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Five QE boys got to grips with cutting-edge aerospace technologies at a summer residential after triumphing in a spring competition.

The group headed to Shropshire for the Summer Time Advanced Aerospace Residency (STAAR), at RAF Cosford, near Shifnal, and the nearby RAF Museum, learning from industry experts in a packed five-day programme.

Head of Digital Teaching and Learning Michael Noonan said: “It was fantastic to see students take the initiative and independently apply for the STAAR programme. The five were amongst a wide cohort who applied for a place on this highly prestigious residential, and from speaking with them on their return from the holidays, I know it has only further ignited a passion in them for careers and study in STEM-related subjects.”

The organisers of the event included education technology consultancy Tablet Academy (TA) Education. After the camp, its Head of Training, Samantha O’Leary, wrote to Mr Noonan full of praise for the QE boys: “They are a funny, confident, thoughtful, and intelligent bunch who integrated incredibly well with the students from the other schools. So much so, you wouldn’t have known they were from different schools at all. They were fantastic representatives for the school, and it was a pleasure to work with them.”

The QE five were among only 40 winners of the competition, which was open to those in Year 9 in 2022–2023. They were Keeyan Shah, Kyle Goldband, Neil Kulkarni, Keshav Aggarwal and Ishaan Mishra.

Keeyan said: “The STAAR residential was greatly enjoyable. We had an action-packed week filled with fun activities from coding a drone to flying a plane simulator. It was an amazing experience.”

Neil said: “We did quite a few activities at the residential, most of which included extremely high-tech tools. These included some things such as flight ‘sims’ and wind tunnels. We also had a chance to see roughly what living in an RAF base was like, with the mess hall and gym and things like that. Overall, it was an extremely fun, informative and unique opportunity and a highlight of our holidays.”

Keshav described the camp as a “a hands-on experience showing aerospace engineering and aeronautical design”. It was, he said, an “an eye-opening experience which will stay with me forever”.

Neil added that it was not just the academic aspects of the trip that he enjoyed: “Meeting people from other schools who had won the competition was very cool, talking about their school and just meeting new people in general. And then the residency itself – living with our friends – was very fun and the responsibilities of living without parents to help was a big realisation.”

The competition to secure their places involved completing four STEM tasks relating to: decryption/encryption; reconnaissance; creating a CAD model, and creating a team presentation.

Organised in partnership with TA Education, the camp was sponsored by Northrop Grumman – a huge American defence and aerospace company formed by Northrop Aircraft’s 1994 acquisition of Grumman Aerospace, which built the Apollo programme’s lunar module.

The boys stayed with chaperones and followed a course delivered at both the RAF Museum and RAF Cosford by: the museum’s STEM Ambassadors; industry experts from Northrop Grumman; TA professionals and RAF STEM personnel.

Queen Elizabeth’s School today remembers Tim Edwards, Headmaster from 1961 to 1983, who died on Friday at the age of 98.

Timothy Bracey Edwards took over the headship from longstanding Headmaster Ernest Jenkins (1930–1961). After leading the School as a grammar for ten years, he then steered it through a major expansion as it became a comprehensive, which it remained during the rest of his 22-year tenure.

Headmaster Neil Enright said: “After serving at Bletchley Park during the latter stages of the Second World War and then establishing a successful teaching career, Tim came to QE at the start of the 1960s – a period which saw huge change in the country and in the national education system. He had a long headship and was a figure of consequence, not only at QE, but also locally, serving on the Education Committee of Barnet Council.

“He played a significant role in the School’s modern history, and many will remember his courteous nature and kindness. I offer my sincere condolences to his family on their loss.”

The 1981 School Captain, Andy Porteous, also paid tribute to his Headmaster: “He was a man of great compassion and principles.”

Educated at Clifton College in Bristol, Mr Edwards joined the RAF after leaving school in July 1943. His early plans to become a pilot were thwarted when a problem with his eyesight was discovered.

Having taken German at Higher Certificate level at school (the precursor to A-levels), he was sent to Bletchley Park, where his work involved decoding German weather reports from Balkan airfields. Interviewed about his experiences in 2020 for a Bletchley Park podcast published the following year, he was characteristically modest: “I don’t think my contribution to the war effort was anything more than negligible, if as much as that!”

He served as an interpreter in Germany after the end of hostilities, recalling a 20-minute drive through Hamburg during which he did not see a single building that was untouched by Allied bombing.

On being ‘demobbed’ in 1946, he took up the place that he had previously been offered at The Queen’s College, Oxford, where he read German, with subsidiary French.

