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Are we entering a golden age of careers education and guidance in schools?

Like a boss mug

Mrs Nicola Cooper, Director of Higher Education and Careers at WHS, explores the impact of the Gatsby benchmarks on careers education in schools.

If like me, you finished school before the turn of the millennium, I suspect that your experience of careers education and guidance as a teenager may well have been rather uninspiring. My only recollection is of a hurried conversation with my form tutor in which I enthusiastically expressed an interest in becoming an air hostess, only to have it swiftly dismissed as a totally unsuitable career for an academic student. Even at university the options put forward by the advisers seemed limited to accountancy, retail, teaching or law.

Thankfully those dark days of careers education, information and advice as – at best –  a desirable added extra, are long gone. Nowadays all schools are well aware that helping students to think about and prepare for their working life is a central part of what we do.

The importance of careers education in schools was given a significant boost in 2013 when the Gatsby Foundation commissioned Sir John Holman – Emeritus Professor of Chemistry at the University of York, senior education adviser and former headteacher, to produce a report setting out what career guidance in England would look like if it achieved a ‘good’ rating by international standards.[1]

The eight ‘benchmarks’ proposed by Holman in his report represent a clearly defined framework that significantly raises the bar in the area of careers work in schools.[2] Subsequent to the publication of the report, the Gatsby benchmarks were explicitly referenced throughout the Department of Education’s Careers Strategy[3] and now form a key part of new Statuary Guidance for careers.[4]

The Gatsby Benchmarks
Figure One: The Gatsby Benchmarks

[1] https://www.gatsby.org.uk/education/focus-areas/good-career-guidance

[2] https://www.gatsby.org.uk/education/focus-areas/good-career-guidance

[3] https://www.gov.uk/government/publications/careers-strategy-making-the-most-of-everyones-skills-and-talents

[4] https://www.gov.uk/government/publications/careers-guidance-provision-for-young-people-in-schools

Implementing Gatsby

In the last couple of years addressing the so-called ‘Gatsby benchmarks’ has become a strategic objective for all schools (they will form part of the Ofsted framework from 2020). For those of us tasked with leading CEIAG (careers education, information and guidance), their robust nature presents an exciting, if somewhat daunting challenge. Our response here at WHS has been to view the framework as an opportunity to take a completely fresh look at our provision. An initial audit of existing activities against the eight aspects identified by Holman helped identify a number of key areas in which we could develop and extend our programme.

Personalised guidance

Gatsby identifies personal guidance and addressing the needs of each pupil as a key feature of excellent careers advice and guidance. Student review and reflection, already a key feature of the pastoral system at WHS, will in the future also include discussions around more careers related values, interests and aptitudes.  Along with formal 1 to 1 guidance interviews for every student at both KS4 and KS5 and access to labour market information through online platforms such as Fast Tomato and Unifrog, we can now be confident that all our girls have access accurate and up to date advice appropriate to their individual requirements.

‘Real life’ experiences

One of the biggest challenges all schools face in addressing Gatsby is increasing the level of engagement students have with employers and the world of work.  There is a strong empirical base for the benefits of ‘real life’ experiences, on self-development, employability, earnings potential[1] but a combination of health and safety and safeguarding concerns along with the timetable demands placed on teachers by new more rigorous GCSE and A level specifications can mean organising opportunities to meet with employers and experience the world of work can be difficult.

We have had to think creatively and look for innovative ways of bringing the world of work to our students. Running off-timetable enterprise and employability days for Year 9 and 10, inviting speakers (often parents and alumnae) to talk to groups of students informally over a series of lunchtime ‘Getting into…’ talks and sending Year 8 girls off to spend a day at work with a parent or family member are just some of the ways we have sought to increased understanding of working life.

Developing partnerships

One of the more unexpected consequences of the increased focus on CEIAG has been the added impetus for collaboration between schools. This year, working with a colleague at Raynes Park High School, we have established the Merton and Kingston Schools’ Careers Advisers Hub. Sharing expertise, working together to liaise with local chambers of commerce and opening up events like our recent higher education evening to partner schools has not only been an extremely satisfying and enjoyable but also mutually beneficial experience, to both staff and students.

The Striding Out Programme

Striding Out LogoThe biggest impact of Gatsby has been to act as a framework on which we have built our brand new Striding Out programme, which embraces the concept of a truly holistic approach to career and higher education preparation.

