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Year 12 pupil Yash Mehta took first place in a national speaking competition, winning a £10,000 prize and a handcrafted spear inlaid with 24-carat gold.

Yash was named Laureate after his speech on Education for all impressed judges at the inaugural Sovereign Minds SPEAR Oratory Prize Grand Final held at Church House in Westminster.

He was one of three QE sixth-formers to enter the competition – and all three achieved considerable success. Yash’s fellow Elizabethans, Year 13’s Laksh Aggarwal and Vyom Srivastava, of Year 12, were among just 25 young people to reach the semi-finals out of more than 2,000 entrants.

Headmaster Neil Enright said: “My hearty congratulations go to Yash on this very notable success. At QE, we are committed to promoting oracy and to nurturing deep thinkers and compelling communicators. Public-speaking competitions provide an excellent opportunity to develop such qualities, and Yash, Laksh and Vyom are to be commended on taking full advantage of this one.”

The competition, open to anyone aged 16–18, was run by Sovereign Minds, a UK-based educational initiative. Entrants were required to deliver a speech from memory on one Sovereign Minds’ ten SPEAR target subjects.

The five finalists’ speeches were judged by: Colonel (Retired) Lucy Giles, the first female commander at Royal Military Academy Sandhurst; Charlotte Horobin, CEO of the Cambridgeshire Chambers of Commerce, who sits on several business and academic advisory boards; and Dr Harshinder Malhi, who has over 40 years’ experience in education.

In the final, Yash delivered a ten-minute speech to an audience of 400 people. “I have seen how access to education can quietly shape confidence, ambition, and trust in what is possible. To me, education is the hidden engine behind innovation, economic growth, and human progress,” he said. He also spoke of his core belief that when everyone rises, the world accelerates and flourishes.

Yash plans to use the money to invest in a company that is making education more accessible.

Laksh, also speaking on Education for All, considered how education can tackle issues such as health and climate change. Laksh explained why he entered the competition: “Firstly to improve my own confidence in writing and giving a speech – and it’s an opportunity to learn more about the topic.”

Vyom’s speech was on the Peace & justice target subject. It focused on the importance of free speech in society, stressing people’s rights to voice their opinions free from government control.

The other SPEAR targets are:

• End poverty
• Improve health
• Eliminate hunger
• Future of work
• Protect our planet
• Equality everywhere
• Global cooperation
• Responsible consumption

One feature of the competition was that the latter stages were held in prestigious central London venues. The quarter-finals were in the Naval and Military Club, while the semi-finals took place in the House of Commons. Church House, the location of the final, not only houses offices for various parts of the Church of England, but it also provided a meeting place for Parliament during the Second World War, and in 1946 was the venue for the first meeting of the UN Security Council.

Help was on hand when QE’s Music students had to perform their own GCSE and A-level compositions.

Not only did their fellow pupils turn out in numbers to play alongside them at the special concert, but two Old Elizabethans returned to the School to support them, too.

As well as the new works, the Chamber, Choral and Composition Concert featured Beethoven, Brahms and Schubert, together with pieces by lesser-known 20th-century luminaries, such as the Polish-Lithuanian Grażyna Bacewicz and Czech composer Bohuslav Martinů.

Adding to the entertaining mood in The Friends’ Recital Hall, there was a Barbershop rendition of Journey’s Don’t Stop Believing, not to mention sixth-former Leo Sellis’ quirkily titled piece, 7W Microwave (purportedly inspired by some of the random titles given to jazz tracks).

Director of Music Ruth Partington said: “It was a splendid evening, with a spectacular quality of composition and performance. The criteria for the GCSE and A-level compositions were that they should make full use of the instrument for which they were composed, so we had lots of virtuoso performances.

“It was lovely to see boys investing so much in playing the work of their friends and peers, and doing those works great justice.”

Miss Partington especially thanked Old Elizabethans Conor Parker-Delves (2015-2022) and Tristan Boldy (2013-2020) for returning to play the saxophone and trumpet respectively. Conor had travelled down from Manchester, where he is in his final year at the Royal Northern College of Music.