Following a brief period of teaching at Felsted School in Essex, he spent ten years as Assistant Master at Manchester Grammar School, before arriving at Queen’s Road, where he remained until his retirement at Christmas 1983. He is pictured, top, on his appointment in 1961.

Writing for The Elizabethan in April 1963, Mr Edwards paid tribute to his predecessor in describing the QE that he had taken over two years before: “Queen Elizabeth’s was a good school first and foremost because Jenkins had left it like that.”

In his new history of the School, Queen Elizabeth’s School: 1573–2023, Dr John Marincowitz (Headmaster, 1999–2011) describes Tim Edwards as “a man of his time”. An advocate of reform, he was an enthusiastic supporter of the national moves towards replacing grammar and secondary modern schools with comprehensives. QE’s first comprehensive intake arrived in September 1971 – six forms replacing the grammar school’s three-form entry.

Dr Marincowitz wrote: “It was to his considerable credit that Edwards virtually doubled the size of the School’s roll, the capacity of its accommodation and the number of teaching staff. Edwards praised the extent of government funding, stating that ‘nothing has been spared in equipping the school for its new role’.” The picture above shows Mr Edwards, left, at the opening ceremony of the Fern Building in 1974.

Dr Marincowitz described Mr Edwards’ management style as “consultative, participative and democratic”. The group photograph shows him with his staff in July 1983.

In the Bletchley Park interview, Mr Edwards explained why he remained at QE for more than half his career: “Having been myself interested in the comprehensive concept, I stayed on: I thought, you know, if I had advocated comprehensive education, I should stay and see it through, so I did.” Under Mr Edwards’ successor, Eamonn Harris (Headmaster, 1984-1999), the School reverted to a fully selective admissions policy in 1994.

Among other reforms Mr Edwards introduced was the abolition of school on Saturdays at QE; the establishment of an elected council to hear pupils’ views; and the modernisation of the curriculum. FQE (The Friends of Queen Elizabeth’s) was established during his headmastership, in 1966. He also oversaw the School’s 400^th anniversary celebrations in 1973.

Married to Pat, who pre-deceased him, he had five children.

Headmaster Neil Enright today paid tribute to Diane Mason, a longstanding supporter of the School, former parent and retired staff member, who has died at the age of 88.

Diane’s association with QE extended back to 1985, when her eldest son, Andrew (Andy), joined the School, followed two years later by his brother, Chris. She quickly became involved in the work of The Friends of Queen Elizabeth’s, serving as Secretary for some 35 years, until retiring earlier this summer.

Diane was also employed at the School from 1997 to 2011, fulfilling administrative roles in areas including the careers programme and the School’s liaison with FQE. She was also an extra-curricular tennis and swimming coach at QE, drawing on her background in Physical Education. She then continued to support the School as an exam invigilator.

Last December, in recognition of her work for FQE and other causes in the Borough of Barnet, Diane was among the guests at a special carol service at Westminster Abbey spearheaded by The Princess of Wales. The service was attended by The King and Queen Consort and The Prince of Wales, Prince George and Princess Charlotte as well as other members of the Royal Family and VIPs.

Offering his condolences to her family, Mr Enright said today: “Diane will be sorely missed within the Elizabethan community. Few have made such a broad and sustained contribution to the School and The Friends of Queen Elizabeth’s.

“Over several decades, she brought great energy, vigour and dedication to all that she did, and my  colleagues and I are immensely grateful for her inspiring and steadfast support.

“Furthermore, Diane was liked and respected by everyone here at QE: occasions like Founder’s Day simply will not be the same without her. She embodied the best of FQE and its values, and I know she will be fondly remembered within our community for years to come.”

Having taken the decision to remain actively involved in supporting FQE after her sons left the School, she worked alongside her husband, George, who survives her.

Diane was a convener and recruiter who made things happen, rolling up her sleeves and leading by example. She also encouraged others to become actively involved in the Elizabethan community.

Those who have known her many years include Barrie Martin, the School’s longstanding former Chairman of Governors, who continues in his role as FQE Director. Speaking at a special event at this year’s Founder’s Day marking his retirement from the Governing Body, he credited Diane with getting him involved in the work of the Friends. This, he said, led to the then Headmaster Eamonn Harris (1984–1999) summoning him to the Governing Body.

Diane also served on the Governing Body, as a parent governor, campaigning in support of the School securing grant maintained status in 1989 – the success of which restored QE’s independence from the local authority.

