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An after-school lecture by a national space journalist attracted huge interest from the boys.

Some 200 pupils packed into the Main Hall for the voluntary assembly by Peggy Hollinger, Space Industry Editor for the Financial Times.

She made a powerful case for the benefits of space travel and exploration, answering one boy’s question about what is gained from it with a single word – “Knowledge!” – before adding: “We don’t know what knowledge we will get. We don’t know what benefits we will get. But if we don’t try, we won’t get it.”

Assistant Head (Pupil Involvement) Crispin Bonham-Carter said: “Peggy Hollinger is wonderful, and it was fantastic to see how she captivated the audience.”

In a career at the FT spanning 38 years, she has previously held roles including International Business Editor and Paris Bureau Chief.

Her wide-ranging talk covered topics including journalism and the importance of space, both economically and militarily.

The event was organised by Year 12’s Vu-Lam Le-Nguyen and Keshav Aggarwal.

“She championed the important role played by journalism – and by the Financial Times in particular – stating that the FT’s job was to follow where the money goes and look at those who were moving it,” said Vu-Lam.

Her degree was in Mediaeval History, but that had not hampered her career: it was her drive to follow current affairs that led to her going into journalism.

In answer to one question from the floor about why the media feels more polarised than in the past, she blamed the pressure on organisations to seek audience engagement, before adding this warning: “If you only follow the clicks…and you only listen to people who tell you what you want to hear, then things will never change. You will go further and further into polarisation.”

Space is now a domain for warfare, she said, citing the USA, China and Russia as the main actors, and stated that Europe could be at risk of falling behind if it cannot reconcile continental with individual national goals. European countries should look for areas of expertise, just as Elon Musk’s SpaceX has found its expertise in low-Earth orbits, she suggested.

Asked to enlarge on the military uses of space, she spoke about the war in Ukraine, where space has been used not only for surveillance, but also to carry out cyber-attacks.

Another question asked: “Who gains from going to space?” In reply, she pointed to the huge return on investment available, with an £8 return recorded for every £2–3 invested in the UK space industry.

A senior teacher, a sixth-former, and QE as a whole all won awards in the International Computer Science Competition (ICSC).

Queen Elizabeth’s is one of only three schools worldwide to receive an Award for Excellence in the global competition, which this year drew more than 3,800 entrants from middle schools, high schools and universities.

The award is given to schools which had many outstanding pupils achieving high results, or which showed particular support for their pupils.

The School’s individual winners were Head of Digital Teaching & Learning Michael Noonan and Year 12’s Snehal Das.

Headmaster Neil Enright said: “My congratulations go to both the winners of personal prizes and, of course, to all the boys who participated and put in such a superb collective effort. Such co-curricular events are a tremendous way for our boys to hone their computing skills and become future-ready Elizabethans, confident of their place in our fast-changing digital world.”

Mr Noonan was one of just eight educators worldwide, and the only one in Europe, to win a Teacher Impact Award.

Snehal, an avowed computer science enthusiast, won an Ambassador Award – the UK’s only such award – for the “excellent encouragement” he provided as an ambassador helping to organise the competition rounds.

“The ICSC competition was an exciting way to explore…computer science,” said Snehal. “It allowed me to put my computational thinking skills to the test, whilst also allowing me to broaden my knowledge by exploring various research articles.

“As an ambassador of the competition, I also had the pleasure of spreading awareness about the field of computer science to younger years.”

ICSC aims to stimulate logical thinking and deepen computer science knowledge. There are three age categories: junior, which is up to 16; youth, up to 19; and senior, which is for first-year university students and above.

All participants receive the same set of problems, but the passing criteria varied by age group.

QE’s individual success stories included bronze honours for Snehal and silver for Kavish Jayasekera, of Year 12, who said: “I feel proud of my silver: it meant I was in the top 2% of participants. The progression of the competition was very good, with a relatively easy qualification round, and subsequent rounds building on the concepts and ideas learnt in the last rounds. There was not a lot of preparation required for the first two rounds, as they were less time-pressured and I could look up specific concepts as needed, but I did go through some helpful functions in Python before the final round, as it helped when answering the timed programming questions.”

Rishabh Datta, of Year 10, said: “The problems in the pre-final round were difficult but not impossible, and I found it fun optimising code in unexpected ways. I was certainly happy with my 12 score – which was in the top 60% of the final-round participants – since I hadn’t ever officially studied computer science.”

Aaryan Prabhaker, also of Year 10, welcomed the competition as “a great opportunity outside of the curriculum…The three rounds became progressively difficult, and I loved how challenging it was through the variety of questions (coding, logic, research papers).”