The programme consists of three strands; Explore, Equip and Experience – E3 with the key aim of providing all students, from Year 7 through to 13, with opportunities to explore the vast range of higher education and career options available, equip themselves with the skills required for a successful career in the 21st century and gain valuable experience of the world of work.

Response to the changes from students, parents and staff has been overwhelmingly positive so far. Moving forward, having established a coherent and cohesive structure, we are now in a strong position to grow, adapt and develop the programme. This will include working more closely with Heads of Department to explore ways of embedding CEIAG into the curriculum.

A Golden Age?

So to address the question proposed at the start of this article: are we entering a ‘brave new world’ of careers education in schools?

I am convinced that Gatsby has been a force for good; it quite rightly puts CEIAG at the heart of what we do in schools. The core principles of access to up to date information, personalised advice and the opportunity to meet with employers and experience the world of work certainly represent the Gold Standard. However, there is no doubt that addressing the benchmarks is an ongoing challenge, it requires time, resourcing and the cooperation of colleagues across the school, particularly senior management. I have been very fortunate to have had unwavering support for all of the new initiatives we have introduced but I know that for other colleagues, particularly those working in the state sector, money and time is in short supply. So a golden age? We might not be there quite yet but there is an army of dedicated and inspiring careers leaders working in school who now have a robust framework to work towards. As such, from where I am standing, the future certainly looks bright.

[1] http://www.educationandemployers.org/research/the-employer-engagement-cycle-in-secondary-education-analysing-the-testimonies-of-young-british-adults/   http://www.educationandemployers.org/research/work-experience-impact-and-delivery-insights-from-the-evidence/

 

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Keio Yokohama Elementary School visits the STEAM space!

We were delighted on Friday to welcome students from Keio Yokohama Elementary School in Japan. They had been taking part in exciting lessons, trips and events all week and this was their last lesson whilst on their visit to England. Time for some STEAM fun! They were challenged to make slime in different colours and then test their slime to find out more about it’s rather strange properties. We looked at, and timed, the slime flowing in our slime races, measured how high it could bounce, and also had a good play of course. It was then time to build some spaghetti towers. The students found this much more tricky and as they only had 25 spaghetti sticks and 10 marshmallows in each team, it was challenging. They were tasked with building the tallest freestanding tower. Tricky decisions had to be made – all in a day’s work in the STEAM space!

Bye – bye to you all. We loved seeing you and we look forward to seeing you again in October in Japan!

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The feminist blueberries of the Western Cape

Blueberry farm

Rosie, Year 10, explores how a blueberry farm run by her great-aunt empowers women from the local township in Hermanus, South Africa.

Feminist blueberries – a surprising concept! One I found to be very real during half-term, while visiting my great-aunt Alison. Here, I discovered the opportunities which blueberries provide, helping and empowering the lives of women in the area.

Customarily, in the South African agriculture, the women are the workers, while the men make decisions and look after the cattle. As Alison explained to me, there is a common danger for married women in this, that being that their husbands take away their financial freedom. Whilst this is not always the case, it does however restrain many women from choosing to marry in the first place. As a result of this, my aunt Alison tries to employ as many women so that the money could be sure to go straight towards the household – keeping a family fed and looked after.

On the farm there are six permanent jobs held by women, including driving tractors attending the pump house and ensuring that the irrigation systems are clean. However, come high season Alison will employ around 150 women for picking, packing and checking. Normally, these women are from the local area and take the bus to and from the farm; their day typically starting at around 6am and finishing at 2:30pm, allowing them to greet their children when they come home from school.

The women from these local communities – picking up fruit such as grapes and apples – have very little work as it is seasonal. Typically, the picking of fruit lasts from February through to March or April, and this is then followed by a long period of unemployment. By working on the blueberry farm, 150 of these women have an extra four months of employment. In addition to this they are also provided with casual labour, such as weeding or planting new plants, thus making a hugely positive impact on their income.

In South Africa, Monday has a reputation for being a very slow-moving day. Many men either work slowly and without efficiency or don’t turn up, due to hangovers from the weekend. However, Alison does not find this to be the case for her ladies at all. She complimented their fast learning and ability to fill buckets speedily to reach the bonus, while still staying careful and particular when sorting each individual berry.

