Ackworth Today - Spring 2026

TODAY Ackworth

Head’s Address

Martyn Beer

As the year unfolds, there is a sense of steady purpose across the school. Ackworth continues to be a place shaped by strong relationships, thoughtful reflection and a shared understanding of what it means to educate young people well. These qualities are not always immediately visible, but they are deeply felt in the daily life of the community.

Recent reflections on our Quaker ethos have affirmed much of what we value most. We have been able to play a lead, within the UK family of the Quaker Schools, in developing a Self-Evaluation Framework to examine this key aspect at the heart of our schools and we were the first school to undertake this process in November. It was illuminating, celebrating key aspects of our provision and setting out ways in which we can further embed the way we live out our key values across our school community. Students spoke openly of feeling known, listened to and supported, while staff described a culture marked by calm, kindness and care. Such feedback is encouraging, but it also serves as a reminder that ethos is sustained not through words alone, but through consistent practice and collective responsibility. The full report we received along with an accompanying video presentation can be found on our website.

Relationships remain central to our work. The strength of interaction between students and staff continues to underpin both personal development and academic engagement. One example of this is the ongoing embedding of senior students using first names for staff. Introduced carefully and reviewed regularly, this approach has supported the development of mature, respectful relationships built on trust and mutual responsibility. It has encouraged open dialogue, confidence and a strong sense of shared endeavour, while remaining grounded in clear expectations and professionalism.

Alongside this, our commitment to reflection remains a defining feature of life at Ackworth. Time given to stillness and listening - in meetings for worship and throughout the school day - allows students to develop clarity, self-awareness and respect for others. In an increasingly busy world, this remains a powerful and distinctive aspect of an Ackworth education.

Looking ahead, there is much to be optimistic about. Across the school, students continue to grow in independence, compassion and confidence, supported by staff who model the values we seek to instil. Our outward-facing work, from sustainability to service and partnership, reinforces our belief that education carries a responsibility to the wider world and the common good.

Our Quaker heritage continues to guide us, calling us to act with integrity, simplicity and equality. These principles shape our decisions and our daily interactions, reminding us that education is not solely about outcomes, but about the kind of people our students become.

I am grateful to all those who contribute to the life of the school - often quietly and without recognition. It is through this shared commitment that Ackworth remains a place where young people feel valued, supported and encouraged to go further, both now and in the future.

Welcome to the Boardroom

As part of our ever-growing commitment to put sustainability at the heart of what we do at Ackworth School, our students and Eco Team travelled to the S2S company in Rotherham.

This was an educational visit to a company who specialise in the sustainable removal of data from IT based products such as mobile phones and computers. The company gave a detailed account of what they do and the benefits of working in such a sustainable way. This whole visit was really relevant to students in a world where, increasingly, technology is in everything that we do.

James Bower, Assistant Headteacher Co-Curricular and Sustainability

Pupil Voice

Going to visit S2S group, I was unsure what to expect from the experience; In the end I found it to be thought-provoking and contrasting any predictions. Learning about the impacts of our purchasing habits, prioritising what is new over what is functional, was informative and highlighted both the climate and financial impacts of our decisions. The true highlight for me was being able to learn about the value of accreditation within the sustainability industry and the importance of this for all parties involved. Overall, this trip allowed me to gain further insight into the word of sustainability and how it can function within a business.

Alfred, Lower 6th Form

I found the trip very insightful, learning about a professional environment who prioritises ethical conditions for production and their employees was incredible. I found the best part being the physical showcases of phones through the decades, demonstrating the rapid change in technology and just how unsustainable the industry is. Overall, the trip was a great learning experience and motivated me to live more sustainably!

Aurora, Lower 6th Form

Word Millionaires

At the start of the school year, we launched Accelerated Reading with Year 7 and 8 students to encourage regular, independent reading and foster a reading culture. This programme allows us to calculate the number of words that each student has read, in addition to checking comprehension and progress towards a reading target. We celebrated the success of the ‘Word Millionaires’ this term, who enjoyed doughnuts and hot chocolate at break time. They were also given a book of their choice from a list of personalised recommendations. We are delighted to see these students loving reading so much. What an incredible achievement!

Amanda Sanderson, Head of English

Inter-house

Christmas Bake-off

GCHQ

What happens when you put three Year 9 Ackworth students in a room with fiendishly tricky puzzles, featuring unseen codes and an eye-watering array of languages, both existing and made-up? Well, after less than four hours of coolheaded determination, they will have solved 28 puzzles, using impressive pattern spotting skills, linguistic knowledge, skills of deduction and plenty of patience. In November, Stefan, Jacob and Lev in Year 9 acted as pioneers, representing the school for the first time in the Government Communications Headquarters’ National Language Competition, competing against another 2,733 teams.

Those of you who know these three students, will know they are very busy people, which meant they could only dedicate 4 hours to the competition – meaning they only used 16% of the time allowed to solve the puzzles. This, together with the smaller size of the team (we could have had up to 4 people), makes their score of 2080 points and their placement in the top 50% nationally, particularly noteworthy.

Very well done to Stefan, Lev and Jacob! We are proud of you!

Victoria Browning, Head of EAL

Growing a Greener Future at Ackworth School

This autumn, our brilliant Reception to Year 7 children worked together to plant approximately 240 saplings on our school grounds - including Hazel, Goat Willow, Rowan, Downy Birch, Crab Apple, Blackthorn, Hawthorn and Holly.

Their efforts support both our entry into the Thomas Franks Great Biodiversity Challenge and the Woodland Trust’s Green Tree School initiative. A big thank you to the Woodland Trust for providing thousands of free trees to schools and communities nationwide.

Trees help people and nature thrive, and our young eco-champions have played a wonderful part in creating a greener, healthier future for all.

Catherine Bradley, Year 3 Coram House Teacher

Visiting Author

We were delighted to welcome multi awardwinning author Annabel Pitcher to Ackworth School. Year 8 students have been studying her novel 'My Sister Lives on the Mantelpiece' this term, and Annabel delivered a truly captivating talk about the story behind the book.

She spoke about how events such as 9/11 and the unreliability of childhood memories shaped her writing and answered a wide range of thoughtful questions from students about her journey as an author, the writing process, and the importance of addressing challenging themes like racism, bullying and grief.

Following her talk, Annabel led a lively creative writing workshop. Using a mix of imaginative warm-up activitiesincluding a fun scene-acting exercise set in the woodsshe encouraged students to explore their creativity in preparation for crafting their own descriptive writing.

It was an enriching and exciting afternoon, ending with Annabel kindly signing copies of her book for our enthusiastic young readers.

A huge thank you to Annabel for inspiring our students!

Mental Fitness Matters Leeds Rhinos Inspire Year 11

Just before we broke up for Christmas, Ackworth School was delighted to welcome a member of the Leeds Rhinos playing team for an inspiring and energetic mental health workshop with our Year 11 students.

The sessions were delivered separately, with the boys taking part first, followed by the girls, creating a comfortable and open environment for discussion. Drawing on his own experiences from professional sport, the Leeds Rhinos player shared honest and relatable insights into mental fitness, helping students understand the importance of looking after their mental health and knowing how and when to seek support. The workshop focused on building confidence in recognising the signs and symptoms of mental health challenges, both in themselves and in others – particularly important as students approach a demanding stage in their school journey.

Alongside these powerful conversations, students took part in fun, interactive activities designed to get everyone working together, communicating and supporting one another. These moments of teamwork and laughter helped reinforce the message that mental wellbeing is something we all experience and can talk about. It was a meaningful and engaging way to end the term, leaving students with practical strategies, increased awareness and a clear reminder that mental health matters just as much as physical health.

Christmas Jumpers & Lunch

Senior Christmas Concert

Santa Dash

Santa Dash Brings Festive Fun for a Fantastic Cause!

Festive cheer was in full supply at Ackworth as students, staff and special guests came together for our much-loved annual Santa Dash, all in support of the Rob Burrow Centre for Motor Neurone Disease and the PSA.

We were delighted to welcome Lindsey Burrow and her son Jackson back to school, joined by pupils from Orchard Head Junior, Infant and Nursery School, along with players from Wakefield Wildcats and Featherstone Rovers, making it a truly community-spirited occasion. Despite the rather grey December weather, spirits were anything but gloomy, as Coram House and Senior School students threw themselves wholeheartedly into the event.

The day’s most memorable moment came courtesy of our extremely enthusiastic turkey - Ben Wilson, who is currently with us on placement as part of his Secondary PE PGCE at Leeds Beckett University. Ben was energetically chased around the course by students, staff and visiting players alike, with even the Featherstone Rovers Pit Pony mascot joining the pursuit, much to everyone’s amusement.

After all that festive exertion, everyone was welcomed back to warm up thanks to the PSA, who kindly provided hot chocolate and cookies - the perfect way to round off a cold December morning and a brilliant event!

We are incredibly grateful for the generosity shown through donations. The support raised will help make a real difference, and we would like to thank everyone who contributed so generously. A huge thank you to everyone who took part, supported and helped organise another joyful Santa Dash. It was a wonderful reminder of the power of community, kindness and a little festive fun.

Pre-Prep Play

Coram House

Nursery Grandparents Christmas Crafts

Wakefield Cathedral Recital

The Music Department once again showcased some of its talent at Wakefield Cathedral as part of their lunchtime recital programme.

The eclectic programme featured String Orchestra with assorted soloists from the ensemble as well as some of the department’s pianists. Always looking to diversify our programme, the concert included music by Handel, Pachelbel, ABBA and Lewis Capaldi! The senior students were also joined by Year 6 pupil Scarlett, who made her Wakefield Cathedral solo debut for the school, performing one of her grade 5 piano pieces with expression and feeling. Despite the wind and rain outside, the concert was, as usual, well attended by audience members, some of whom are regular attenders complete with packed lunches and flasks! It really is a pleasure to be able to perform in a public setting such as this and share our love of music with others.

Oliver McCarthy-Bell, Director of Music

Odd Arts

Odd Arts Delivers the Drive to Help Safeguarding Come Alive!

All Senior School students watched a gripping drama about two young people being drawn into radicalisation, followed by lively discussions about what can influence people, how to spot when something isn’t right, and how to support someone who might need help.

Everyone got involved brilliantly, showing maturity, confidence, and great teamwork. It was fantastic to see students thinking deeply about how to look after themselves and each other, both in school and beyond.