It was, Year 11’s Kostiantyn Halushka agreed, a “splendid” competition: “Completing the final round questions in mere minutes was quite intense, but the adrenaline rush pushing me to keep working on the problems was fantastic.”

Vivaan Gupta relished the opportunity the competition gave him to learn more about computer science and would fully recommend it to others. “I took part since I enjoy coding,” he said.

Year 12 pupil Parv Gandhi, who, like Vivaan, was a final-round participant, added: “The ICSC was a great place where I could learn and really challenge myself!”

• Pictured above are Parv, Snehal, Kavish and Vivaan.

QE hosted some 42 robotics teams at this year’s Battle of Barnet – including three who flew in from Türkiye!

The VEX IQ robotics competition in the Shearly Hall not only saw 400 young people taking part, but also involved more than 70 volunteers, including many QE staff and sixth-formers.

It came after a busy term of action for QE’s robotics teams, including visits to competitions at Coventry and Stowe School in Buckinghamshire.

Award-winners in Barnet included QE’s own Gear Squad, who took the Innovate Award, as well as Team Omega, who won the coveted Design Award.

Head of Digital Teaching & Learning Michael Noonan said: “The Battle for Barnet is now well established as one of the largest regional VEX tournaments – and this year’s event certainly drew in the crowds from near and far! Well done to our boys on their performance and many thanks to the volunteers, who did such a great job both before and during the event.

“These large-scale competitions provide QE students and other teams with the opportunity to qualify for four awards, which can them secure a place at the VEX National Championships in Telford next year, and potentially advancement to the VEX World Championship in the United States in April.”

Mr Noonan thanked OE Husain Alaswad (2017–2025), 2025 VEX Volunteer of the Year, who was Head Referee: “His expertise was instrumental in the success of the event.”

He also singled out Avi Goel, of Year 11, who “dedicated weeks of effort alongside his talented team to ensure an outstanding AV set-up, great music, and exhilarating lighting”.

QE’s Battle for Barnet was this year given the theme of Space Battle.

The event comprised the:

• Robot Skills Challenge: A single robot is evaluated on both autonomous and driver-controlled performance.
• Teamwork Challenge: two teams collaborate during a 60-second match to score as many points as possible by completing tasks such as stacking game objects;

The competition’s Teamwork Champions, were named as HABS Hornets and VEX Ninjas. VEX Ninjas included Alessandro Yu Spagnolo from Year 8 and his twin sister, who attends Queen Elizabeth’s Girls’ School.

QE competitor Vidyut Naryan said: “It was a really great experience, easily the best competition in the UK. Our Team, Gear Grinders, achieved 3rd in ‘skills’ with a score of 95, including 24 on ‘autonomous’.”

Vidyut’s fellow Year 8 pupil, Ehan Rattani, added: “Me and the rest of the Fusion Force team learnt a lot and enjoyed showcasing our skills at such a brilliantly organised competition.”

QE’s four older robotics teams have also been performing well in the V5RC competitions – one at Stowe, one in Coventry and two at the John Warner School in Hoddesdon.

Year 12’s Team Hybrid were Tournament Champions in the second John Warner School competition, were losing finalists at Stowe, and picked up no fewer than three Design Awards, as well as a Robot Skills Award.

Year 10’s Team Nova shone brightly, too, winning a Build Award at Coventry, where another Year 10 team, Z-TBC, reached the semi-finals.

• Click on the thumbnails to view the images.

Sixth-former Paarth Aggarwal has again won the national category for his age group in a global technology competition. 

Paarth’s AI-powered app for visually impaired people took first prize among UK entrants in Intel’s AI Global Impact Festival 2025. 

Paarth last year won the same UK prize, having then entered an app that offered personalised learning to children with autism.  

Congratulating him, QE’s Head of Technology, Bilaal Khan, said: “Many congratulations to Paarth, who has shown great initiative in pursuing these opportunities: his enthusiasm for the exciting possibilities that AI and other new technologies offer is inspiring.” 

Intel’s annual challenge aims to encourage next-generation technologists and to showcase AI innovations and impact. This year, there were more than 1,000 entries worldwide.  

On learning of his success as the winner for the UK AI Changemakers category for ages 13–17, Paarth, of Year 12, said:  “The competition was challenging and it required me to put in countless hours researching, developing, and refining the project, which focused on enhancing independence for individuals with visual impairments.” 

Called NavigateAssist, his winning app describes the surroundings in natural language, so helping to reduce feelings of isolation, thereby boosting self-confidence and fostering independence in visually impaired people. 

Users can take a picture of their surroundings, or of an object, and ask questions, receiving detailed answers in real time. This helps them navigate the world more easily. 

