Indoctrination At The Best Sixth Form In The UK

Ideological grooming at King's College London Mathematics School

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Introduction

Over the years, I have been sent enormous quantities of concerning materials being taught to children in UK schools.

However, never have I come across a school that has ideology baked into everything it does. Until now.

King’s College London Mathematics School (KCLMS) is a taxpayer-funded State school. It is an extremely high performing and well-regarded school, having previously been ranked the Best Sixth Form in the country by The Times.

A few weeks ago, I was contacted by two whistleblowers – one a former student at KCLMS, another the parent of a current student. For obvious reasons, they have asked to remain anonymous.

In the words of the former student, the entire modus operandi of the school is to “brainwash and suppress free speech”.

I have been supplied with reams of school policies and teaching materials, collated secretly over a number of a years, which demonstrate just how deeply embedded dangerous ideologies, including gender ideology and critical race theory, are within the foundations of the school.

This article spotlights some of the most concerning things to come out of the leaked materials.

The first thing to note is that students are expected to sign up to a programme of learning which encourages indoctrination and discourages free thought.

Here is a list of house-rules that students are asked to agree to as part of their mandatory personal development teaching. It includes requirements to “stay sensitive, avoid academisation” and “accept that sometimes things are valid that are not rational”.

According to my student whistleblower, this agreement was used to police speech in the classroom and shut down arguments against the ideologies being pushed by teachers.

Bizarrely, there is also mandatory agreement to “Love Lady Fluffy von Mcfluffy”. When I asked the former student what this meant, he told me that this refers to a stuffed animal toy present in the classroom. Remember, this is a school for teenagers on the cusp of adulthood.

Critical Race Theory

Even though it is reported that upwards of 90% of the students at the school are non-white, a culture of white-bashing and fixation upon skin colour appears to run throughout the school, across all subjects.

One of the clearest forms of this is the stated intention of the school to make maths “anti-racist”. In a maths lesson plan, students are told:

"Who gets credit for doing and developing mathematics, and who is seen as part of the mathematical community is generally viewed as White. School mathematics curricula emphasizing terms like Pythagorean theorem and Pi perpetuate a perception that mathematics was largely developed by Greeks and other Europeans. Perhaps more importantly, mathematics operates with unearned privilege in society, just like Whiteness."

Rather than teaching these foundational mathematical principles, the school attempts to discredit them because of the skin colour of their creators.

A lesson on the Endeavour space mission is used to instruct students that “some arrogance is necessary for women and minorities to be successful in a white male dominated society”.

The British Empire itself is regularly used as a tool to push a critical race narrative. For example, in a lesson about the Jallianwala Bagh Massacre, which took place in Indian in 1919, students are told to consider “reparations” and instructed to frame their learning about the evils of the Empire “like German students learn about the Holocaust”. To compare the British Empire with the Nazis is truly chilling.

For students unwilling to go along with this narrative of British history, detentions are threatened, as demonstrated by this email:

For any white students in the school who believe themselves to not be racist, they are shut down and instructed that “we all have racial biases…saying ‘I’m not racist’ is not useful”.

They are also taught that it is a ‘microaggression’ if they say “I don’t see colour, just people”.

The above set of materials are designed to turn children into staunch anti-racists. If you don’t believe me, consider this:

According to the former pupil, the school appoints students to become “anti-racism advocates”, who are provided with badges and lanyards. One can imagine the job description includes keeping check on perceived microaggressions exhibited in the school playground.

Students are also asked, every year, to come up with “anti-racist New Year’s Resolutions”.

They are told that: “Racism is a verb, not a noun. The opposite of racist is not non-racist…I sometimes visualize the ongoing cycle of racism as a moving walkway at the airport. Active racist behaviour is equivalent to walking fast on the conveyor belt... Passive racist behaviour is equivalent to standing still on the walkway. No overt effort is being made, but the conveyor belt moves the bystanders along to the same destination as those who are actively walking. Some of the bystanders may feel the motion of the conveyor belt, see the active racists ahead of them, and choose to turn around... But unless they are walking actively in the opposite direction at a speed faster than the conveyor belt, unless they are actively anti racist, they will find themselves carried along with the others”.

In order to demonstrate that they are ‘anti-racist’, students are encouraged to “buy products from black owned businesses”. Purchasing products based on skin colour alone sounds…extremely racist.

As is often the case, those claiming to be ‘anti-racists’ are often the biggest racists going. Students are forced to read documents including ‘The Fears of White People’, which tells them that they are “living in a White supremacist society”.

White students are informed through teaching materials that they have ‘white privilege’ and that this is demonstrated if the following statements apply to them:

· I can talk with my mouth full and not have people put this down to my colour;

· I can go into a music shop and count on finding the music of my race represented;

· I can be late to a meeting without having that reflect on my race.

The above is so utterly ludicrous that it needs no comment. However, to impressionable children, what message is this sending?

One of the most offensive teaching materials used in the school is an article entitled ‘I Can Fix It’. Students are told: “Do not invent white suffering…lose the drama…shut up, already…don’t say predictable stupid nervous things when a person of color is sharing their experiences”.

How insulting, how demeaning, how patronising.

The school has also produced a table of examples of things that are unacceptable for students to say. For example, it is ‘never acceptance” if a “French student makes a joke that mocks French people”. It is “sometimes acceptable” if a student says “wow, it is so impressive that you are fasting for Ramadan”.

Is it any wonder that children these days feel that they are walking on eggshells?