The final performance filled the floor of The Friends’ Recital Hall as the Chamber Choir and Orchestra combined for sections of Mozart’s Requiem. It was, said Miss Partington, “stirring, powerful, and a demonstration of the massed strength of QE’s singers and musicians”.  Those involved had attended a workshop with the Barnet Choral Society on this work back in January, and Miss Partington duly thanked the society’s Musical Director, Rory McCleery.

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Having spent the day with Her Majesty the Queen, the Chancellor of Birmingham University headed to QE, where she gave an inspiring speech during a memorable Senior Awards Ceremony.

Dr Sandie Okoro was guest of honour at the School’s showpiece annual celebration of excellence for Years 10–12.

She came to Barnet from St James’s Palace, after being invited there in her role as Chair of the Women of the World Foundation for an event linked to International Women’s Day.

Headmaster Neil Enright said: “This year’s Senior Awards was a wonderful night: we were thrilled to welcome Dr Okoro, who was a hugely engaging and inspiring speaker, bringing real energy to the role.

“Emphasising the central importance of the arts and of remembering human values and human judgment in the context of technological change, she encouraged our senior pupils to be part of hopeful change and to take pride in being the first – having broken numerous glass ceilings herself.

“She was very generous with her time, too, staying to speak with many families and other guests at the reception after the ceremony in our Main Hall.

“My congratulations go to all this year’s award-winners, whose recognition was very well deserved.”

Dr Okoro was installed as the eighth Chancellor of the University of Birmingham in 2024. A high-profile equality rights champion, she is the first female Chancellor of Birmingham since the university was established in 1900.

She has had a distinguished career as a highly respected lawyer, holding senior positions with the World Bank Group, HSBC Global Asset Management, Barings and Schroder. Most recently, she served for almost three years as Group General Counsel of Standard Chartered Bank.

Reflecting afterwards on a “wonderfully joyful evening”, Dr Okoro had a final message for the prize-winners: “Remember, your education is the one thing no one can ever take away from you.”

During the ceremony, around 80 prizes were presented to the boys, watched by their parents, teachers and other guests including Councillor Edith David (Deputy Mayor of the London Borough of Barnet) and Martin Russell MBE (Representative Deputy Lieutenant). They were given for their academic studies, for their contributions to School life, and for co-curricular activities, such as music, chess and QE’s Combined Cadet Force.

The evening was punctuated by musical performances, including those in the interludes after the prize-giving for each of the three year-groups.  These were given by three music prize-winners: Year 10 violinist Jeremy Shi (playing Béla Bartók’s Romanian Folk Dances), Year 11 pupil Jamie Lam (also a violinist, playing Camille Saint-Saëns’ Danse Macabre) and Year 12 vocalist Rishi Watsalaya (Ralph Vaughan Williams’ The Vagabond).

“All the music was outstanding, but particularly the three interludes,” said Mr Enright.

In his speech, the Headmaster pointed out to the boys that the School’s first Speech Day took place in 1876: “So tonight, in addition to honouring your achievements, we mark a 150‑year tradition of recognising hard work, talent, and boundless potential.”

He went on to highlight the importance of, and connections between, empathy and reading: “Empathy is rarely built by scrolling, but it is often built by reading. Reading widely allows us to inhabit the perspectives, experiences, and inner lives of others… To be clear: digital media, visual storytelling, podcasts, and AI all have their place and their value. Concision is an art. Technology is a tool. But the ability to read deeply, think critically, and empathise with others is a human skill. A timeless skill. A leadership skill.

“And we aspire for you to be the leaders of your generation in your chosen fields.”

After the ceremony, refreshments were served by volunteers from The Friends of Queen Elizabeth’s (“I must say the food was excellent, too,” said Dr Okoro).

There was also an opportunity for prize-winners to have their photograph taken in the Shearly Hall in front of a newly purchased QE backdrop.

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Thirty senior boys experienced the spectacular sights, sounds, shakings and smells of one of the most volcanically active regions on earth in a five-day trip to Iceland.

The Geography expedition saw the Year 11–13 pupils cross from one continent to another, savour volcanic mud pools and take an ice trek on a glacier – and all against the backdrop of 150 earthquakes detected during their stay.

There was a serious academic purpose: the group did extensive fieldwork on tectonic activity, geothermal features and glacial landscapes that will prove invaluable for case studies in their GCSE and A-level preparations.