As a school, we’re proud to offer opportunities like these. They help us all build awareness, make positive choices, and contribute to a supportive, safe, and caring community.

Claire Robert, Deputy Designated Safeguarding Lead

Step In/Speak Up

Workshop

Turning Peer Pressure Into Peer Power: Years 8–10 Step In and Speak Up

Students in Years 8–10 took part in Performance in Education’s Active Bystander workshop, “Step In / Speak Up.” The session explored peer on peer abuse, the pressures that stop young people from speaking up, and how to intervene safely.

Students learned practical ways to challenge harmful behaviour, support friends who may be at risk, and respond to situations involving potential violence against women and girls (VAWG). The workshop helped build confidence, communication skills and a clearer understanding of how to report concerns.

It was a valuable and empowering experience that encouraged students to help create a safer school community.

Claire Robert, Deputy Designated Safeguarding Lead

Clouds

Our Year 8 and 9 students come together for an assembly and year group meeting each week, led on a rotating basis by each form. Being given complete freedom to chose their topic, Harvey, Eli, and Reuben delivered a thoughtful and engaging presentation to the year group on clouds.

Pupil Voice

What made you want to do your assembly on clouds?

Harvey: Because there’s lots of different things you can link clouds to, so you can branch out your information, and it also was easy to have fun with.

Reuben: It helped to improve other people’s knowledge and they could have a fun assembly.

Eli: We knew about Luke Howard, namer of clouds, because I went to Howard School.

How did you plan it out and work together?

Reuben: We each had our own role.

Harvey: I used Canva and designed a presentation and then we decided who would present each part and how we could make it more exciting for the audience.

What was it like presenting to the rest of Y8 and Y9?

Eli: It was better than presenting to the whole school or older years. It was comfortable.

Harvey: Presenting to people you already know makes you feel more confident. It was a good experience.

IFIP Award Win

Ackworth School Wins Prestigious Global Inclusion Award

Ackworth School is proud to announce that we have been selected as a recipient of the IFIP Global Inclusion Award, an international honour recognising schools that demonstrate exceptional commitment to inclusive practice.

In an email announcing the award, the International Forums of Inclusion Practitioners (IFIP) wrote:

“On behalf of the International Forums of Inclusion Practitioners (IFIP), we are delighted to inform you that you have been selected as a recipient of an IFIP Global Inclusion Award. This prestigious award recognises your outstanding contributions to promoting inclusion, and we are proud to acknowledge your achievements.”

This award places Ackworth School among a small number of institutions worldwide recognised for excellence in creating environments where every student feels valued, supported and able to thrive.

A Whole School Commitment to Inclusion

Inclusion at Ackworth is not an isolated initiative, but the foundation of our school culture. As a boarding school welcoming students from across the world, we embrace diversity in all its forms: cultural, linguistic, personal and educational. Our inclusive ethos is grounded in our Quaker values of equality, respect and belonging.

Our three key strands of SEND provision work together to ensure that every student receives the support they need:

• Founded in 1995, Autism Resource has grown from supporting a single student to a thriving community of 33 young people, guided by a team of over 20 skilled professionals. Students follow personalised timetables blending mainstream lessons with targeted intervention, ensuring each student can progress academically, socially and emotionally.

• Standing for Belonging, Respect, Inclusion, Diversity, Growth and Equality, BRIDGE supports students who are working at or above age related expectations but require structured emotional and pastoral support. It provides safe spaces, mentoring and guidance, enabling students to build confidence and independence.

• A team of dedicated Learning Support Mentors works across the school, offering practical academic assistance within lessons and small group sessions. A specialist Dyslexia Tutor also provides targeted support for students with specific literacy needs.

Together, these strands ensure that students with SEND are fully integrated into Ackworth School life, participating in mainstream lessons, clubs, sports, trips and social events, while still receiving personalised guidance tailored to their needs.

‘’I am delighted that Ackworth has been recognised for our Inclusive Provision as it is an award that celebrates all in our community and values the day-to-day care and support that is given right across our staff team from teaching, to catering, to cleaning, to maintenance. Ackworth’s Inclusive Provision looks to support each of our students and their individual needs, recognising that of God in all of them (and us) and creating the conditions for holistic success and achievements. This spans from entry to Oxbridge, Medical courses and the most prestigious universities in the world to supporting students who have not been able to attend school prior to moving to Ackworth. The Global Inclusion Award celebrates each individual Ackworth success on a day-to-day basis and we are very proud to have been nominated and awarded it.’’

Martyn Beer, Head

Amanda McShane, Head of Coram House collecting the award on behalf of Ackworth School

‘’Winning the Global Inclusion award is a powerful reflection of the equality, diversity and inclusivity that sit at the heart of Ackworth School. Our Quaker ethos gives us a strong foundation, but it is the unwavering dedication of our staff - always striving to do what is best for each individual student - that truly makes us shine. Every day, I am amazed by the warmth and support shown by our students, who welcome and celebrate classmates from different countries, faiths, SEND identities, LGBTQ+ communities and beyond. I am honoured to serve as Assistant Head for Inclusive Learning, and deeply proud to work in a school where every young person is valued and uplifted’’

Hannah Walker, Assistant Head (Inclusive Learning & SENCo)

A Community Achievement

Winning the IFIP Global Inclusion Award is a celebration of the entire Ackworth community - our students, staff and families. It recognises the compassion, expertise and commitment that shape daily life at our school.

Most importantly, it reinforces our belief that inclusion is not optional; it is essential. Every child deserves to feel safe, respected and able to succeed. This award is a reminder that when we put inclusion at the heart of everything we do, we have the ability to change lives.

University Fair

We were delighted to welcome a wide range of universities to Ackworth for our annual University Fair, giving students in Years 10-13 the chance to start thinking about what life beyond Ackworth might look like.

Students enjoyed speaking directly with university representatives, asking questions and picking up first-hand insights into courses, entry requirements, campus life and future career pathways. It was a great opportunity to explore different options, compare universities and discover routes they may not have previously considered.

We were pleased to be joined by representatives from:

• Aston University

• University of York

• Loughborough University

• University of Bradford

• University of Plymouth

• Bangor University

• University of Liverpool

Alongside the fair, students also took part in two engaging seminars. The University of Liverpool delivered an informative session on Choosing a University, Course and Subject, while Loughborough University led a popular talk on Sport Courses and Careers.

A huge thank you to all the universities who attended and supported our students. It was a brilliant day full of conversations, questions and inspiration, helping students feel informed, confident and excited about their next steps beyond Ackworth.

Year 7 & 8 Forest School

What Makes Ackworth… Ackworth?

If you’ve ever wondered what people really mean when they talk about the “Ackworth difference”, a recent independent evaluation of our Quaker ethos offers a reassuring and heart-warming answer.

An evaluation of

Over two days in November, students, staff, parents and governors shared their experiences of life at Ackworth - and one message came through clearly: our school is a place where people genuinely feel cared for. Kindness, fairness, calm and respect aren’t just words on a wall; they show up in everyday moments, from how our students treat one another to how adults listen, support and respond.

Our students spoke warmly about feeling safe, supported and heard. Many described Ackworth as a place that has helped them grow not just academically, but as people - developing confidence, humility, empathy and resilience along the way. One student reflected on how the quiet of Meeting for

Worship helped them feel calmer and think more clearly. Another admitted that silence felt “a bit weird at first” but is now something they truly value.

Staff shared a strong sense of pride in working here. They talked about a calm, purposeful atmosphere, supportive leadership and a renewed confidence in our Quaker values. There was a clear sense that Ackworth is a place people want to be - and a community where relationships really matter.

The report also celebrates the strength of our community life: boarding and day students learning side by side, mixed-age friendships, shared meals, co-curricular activities and events that bring us together. Alongside this sits our outward-facing work - from sustainability projects to charitable initiatives and international connections - showing our shared commitment to the wider world.

Perhaps most encouraging of all is the sense that our ethos isn’t about perfection, but about purpose. It’s about reflection, listening and helping young people flourish as thoughtful, compassionate individuals. The full Quaker ethos report is available to read online on our website for anyone who would like to explore the findings in more depth.

In short, we don’t just talk about our values at Ackworth - we live them, every day!

Visiting Unis

Visiting the open days at Oxford and Cambridge was an eye-opening experience. Both universities offered a chance to discover what life as a student might feel like, but the atmosphere in each place was quite different.

In Oxford, the departments were open for us to explore, and we even had the chance to attend real lectures. The city itself felt cleaner and larger, with a lively energy and people who seemed especially welcoming and approachable. Sofiia attended a lecture in economics, where she also got a glimpse into the processes of university interviews - a unique opportunity to understand how admissions work. Kamila joined an engineering session, learning not only about cutting-edge projects like brainchip technology with explanations on something more usual like bee keeping, but also getting to see a formula of Oxford sports car design. Yeva explored English literature, diving deeply into the structure of the course and what studying it at Oxford would truly involve.

Cambridge, while equally impressive, had a slightly different feel. Its atmosphere was more traditional and quieter, and the focus was less on open lectures and more on showcasing the historic colleges and their academic traditions. The contrast made the experience of visiting both universities especially valuable, helping us see how each one offers something unique.

Overall, the open days were inspiring and gave us a clear sense of what academic life at Oxford and Cambridge could look like, while also highlighting the differences between the two world-famous universities. We definitely recommend other students to explore universities by visiting them in the meantime and learning more about courses you want to join.

Yeva, Upper 6th Form

Pupil Voice

THE ETHOS OF ACKWORTH SCHOOL

Head’s Address

Amanda McShane

We ended the Autumn Term in wonderfully festive style. Not content with one Santa Dash, we managed two! Prep Prep led the way, Santa hats bobbing as they chased the turkey around the field, followed the next day by Nursery and Prep - determined not only to chase but to catch it. Laughter, hot chocolate and cookies rounded off both events perfectly.

Nursery pupils welcomed their grandparents for crafts, mince pies, and a charming performance of Snowflakes. Pre Prep then dazzled us with their magical production of The Christmas Decorations. Their confidence on stage was remarkable for such young pupils, and the whole teamsupported beautifully by Grace and Scarlett on percussion - deserve heartfelt thanks.

Our Carol Concert was equally moving. The children sang with enthusiasm and heart, with joyful contributions from the percussion group and the Vioteenies. Sharing mince pies and conversation with parents afterwards added to the sense of community.

