In the academic year our Year 10s were given the option to join the ranks of prefect. 

This position of responsibility was widely sought after and 35 students out of 98 applied for this role. 

After interviews, application letters and a thorough morning 'on the job' our final 15 prefects have been chosen. 

A huge congratulations to the following students, yet commiserations to the students who applied but were not offered the role. 

Truly it was an extremely difficult task and not one that was taken lightly. 

Additionally, Turves has the pleasure to introduce the concept of Head Boy and Deputy Head Boy to recognise students in Year 10 who have gone above and beyond in all aspects of their schooling. 

Prefect team below. 

Austin

• Alfie B ​
• Sulyman A D​
• Nathaniel S​
• Joshua C (Head Boy)​
• George V R​
• Noah S

Boulton

• Alfie H​
• Ethan H (Deputy Head Boy) ​
• Oliver O​
• Shuab A H​
• Lewis P F

Tolkien 

• Ayuub A ​
• David S​
• Tayyab S​
• Lucas L​
• Ayaan I

Well done again to all students who were involved in this process. 

As we move into the summer term, PE lessons are embracing the sunshine with the introduction of our exciting seasonal sports: Tennis and Cricket. Pupils will have the chance to develop their skills, teamwork, and game understanding in both sports during curriculum time, with plenty of friendly competition and fun along the way!

For those looking to take their game further, our Tennis and Cricket Club runs every Thursday after school, open to all year groups. It’s a fantastic opportunity to improve technique, meet new friends, and represent the school in upcoming fixtures.

We’re also thrilled to announce that there are sports trips in the pipeline, offering pupils the chance to watch and experience live sport—more details coming soon!

Don't miss out—summer sport is here, and it's game on! 🏏🎾

During the summer term, Year 10 will undertake their English Language Spoken Language Endorsement. This consists of planning, delivering and responding to questions on a topics of their choice. Pupils have been given a few weeks notice in order to prepare their talks or speeches. We have a wide variety of topics covering racism in football, climate change and children affected by conflict. 

Towards the end of the summer term, pupils will be filmed in groups and assessed which goes towards their final GCSE in English Language.

This term, Year 8 have been learning about religious dress as part of their Religious Identity unit. They explored how clothing expresses faith and tradition in Sikhism, Judaism, Hinduism, Islam, and Christianity.

From turbans and hijabs to kippahs and crosses, students discovered the meaning behind religious dress and how it reflects identity and belief. Their thoughtful discussions showed great curiosity and respect for different cultures and faiths.

Well done, Year 8!

A former matrix trust student recently visited Turves Green Boys' School to lead an engaging and highly successful triple jump coaching session for a group of up-and-coming track and field enthusiasts in preparation for their sports day in July. As a former star in regional athletics circles, Toby brought both expertise and inspiration to the session, which was praised by athletes and staff alike.

The session focused on the technical components of the triple jump—hop, step, and jump—emphasizing rhythm, balance, and explosive power. Toby, who was running the session began with a dynamic warm-up and plyometric drills to prepare the group. He then transitioned into technique breakdowns, offering individualised feedback and live demonstrations that impressed the young jumpers.

Participants responded enthusiastically, showing marked improvement in their form and approach phases. All the students are looking forward to the opportunity to work with Toby again at our upcoming training session at a local athletics stadium with the hopes of representing the school in the trust sports day.

At the start of the summer term, Year 10 started to explore Power and Conflict Poetry as part of their GCSE in English Literature. Students will be looking at a total of 15 poems in the collection across the remainder of Year 10 and the star of Year 11. When looking at the poems, students will be able to analyse how poets are able to show readers how people are impacted by conflict, the effect of war, the power of nature as well as the power that memory has on individuals. During the course of the term so far, students have also been developing their skills using our Common Approach to tackling GCSE style questions on the poems. Students apply these skills and are able to be reflective using self and peer assessment to look at areas of strength and areas for development. Teachers have seen a really positive start for our Year 10 students and are looking forward to helping students to deepen their knowledge and understanding on the topic. 

Celebrating Student Voice: "Choose Benevolence, Not Bullying" by J. Hockell (Year 7)

We are incredibly proud to share a powerful and heartfelt poem titled "Choose Benevolence, Not Bullying", written by one of our dedicated Anti-Bullying Ambassadors, J Hockell from Year 7.

Joshua’s words reflect a deep understanding of the strength and kindness it takes to stand against bullying. Through his poem, he encourages all of us to choose compassion, empathy, and respect in our daily interactions. His message is a moving reminder that each of us has the power to make a difference.

At our school, we believe in amplifying student voices and creating a culture of kindness. His poem is a shining example of this, and we commend him for using his voice to raise awareness and inspire change.

Well done – we are truly proud of you for being a champion of kindness and a beacon of positivity in our school community.

In addition, our anti-bullying ambassadors have come together to create 10 points regarding signs of bullying for parents/carers to look out for.

10 Signs a Child Might Be Experiencing Bullying:

1. Unexplained Injuries or Damage to Belongings
   Frequent cuts, bruises, or damaged clothes and school supplies without a clear explanation may indicate physical bullying.
2. Reluctance to Go to School or Sudden Drop in Attendance
   A child who regularly complains of feeling unwell, wants to stay home, or skips school may be trying to avoid a bullying situation.
3. Withdrawal or Sudden Changes in Behaviour
   Becoming unusually quiet, anxious, or depressed, especially after school, can be a sign they are facing emotional distress from bullying.
4. Loss of Interest in Schoolwork or Drop in Academic Performance
   Bullying can affect concentration, confidence, and motivation, leading to lower grades or disengagement in class.
5. Avoiding Social Situations or Loss of Friendships
   If a child starts avoiding social events, stops spending time with friends, or becomes isolated, they may be experiencing social bullying or exclusion.
6. Changes in Eating or Sleeping Patterns
   Difficulty sleeping, nightmares, or changes in appetite (eating too much or too little) can be signs of emotional stress from bullying.
7. Unexplained Headaches, Stomach Aches, or Frequent Illness
   These physical symptoms are often stress-related and may signal that a child is under emotional strain.
8. Sudden Loss of Confidence or Low Self-Esteem
   A previously confident child who becomes self-critical or withdrawn may be reacting to being targeted by others.
9. Secretive Use of Devices or Strong Reactions to Online Activity
   Cyberbullying may lead to anxiety around phones or computers, secretive behaviour, or distress after using digital platforms.
10. Talk of Self-Harm, Running Away, or Feeling Hopeless
    In severe cases, bullying can lead to dangerous thoughts or actions. Any talk of self-harm should be taken seriously and addressed immediately with professional support.

If you notice any combination of these signs, it’s important to approach the victim of bullying with care, listen without judgment, and involve appropriate support systems – including school staff and safeguarding team here at Turves Green (DSL- Mr Rogers or Miss Brooker). Early intervention can make a lasting difference.