Lockers For The Proles

As promised by almost every useless iteration of the School Council, Hampstead School's hallways now feature lockers. Unfortunately however, little has emerged on the topic of people actually using them. 

Speculation on how they may be introduced has occurred; there has been talk of a £10 depository fee, because apparently without personal investment Hampstead's students will invariably mangle school property beyond recognition, even if it is expressly for their use. It is difficult however, without extensive brain-wracking, to recall any significant facilities which have been introduced by Jaqqqqqe and Co. on a school-wide basis, other than the hideous bins and the accompanying drivel on recycling from which this blog's name is derived. 

Sixth Form students are to be given "priority" with respect to the lockers, locker access for the proles younger students being, by implication, of secondary importance. It remains unclear why Sixth Formers are apparently deserving of greater consideration, except perhaps because of the significant loss of facilities and "privileges" for Sixth Formers, which has occurred as a direct result of the building works. 

However, an approach to the provision of facilities based on gimmicks and appeasement is questionable; not only are shiny metal boxes with locks on them unlikely to be of much use to students in Years 12 and 13, who are free to leave when they do not have lessons, thereby making on-site storage a potential option rather than the only option for storage, but with an estimated 480 lockers, a shortage so severe that the concerns of lower school years should be entirely secondary is unlikely.

Even if issues with the deployment of lockers do arise, it may be argued that students from Years 7 to 11, who have compulsory PE lessons and are therefore frequently required to lug their PE kits around all day, have a greater need for secure, readily available storage spaces.

DISCLAIMER: This Hampstead Trash article has been written to critique the actions of the governing bodies of the school. This is so student readers can hear both sides of the argument, and formulate their own opinions on matters pertaining to their education.