Christmas lunch was a triumph, with Thomas Franks once again catering to every preference and allergy with care and attention. This was followed by Christmas parties full of music, dancing, and traditional games. Older buddies thoughtfully planned activities for their younger buddies, ensuring everyone had a wonderful time. Nursery pupils were also delighted by a special visit from Santa, who brought each child a book before they performed Christmas songswith actions and a touch of British Sign Language - for their families. It was utterly charming.

The generosity shown towards the Airedale Baby and Children’s Bank was exceptional. Our collection box overflowed again and again with thoughtful gifts that undoubtedly made Christmas brighter for many local families.

The Spring Term is always, in my view, a real powerhouse of a term. With pupils fully settled into routines and expectations, the conditions are set for vibrant, purposeful learning and this term has been no exception.

We have celebrated some wonderful achievements, including pupils having their poetry published in the Young Writers anthology I Have a Dream. Our sports teams have continued to flourish in cross country, football, and swimming. Though a small school, we certainly punch above our weight, often competing with - and outperforming - much larger schools.

Our Student Council has been equally impressive this term. Their thoughtful decision making has resulted in real, tangible impact, most notably in helping select new playground equipment that genuinely reflects the needs and wishes of their peers.

Teachers have planned a number of enriching trips, further enhancing the positive experiences available to pupils. Our clubs remain broad, varied, and very well attended - there truly is so much opportunity for Coram pupils should they choose to embrace it.

In classrooms, our metacognitive approach to teaching and learning continues to grow. Armed with their purple pens, pupils are becoming increasingly adept at self checking and improving their work thus strengthening outcomes and developing real ownership of their learning.

Forest School remains a firm favourite, whatever the weather. Despite icy winds and rain, pupils’ enthusiasm has not faltered. Their resilience is inspiring. Across school, I have seen Anglo Saxon villages being constructed, fossils recreated, and joyful curiosity alive in every classroom.

Coram continues to be a warm, happy, and nurturing community. Pupils look out for one another, show empathy, and ensure no one is left alone or upset. These behaviours do not always come naturally, which makes it even more heartening to see them so firmly embedded in our culture.

During our recent inspection, pupils were eager and proud to speak to inspectors, sharing openly all that they do and achieve. I have also greatly enjoyed meeting parents through our now well established Parent Rep meetings. I value the insights and contributions shared - everyone has a voice, and we are united in wanting the very best for all our pupils.

I cannot believe that we are already more than halfway through this academic year, but we still have much to look forward to.

Year 1 Book Recommending

Pupils in Year 1 have been leading the way by recommending books to their classmates, giving a short ‘book talk’ before we read the story together.

Year 3 Science

Year 3 First Aid PSHE

Year 3 have been learning first aid as part of their PSHE sessions. They had lots of fun bandaging each other up!

EYFS Photos

Peer Mentors

This term, we’ve shone a spotlight on Anti-Bullying as part of our ongoing commitment to building a safe, inclusive and kind school community.

Coram House pupils kicked things off in style with their fantastic Odd Socks Day, wearing their brightest and boldest odd socks to celebrate individuality, kindness and respect. It was a joyful reminder that our differences are something to be celebrated.

We were also proud to officially launch our Peer Mediation Programme in Coram House as part of our Anti-Bullying focus.

During the summer term of the last academic year, our Year 5 pupils took part in peer mediation training - a new initiative for the school that we were excited to introduce. Closely aligned with our Quaker values of respect, active listening and peaceful conflict resolution, the training equipped pupils with the skills to support others with empathy and fairness. It also helped to build their confidence and strengthen their listening and communication skills, empowering them to play a positive role within our school community.

Across the school, pupils explored the theme “Power for Good” through tutor sessions and House activities, encouraging everyone to think about how their words and actions could be used to make a positive difference.

As a Bronze Award School with the Anti-Bullying Alliance, we were proud of our continued dedication to promoting empathy, respect and understanding across Ackworth.

Art Scholars

Visit to Bradford Art Galleries

A room with a view

Sixth Form Art at Ackworth

Located in the East Wing, our dedicated Sixth Form Art Centres provide an inspiring and purposeful environment in which creativity can truly flourish.

Separate studios for Lower Sixth and Upper Sixth ensure that students at each stage of their artistic journey have space tailored to their needs, allowing for both independence and focused development.

With generous individual workspaces, room to spread out, and beautiful natural light, our students are able to work calmly and creatively in a peaceful setting. The studios offer a sense of ownership and quiet concentration that supports sustained creative thinking.

From the studio windows, there is a striking view across The Green, with the West Wing Cupola visible beyond - a backdrop that reminds us how closely environment and creativity are linked. These dedicated art centres reflect Ackworth’s commitment to the arts, giving our Sixth Form students the space, light, and freedom they need to develop their ideas with confidence.

P.E. Scholars Nutrition Day

In November the High-Performance Sports Scholars took part in their second High Performance Day - this time the focus was on Nutrition. Olivia Davies one of the UK’s highly regarded sports nutritionists came into Ackworth and delivered several masterclasses. The first session focused on underpinning theory which included food groups, macro/micronutrients and calories. The following session had a particular focus on fuelling appropriately for match/game days and then how to recover effectively using an athlete’s diet.

The final session of the day had a practical component to it where the high-performance squad had to create several meals in the Food & Nutrition rooms. Bean Tacos/ Carrot Power Balls and an Isotonic drink were just some of the meals and drinks that were created by the group.

The whole day was hugely insightful for all of the highperformance team, the student voice was extremely positive, and we hope all the students can now start to practically apply their newly learned knowledge to their own sporting calendars.

James Bower, Assistant Headteacher Co-Curricular and Sustainability

I think the nutrition workshop was really useful and helpful. I’ve learnt a lot about different types of food, how to eat them correctly, in what quantities, and at what times of the day in correlation to my sports. I loved the practical aspect of the session as we got to add our theory knowledge into the kitchen ourselves. Big thank you to Olivia who came in to conduct the session.

Josh, Lower 6th Form

I enjoyed the section. Olivia mentioned what nutrition we will need while we have exercise or matches which is really useful. Also, she has mentioned the number of different things we need in our foods such as the amount of carbohydrates, protein ... This can allow us to improve our performance.

Jaron, Lower 6th Form

I liked the myth busting, reflecting on my diet and looking where I can improve my diet. I liked the practical side of things but not the food we made.

Ben, Year 10

I have had a great time today. I think the thing that I am going to take on from this is how before I have training, I should have a good breakfast to get me through it . Olivia has been a great teacher to me. I have never had a person teach me this before and I really enjoyed the experience I got from it. The food that we made was really interesting because I have never made anything like this before. I have never had an experience like this before I am very thankful.

Aoife, Year 8

I really enjoyed today because it made me think about what to eat on match day. I also enjoyed the cooking and the theory, and it was really interesting.

India, Year 7

I really enjoyed making the tacos and I also liked that we learnt about what food I should be eating because I do a lot of sport during the week so thank you because this has helped me a lot with my choices.

Elliott, Year 7

I really enjoyed the start when we talked about what food was good for you, I think it could be helpful in the future. I also enjoyed the baking because we got to make food that is good and nutritious for us.

Sebastian, Year 7

I thoroughly enjoyed today’s session with Olivia. I truly learnt a lot about nutrition and what food types to eat and when for my sport. Later in the day we did food practical’s where we made more nutritious, healthy foods, like a bean taco, and we attempted to make carrot power balls, it didn’t end well as it turns out my blending skills are not the best. However, I had a really fun day, learnt a lot and cannot wait for next time.

Darcie, Year 9

I thought that the nutrition workshop was very interesting and helpful. Nutrition is a thing we have to face every day; therefore, it is even more important to know how to use it effectively. I liked to see another perspective of Sports and how to elevate my sporting performance through it. Furthermore, the practical aspects helped us use our before-learned knowledge. It was very fun to cook with my friends and gain new insights into sports-elite nutrition. Thank you, Mr Bower and Olivia, for letting me take part in this great opportunity.

Leander, Lower 6th Form

Three things that I have enjoyed today is the teamwork and challenges we got set as it was fun to fun to learn about how food affects the athlete you want to be and the impact to reach your personal limits .i have also enjoyed the cooking as it helpful to learn new recipes that are good for your diet and are healthy. I found it fun to complete how you would eat before a match and what would you eat as an athlete to recover. I really enjoyed doing this experience.

Alannah, Year 8

I have been able to learn about how I need to prepare myself for my sports and what sort of foods I need to eat. I also enjoyed making the sort of food that I should eat before sports. I also liked that I can now use the recipes that we have learned to make my food at home. Finally, I enjoyed teamwork and being able to help my friends and my friends help me.

Holly, Year 8

I really enjoyed today as I learnt a lot about nutrition and different food types to eat depending on what sport or activity I am doing. Olivia helped me understand the differences between foods which was a nice lesson to learn. Later on we moved to doing the practical’s and although some didn’t end up the best, we gave it our best shot and I am really thankful for this opportunity.

Libby, Year 9

I really enjoyed the start when we talked about what food was good for you, I think it could be helpful in the future. I also enjoyed the baking because we got to make food that is good and nutritious for us.

Sebastian, Year 7

I have loved today; it has been so fun! I loved making the food and learning about what the good things to eat was. I also found it so fun when the last thing we made all went wrong! Olivia was absolutely incredible at showing us how to do everything - she was so clear and understandable for everything. Thank you so much, it’s been amazing!

Darcey, Year 7

I really enjoyed making food and eating the food because it was fun. I also enjoyed learning about a healthy diet.

Harrison, Year 7

Chemistry

Year 5

Year 5 enjoyed a hands-on science lesson creating “fake snow” from bicarbonate of soda. They built mini snow figuressome with added soap - and observed what happened when vinegar was added: soapy figures foamed, while the others fizzed. The contrasting reactions sparked plenty of curiosity and excitement as pupils explored simple chemical changes.

Year 13

Year 10

Chemistry students in Year 10 explored acid-base reactions using bicarbonate of soda and vinegar, observing the release of carbon dioxide gas. By adding soap to some samples, they saw how the gas became trapped to form foam, making the reaction far more visible. The lively practical helped bring reaction equations to life while encouraging students to think about surfactants, and how chemistry explains everyday phenomena!

Year 13 A-Level Chemistry students put theory into practice with the iodine clock reaction. By timing the colour change that indicates iodine formation, they developed precision, teamwork, and focus in the lab. Repeating trials and refining techniques helped them think carefully about variables such as concentration, while reinforcing the importance of accuracy, safety, and resiliencekey skills for developing confident, independent scientists!