A huge part of the female empowerment at work here is Alison herself. It is her drive and passion in running the farm that benefits and gives a purpose to so many other women in the area, and makes her a very inspirational woman. There is no doubt that Alison and her ladies grow some pretty special blueberries.  Having been named the best blueberry suppliers in South Africa last year after only their first year of growing, I can certainly testify, having tried them myself, that these blueberries are the most delicious I have ever tasted.

Blueberries

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How do you create a whole school academic timetable?

Mr Bob Haythorne, Director of Academic Administration and Data at WHS, looks at the processes involved to craft a whole school academic timetable.

 

“I don’t know how you do it!”

“I don’t know why I do it!”

If I had £1 for every time I’ve had that exchange about timetabling over the years, I think I’d have been able to retire a few years ago.  If we add the other old chestnuts – “Why don’t you just reuse the same timetable every year?” and “Can’t you just get a computer to do it all?”– I think I’d have been able to retire before I’d even started!  I’ve been asked to write this WimTeach blog about timetabling, but I’m not sure I can do it justice within the allowed wordage:  there are textbooks on it and the standard training course is three days long, so this is just a potted summary of the process.

It actually starts a long time before September; in fact, we need to have a pretty good idea of what we’re offering to Year 12 over fifteen months earlier, when we hold our ‘Into the Sixth’ events.  This can be affected by the addition of new subjects, the removal of others and changes to the whole structure brought about by new government policies.  Straightaway, we can start to see why it’s not possible to copy the timetable over from one year to the next.  Add in staff moves, random variations in popularity of different optional subjects at GCSE and A-Level, and increases in the size of year groups and it soon becomes obvious why everyone retracts that question after a moment’s thought.  A senior school timetable is critically dependent on the GCSE and A-Level options, so a great deal of time is spent with individual girls in Years 9 and 11, mainly in the Autumn and early Spring Terms, to help them choose and to get the information from them that we need to make a start.

With options in by February Half Term, the fun begins!  The first task is to analyse the numbers to see what the staffing implications are.  Will we have enough Mediæval Tapestry teachers?  Or can we really justify running Industrial Botany for just one girl?  We need to give our part-time teachers a term’s notice of variations in their hours and any recruitment ideally should be sorted before the Easter deadline for giving notice.  Whilst the Head and HR team are resolving those issues, we are crunching these options to fit them into option ‘blocks’ – groups of subjects where classes will be taught simultaneously.  (The number of option blocks is equal to the number of subjects the girls are allowed to opt for).  There is software to help with this, although my experience is that if you ask the program to create a scheme from the raw information, it will give a ridiculous answer, if it can give one at all.  (We don’t want all three Mediæval Tapestry groups in one block if there are only two teachers and only one specialist classroom, for instance;  really we want them spread across three different blocks).  I find that manually allocating about half the groups into blocks based on common sense and experience and letting the software solve the rest works best.  It will then allocate girls to groups and you can see whether some groups are too big or too small, and you can experiment with moving them around until you get a solution you like.  Whether it will timetable is still another matter!

‘Blocking’ is the first stage of actual timetabling and can be a major task in its own right.  This is where we take the 70 periods of our timetable and draw up a table of what could be going on at the same time.  At this stage, its just 70 periods, labelled 1 to 70 – there is no thought about when each period will happen, except for certain fixed periods, like Y11 – 13 Enrichment, which has to be on Thursday afternoon because of its links with outside agencies.  Because Enrichment has so many small groups, it places a strain on staffing, so we have usually scheduled the largest Year group in Years 7 – 10 to have PE at this time.

How the Year 12 and Year 13 option blocks mesh together is critical.  We draw up a table that might look like this:

Table
(In practice, I would show all the actual subjects in each block – usually between 8 and 12 different groups – so that I can see the clashes.)