Head of Geography Chris Butler, who led the expedition, said: “It was an unforgettable five days, during which we saw eruptions from a hydrothermal vent, stood beside the majestic part-frozen Gullfoss waterfall, and gazed in wonder at the breathtaking aurora borealis – the Northern Lights.

“For all the boys, I am sure it will not only have added to their stock of geographical knowledge and skills, but will have brought GCSE and A-level Geography to life.”

Mr Butler accompanied the party, assisted by Geography teacher Staycie Domzalski and Economics teacher Dr Celia Wallace.

After flying in to the country’s main airport, Keflavík, southwest of Reykjavík, the group headed immediately to the Grjótagjá fissure system, where widening fractures mark the boundary between the North American and Eurasian tectonic plates. Pupils were able to physically cross the Mid-Atlantic Rift – a dramatic reminder of the immense geological forces shaping Iceland, and of the risks posed by ongoing magmatic activity beneath the island.

After a night in the Hotel Cabin, they explored the capital, before moving on to the world-renowned Blue Lagoon. Here, they received a briefing about volcanic unrest at the nearby Sundhnúkur crater row, responsible for major lava flows in July 2025, and enjoying the geothermal waters and volcanic muds.

As they travelled on through Iceland’s volcanic landscapes, further highlights followed in quick succession:

• Visiting the town of Grindavík, evacuated in November 2023 after eruptions from the Fagradalsfjall fissures that saw lava flow into the streets. The boys spoke to residents who have begun to return, despite an uncertain future.
• Stopping at Seltún geothermal area, with its steaming fumaroles (vents emitting steam and volcanic gases) and bubbling mud pools.
• Travelling around Iceland’s iconic Golden Circle. They began at the Þingvellir rift valley – a UNESCO World Heritage Site, where North America and Eurasia drift apart at several centimetres per year – before continuing to Geysir, observing the Strokkur hydrothermal vent reliably erupting every 6–10 minutes, before finishing at the Gullfoss waterfall.
• Staying at Hellishólar Cottages, beneath the mighty Eyjafjallajökull volcano –infamous for its 2010 eruption that grounded over 100,000 flights – with the terrain blanketed in thick snow.
• Touring the Lava Centre in Hvolsvöllur, an interactive exhibition exploring Iceland’s volcanic systems.
• Treading the dramatic black-sand beaches of Reynisfjara.

“The climax of the trip was an ice trek on the Sólheimajökull Glacier, complete with crampons,” said Mr Butler. “Pupils spent two hours investigating supraglacial and englacial features, observing blue ice and dirt bands, meltwater channels and sediment layers.”

The glacier’s rapid retreat — up to 50 metres per year since the mid-2000s — has produced a growing proglacial lagoon now almost 1.5 km long and 60–70 m deep.

“In 2010, the lagoon was barely visible; in the coming decades it may reach 4 km in length. This provided powerful, first-hand evidence of contemporary climate change,” Mr Butler added.

A brief stop had been planned at Seljalandsfoss to get a group photograph before the boys returned to Heathrow. But the Land of Ice and Fire had one final spectacle for them: the glorious colours of the aurora borealis lit up the evening sky to bid them farewell.

Mr Butler thanked both his colleagues and the boys, “who were enthusiastic, inquisitive and intrepid throughout”.

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Year 12 geographers going on a field trip to investigate what shapes our coastlines received two vivid illustrations of one important factor – the weather!

Firstly, plans to take them to Flatford Mill Field Studies Centre in Suffolk for their field trip had to be abandoned because of flooding.

And when they went instead to Walton-on-the-Naze in Essex, they saw a dramatic result of this winter’s intense rainfall – a large section of the Naze cliffs had collapsed on to the beach.

School Captain Tunishq Mitra, who was one of the group, said: “Our field trip was a great opportunity to do some hands-on work and develop a better understanding of our wider Geography syllabus in an enjoyable way. It was fascinating to see the complex interactions between all the natural processes we study in real time, including the partial cliff collapse.”

The group had two questions to look into on their trip:

• How do social, economic and environmental considerations influence how coastlines are managed?
• How do coastal management techniques affect coastal processes and landforms?