Shabana Ahmed, Chemistry Teacher

Year 10 reading mentors

After the success of taking Year 10 Reading Mentors to Coram House to read with younger pupils, I was delighted that four of the Year 10s approached me to set up this experience more regularly to form part of their Duke of Edinburgh Volunteering section. The Year 10 weekly volunteers are Tayana, Lottie, Alice and Holly. Not only do the girls read with younger pupils on a Tuesday morning, but on a Wednesday, they help at afterschool club which involves drawing, colouring, reading, building models and obviously lots of friendly chats, fun and laughter. I am very proud of how quickly they have settled into this opportunity, immediately at ease with the children and being caring, helpful and positive role models. Well done!

Laura Hulse, English Teacher

Pupil Voice

Doing Reading Mentoring on a Tuesday and Wednesday has been great! Speaking to the children about how their day has been, getting to know them individually and playing games with them, afterschool is so positive and rewarding. Also, reading with them on Tuesday mornings means we’re making a difference and the children are growing in confidence.

Alice, Year 10

Reading with Coram House pupils has brightened up my mornings and made a perfect end to my days! It allows me to have a full-hearted laugh and smile engaging with younger years and I enjoy seeing how they progress with their reading and other skills. This opportunity is allowing me to recognise how far we as students have come, but also the amazing efforts teachers put in to maximise the potential of students’ learning. I love this experience and being able to speak to a different variety of people.

Lottie, Year 10

Drama Come From Away

Between 27–30 January 2026, our Senior School production of Come From Away brought together over 50 students on stage, backstage, and in leadership roles across a wide number of technical and production teams. The performances marked not only the culmination of months of creative and collaborative work, but a real sense of shared achievement and completion for everyone involved. What follows are reflections from students, parents, staff, and Old Scholars, alongside a retrospective from our Musical Director, Oliver McCarthy Bell, who shared his thoughts on the production with the school at Morning Meeting.

Ali Boucher, Head of Drama

From Oliver McCarthy-Bell, Director of Music Morning

Reading - Come From Away

“Good morning. It probably comes as no surprise that as it is the week following the school production, my reading this morning will be discussing all things Come From Away. I would like to start by acknowledging the members of the cast and crew; I think Ali and Georgie would agree with me that we were very lucky to have worked with such a bunch of phenomenal young people, who told this story beautifully, not to mention spent the last 4 and a bit months on the project. I thank you for your commitment to the storytelling, the content, the material, and the overriding theme of the musical. It has been a pleasure.

The genesis of Come From Away was an interesting one, and one that spanned over a few years. In 2009, the Canadian theatre producer Michael Rubinoff approached Canadian husband and wife songwriting team Irene Sankoff and David Hein about writing a musical based on the events of 9/11. The pair who had been living in New York during the attacks found the concept quite original and were touched with the idea of the story being told through the Canadian perspective.

The vast majority of people in this room will not have been alive at the time of the attacks. For those that were, they will be able to remember exactly where they were when the attacks happened. I remember the day vividly; it was the second Tuesday back after the summer holidays, and I had just walked home from school. Unusually, the TV in the kitchen was on, with coverage of a skyscraper that had plumes of smoke coming out of it, and what appeared to be a massive hole in its side. I had only been home for about 5 minutes, when I saw the 110-storey tower collapse.

The 11 September attacks were four suicide attacks coordinated by terrorist organisation Al-Qaeda, in which four domestic aeroplanes were hijacked and deliberately crashed. American Airlines Flight 11 was crashed into the North Tower of the World Trade Centre at 8.46am, New York Time. Just 17 minutes later, United Airlines Flight 175 was flown into the South Tower of the World Trade Centre. At 9.37am, American Airlines Flight 93 was crashed into the Pentagon, the headquarters of the US Department of Defence. At 10.03am, after being alerted to the earlier three attacks, United Airlines Flight 93 crashed in a field near Shanksville, Pennsylvania after a passengers fought back. It is thought the target of this aircraft was the Capitol building in Washington, D.C.

The scene was unimaginable. The dust and debris spread through the blocks of the Manhattan streets. People could do little but watch in horror. Those closer to the scene have been caught on video running for cover, trying to get into buildings to escape the hurricane of detritus. The attacks caused the deaths of just under 3,000 people. While most victims were civilians, there 344 firefighters, 71 police, and 55 military personnel at the Pentagon lost their lives.

Over time, those who died from illnesses related to the attacks have been added to the number. In August 2013,

medical authorities concluded that 1,140 people who worked or lived in Lower Manhattan at the times of the attacked were diagnosed with cancer because of exposure to toxins at Ground Zero.

While the news of the attacks spread across the world, there were still numerous aircraft flying, either in American airspace, or bound for America. As a result, Canada commenced Operation Yellow Ribbon, whose aim was to divert flights as quickly as possible and remove them from American airspace, and away from potential US targets.

It is at this point that Come From Away begins to tell the story of what happened next.

In a sparsely populated and remote area of Newfoundland, Canada, there lies a town called Gander, which is also home to a massive International Airport. This was once an important refuelling stop for transatlantic flights, but as newer aircraft designs meant longer-range flights didn't need to land to refuel, the airport became quieter and quieter, with only 1 or 2 daily departures and arrivals.

As a result of its size, Gander played an integral role in Operation Yellow Ribbon, by hosting 38 civilian planes (and 4 military planes) that were suddenly diverted there, carrying around 7,000 passengers and crew. At the time, these passengers had no idea of the attacks and soon found themselves landing in the middle of nowhere, in the middle of the night, scared, not knowing where they were or why. One of my colleagues commented last week, while we focus on the impact the attacks had on its victims, we never really consider the impact it had on those people that were diverted.

The true story of a number of those people affected, both passengers, and members of the Gander community who found themselves having to host these Come-From-Aways is told in the book "The Day the World came to Town". Over the next five days, little acts of kindness happened in response to this unprecedented action. Shops and supermarkets allowed customers to take what they needed for free; doctors and chemists wrote prescriptions; locals helped a rabbi convert the staff room of the school into a kosher kitchen; and volunteers risked their lives in order to take care of the animals that were being kept in the holds of the planes (including a pair of Bonobo monkeys on their way from Belgium to a zoo in Ohio).

A number of these characters found their way into the musical - Hannah O Rourke, a passenger worried about her firefighter son in New York; Beulah Cooper - a teacher at the local school who volunteered to look after the visitors;

police officer that he would search the region for her sister, a grounded flight attendant, just to give her a hug. There also features some characters who aren't mentioned in the musical - Roxanne and Clark Loper, who had travelled to Kazakhstan to adopt their daughter Alexandria, and the CEO of the fashion house Hugo Boss - Werner Baldesserini, who refused a luxury care package sent to him from the owner of the nearest Hugo Boss store, three hours away, in favour of sharing food with those other passengers stranded in Gander.

One quote that sticks with me from the book is, "There was no hatred. No anger.

No fear in Gander. Only the spirit of community. Here, everyone was equal, everyone was treated the same. Here, the basic humanity of man wasn't just surviving but thriving."

There is a paradox in the fact that the best of humanity is often seen in times of crisis. And this is certainly true of what happened in Gander in September 2001.

The afterword from the book reminds us of the potential we all have to do good: ".... What happened in Gander is remarkable. And perhaps the lesson isn't that these acts of kindness occurred because Gander is a magical place, but rather that these people came together in a time of crisis regardless of their own personal shortcomings. And if that's the case, then it offers hope that all of us have that ability within us.

Des Dillon, who oversaw the Red Cross efforts has no doubt Gander would rise to the challenge again if called upon. You'd get the same treatment... if everybody were to come here tomorrow, they would get welcomed with open arms."

I ended by playing a short extract from one of the songs, that carries a lot of emotional depth. Something is missing - the plane people after they have returned home and left the temporary community that has been created; a sense of stability now that the world is an uncertain place; the ability to continue with day-to-day routines. But whether in memory or in spirit, wherever you are physically, you are here (in the heart).

Audience Reflections

From parents…

Firstly, congratulations on a fabulous show last week! We all enjoyed it immensely. It’s a show my wife has been wanting to see for a long time and was very impressed! Well done to you and all involved – you were amazing!

Congratulations!!!! I really loved that!! I'm so pleased I got to come see it… Really not easy to put together a piece with a huge ensemble that's not full of big dance numbers and the direction worked so well, perfect balance I thought! And with so much integrity and emotions with young performers and yet I could see they managed to connect with those characters which is testament to some great direction from you. They performed such a huge tough story in a really honest beautiful way and still managed to bring the right amount of genuine comedy and light to it too! I really thought the direction was fantastic and breathed so much life into the story. The energy on stage was infectious, and you could tell the students have had a blast doing it.

I found myself totally believing they were much older than they really are and believing the performers (like the woman from Dallas, the mum, the gay men). So many strong lead performances too. It's so rare to find soooo many senior boys who have such stage presence and beautiful voices too!!

I wanted to tell you how thrilled I was to be able to attend and see… everyone in Come from Away, not once but twice! It was incredibly special for so many reasons. What a beautiful show – congratulations to you and everyone involved and I hope it’s gone wonderfully on closing night.

…The show hits home for everyone, I think, but for those of us who were there on the ground that day, it is another level.

Now that we have all slept and got back to some sort of normality I just wanted to get in touch to say a huge thank you for the wonderful production last week and for giving students the opportunity to be part of something so special.

It was an amazing achievement for all involved and I don’t underestimate the work that went on behind the scenes to pull this together whilst at the same time managing the day to day business of everything else that happens in school.

The whole show was fabulous and will have me singing the songs for weeks!

Sincere thanks for all the effort that you and the team have put into the massively successful production last week! It was an absolutely fantastic achievement for all involved... we really, really enjoyed it.

I am particularly grateful for the opportunity that this production gave both my children to understand more about the world they live in. I am really encouraged by how this has triggered a number of really important questions from both my children, and it wasn't until we reflected on the play in detail over the weekend, that I realised how pivotal and understanding of the events surrounding 9-11 is, and how relevant it is to their lives today. This is another example of what a truly enriching experience drama at Ackworth is for everyone who is involved. Thank you, sincerely for all you all do and how you all go above and beyond to create such wonderful spaces for these opportunities.

I wanted to write to say just how moving and fabulous Come From Away was.

It was clear how much of themselves the cast poured into each performance. Their confidence, generosity and emotional honesty on stage was inspiring. Bravo to them all!