The ‘No’s are because, say, the planned scheme for Year 12 block A contains three subjects where we only have one teacher, or one necessary specialist room, and these three subjects happen to spread across three different Year 13 (i.e. current Year 12) blocks – W, X and Y.  Something similar will be the case for 12C and 13X clashing, and for 12D and 13W clashing.  In this example, we see that all 12A lessons will have to be timetabled simultaneously with all 13V lessons.  The ‘?’ for 12D and 13Y might mean that it probably could work, but ideally we would keep them apart.  This means there are really only two solutions:

Table2

These will then determine the underlying structure of the entire timetable.  Making the decision about which one to go with is nerve-wracking – one might turn out weeks later to have been a poor choice!  These go into the Blocking table:

Table3

It gets a lot more fragmented after this.  Ideally, two Year 11 option blocks (7 periods each) would sit nicely under each Year 12/13 pairing, but it never works out that neatly.  For a start, there are only six option blocks, not eight, and Maths and English have more than 7 periods.  Again, there are restrictions caused by limited specialist rooms and/or teachers that determine which Year 11 blocks can and cannot go under which Year 12/13 pairings.  And after playing with this for a week or two, it’s time to insert Year 10, with the same issues, but with complications like Enrichment and PSHE being at the same time for Years 11 – 13, but there’s no Enrichment in Year 10 etc.  Bear in mind that the table above just shows one column for periods 1 to 14:  the reality is one column for each period …and a very wide table!  By the way, it’s probably around Easter by now.

Some timetablers would do all their blocking (down to Year 7) before attempting to schedule the lessons into actual periods on actual days, but either because I’m impatient or because we have so many restrictions on what can happen when, I tend to start scheduling now. (E.g. we have a large proportion of part-time staff, who – funnily enough – don’t think it’s really part-time, if you have to be available for all 70 periods, with a small number of lessons randomly scattered around!)  Now, at last, we turn to the timetabling software.  Again, you could try inputting all the information and hitting the ‘Autoschedule’ button, but when it’s finished trying (a few days later), it will either have produced garbage or – more likely – failed.  The problem is that there are too many arbitrary decisions that you would have to make when inputting all that information, so it’s better to build things up steadily, seeing what’s working and trying to keep as much flexibility as possible for later stages.  An example of an arbitrary decision would be to allocate all the teachers to the incoming Year 7 groups:  there is no point being specific about exactly who is going to teach English to which class, because any of the four Year 7 English teachers could take any group, without needing to worry about continuity from Year 6.  Doing so means creating an unnecessary restriction;  doing so across all subjects is just mad!

It starts with the fixed items:  Enrichment, Year 12/13 PE, PSHE, HoYs meeting, SMT meeting and lock these in place.  Then the Year 12/13 pairings, bearing in mind we want double periods etc..  Then Year 11.  Then realise this isn’t going to work, because of some staffing issue.  Rip out Years 11 – 13 and start again.  Repeat as necessary until there’s a satisfactory solution.  Add in Year 10.  Take out Year 10 and adjust the option scheme.  Retry Year 10….

This constant back and forth continues for a few weeks.  We now have some limited options in Year 9, so it’s a similar story and that takes about a week to sort out.  Finally, Years 8 and then 7, where there is much more flexibility, as one class can have Geography whilst another is studying English and another Art etc.. Even so, that’s another week and it’s May Half Term already  – or later!

So, why do I do this?  Because it’s a huge puzzle, but it’s a puzzle where the answer isn’t in the back of the book or in tomorrow’s edition;  it’s a puzzle where you have to keep changing the problem when it can’t be solved to one you think you might be able to solve… or might not, so you try turning it into yet another problem.

But when that final piece of the jigsaw slots into place, that multi-way swap that you think will do the trick does do the trick, that opportunity to move something that you thought you remembered turns out to be right, then I know why I do this!

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Year 7 Religious Studies in the STEAM space

CSI Jerusalem has arrived in the STEAM space! A range of scene of the crime evidence has been provided for year 7 to study including fibres and fingerprints. Using scientific skills and religious studies knowledge, they have been delving into the clues and reaching some conclusions. It’s not as straight forward as perhaps they initially thought…

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Review: WHS @Cadogan Hall 2019

Three WHS pupils – Lara, Lizzy and Laura – reflect on the recent WHS concert at Cadogan Hall, where girls in WHS Symphony Orchestra, Sinfonia, Baroque Ensemble, Canto and A Cappella performed to a full house.

