Other Useful Dates

Tuesday 7 January 2025 - Term 3

Wednesday 15 January 2025 - Year 12 Parents' Evening

16 January 2025 Year 9 Tetanus Booster

Wednesday 29 January 2025 - Year 9 Curriculum Evening (Options)

Wednesday 12 February 2025 - Year 10 Parents' Evening (in person)

Thursday 27 February 2025 - Year 11 Parents' Evening (in person)

Thursday 13 March 2025 - Year 7 Parents' Evening (in person)

Wednesday 19 March - Year 8 Parents' Evening (in person)

Please see further dates and useful information on the school website www.carres.uk

Headteacher Award

History

Marith

Our journey with the Holocaust Educational Trust began on Monday 8 October, when we attended an online seminar, to introduce us to the trip and its aims. We met our group educator, our group and began to prepare for the visit, as well as discussing any preconceived ideas about the Holocaust and its victims we may already have. It was so interesting to hear people’s opinions, especially those who were looking at the Holocaust as Ethics or English students, or those who were only just being introduced to the topic. As we later found out, the wide range of knowledge and varied perspectives allowed us to experience the trip from several points of view, considering how the Holocaust can be considered in different subjects, allowing us to further our understanding of contemporary relevance-the significance and applicability of a subject today.

Prior to the meeting, we had accessed online modules that taught us about the lives of Jewish communities in Europe in the inter-war years and the histories of the communities that existed even before that. I felt it was so important to view these communities as long-lasting; they’re often only spoken about in terms of the inter-war years, whereas they were present far before, meaning it was all the more awful for their histories, stories, and lives to be eradicated. By looking at individuals, we hoped to humanise the victims of the Holocaust, and remove them from the numerical figures that are often spoken about, without much regard for the brutal murders of individuals, all who had individual lives and families. This became an idea we continually revisited, during our visit and after.

A few days after the trip, we were able to come together again as a group online to discuss our reflections on how we each experienced Auschwitz and the new knowledge we’d gained. By hearing Eva Clarke’s story, we were able to put a journey to a face, and hear her mother’s survival story, and how Eva became a survivor at birth, when she was born in Mauthausen concentration camp.

Personally, I felt the trip was able to present a unique perspective which I wouldn’t have been able to access without the knowledge of a Jewish educator and a knowledgeable tour guide.  It definitely provided a perspective I hadn’t considered, in that the ideas of contemporary relevance and ‘resistance through resilience’ were explored.

I will be looking at furthering my knowledge and understanding of the varied individuals who were murdered during the Holocaust, a passion sparked in part by the opportunity to take part in this visit. I have already begun to research and learn about the fate of the Roma and Sinti peoples who were persecuted.

Daniel

After arriving in Poland on 15 October, we visited the Jewish Cemetery in Oświęcim. Here, we would observe the many graves which each told the story of a Jewish person, each usually had a common symbol of a 5-arm candlestick or crown. Alongside this, we were taught of the background of Oświęcim, which became the town of Auschwitz under German rule. In particular, it felt quite daunting to be in a town where, since the war, inhabitants have had to deal with the atmosphere of being associated with genocide. Whilst in the Cemetery, we listened to Rebbetzin Ilana Epstein, who was incredibly interesting, talking about the different traditions of Jewish burial, which gave further insight into the culture. Not only this, but it personally humanised the Holocaust further, adding to the realisation of the reality of the genocide.

After that, we would pass by the Auschwitz III Monowitz camp, which we were informed was a chemical plant using workers from both other Auschwitz camps. This gave way to the leaders telling us about the fact there were forty other sub-camps involved in Auschwitz overall, adding to the educational value of the trip.

Then, we arrived at the Auschwitz I site, where we would take an audio-guided tour around the barracks, gas chambers and the grounds. We were shown the shockingly vast collections of different items taken on arrival from prisoners. Suitcases, shoes, prosthetic limbs, whilst disturbing to read about, were so much more horrifying to see in person. It is difficult to comprehend the different emotions we felt, as the visit almost felt surreal with the horror of such an uncomfortable place to visit. This involved visiting the barracks of prisoners, and particularly the ‘death wall’ where numerous prisoners would be shot, for even the most minute actions of stepping out of line. As well as this, we found it difficult to take in sights including the grounds where prisoners were forced into roll calls, sometimes for hours on end, and told of stories such as prolonged suffering due to missing inmates.