The band were brilliant and the set, music, storytelling, singing and dancing came together to create so many moments that were joyful, funny, moving and at times emotional. The energy during the group dances in the bar and during the curtain calls was brilliant!

It was such a fitting and timely production shining a light on the best of humanity. Against the background of current world events, it was a powerful reminder that there is always hope and light to be found in the darkest of moments. That is something that we always hope our young people can believe in and hold onto during these turbulent and confusing times, but it's sometimes sounds like a platitude. So, the story of what actually happened in Gander, the generosity and human spirit so brilliantly portrayed by the cast, feels like a solid example and a rock for that hope and belief.

We all want to say a heartfelt thanks to you, Oliver, Georgia and Katie (and not forgetting Paul!). The encouragement and belief you all gave the children shone through in every moment and aspect of the production. Thank you for providing the space for them to keep on growing in confidence and ability and to experience the pride of being part of such an amazing production.

It is clear how highly Ackworth values its performing arts offering. Professionally executed productions like this could not happen without support and investment from the school. As parents of children who enjoy and love drama (amongst so many other students who also have their skills and talents nurtured and developed) we appreciate it and indeed all of the performing arts opportunities they are offered at Ackworth.

A personal account:

Hi Mr Boucher, I have something for you. An air steward friend of mine ended up in Gander over 9/11 and he wrote a short account of his experience. He said I was very welcome to share to so here it is:

The musical ‘Come From Away’ is about the people of Gander, New Foundland, an island off the east coast of Canada, and how they dealt with 38 aircraft and approximately 6,700 people that descended on them on September 11, 2001, which was 21 years ago today.

I was one of those people. I was on a crew with my mates Stuart and Graham.

We were en route to Dallas from Gatwick and about 4 hours into the flight just over the Canadian seaboard. I had just gone on my break, which on this particular aircraft was behind a curtain on the last row in the economy cabin.

My colleague Jo, leaned into the rest area and tapped me on the shoulder and said there has been something going on and the Captain wants all crew on duty. So we duly put our ties and shoes back on and went to the galley.

A passenger asked me why the moving map was showing us turning round and heading back towards Montréal. I dismissed it as a computer error.

Our in-charge crew member (CSD - Cabin Service Director) came to speak to us crew working in Economy. She told us that an aircraft had gone into the twin towers and that American airspace had been closed. We were going to divert to either Halifax in Nova Scotia or Gander in New Foundland. We weren’t going to tell the passengers to avoid panic, plus we didn’t know what the truth was actually. We told them there was a slight problem with the aircraft, nothing to worry about, but we needed to check it out.

We had to circle for a while to burn off fuel. An aircraft is unsafe to land with heavy fuel tanks, which are in each wing.

We were told that we were heading for Gander and to prepare the cabins for a normal landing.

Once on the ground we taxied to what’s called a remote stand. Which is one where steps are brought to the plane instead of a jetty directly into the terminal. Gander is a tiny airport. Something similar to a UK regional airport like Liverpool.

The Captain then told the passengers what we knew. That an aircraft has gone into the twin towers and USA airspace was closed. 38 aeroplanes landed in a short space of time. Each one of them had to wait to disembark passengers and be processed. We were onboard, on the ground for quite a few hours after landing. I think it was around 7 or 8 hours. The passengers were all calm and just got on with it. No one complained.

We looked after the passengers as best we could with what we had on board. Caterers came to us to bring us extra supplies of water and juice.

When it was eventually our turn to leave the plane, passengers and crew were processed slowly and were given McDonalds supplied by The Red Cross. It took quite a while to process our 777 aircraft.

The crew were lucky. We were sent to The Hotel Gander. Passengers were sheltered anywhere that could accommodate them. School halls, a prison, hospital beds, and the homes of the wonderful people of Gander.

All the passengers had was their hand luggage and the clothes they were in. No baggage was unloaded from the aircraft holds. I eventually made contact with home. Mobile phones weren’t what they are today, so I couldn’t ring home until I got to the hotel. I spoke to my Dad to tell him I was ok. Mum and Dad were obviously worried as they knew I was operating to the USA. British Airways were very good, and the crisis team had already phoned them to tell them I was safe.

Only then did we realise the severity of what went on that day. We were watching the television screens in the hotel with stunned silence.

We were in Gander for 3 nights. As crew do, we made the best of it. We went to the shops, some of the crew were just in pyjamas as that’s all they had. Pyjamas and court shoes were such a good look. The locals called us ‘the plane people’. Busses, trucks etc honked their horns and waved to us as we walked to and from the shops. We met daily for updates, something to eat and drink etc.

On day 4 we were told we were going back to Gatwick. All of the passengers who came with us were coming back with us too. American airspace remained closed.

We had a briefing by our Captain about what he wanted us to do. My mate Graham was to be stationed outside the flight deck as a first line of defence. My role was to sit on the jump seat in the cockpit for the entire flight. I was instructed that should there be a breach of the flight deck I was to clobber them over the head. The Captain would then put the plane into a steep dive to knock them off their feet (and mine presumably) until we could restrain the attacker.

We had some passengers sitting in 1a and 1d which is near to the flight deck door. They very graciously agreed, along with other passengers on that side of the aircraft to sit on the opposite side. It sounds harsh, but we had to take measures to ensure the integrity of the aircraft.

The flight back was just over 4 hours, and we had no issues. (Apart from there were no crackers for the cheeseboardshocking really).

We were met by a team of managers from for a debrief and then all sent home. I lived near Gatwick in those days, so it didn’t take me long.

I want to see Come From Away, but not sure what memories it will stir up. Only one way to find out I suppose.

So that’s it. That’s my story of September 11, 2001.

From staff…

Dear Ali, Oli and Georgina,

I just wanted to pass on my heartfelt thanks and admiration for the senior school production. I absolutely loved it. The energy, vibrancy, and sheer joy the students brought to the stage were incredible to watch, and it was so clear how much they were thriving under your guidance.

Productions of this quality only happen because of the hard work, commitment, and creativity of a dedicated team. Every element — the performances, music (please pass my thanks to the band too), choreography, staging, timing, and atmosphere, all reflected your passion. It was a brilliant showcase of what students can achieve with the right support around them. They will remember this production for years to come and being there brought back many happy memories of being on that stage myself.

Thank you for giving them such a rich opportunity to shine. It was a privilege to watch.

Amanda McShane

Wow! What a really great evening we had yesterday! I know there is a cast of many who have worked with you to make ‘Come from Away’ such a success, but maybe you can pass on congratulations?

The performance went by in a flash; I thought the standard was spectacular and the pace spot on. I came away from last year’s ‘Merrily’ knowing that the handful of students who took lead parts were fabulous. This year, there were so many more main parts, and it really gave a sense of just what a range of talent there is in school, right across the age range. The combination of drama, music and technical stage management gives students such brilliant opportunities. We were blown away. It must be so exciting to work with and nurture such talent. A huge well done – already looking forward to the next one….. Hope the rest of the run goes as well – enjoy the feeling!

Mary Hartshorne (Clerk to Committee)

I wanted to drop you a line to say how much I enjoyed ‘Come from Away’ tonight. Everyone was brilliant in their roles and I think this is the best show I have seen in School for quite a while! I hope the rest of the ‘run’ goes well and I look forward to seeing you when I am next in.

Carol Rayner (Committee)

Location and dislocation, identity and belonging are themes that run through Come From Away. The alienation that one feels due to dislocation/ displacement, or a sudden change in trajectory, whether literal or figurative, has several potential cures: reinvention, fellowship/ romance, humour, the gift and receipt of kindness. The cast, band, backstage and tech crews worked really well together to tell this story with genuine heart and skill. In a cold, foggy week in January, they have made us believe that humanity still has hope. Well done ALL!

Victoria Browning

From Old Scholars…

Hello Boucher, Thomas Hayes here. As you saw I was lucky enough to come watch last night and it was amazing. The first half told this incredible story of the town putting an entirely different shift on how I saw 9/11. This was a very personal friendly local story it felt, then the second half and it all tied together beautifully. I thought in particular the second half was outstanding. I want to congratulate the whole cast. In particular. Benji’s and Alara’s chemistry was great to watch. Some of the younger actors stepped up amazingly well in particular the pilot (sorry I don’t know names) - her voice was excellent. And Alex Summers, need I say more but he doesn’t need the praise he knows who he is. I hope you share this with the cast and backstage to let them know how much of an incredible job everyone is doing including you.

Thomas Hayes

Hi Bouch I just wanted to say that the musical was great. It had me crying and I’d seen it before and knew the plot. It had my mum crying and remembering where she was when it happened. The cast have grown up so much. I remember trying to teach so many of them how to dance when they were in first year and now, they are amazing performers putting on such a powerful musical. It makes me happy seeing so many of them able to do a box step and move in time with the music.

This is my second year watching one of Ackworth’s senior productions and it has made me miss being a part of the cast. All the rehearsals and tears that lead up to great performances. Well done to the senior students doing their final production. They have worked so hard. And well done to the younger students. They are all amazing performers.

It also feels like an end as it was Eva’s final show helping. She’d helped backstage since first year. And now it feels like it is really over for the both of us….

Freya Marshall

Student Reflections

There are moments in life that don’t announce themselves as important while they’re happening. They feel familiar, almost routine, until one day you realise how deeply they have shaped you. Come From Away became one of those moments for me, not because it was louder or bigger than the others, but because of how quietly and deeply it settled into my heart. Having been part of several school productions, I know that every show carries its own kind of magic. Each one is different, each one is so special, and each one leaves something magical behind.

Time behaves differently in theatre. Months of rehearsals lead to a small number of performances, and then suddenly it’s over. What stays isn’t the script or the staging, but the feeling of being completely present in something that mattered. During this production, I became more aware of how fleeting these moments are, and how easily they turn into memories even while you’re still living them.

Theatre has shaped me in ways I didn’t fully understand. It has taught me how to be myself and how to trust the people around me. It has helped me grow more confident and more open. Standing onstage is only a small part of it. The real change happens in the process, in learning how to show up, how to commit, and how to be brave even when you’re unsure.

Theatre has mattered to me because it showed me how to feel deeply in a world that often rushes past emotion. It gave me the chance to care, to connect, and to tell stories that helped me understand who I am. It also creates a place where vulnerability is not a weakness, but a strength. Theatre teaches you that you don’t stand alone, even when the spotlight is on you. There is something incredibly powerful about people coming together to create something that exists only for a moment yet leaves a lasting mark on everyone involved.