Deputy Head (Pastoral) David Ryan and his former colleague, now retired, Colin Price (Second Master from 1999–2019) have both independently commented that the charity’s name, Friends of Queen Elizabeth’s, could have been invented for Diane: she was truly a friend of the School.

As well as The Princess of Wales’ carol service – for which she was nominated for an invitation by The Representative Deputy Lieutenant of the London Borough of Barnet, Martin Russell – highlights of her association with the School include her formally opening the Shearly Hall in December 2009.

New figures show that QE pupils received more offers from Oxford and Cambridge universities than those at any other state secondary school last year.

Queen Elizabeth’s School is the top non-fee-paying school in a table published by The Spectator magazine, which shows QE’s 2022 figure of 34 offers outstripping other grammar and comprehensive schools nationwide.

Headmaster Neil Enright said: “It is always good to receive independent corroboration of our success, and this news is a testament both to the dedication and professional expertise of our staff and to the sustained hard work of our very able students, who come from a wide range of backgrounds. Our Sixth Form team are highly experienced at guiding pupils who aspire to places at the world’s leading universities and on very competitive courses, such as Medicine.

“It is also encouraging to note that, with our 2023 Oxbridge offer total having jumped to a record 47 [pictured top], we may now even have stretched our lead in this, our 450^th anniversary year.

“I should add that these offers are secured by boys who are usually heavily involved in the wider life of the School: in sport, music, drama, and other extra-curricular opportunities, and also in our volunteering programme, in mentoring younger pupils, and in serving as prefects. Our focus is not merely on examination results – important though those are – but on fulfilling our School mission to produce young men who are ‘confident, able and responsible’.”

The Spectator’s table is based on figures released by the two universities in the 2022 UCAS application cycle. It ranks 80 state schools, independent schools and sixth form colleges by the number of places secured.

QE is in 11^th place, ahead of 25 other grammar schools and three schools described as comprehensives or academies. The top ten places are taken by independent schools and sixth form colleges. First place in the table goes to Brampton Manor Academy in Newham – listed by The Spectator as a sixth form college.

QE’s figure of 34 offers means that very nearly a third (32.7%) of the 107 boys who applied last year were successful. This conversion rate outstrips all the sixth form colleges (many of which also have far larger Year 12 and Year 13 rolls than QE), and all but two of the independent schools in the table’s top ten.

Oxford and Cambridge have increased the proportion of acceptances from state schools in recent years. It is now 69 per cent, up from 52 per cent in 2000.

Deputy Head David Ryan (Pastoral) thanks all the parents and pupils who took the time to complete the online survey on eQE earlier this year.

He reports that while there were a few interesting gaps between parents’ and boys’ perceptions, in general, the current Personal Development Time curriculum tallies well with people’s biggest concerns, while the risks that boys in the younger years and their parents were most worried about are now being covered in the new Year 7 digital literacy curriculum. Work is being undertaken to improve resources in certain key areas of online risk, ensuring that the School educates pupils solidly in these before they discover them to be an issue.

The aim of the survey was to allow the School to evaluate the knowledge and understanding of both parents and pupils, giving them the opportunity to state what they feel are the biggest online risks and the areas in which they would like support.

Among the main findings were that:

• Despite smartphones not being allowed in the younger years at QE, it is clear that the majority of pupils do use them outside of School, particularly from Year 9 onwards;
• There is a stark difference between the proportion of students saying they own a games console that is connected to the internet (63%) and the proportion of parents who thought their son had one that was connected to the internet (42%);
• Parents largely agree (60%) that they would check usage of computers and smart phones, but very few (13%) said they would check a games console or tablet device. Similar results were reported for the setting up of restrictions, controls and filters;
• QE boys primarily use: YouTube (81%); WhatsApp (64%); Discord (37%); Snapchat (31% using it daily, or most days); Instagram (27%, but rising to a maximum of 63% in the Sixth Form) and TikTok (22%). They  have a good understanding of how to set up privacy settings and report content or other users on these platforms;
• Pupils in the younger years are primarily concerned about being targeted online by people with harmful intentions. They worry about being: bullied (57%); pushed into scams or dubious investments (55%);  tricked into clicking on fake links (51%), or simply being contacted by such people (50%);
• Students in the older years are more concerned by the risks posed in: spending too much time online (75%); having to feel perfect, popular and attractive online (39%), and receiving false information in the news (35%);
• Across all year groups, the overwhelming majority of boys felt confident that they could report an issue related to online safety.

The findings of the survey have informed the creation of a new eQE support page for parents and students, which signposts professional support and advice for online safety.