Our visit concluded with the ‘Book of Names,’ where over 4.5 million individuals who were killed by Nazi Germany and its collaborators during the Second World War, are humanised through inclusion of their date and place of birth, and place of murder. This vast book notably had many people whose place of death was unknown. Whilst this brings to life each person in a memorial, it is impossible to cover every individual who lost their lives in the Holocaust. However, perhaps the most shocking was the walk through the gas chamber, where so many perished. This was particularly difficult to take in when considering what horrors this room symbolised.

Finally, our visit took us to the Auschwitz-Birkenau II site, which infamously stands with the vast ‘gates of death’ at the front. We approached almost in silence, trying to take in everything we saw, the camp notably stretching for what seemed like forever. We felt shocked at the sheer size of this and found ourselves in disbelief mostly at the scale. On our trip we did not go up into the guard tower of the front gates, due to the focus of the perspective being those who suffered as prisoners. This further helped humanise our perspective of the prisoners brought to Auschwitz. The visit then included a walk around the barracks where prisoners were kept in inhumane conditions, and specifically the toilets, demonstrating the little to no sanitation.

Our tour then took us down the expanse of the camp and to the remains of the gas chambers at the second site. We then listened to further stories about the camps, which once again brought home that these were not just victims, but human beings of all ages, whole families, and communities.

Finally, we were part of a sombre memorial service, where we heard moving readings, and further talks by Rebbetzin Ilana Epstein. Both of us were fortunate enough to be able to light candles on behalf of our group, which gave a moment for reflection on the powerful day we had experienced.

Being representatives of Carre’s on the visit was a proud moment. The visit was incredibly moving, as well as interesting, and we were both fortunate enough to experience this. On behalf of the Sixth Form, it was certainly a memorable visit, which fortunately gave us both further insight into a complex topic. Whilst we still proceeded to take in everything we experienced, the visit itself helped deepen our understanding of a dark period in human history.

Miss Mills, Teacher of History 

Art

Remembrance Day 11 November 2024

Ted, Year 10, attended two events with 204 Squadron Air Cadets: one at the RAF Memorial on Metheringham Airfield and the other at the RAF Metheringham Visitor Centre. He was selected to lay the wreath at the first ceremony and was very proud to do so. 

After the service finished at the second event, the Squadron had the chance to explore the Visitor Centre and learn more about the aeroplanes preserved there. 

In all, it was a wonderful day, and I am grateful to Carre's for their support in allowing Ted to be part of such important cultural and historically significant events. 

Well done Ted!

Thank you to Ted's mum for providing the photos and write up.

Army Challenge Day

Question Time NK

Question Time NK - an annual event for local students to explore democracy and the importance of measured debate and discussion.  Students were given the opportunity to put forward challenging questions to political, business and community leaders.

English

English Speaking Union Schools’ Mace Debate Competition

The Schools’ Mace, founded in 1957, is the oldest and largest debating competition for schools in England and Wales. Involving around 300 schools each year, it offers students from Key Stages 3 to 5 the opportunity to discuss and debate a wide array of controversial subjects and current affairs.

Team - Daniel, Daniel and Ed

Music

On 3 December we had a visit from composer Rowland Lee.

Rowland's compositions include a requiem and a violin concerto, but he is perhaps better known for his theme tunes to 64 Zoo Lane, Engy Benjy, Cloudbabies, Henry's Cat and many more.

https://www.rowlandlee.com/film-and-tv

He spoke to students about his career as a composer and then offered his advice to our GCSE students on their composition coursework.

He spent the afternoon working with Year 9 students on their film music project. 

It was a very enjoyable and productive day.

Thank you, Rowland, for coming to visit.