Geography teacher and Deputy Head (Academic) Anne Macdonald said: “With its rapidly retreating coastline – largely due to its less resistant lithology of London clay and unconsolidated deposits – Walton-on-the-Naze provided the perfect setting to investigate those two questions.”

The cliffs at Walton-on-the-Naze suffer from chronic erosion and have been eroding at an accelerated rate of 3–5 metres per year in recent times. The large fall, which took place around 18th–20th January, saw 1.5–2 metres of the cliff face fall at once. It was partly captured on video. The collapse has been attributed to the combination of high tides and elevated rainfall this winter saturating the London clay cliffs.

Braving the elements, the sixth-formers carried out a wide range of fieldwork exercises, including cost–benefit analysis calculations, environmental impact assessments, beach profiling, sediment analysis and infiltration studies.

Mrs Macdonald said: “Fieldwork is an essential geographical skill – it is how we measure and observe the world. Fieldwork is the means by which geographers test their predictions or formulate new theories about the world.

“Field trips are directly applicable to careers relating to the environment, while they also help students develop some of the six qualities set out in our Boundless School Development Plan, especially being ‘sustainability-literate’.

“More generally, day trips like these provide valuable learning opportunities outside of the classroom, helping our students develop skills, such as teamwork and communication, that are vital for any number of occupations.

“The Year 12s approached the day trip with enthusiasm, positively engaging with all aspects of the fieldwork and earning praise for their understanding and work ethic.”

Sixth-former Paarth Aggarwal’s defiant words about racism have drawn plaudits from the judges in an annual competition open to poets from around the world.

Paarth’s piece, entitled I know who I am, which was inspired by his reading of others’ experience of racism, was highly commended in the Black in White Poetry Competition.

He had the opportunity to present the poem at the competition’s awards ceremony hosted by The Transforming Words Foundation (TTWF) charity. It has been published in a new anthology of the winning competition entries, entitled White face, foreign hands.

Head of English Robert Hyland said: “Poetry is a powerful medium for looking at difficult issues, and my congratulations go to Paarth on his achievement in so successfully exploring complex themes of identity and prejudice in his poem.”

Paarth, of Year 12, said: “I wrote this poem to explore how racism can affect the way people see themselves, especially when they are constantly judged for how they look, speak, or where they come from. I was inspired by books of people who have been made to feel like they don’t belong simply because they are different, and that idea resonated with me.

“I wanted to show a journey: starting from feeling confused and pressured to change, and then gradually realising that those differences are actually a source of strength. The poem’s narrator begins by hearing insults and expectations from others, but eventually recognises pride in their heritage, culture, and individuality.

“The message I wanted to convey is that nobody should feel the need to shrink themselves to fit someone else’s idea of what is ‘normal’. Our backgrounds, voices, and identities are powerful, and embracing them is a form of resistance against prejudice. Through this poem, I hoped to encourage confidence, pride, and resilience in the face of racism.”

At the ceremony, Paarth was presented with a certificate by Cllr Tony Vourou, former Mayor of Barnet. TTWF was founded in 2020 by poet, communications leader and equality, diversity and inclusion expert Charlotte Shyllon.

Paarth is no stranger to competition success: in recent years he was won both local and international awards in connection with his success in using AI to develop apps to help visually impaired people and children with autism.

Paarth’s poem is set out below.

I Know Who I Am

They called me names I didn’t know,
Then laughed when I looked down –
Like being different was a joke
In this pale-painted town.

They said my skin was “too much sun,”
My lips, my nose, my hair –
Like beauty came in only shapes
That I would never wear.

They told me, “Speak like you belong,”
But I was always me –
My voice holds oceans, roots, and storms
That won’t bow to a sea.

They said, “You’re not like all the rest,”
As if that was a prize.
But I could see the lie they held
Still dancing in their eyes.

At first, I tried to scrub it off –
My name, my voice, my shade.
Until I saw the magic in
The things they tried to fade.

I come from warriors, song and stone,
From poets, drums, and flame.
And I will not make myself small
To fit inside their frame.

So let them whisper, point, or scoff –
I’ve heard it all before.
But every time they shut a gate,
I build a brighter door.

I know the power in my walk,
The fire in my skin.
And no one gets to dim the light
I carry deep within.