 joint Economic Sciences Nobel prizewinner spoke about inequality between emitters, quoting French economist Lucas Chancel’s finding that 10% of the highest polluters worldwide are responsible for 50% of global emissions. Poorer countries also tend to be unequally affected by climate change as they are mostly in warmer places.

When highlighting the ‘mortality cost’ of global environmental damage – amounting to $518 billion in poor countries – she emphasised the necessity of the world committing to mechanisms to cover this sum. Such mechanisms included increasing the existing 15% tax on multinational corporations and an international wealth tax of 2% levied on the 3,000 richest people in the world.

In addition to Dheeraj and Shrey, those attending the lectures included Sushant Aryal, Zain Farooqi, Abyan Shah, Andreas Angelopolous, Vaibhav Gaddi and Rohan Varia.

Vaibhav and Rohan also attended the lecture by Joseph Stiglitz, winner of the 2001 Economic Sciences Nobel Prize and a former World Bank chief economist. Afterwards, they stressed how important it was for them to hear experts in the field speak and thus to develop their knowledge of Economics and the world around them.