Particularly telling is that, according to the whistleblower, the Poppy Appeal (supporting members of the Armed Forces) was banned in the school. Head of Year 12, Jeremy Judge, told students in one class that “we cannot encourage that here, it is culturally insensitive”.

Gender Ideology

If KCLMS was limiting its indoctrination to the above ideology, that would be bad enough. However, gender ideology also runs rampant in the school.

In a lesson plan entitled ‘Is Gender Fluid’, students are told that “sex and gender are separate” and that it is “not helpful” to debate medical transitioning, but rather that students “DO need to show compassion, kindness and empathy” – the suggestion being that challenging sterilisation or mutilation of children is lacking in compassion.

Particularly worrying for a school that specialises in mathematics, which depends on methods and theories that can be tried and tested, students are told that the proof of ‘trans’ includes “transgender lions” and “Balkan sworn virgins”.

Students are also helpfully provided with genderfluid Venn diagrams.

Even in materials that are meant to push back against harmful stereotypes and assumptions, regressive gender ideology is snuck in. In a ‘Busting Myths’ worksheet, students are asked to consider the statement: “there are more boys than girls/non-binary people at KCLMS because boys are just better at maths”. The fact that ‘non-binary people’ is used as a synonym for ‘girls’ is beyond telling.

The student whistleblower told me that, after the self-ID legislation in Scotland was vetoed by the UK government, a “hastily arranged assembly” took place, in which students “lamented the Prime Minister”, claiming “they want to teach children that we don’t exist”.

For children who are comfortable in their bodies, KCLMS invites them to question their ‘gender identity’. In an email sent out by Head of Year 12, Jeremy Judge, students are pro-actively invited to change their names and pronouns.

Even more concerning is the fact that students can specify which pronouns/name they want in school and which they want when communicating with their parents. This enables teachers to essentially collude with vulnerable children and keep secrets from parents. Make no mistake, this is ideological grooming.

The concept of gender fluidity is present throughout communications with the students. In an email regarding a focus group, students are told that participation is “open to anyone who has ever identified as female, even if it’s not how you currently identify”.

Senior leaders within KCLMS enforce gender ideology through a series of rules. Students are told to “use correct pronouns”. More worrying is that they are told to police the speech of others, with instructions to “correct people who use incorrect pronouns”.

Pupils identifying as the opposite sex are to be treated “as you would anyone of that gender” and students are told “don’t question the validity of their gender”.

Concerns around safeguarding women-only spaces are knocked back, with students being told “we just want to pee”.

Confusion also reigns supreme when it comes to sexuality, with a claim that “you don’t have to be bi or pan to like a trans person. A gay man can love a trans man, a straight man can love a trans woman”. This is straight up conversion therapy.

And, as predictably as ever, the school signposts Stonewall, and even Mermaids, as resources for pupils.

Sex Education

Inappropriateness surrounds everything that KCLMS does. As part of ‘personal development’, students are asked to consider questions such as “should I spit or swallow?” and “what does virginity mean for queer relationships”.

This is a step far beyond the boundaries of ethical sex education.

This can also be demonstrated by the pushing of ‘sex positivity’. Students are told that “someone who is sex-positive would be equally accepting of a four-way polyamorous relationship, BDSM casual sex, and garden-variety heterosexual monogamy: as long as everything happens between consenting adults, all expressions of human sexuality are permissible."

I wonder how most parents would feel knowing this was what their children were being exposed to in school?

If that wasn’t bad enough, students are shown photographs of the “Great Wall of Vagina”, with the caption “all genitalia are beautiful”.

In fact, the entire sexual education programme appears to have been created by pornographic influencers, rather than ethical teachers. In a video recommended to students, entitled ‘Masturbation: It’s Good For You’, students are met by a woman who introduces herself with the line “Hi, my name is Stephanie and I really like to masturbate”. Later in the video, students are casually instructed “if you’re feeling horny, go ahead and masturbate”.

Social Justice

Unfortunately, there’s more.

Rather than creating knowledgeable and well-rounded adults in society, KCLMS appears intent on creating a new breed of social justice warriors.

During the teacher strikes, Marxism was introduced into the mix, with an email to students stating: “Without getting too deep into Marxist philosophy, a refusal to perform labour is ultimately the only true meaningful leverage that most workers have, particularly given the profoundly unrepresentative electoral system in this country.” This is utterly partisan, in an institution that should be politically neutral.

During the strikes themselves, students were invited to have their “voices heard”, by coming to the picket line and bringing striking teachers “snacks, posters and smiles”. Is this appropriate?

Further their activist mindset, students are instructed to place themselves on a ‘Social Identity Wheel’.

And, in order to pass the year, students are expected to reflect on “specific action” they will take regarding “social justice”.

I have no doubt that the above only scratches the surface. I have been provided with more material than I could possibly look to include in a single article.

The impact of KCLMS’ ideologically indoctrination is clear to see. According to the student whistleblower: “if you say anything challenging to the group, then you are immediately ostracised and excluded”.

The other whistleblower told me:

“As a current parent at King’s Maths school, I have been very upset to find how much they push their strong political agenda on the students. I feel this was hidden from parents before students joined, and I have been very unhappy with their normalising of extreme (in my opinion) ideas. They do not foster an open environment of discussion but present their views to the students as facts.”

If things can be so atrocious at a school deemed to have the best sixth form in the country, what hope is there for students at less well-performing schools?

Our children go to school to be educated, not indoctrinated. Parents must be able to trust that they can send their children off every day and not fear them coming back with their heads filled full of trans madness, white-bashing and social activism.

Our government must get a grip on our schools, before it’s too late.