Lara (Year 7)

It was a privilege to perform in Cadogan Hall which is a very famous, beautiful music hall in Sloane Square dating back to 1907 that has hosted some of the greatest performances of all time. Its number of staircases, dressing rooms, corridors (and lack of signposts!) shows that the entire building was built to impress and a lot of the backstage is just as ornate as the front room itself. It’s wonderful acoustic and scenery lent itself very well to repertoire we did. I, for one, really enjoyed learning pieces by the likes of Brahms, Prokofiev, Mozart, Whitacre and Marquez in Symphony Orchestra, Canto and Sinfonia. In Symphony Orchestra, most of the songs stemmed back to a dance style with pieces such as Brahms’ first Hungarian Dance, a Conga by Marquez and Danza Ritual Fuego by De Falla. These pieces were all really fun to play with a strong sense of movement and liveliness. In the second half, Canto and A Cappella got the chance to perform with tenors and basses- a rare opportunity in an all-girls school. The Mozart Requiem took up most of the second half of the concert – being in Sinfonia, we got to accompany the choir – a new experience for me. We particularly enjoyed performing all these great pieces in such a prestigious venue.

Lizzie B. (Year 11)

Rehearsals for the concert started as far back as the mid-stages of the Autumn term as there was lots of challenging material to learn, both individually and then putting it together as ensembles. Preparations, however, had been going on even many months before that by the amazing music teachers to select and arrange repertoire that we would enjoy playing and which would show off our abilities. Over all this time each of the ensembles rehearsed for a minimum of an hour each week, not taking into account private practice. This is an especially impressive amount considering that most girls are involved in more than one group, displaying the incredible commitment, enthusiasm and engagement of everyone who performed at Cadogan Hall. Furthermore, as the concert drew nearer, the girls in A Cappella and Sinfonia were involved in a 4-hour long Saturday morning rehearsal during which they first sang with the professional tenor and basses, a really challenging task which was achieved with true Wimbledonian spirit and significant amounts of coffee. Finally, on the day we arrived from 12:30 at Cadogan Hall for our final run-through of the concert, getting used to the slightly different sound due to the addition of professional musicians playing parts we weren’t used to hearing. Then the concert began…

Laura F. (Year 12)

It is incredible to see how WHS’s music-making has progressed over the years we have been playing at Cadogan Hall. This year we saw the addition of four trombone players to the orchestra, as a result of a new scheme teaching trombone in school, and with the twelve-strong brass section, the orchestra was able to perform repertoire such as Prokofiev’s intense ‘Dance of the Knights’ from Romeo and Juliet. The concert included music written over a span of two hundred years from Mozart to Whitacre, showing the breadth of repertoire in the ensembles. In the first half of the concert, the Baroque Ensemble played a rousing rendition of Holst’s St. Paul’s Suite, a challenging four-movement work that celebrated string playing at school. The intermezzo and 3rd movement of the suite that included violin and viola solos, played sensitively by A Level students Miriam and Louisa, were a highlight of the performance, providing some calm contrast before the energetic 4th Movement. At the end of the concert, the year 13s were thanked onstage, as it was their last Cadogan Hall concert; their enthusiasm and participation in musical events will be greatly missed next year. We have all loved preparing for the concert and are so grateful to have had the opportunity to play in such a fantastic venue.

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Wimbledon High Junior School: Reflections on 16 years of Junior School Leadership

Ms Kate Mitchell, Head of Juniors, retires at the end of this academic year after 16 years as Head of Juniors. Here she explores some of the changes that have occurred that have enabled the WHS Junior School to go from strength to strength.

Kate
Above: From here…
Above: …to there!

Wednesday January 8th 2003: from this, my very first day, I wanted so much to get it right and be the best Head I could possibly be. Who would have predicted heavy snow? Not everyone made it into school that day and nothing could have been considered to be normal for those first few wintery days of my first term. What a very strange way indeed to begin to get to know your staff, parents and girls. I got to know them very quickly, as we played outside, built snowmen and had lots of fun together. What did I learn? The great Monty Python mantra which has stayed with me throughout, ‘always expect the unexpected’!

The very first Year 6 production I saw was ‘Bring Dad Home’. Performed at The Polka Theatre, the girls had the weekend to rehearse in the theatre and it was performed twice on the Sunday – matinee and evening. I then brought things ‘in house’ and for a few years, we used the Junior Hall for our shows, until the Rutherford Theatre was built in 2007 – hurrah for that!

In 2003, hockey, cross-country and tennis were not on the curriculum. The girls simply played netball throughout the autumn with rounders and athletics in the summer. Our only strength was in swimming. My first meeting with parents concluded with them asking me to address the perceived mediocrity that existed in sport. I’m not going to describe to you what you know exists today (take a look at our many recent triumphs detailed in High Ways) but you can see that we have come a very, very long way, in terms of variety and excellence in sport.