Come From Away is a story about connection, kindness, and humanity in uncertain times. Being part of it reinforced how important those values are, both onstage and off. This production was my final Ackworth show, and knowing that

changed how I experienced it. I found myself noticing the smallest details. The quiet before the lights came up, the familiar sounds backstage, the feeling of standing in a space that had held so many memories before. These moments are easy to overlook, but they are the ones that stay with you long after everything else fades.

The stage becomes more than a place you perform. It becomes a place where you grow into yourself. Where fear becomes manageable, where confidence is slowly built, and where you begin to understand your own voice. Even after you step away from it, the person you became there continues forward with you.

I want to thank the teachers, cast, and crew who made Come From Away so special. The time, care, and dedication behind this production created an environment where creativity, trust, and growth could exist. Every rehearsal and performance was supported by people who believed in the value of what we were creating. Thank you.

We are incredibly lucky at Ackworth to have the opportunity to take part in productions like this. Being given the space, support, and encouragement to engage in theatre is not something that can be taken for granted. It allows us to explore creativity, build confidence, and be part of something bigger than ourselves. These opportunities then shape you in ways that last far beyond school.

For anyone considering being part of a school production in the future, I hope you give yourself the chance. You don’t need to be fearless or certain. You just need to be willing to step into the experience. And it’s also just so much fun!

The stage doesn’t just hold stories. It holds pieces of ourselves we didn’t know we had. It teaches us who we are, what we care about, and what we are capable of. And once you leave it, you carry those pieces with you, quietly shaping everything you do.

Alara, Upper 6th Form

Come From Away is in a league of its own and is by far the most breathtaking production I have performed in at Ackworth School. It is a show based on an amalgamation of hundreds of real-life stories that are told mostly through high-energy music and song. A musical that is full of heart, truth, hope and emotion. It manages to balance deep emotional and heart-wrenching moments with genuine, witty humour. So much so that it had our audience night after night laughing, tapping their feet, wiping away tears, and feeling good about humanity all achieved in around 90 minutes.

One of the most important things to me about drama is that it is built on teamwork and collaboration, where everyone’s contributions are equally important, and that couldn’t have been truer than in this production where we worked harmoniously so that nobody stood out or fell behind. Having the opportunity to play Janice Mosher was pertinent too because the character has enabled me to grow in confidence as a performer as Janice did in the musical.

Come From Away is another way of telling the 9/11 stories and it will always hold special meaning to me because it can inspire us all to find hope out of darkness and shows us how something beautiful can emerge from tragedy and terror. If I had to choose one moment from the show it would be the song “Something’s Missing” because it brings a pivotal moment of reflection where we acknowledge the darker heartbreaking side of the events. I am so very grateful to Mr Boucher, Mr McCarthy-Bell and Miss Crowther for bringing this production into our school; the show and the messages within it are something that will stay with me forever.

Charlotte, Year 11

Performing in Come From Away has been such an amazing experience. Not even just the acting but finding out so much about 9/11 as an event has given me such a perspective, a perspective I would never begin to have if I didn’t do this production. The cast and crew are so, so, so amazing and fabulous, and if it wasn’t for them this performance would literally be nothing. Thank you so much, because this was not just a fun, but it was an important experience. An experience I think everybody deserves.

Vida, Year 9

Come From Away has been the most powerful performance I ever have done... despite playing a seductive Canadian Spaniard, a suggestive cardiologist, an alluring pilot, and a terrified New Yorker called Bob.

The play is built around ideas of disaster, tragedy, and anger but also the ideas of community, acceptance, and love. This makes it so relevant in today's times, where countries are at war, people are discriminated for who they are, and hate remains very prominent all over the world. Despite that, there will always be love; love being the pride for who you are, or the love for your family and friends, or the love that we all share for being born into one singular community on earth.

Come From Away very delicately but powerfully highlights all these topics. And to be able to perform this on stage to hundreds of people over that 4-day period, has been an absolute pleasure. I want to thank Ali so much for even trusting us to perform this moving piece (because if it was me I would have done something like Legally Blonde 2...!)

Not only did this play help open the audience’s eyes, but it helped open mine and allowed me to see a new perspective on life, and how I should learn to navigate it: to live my life with love, respect, and compassion; to hug the ones you love a little tighter; and to treat others how you would always want to be treated, even in the most unforeseeable situations like a plane being brought down in a random Canadian town because of terrorist action. Thank you so everyone who came to watch and support, and to everyone who helped with music and tech. And to the cast, I'm so proud of you all. Well done!

Alex, Lower 6th Form

This play was fun from an actor’s point of view. Going through it and learning key events in the world changed me in my way of thinking but with my attitude and anything outside of school and made me happy for being who I am today, and what’s happened in my life with school ,family and friends so in the end I keep my head held high and hope for the future.

Jacob, Year 9

Ensemble Rising 1:

Jenny Morton

The Ensemble’s second meeting of the Christmas term marked the true beginning of Ensemble Rising, our new devised theatre journey. This was the first of three sessions led by actor, director and facilitator Jenny Morton, an Ackworth Old Scholar whose warmth, creativity, and sense of play immediately transformed the studio into a space for imagination and trust.

Jenny’s role was to help us build the foundations of a real ensemble: to blur the boundaries between year groups, to help us meet as artists rather than as students of different ages, and to open the door to making original theatre together. The afternoon was filled with laughter, challenge, and discovery - from breathing and rhythm work to more complex ensemble movement and improvisation. At times it was chaotic and freeing; at others, calm and deeply reflective.

At the heart of the session was the idea that our stories matter.

Before the workshop, we had been asked to bring in a personal object that held a memory - a photograph, a ticket stub, a shoe, a letter - something that sparked a sensory or emotional connection. These items became powerful entry points into storytelling. Through conversation, movement, and sound, they evolved into moments of theatre that were unique to each person yet resonated across the group. As Jenny reminded us, devised theatre begins not with a script, but with ourselves - our memories, our bodies, and our willingness to share. What made the day remarkable was the way it drew us together. One member reflected, “I think this brings us all together instead of us being embarrassed to do simple things like sitting on a chair and an audience watch - thank you!” Another commented that “the Ensemble now feels like a group rather than a bunch of separate individuals.” That sense of connection - of becoming “a company” - was perhaps the session’s greatest achievement. This was just the first step in a longer creative process. Over the coming weeks, we’ll continue to meet, develop ideas, and begin shaping our own devised work, ready to share with Jenny when she returns next term. Her session reminded us that the most powerful theatre begins with honesty: when we trust ourselves, trust each other, and allow our personal stories to become part of something collective and new.

Ensemble Rising has truly begun - and the spark of what we might create together already feels extraordinary.

Ali Boucher, Head of Drama

Industry Spotlight 1: Dramatherapy Chloe Haines

The Ensemble’s first Industry Spotlight session of the year introduced us to a sector where drama, creativity and human connection meet in profound ways: dramatherapy. Led by practitioner Chloe Haines, the workshop challenged us to rethink what drama skills can do beyond the stage - how imagination, play and storytelling can become tools for healing, communication and emotional understanding.

Chloe’s biography alone made clear how varied and impactful this work can be. Drama therapists operate in schools, hospitals, mental health services, care homes, prisons, adoption and fostering agencies, rehabilitation communities and more. Their practice uses metaphor, play, movement, art, objects, puppetry, imagery and story to create a safe space where clients - often children or vulnerable individuals - can explore experiences that may feel too overwhelming or painful to express directly. Dramatherapy is not performance; it is a psychological therapy grounded in creativity, empathy and trust.

To help us understand this from the inside, the workshop began with an extraordinary exploratory task. The studio was filled with materials and three open prompts: “Use what you can see. Use what you know. How can you find out more?” In the middle of the space sat an unknown figure - silent, occasionally rocking or shaking, offering no guidance or explanation. For 10-15 minutes, we moved through the room alone or in small groups, trying to interpret what might be happening, what was needed, and how

we might communicate. Some students approached; others avoided; some experimented with objects; others watched from the edges. Chloe later explained that this mirrored what a child might experience when meeting a therapist for the first time: uncertainty, curiosity, hesitation, playfulness, and the instinctive formation of roles.

From there, the discussion opened up. What did we notice? What did our actions reveal about us? How might a drama therapist use the items we picked up? Building blocks, stones, cushions decorated with emotion wheels, photographs - each object became a potential bridge between a client’s inner world and the safety of metaphor. We learned how drama therapists help children externalise overwhelming experiences by telling “other stories,” building houses for puppets, placing life experiences in spatial relation to themselves, or using images to check in wordlessly with how they feel.

The students’ questions were thoughtful, challenging and generous. They asked about trauma, emotional regulation, non-verbal communication, the differences between therapists and counsellors, transference and countertransference, confidentiality, professional boundaries, and the reality of working with clients from vastly different backgrounds. Questions ranged from “How do you mediate conflict between pairs?” to “Do you ever feel your clients’ feelings?” to “How do you take care of yourself?”

Chloe responded with clarity and honesty, giving insight into a world where creativity and care intersect. She spoke about working in schools, alcohol and drug rehabilitation units, adoption contexts and domestic violence circumstances; about how COVID reshaped emotional development; and about how drama therapists use embodied, projected and role-based techniques to help clients process and regulate experiences that cannot be approached directly.

What stood out most was how quickly the Ensemble stepped into the challenge - observing, questioning, analysing, and drawing connections between their drama skills and the wider world. The session made visible the transferable power of what we do in the studio: listening, building stories, reading behaviour, holding space for others, and engaging with complexity.

The Industry Spotlight series exists to open doors students may not yet know are there. In this first session, Chloe did more than open a door - she let us step inside a profession where drama becomes a lifeline, a language, and a safe space. It was a moving, thoughtful and eye-opening afternoon, and a strong start to a year of discovering where our creative skills might take us.

Ali Boucher, Head of Drama

Drama - Ensemble Practitioner Masterclass 2: Acting

Through Song Lucy Assassa

The Ensemble Scholarship Programme closed the Christmas Term with its second Practitioner Masterclass, delivered by professional actor and singing teacher - and former Ackworth studentLucy Assassa. Her workshop, Acting Through Song, offered a vivid insight into what it means to combine truthful acting with confident vocal performance, and demonstrated to students how deeply theatre skills extend beyond technique alone.