Paarth hopes his success will “encourage more students to explore the world of AI, inspire them to become the next generation of AI innovators, and realise the limitless possibilities for them in their future life”. 

He wins a prize worth $100 and a certificate. 

Tech spec
NavigateAssist uses AI, including GenAI, a subset of artificial intelligence that focuses on creating new content. 

To build the app, Paarth used Intel’s Core Ultra processor and its OpenVINO software toolkit running on the company’s AIDevCloud. 

• To watch Paarth’s video entry and learn more about the app, click here. 

Sixth-former Hardik Ingale won a visit to Downing Street and a tour of the Treasury after reaching the final of the Young Economist of the Year competition.

Hardik’s essay was one of only five entries to reach the final in the Discover Economics contest, which was backed by the Royal Economic Society.

He impressed the judges with his carefully researched exploration of How can economics explain the high price of a supercar?

Head of Economics Krishna Shah said: “Hardik entered the competition on his own initiative during the summer holidays and was meticulous in his approach. I congratulate him on this considerable success.”

Hardik’s choice of topic reflected his interest in Formula One.

His research included:

• Academic articles from the JSTOR digital library;
• Online articles offering diverse perspectives;
• YouTube videos explaining supercar production and market dynamics;
• Investigation into car companies, their products, and economic strategies.

His central argument was that the high price of supercars could be attributed to multiple economic factors – including high manufacturing costs, the costs involved in developing technological innovation and in maintaining the exclusivity of a brand, and the dominance of a small number of firms in this market. Most of all, though, he placed a strong emphasis on psychological factors – including the motivations consumers, who buy supercars for their value as status symbols.

The final of the competition was held at accountants’ KPMG’s offices. Hardik, who is in Year 12, gave a ten-minute presentation, which was followed by a five-minute question-and-answer session with the judges, who were drawn from Government policy bodies as well as the Financial Times, who sponsored the competition, together with KPMG UK.

Hardik, who hopes to read Economics or Finance at university, described his trip to Downing Street as “amazing”. As well as being photographed outside Number 10, he visited 11 Downing Street, the official residence of the Chancellor of the Exchequer, meeting the head of the Government Economic Service, Sam Beckett. He also toured the Treasury and met officials there, enjoying some discussions about careers in public service and government. The day even included meeting Number 10’s famous feline resident, Larry the cat!

Thirteen Sixth-Form geographers heard Oxford’s Professor Danny Dorling deliver a powerful exposition of the national and global threat posed by poverty and inequality.

His lecture, Inequality: the next crisis and children, was packed with detail and backed with richly illustrated statistics.

Delivered at the Royal Geographical Society in Kensington, London, it proved a revelation to many. Year 13’s Hitarth Patel said: “I found the extent to which inequality is prevalent within the UK astonishing,” and Shravan Jayaprakash, of Year 12, described the lecture as “an exhilarating experience which broadened my perspectives about many issues in our country today, especially the widening inequality we face”.

In promoting the lecture, for the RGS’s school members, the society stated: “The greatest concern worldwide, for the future of where we live, is not climate change and its impacts; it is not extinction and loss of biodiversity, it is not artificial intelligence or asteroids – none of these worries come close to what concerns us most.

“More than any other future issue, most people in the world worry about inequality, poverty, and the cost of living; and they worry, above all else, for their children. Are they right to be most concerned in this way and, if so, what is to be done?”

Prof Dorling is a social geographer who is the 1971 Professor of Geography, attached to St Peter’s College, Oxford, as well as a visiting professor at both Goldsmiths and the University of Bristol. He is known for his support for Labour, particularly when Jeremy Corbyn led the party.

He has spoken on radio, featured on television and written newspaper articles. He is the author of more than 20 books, including two published in 2024 – Seven Children: Inequality and the Geography of a Failing State, and Peak Injustice: Solving Britain’s Inequality Crisis – and one which came out this year, The Next Crisis: What We Think about the Future.

The QE group, drawn from both Year 12 and Year 13, were led by Deputy Head Anne Macdonald (Academic), who teaches Geography.

She said: “Growing inequality in the UK is a complex contemporary issue that cuts across the disciplines of geography and economics (and other social sciences). Danny Dorling’s academic work in this area is so compelling because it is grounded in extensive data-driven research. His work about the impacts of inequality on children from across the income spectrum encourages our students to think about their place in modern Britain and develop empathy for others who might face more barriers.”

Hamza Pasha, of Year 13, shared his fellow pupils’ reaction to the lecture. “I found Danny Dorling’s graphical presentation of inequality statistics helped me realise the magnitude of this issue and I was also surprised to learn how much more unequal the UK is in comparison with other countries.”