Referencing sport leads me to reflect on how the House system has changed. At least in the Junior School, we had a House system; it wasn’t introduced to the Senior School until 2005. Named after four famous women, the girls meet fortnightly, compete in lots of different arenas including sport, music and chess, raise funds for chosen charities and generally make inter-year friendships that last throughout their time in Juniors. A great development in recent years is the cross-fertilization with the senior school where we have the same colour house days and house captains lead house assemblies together. This has become a major part of our vision to create a truly unified school where the playground is not the metaphorical divide between seniors and juniors.

I can’t emphasise enough how important residential visits are in the lives of children. The range we offer to the girls is, as you would expect, carefully matched to the taught curriculum but more importantly, the girls are learning the skills of being away from home. From Year 3, these are stepped up age appropriately in length of nights away from home as well as distance! I included Bushcraft knowing that it is a truly formative experience for all involved – including staff. This complements the recent introduction of the Outdoor Ed programme in Year 6 which leads to national certification. In addition, for Years 5&6 we offer a biennial ski trip and we are about to launch, in the alternate years, and in response to parental demand, a sports tour open to all.

It is what goes on in the classroom that is fundamental to girls’ learning. However, when I meet ‘old girls’ who are now beyond university, it is all of the above that they recall fondly and speak about, rather than the day they learnt their 6x tables.  Why is this? I believe co-curricular activity relies on the strength of the human relationships which inspire the girls to develop and grow their confidence and creates happiness from within. Of course, none of this could be achieved without the dedicated staff who are prepared to try new ideas, give their time and support the myriad of opportunities open to the girls; and it is through the strength of these relationships that deep learning takes place.

I too have been on a learning journey which has been rewarding, fulfilling, exciting, sometimes scary and above all great fun. As I now prepare to stride out I know that I am leaving behind a Junior School which is in truly great shape. I feel privileged to have been at the helm for 16 years and am very proud of all that we in the Junior School have achieved together.

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Deepa Malik

After being paralysed from the waist down, Malik decided to take up swimming, motor cycling and athletics, all at the astonishing age of 36!

In 1999, Malik was diagnosed with a spinal tumour, having had 3 spinal surgeries and 183 stiches between her shoulder blades within the space of 14 years. This was a very difficult period for herself and her family, especially as her husband was fighting in a war and one of her daughters was unwell. The fact that Malik even attempted to participate in these sports after knowing her physical limitations shows great determination and perseverance, that is truly inspiring to all. At the impressive age of 45 when most athletes are considering retirement, Malik’s story is just beginning. She became one of India’s 19 Paralympians at Rio 2016. Her training for the Paralympics involved joining the Himalayan Motorsports Association and impressively completing an 8-day, 1,700 km bike ride to 18,000 feet in sub – zero temperatures. To improve her strength for cycling, Malik took up swimming. However, her ability in the waters was just as incredible and she broke multiple records in the sport. All of Malik’s hard work and fighting spirit really paid off as she broke the world record 4 times. You are mistaken if you think her story has ended, she also did javelin and shot put at the Rio Paralympics! Not only are all of Malik’s accomplishments something to look up to, but also her mental strength, commitment and her flexible mindset for the variety of sports she participated in.

Izzy T,

Rowing Rep

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Steph Houghton

Steph Houghton is best known for being captain and the centre back for the England women’s football team. In the first ever debut for England she helped the team to win 6-0 against Russia!

She has shown grit through her career as she suffered injuries before the World Cup in 2007 and then again later before the Euro 2009 but she persevered and went to the World cup in 2011. Houghton has also gone to the Olympics representing GB!

Steph Houghton has shown her ability from a young age when she went to a camp with England for the U16s. Her current club is Manchester City but she has also played for Sunderland, Leeds and Arsenal.

In 2015 she earnt £65k were as the best paid woman footballer got £1.9m. Even more shockingly Cristiano Ronaldo received £288,000 a week! These are just a few figures but already show just how big the divide in woman’s football is not only compared to men but other countries!

In 2016 she was appointed a MBE for the services she has provided for football. She has said that part of her motivation every day is to be an inspiration to young girls and I think it is very clear that she is definitely achieving this!

Saskia

Rowing Rep