After much anticipation, the newly elected Student Leadership team were announced. Celiza from QG went to find out a bit more about them and what we can expect from their time in office.
Head Boy – Adam
Since joining the school, I’ve always looked up to the school’s Head Boys, as I though they were privileged to represent and support the school. The opportunity to give back to a school like Gordon’s that has helped me to develop and grow, and the opportunity to help others feel supported and heard, has been a major motivation. I want to be a voice for students, help portray the values of our school and help foster a culture of respect, ambition, and unity.
What I value most is the strong sense of community both on and off the field. Gordon’s isn’t just a school — it’s a place where pupils spend the whole day together and genuinely care for one another, where traditions are rooted and respected, and where every pupil is encouraged to grow both academically and personally.
The three things I would like to achieve in this role are:
- Promote student-led initiatives that encourage them to diversity their interests, develop new skills and become well rounded individuals.
- Strengthen communication between pupils and staff through school senior prefects.
- Encourage a greater sense of togetherness and inclusivity between younger and older year groups
I would like to propose clearer support for pupils who have broad areas of interests and extracurricular activities to help them learn how to manage their time and still enjoy their interests, even in busy times.
Balancing the requirements of the role with my sporting and academic demands will be a challenge, but one I’m prepared for. Another challenge is ensuring that all voices are heard — not just the loudest. I will need to represent the full diversity of student experiences, but also still do what is best in the overall picture. Although this means I cannot make every person happy, I hope to always provide the greatest overall solution.
Head Girl – Oliwia
One major factor that motivated me to apply for the role of Head Girl was that I wanted to represent student voices and ensure that everyone feels seen and heard whilst also giving back to the school and essentially living out the “bleed green” motto perfectly- day in and day out. A quote that I live by is “a leader is one who knows the way, goes the way and shows the way”, and this is why I applied for the role of Head Girl as I want to set the example for the younger year groups, showing them exactly what is expected of them at Gordon’s school.
Ever since I joined Gordon’s in September 2025, I’ve valued every single moment of my time here. All the teachers and students have made me feel so welcome and included, and that is what I value most about this school. My Head of House (Mrs Mathews) supported me immensely when settling in and I am forever grateful for her time and dedication to helping me. I am also really impressed by the interconnectivity between the year groups, especially within Houses; this is a pleasure to see every day at Gordon’s.
There are many things that aim to achieve in this role, a few of them being:
- Mentoring for younger students and helping the year 7’s and any new students to settle into the school effectively
- I also want to support the students academically, socially/emotionally whilst also giving them advice on balancing academics and sports
I believe these two elements are key to maintain proactive and work efficiently, both in the case of schoolwork but also in individual hobbies.
The one thing I want to implement most is drop-in sessions, with 1-1 mentoring for the older and younger students, with the opportunity to discuss different topics like burnout and time-management of balancing academics with sports; I know many students at Gordon’s partake in sports at a high-level and I think this could be incredibly beneficial to direct them. Being an athlete myself, I know that having someone who can relate to you when under pressure academically and in sports can be extremely draining/deteriorating. Therefore, I think that these one to one chats could be something that could help our students overcome these challenges and perform well.
I don’t think I will face many challenges as I have a great team working alongside me and I know that together we can introduce some great things which work cohesively. However, on a personal level I am going to have to manage my responsibilities: schoolwork, leadership duties and semi-professional football. At times it may be difficult to stay organised and avoid burnout, yet I know I have a strong support system around me to drive me forward. I will be dealing with a lot of pressure and expectations and during these periods, maintain high behaviour standards and staying consistent will be detrimental, essentially living the “bounce don’t break” motto.
Deputy Head Girl – Isabel
The thing that motivated me to apply for the role was that I wanted to make a difference within the school community and put forward my ideas.
I value the strong sense of community at Gordons because it has really welcomed me and made me feel a part of the school.
In my role, I would like to achieve:
- More support for high level sports players
- I would like to provide a support system for the younger years
- I would like to be someone that is approachable, and everyone feels they can come to
I think it is really important to have a sense of community within a school and therefore, I would like to improve the amount of opportunities there are to speak to another student, whether that is within house or in between houses and enhance the sense of community we already have.
I think that public speaking will be one of my biggest challenges as I have never really spoken publicly before, but I think I will be okay at this once I have had some practice.
Deputy Head Boy – Fraser
I wanted to apply because I knew I could perform in the role, which in turn allowed me to give back to the school, which is a driving ethos in everything I do.
I value everything about this school, it is a very good school in general, and I know that I am very privileged to come here. In particular, I enjoy all the opportunities given to us outside the classroom and I think it is something everyone should take advantage of.
I would like to:
- Foster a good community
- Enhance the student voice within the school
- Hopefully bring good and useful change.
I think a very big part of school and life as a whole is giving back. I would like to introduce a system where the older students in Senior Years (KS5) can give back to their younger counterparts (KS3 & 4) a very good way would be through passing down knowledge of studying methods or tips with GCSE’s.
Thankfully, I do not foresee any major problems with the role. Naturally, upon receiving a new role, there is a lot of responsibility, so I think the problems would come in the first couple of months.
Colour Sergeant – Phoebe
1) What motivated you to apply for your role?
I had never applied myself to a role this large before and felt I would be missing an opportunity if I didn’t apply.
2) What do you value most about Gordon’s?
The community and the support it offers for both my academics and co-curricular activities.
I would like to become:
- A worthy role model for all students.
- I want to become someone who is both sufficient and respected in this role.
- I also want to inspire others to take advantage of opportunities given, even if they believe they won’t get it.
I would like to improve the respect for Gordons traditions as marching is something students should take pride in not something they find a chore.
I believe in the beginning I won’t be very confident, and I may feel overwhelmed by pressure to stand in front of the school however I feel that overtime my confidence will grow and I will soon ease into the routine.
Colour Sergeant Major – Tia
1) What motivated you to apply for your role?
I’ve really enjoyed teaching younger students to march, and (though I’m definitely in the minority on this one) Parades can be fun, and a good chance to show School pride and honour past Gordonians, especially those who have served in the military.
2) What do you value most about Gordon’s?
The breadth of activities available on site – everything from Drama to Shooting is available conveniently, which is easy to take for granted, but is really exceptional, and allows me to do Drama, Music, MUN, Debating, Quizzes, CCF and Marching all in the space of a week.
What would you like to achieve in this role?
1. I’d like to be able to lead the whole school for several Parades
2. I’d also like to try and make marching less of a chore and encourage students to take more pride in it.
4) Is there a specific issue or aspect of school you would like to improve?
I’d really like the school to be a more accepting place. Marching forces entire houses together in close proximity, which means that rudeness and over time bullying are more common then, and I’d love to fix that.
5) What challenges do you expect to face in your role?
Practices on Friday night, every Friday night, in rain, cold and sweltering heat. Getting up for Parade on Sundays. But all the lower school manage it – if they can, so can I. On a more serious note, the pressure of calling commands to five hundred students, and in front of as many parents, is a lot, and – especially the first time – it’ll be stressful.