Technology

Year 9 Chemistry Experiments

Geography

On Thursday 28 November, Carre’s hosted the Lincolnshire Geographical Association Worldwise Quiz.

Nine teams from different Lincolnshire schools were pitted against each other to show their geographical knowledge in a number of different areas including Country Outlines, Fieldwork and the Geography of Sport.

Carre’s had two official teams from Year 11 and one ‘guest’ team of Sixth Form geographers who were helping out for the evening.

It was a closely run contest where the teams were only a few points apart, but eventually the Carre’s A team won the quiz, and we retained the trophy for a second year running.

The Carre’s B team came a very respectable third place along with the Sixth Form team.

Well done to everyone involved!

Carre’s A Team - Archie, Julian and Thomas – the winners!

The Sixth Form ‘Guest’ Team - Dan, Ed and Will

Carre’s B Team – Henry, Alfie and Jayden

Miss Chaddock, Head of Geography 

Extra-Curricular Achievements

I am very proud of my son, Liam, in form 7L, who has completed his level 1 skydiving recently after a busy year of training.

He has also introduced several of his friends to the sport and is becoming an ambassador for iFly World, an indoor skydiving centre.

Liam is very keen to promote the sport and is eager to jump out of an aircraft and follow in his dad's footsteps, but will have to wait until he's 16. His ambition is to skydive over Dubai! For now though, Liam has started working towards his level 2, flying on his back. 

Well done Liam and thank you to your dad for sharing this with us!

Alumni

Notices

Lost Property Amnesty

The amnesty takes place at the end of each term.  Currently, we have a huge amount of unnamed items including two boxes of water bottles and many shoes and trainers.

Please label items, so these can be easily returned to students. 

Thank you.

Free School Meals / Pupil Premium Grant

As a school, we feel that it is vital for all our students to enjoy a healthy lunch.

Your son may be eligible for free school meals alongside several other benefits if you are in receipt of one or more of the following qualifying benefits:

• Income Support

• Income-based Jobseeker's Allowance

• Income-related Employment and Support Allowance

• Support under Part VI of the Immigration and Asylum Act 1999

• The guaranteed element of the state Pension Credit

• Child Tax Credit (provided you're also not entitled to Working Tax Credit and have an annual gross income of no more £16,190)

• Working Tax Credit run-on - paid for four weeks after you stop qualifying for Working Tax Credit

• Universal Credit your household income must be less than £7,400 a year (after tax and not including any benefits you get).

Children who get paid these benefits directly, instead of through a parent or carer, can also get free school meals. 

Parents and carers can apply for free school meals online at https://lcc.cloud.servelec-synergy.com/parentportal

In addition to your son benefitting from a healthy lunch, a successful application will also entitle you and your son to a range of other benefits through whole school funding. Full details of how this additional funding is spent can be found in detail on the school website Pupil Premium and Service Premium pages. The funding is given directly to schools so it can be targeted to ensure the qualifying students make academic progress in line with their peers.

At Carre's Grammar School we do, however, invite parents/carers of qualifying students to draw down some of this funding, increased for next academic year to £120, to subsidise any of the following costs:

• Uniform (including PE uniform and school shoes)
• Transport costs (for students coming from outside our designated transport area or who have to make a contribution to their transport

We simply ask that parents/carers complete the claim form on the school website. On completion, please return your form, and receipts, to the Finance Office or to finance@robertcarretrust.uk.  If you need any further assistance or have any questions, the finance team will be more than happy to help and can be contacted at the above email address.

This national government funding is only allocated to the school if an application is made by a parent/carer and approved. Therefore, it is vital that parents/carers of students eligible to claim for free school meals do so. Your child is NOT obliged to eat a free school meal and can, if preferred, maintain their current lunch arrangements. The funding will provide other benefits in school too, such as financial support for residential trips and visits for your child.

It should be noted that our cashless catering system does not differentiate between a student who pays for their meals and a student on free school meals. This means that no student can be identified as being on free school meals, removing any stigma.

If you have any questions, please do not hesitate to contact the Finance Office on 01529 411017.

Yours faithfully

Lauren Bedford

Director of Finance and Resources