Lucy opened the session by grounding the group in the essentials of vocal health and performance presence. Through physical and vocal warm-ups (“loose as a goose!” quickly became the room’s motto), she encouraged students to drop tension, take risks, and discover that cracks, strange sounds, and big choices are part of a healthy creative process. Confidence, she reminded them, does not come from perfection, but from the willingness to try boldly.

Students then moved into a structured exploration of character using a set of Uta Hagen-inspired prompts: Who am I? Where am I? What do I want? Who am I singing to? Why am I singing? What are the stakes? Lucy demonstrated how a song can only become compelling when these questions are answered with clarity and honesty. “Songs are like onions,” she explained. “You peel and peel until you find the core.” From these discoveries, each student created a “spine line - a short mantra describing their character’s main want - giving purpose and direction to every musical phrase.

A group monologue exercise followed, helping students recognise natural beats, impulses and shifts in intention. Many found that stripping away the melody revealed new meaning in the text; as one student reflected, “You notice the words morethe music isn’t there to tell you how to feel.” This insight became central to the second half of the masterclass.

In the individual coaching sessions, Lucy worked with students on musical theatre pieces ranging from Matilda to Wicked. The most striking learning moment came from Lucy’s reminder that the best performances were not necessarily the most technically accomplished singers, but those who communicated story, emotion and character with bravery. Some quieter voices produced the most compelling work simply by performing to the audience, using eye-line, intention and physical storytelling to transform their pieces. Conversely, others with natural vocal skill discovered that without active communication their performance remained closed-off - a valuable reminder that singing alone is never enough.

Across the board, students made tangible progress within minutes: stronger eye contact, clearer intention, richer connection to character. The room visibly shifted as performers embraced the idea that musical theatre is not about “showing off,” but about sharing a story that matters.

The masterclass finished with an open Q&A, where Lucy spoke candidly about training, career pathways, confidence, and the realities of working in the arts. Her message to the Ensemble was both empowering and grounded: “Remember, you are auditioning the school as much as they are auditioning you. Don’t underestimate your worth.”

This second masterclass captured everything the Ensemble exists to nurture: curiosity, courage, reflective practice, and the conviction that performance is not just a skill, but a way of understanding and communicating human experience. It was an inspiring and fitting end to our term together.

Ali Boucher, Head of Drama

Food & Nutrition

As part of the GCSE Food Preparation and Nutition course students have to show a wide variety of skills. This can range from the use of knife skills to preparing and combining meat to make burgers/ meatballs or fish cakes, as well as using gelatine to set desserts or coagulation for making choux pastry.

This half term we have been focussing on dessert products and Year 10 have made their own jam and butter to be used for scones, chocolate mousse which has focussed on splitting eggs and aerating, so that they could tip their bowl upside down over their head, making meringues and a sweet fruit tart with crème patisserie. Although the Year 10’s have found it challenging they have risen to the challenge to not only work on these skills but also to ensure their products are aesthetically pleasing.

The Year 7 Autism Resource class have been using several skills to produce a variety of food products from main meals, snacks and desserts. They enjoyed making the shortbread for their Millionaire Shortbread using the rubbing in method. Once baked they evenly spread the caramel over the shortbread and made sure that the chocolate was evenly distributed over the top. After piping the different types of chocolate over the milk chocolate they used a toothpick to produce a feathered looked on top.

Sarah Wilkinson, Head of Food and Nutrition

Recipe

Millionaire Shortbread

Preheat oven to 180°C/ Gas mark 4. Grease a baking tray.

Rub 150g plain flour, 75g margarine, 50g caster sugar together until a dough is formed.

Press the shortbread dough into the tin and flatten. Place on a baking tray for 15 minutes until golden brown.

In a glass bowl weigh out 126g butter, 50g light brown sugar, 160ml double cream, 190g condensed milk. Microwave for 2 minutes, stir. Repeat this step 5 times. BE CAREFUL AS THE GLASS BOWL GETS HOT.

Pour caramel over cooled shortbread and leave to cool.

Break 100g cooking milk chocolate into a bowl, microwave for 1 minute, stir. Repeat for 30 seconds.

Pour melted chocolate over caramel and leave to cool.

Visit to Krakow

Pupil Voice

We visited Krakow in Poland on a holocaust-based trip. On the first day we visited the Jewish Galicia museum which explored photos of the horrors of the holocaust and what they look like now. In this same museum we were given the brilliant opportunity to listen to a holocaust survivor named Monica Goldwasser who was a small child during the holocaust and had escaped death by the Nazis as her parents took a doll to show in her place. She was later orphaned and cared for by nuns who hid her religion from the Nazi regime. She was adopted by a non-Jewish family who were willing to take the risk to protect her as their own. She didn’t know about her real family until she was in her early twenties. She shared that kindness is the greatest type of good - her words had true meaning and even after all she and late parents went through she still has hope in the world.

We visited the intriguing factory of Oskar Schindler who saved the lives of nearly 1,200 Jews during the Nazi occupation of Poland. We not only saw the outside area where the factory once was, but we walked through the office of Schindler himself. Seeing the true building of Oskar Schindler was honestly so brilliant and what Schindler did was dangerous and admirable.

A Christmas Carol

The English Department took Year 11 students to see Charles Dickens’ much-loved tale ‘A Christmas Carol’ at the Crucible Theatre in Sheffield. This was a unique take on the classic story and encompassed the magic of the season with heart and warmth.

On the final day, we visited the Nazi concentration camp Auschwitz–Birkenau. It’s a truly harrowing place and shows the horrors of the persecution that took place. The Nazis tried to remove any evidence of inhumane mass slaughter by blowing up the gas chambers, an act carried out by the SS. The display of countless shoes and personal items, such as leather cases with names chalked on, and the empty can of Zyklon-B, made it so real. The emotional day ended with a final visit to the brilliant city where we could wonder around and buy any final souvenirs such as baubles, postcards and gloves. On the final walk back to the hotel, we had opportunity to view Wawel Hill castle which was magnificent and the views from that point were wonderful.

Time in Krakow was great fun in our group. We had lunch at a variety of different places while in Krakow such as a nice burger bar on day one and a beautiful restaurant in the centre where we ate pizza and carbonara. Due to our lack of understanding of Polish, we had been ripped off over some freshly baked cookies, which even though shocked us at the time is one of the moments which made the trip one of a kind.

Millie, Carla and Zach, Year 11

As Year 11 are studying the novella for their English Literature GCSE, the performance took them into the world of Scrooge and the Victorians, helping them gain a better understanding into the key themes of this seminal piece of Literature.

Amanda Sanderson, Head of English

Table Tennis Academy Football Academy

Hiko Shines at Blackpool 4 Competition

Ackworth’s own Hiko delivered a standout performance at the Blackpool 4 table tennis competition, showcasing skill, focus and real competitive grit on the national stage.

Hiko didn’t just impress - he dominated. He claimed the overall title and recorded exceptional victories against some of England’s very best, including the current No. 3, Abraham, and No. 5, Rohan. A remarkable achievement and a testament to his hard work and determination.

With confidence high and momentum firmly on his side, Hiko now turns his attention to the U19 Boys Singles event, where he’ll be looking to continue his fantastic run of form.

Huge congratulations to Hiko from everyone at Ackworth - we’re incredibly proud and cheering you on every step of the way!

The

U15

Boys National Success comes to an end

The U15 boys have achieved the unachievable by reaching the last 16 schools in the country in the ESFA small schools’ cup. The rules are you must have fewer than 60 boys in the year group, - Ackworth has 21 boys in Year 10!

The boys have played some fantastic football throughout the tournament beating teams on penalties or winning in the last kick of matches in some instances. We have travelled to Harrogate and as far as Grimsby but unfortunately on the 21st January Ackworth played Amber Valley from Derbyshire and were beaten 4-0 by a very talented and well-organised side. Ackworth had chances and could have scored two goals early in the game to level the match but unfortunately football is won by who takes their chances and on the day Amber Valley did just that.

The U15 boys have created history by getting so far in the tournament - we know full well the same desire and hunger will remain to surpass this next academic year.

Well done on all your achievements this year boys!

James Bower, Assistant Headteacher Co-Curricular and Sustainability

U19s Make It Back-to-Back Winners in West Yorkshire Cup Triumph

Ackworth Football Academy have done it again! In a fiercely contested West Yorkshire County Cup final, our U19s showed quality, resilience and real belief to retain their title against a determined Garforth side.

Played on a heavy, sticky pitch, conditions were far from ideal. But from the opening whistle, the players remained committed to the Academy’s philosophy - fast, attacking football played on the ground. Despite the surface and a growing injury list, Ackworth controlled large periods of the game with intelligent movement and sharp passing.

Chances came through excellent off-the-ball work, but that final pass or finish just wouldn’t quite fall in the opening stages. What never wavered, however, was the team’s attitude and work rate. A special mention must go to young Mika, who stepped up superbly when called upon and delivered a commanding Man of the Match performance well beyond his years.

The breakthrough finally arrived from a beautifully worked set piece. Ron’s pinpoint delivery caused problems in the Garforth box, and at the far post Filippo rose highest to

power home a header - his first goal for the Academy, and one he will remember for a long time.

At half-time, the coaching staff were delighted with the players’ mentality and focus. The message was clear: keep pushing, raise the tempo, and be brave on the ball.

The response in the second half was outstanding. Ackworth played with real intent, moving the ball quicker and pressing with purpose. That determination was rewarded when Luca showed great composure to slot home the second goal, giving the team a deserved 2–0 lead and a sense of control over the final.

From there, Ackworth continued to create chances, playing with confidence and maturity as they managed the game superbly. When the final whistle blew, it confirmed what the performance deserved — the West Yorkshire County Cup was heading back to Ackworth once again.

A fantastic achievement for the players and staff, and a proud moment for the Football Academy. Back-to-back champions - and fully deserved!

International Call-up

We’re really proud to share some brilliant news about Greg, who has been called up to play for the Antigua & Barbuda U20 Men’s National Team. Greg will be representing his country at the 2026 Concacaf Under-20 Qualifiers in Costa Rica, which is an amazing achievement and a real reward for his hard work and commitment. As a valued member of the Ackworth Football Academy, Greg has shown fantastic dedication both on and off the pitch, balancing his football development with his academic studies. This international call-up is a huge milestone, and we’re all cheering him on as he takes this next exciting step in his football journey.

“The call up has really uplifted me to keep going forward even when times get hard and to never give up because hard work never goes unnoticed.”

Greg, Lower 6th Form

Congratulations to Jasmine, Year 11

We are delighted to congratulate Jasmine on her selection for the Nottingham Forest Netball Player League (NPL) U17 squad, having been chosen from over 300 applicants. This is a significant achievement and reflects her consistent hard work, commitment, and ability.

This selection follows a strong summer for Jasmine, during which she represented the Loughborough Lightning U15 Netball Academies at a highly competitive tournament, gaining valuable experience at an elite level.

Jasmine continues to show dedication and focus both on and off the court, and we look forward to seeing her continue to develop and progress in her netball journey.

Congratulations Oliver Speed Skating

Congratulations to Oliver (Year 8), who recently took part in a swimming gala and delivered an outstanding performance. Oliver competed in three individual races and one relay – winning all of them! He came away with an impressive three gold medals, demonstrating real dedication, skill, and determination in the pool. A fantastic achievement and a brilliant example of commitment beyond the classroom. Well done, Oliver!

Seth recently had the honour of joining the British Team in Sheffield for the three-day International Championships, featuring athletes from 14 countries, including the USA, Canada, and Belgium, to name a few. Team GBR had an impressive medal haul. For Seth, it was an incredible learning experience and a valuable insight into international competition.

Michelle, Seth’s Mum

From Ackworth to Chelsea FC: Congratulations Yisa!

The Ackworth community is incredibly proud to celebrate the amazing football journey of Yisa Alao, whose pathway has taken him from Ackworth School to Sheffield Wednesday and now to Chelsea FC.

Yisa was part of the Ackworth family from Nursery right through to the end of Year 11, where his talent, determination, and love for the game were clear to see. During his time at school, he was also part of the West Yorkshire U16 Champions team, laying strong foundations for what was to come.

After leaving Ackworth, Yisa joined Sheffield Wednesday’s academy, progressing quickly and making his senior debut in August. The 17-year-old left back went on to make five first-team appearances, including standout starts in the FA Cup Third Round against Premier League side Brentford FC and an EFL Championship match against Portsmouth. Playing against some of the best players in the country, Yisa showed fantastic calmness, composure, and maturity well beyond his years.

Those performances have now earned Yisa a move to Chelsea FC, who have signed him on a two-year contract –an incredible achievement and the next exciting chapter in his career.

James Bower, Assistant Headteacher Co-Curricular and Sustainability, says “It has been a genuine privilege to teach and coach Yisa during his time at Ackworth School. His natural talent, paired with an exceptional work ethic, has propelled him to remarkable heights - now proudly representing Chelsea FC.

Yisa’s dedication, leadership, and positive influence on his peers have significantly elevated the standard of football within the school. Reaching the later stages of national competitions has become a regular expectation, thanks in no small part to the standards he helped set.

Everyone at Ackworth School wishes Yisa every success as he continues his professional football journey. We look forward to the day he returns to inspire the next generation of players.”

Well done, Yisa!

Positivity Pouches

In January, our students made positivity pouches and shared them around Ackworth and the local community to spread smiles and kindness. As January can be a tough month for many, these small gestures were all about bringing a little joy and positivity when it’s most needed.

Business Enterprise

The students from Autism Resource have begun setting up their business enterprise ideas by working collaboratively to develop and refine their ideas through careful budgeting and planning. Each proposed idea is discussed step by step, with students considering costs, resources, and practical outcomes to support clear decision making. To guide their learning, they have taken part in expert talks from the school’s Marketing Manager and Design & Technology specialist, which helped them understand how creative ideas can be developed into viable products. Using the school’s historical photographs as a starting point, the students have explored meaningful and engaging concepts that connect the past with new enterprise opportunities, building both confidence and real-world business skills.

Helen Hare, Business Studies Teacher

Craft Club Making Jumping Frogs

Once on Our Stage, Now on the World’s: YUNGBLUD’s Grammy Moment

We are delighted to congratulate Dominic Harrison, aka YUNGBLUD, (AOS 2004-2013) on winning his first-ever Grammy Award for Best Rock Performance at the 68th Annual Grammy Awards on 1 February 2026. He received the award for his powerful live rendition of Black Sabbath’s “Changes”, recorded during Ozzy Osbourne’s “Back To The Beginning” farewell show in Birmingham in 2025. In an emotional moment, he dedicated the award to Ozzy Osbourne - a fitting tribute for such a landmark performance!

Dominic was a student at Ackworth from 2004 to 2013, beginning his journey with us at the age of seven in Coram House. From those early years, his love of performing was unmistakable. He brought energy, charisma and a natural stage presence to productions on the Fothergill stage, appearing in The Sound of Music, The Government Inspector and A Christmas Carol.

Former Head of Drama, Richard Vergette, reflecting on Dominic’s time at school, has spoken warmly about the originality and spark he showed even as a young performer - a fearless creativity and commitment to the stage that clearly foreshadowed the artist he would become. Those who watched him perform at Ackworth will not be surprised to see him now commanding some of the world’s biggest stages.

Like many memorable students, Dominic’s school days were not without incident. In a moment of youthful high spirits, he once received a suspension after mooning his then Maths teacher - a story that now forms part of the legend, and perhaps an early glimpse of the bold confidence that has become part of his public persona.

From Coram House to the Grammys, YUNGBLUD’s journey is an extraordinary one. His success is a powerful reminder that passion, perseverance and belief in your craft can turn early dreams into remarkable realities. We are immensely proud of all he has achieved and offer him our warmest congratulations as his story continues to unfold.

Where are they Now?

David Battye, AOS 1967-1974

David Battye visited Ackworth on Celebration Day 2024 to take part in his year’s 50th Anniversary Reunion (see the Old Scholars’ section of Ackworth Today, Autumn 2024). Since then, he and his contemporaries, particularly Annabel McRobert (nee Seed), Amanda Slayton-Joslin (nee Slayton) and Jane Pegg (nee Roberts), have been curating a contact list for their year. They want to try and reach as many people as possible, keep in touch and plan well in advance for a 55th Anniversary during the school’s 250th Anniversary Year in 2029.

David has shared this photo from Easter Gathering 2025 (Back row L to R: Gill Ford nee Lester, Nicholas (Nick) Harris, David Battye; Middle row L to R: David Akeroyd, Amanda -Slayton- Joslin nee Slayton, Jane Pegg nee Roberts; Front row L to R: Sarah Horne, Annabel McRobert nee Seed, Shazad S Qureshi), together with these photos from the early 1970s.

Members of their year that they are keen to trace include Martin Backhouse, Richard Bowler, George (Sandy) Chune, Daniel Garnett, Andrew Hamilton, Stephen Harman, Timothy High, John Robinson, Gareth Saunders, Michael Stubbs, Martyn Warburton, Joanna Burtt, Lisa Christonsen, Ruth Gurny, Katherine Harris, Jane Howey, Barbara Leightley, Hilary Wilkins, David Garner, Katherine (Katy) Heywood, Jane Lynn Herbertson, Siobhan Power, Susan Tallantyre, John Gambles, Thomas Lees, Michael Nugent, John Ambler, John Guider, Peter Gutteridge, Martin Saunders, Robert Hennings, Michael Richardson, Susan Griffiths, Anne Mdudu, Tanja Veerkamp, Frances Rushworth, Anita (Lynn) Jefferies, Margaret Landsberger, Frances Koblenzer, David Migliaro, Deborah Gibberd, Joan Lambert.

If this is you, or you are in touch with any of these people, please do let David and the other know by contacting alumni@ ackworthschool.com.

[(Mostly) Girls photo: Annabel McRobert second from right, back row; Amanda SlaytonJoslin third from left, front row; Jane Pegg fourth from right, second row from back]

[Boys photo: David Battye second from right, front row]

Where are they Now?

Kate Fozard, (nee Strange), AOS 1964-1967

Kate Fozard (née Strange), AOS 19641967 is hoping to make contact with muchmissed friends from her co-hort. Kate (Kathryn) says that there were two ‘Katys’ in their year, so her good friend Kate Wilson was always ‘Katy 1’, whilst she was ‘Katy 2’.

Kate Fozard arrived at Ackworth aged 10 as a scholarship pupil in 1964. She followed her father, who had been a pupil from 1940 to 1945. After initial homesickness and finding the adjustment to boarding life difficult, she says ‘I look back on the final two terms (Autumn 1966 and Spring 1967) of my time at Ackworth School as one of the happiest times of my life.’. She goes on to explain:

At the end of Spring Term 1967, when I was in my third year and, by then, very happy with my life at Ackworth, it all went terribly wrong.

I was absolutely loving the responsibility of being a bedroom captain in a dorm for the first years - many of whom were as homesick as I had been at first - and I was able to care for them, tuck them up in bed, and reassure them that it would pass.

The Middle School Choir, under Miss Walmesley’s direction, had been rehearsing hard for weeks for a performance of Pergolesi’s ‘Stabat Mater’. This was to be performed in the Meeting House and recorded by the local BBC radio on our return, soon after the Easter vacation. I was amazed and honoured when Miss Walmesley chose me to sing the solo contralto part and Kate Wilson to sing solo soprano. I loved the piece and life had never been better.

I went home for the vacation very much looking forward to the next term and the concert. But, unknown to me, my parents had arranged for me to have a tonsillectomy during the holidays. They had also secretly withdrawn me from Ackworth and secured a place for me at the local grammar school to start immediately.

They told me of this as I awoke after surgery and I was devastated, though I put on a show of being excited by the news because I guessed it had been done out of kindnessmy dad was so proud that I was attending the school that he too had attended. When they left the ward, I cried and cried unconsolably.

Unknown to me, Dad had been to school and already collected all my belongings. I never had the opportunity to say goodbye to all my friends and teachers. I particularly remember Clive Penman. He had shown me such kindness in my first year when I had been very homesick, inviting me for tea with his family at his home occasionally. I would have loved him to know that I later achieved the highest ever awarded First Class Honours Degree in English and

Linguistics from The University of Ripon and York St John and had subsequently gone on to teach at primary school level and to tutor at the same college, all as a result of his care, encouragement and enthusiasm in the first place. Fortunately, the kindness I had experienced there and the belief that various members of staff had shown in me not only remains with me today, it also changed my life in so many positive ways. I kept in touch spasmodically with a few good friends for some years after I left, but eventually the ties were severed as I moved into higher education and later married. I am hoping I can reconnect with some of these friends via the Ackworth Old Scholars networks.

Kate would love to hear from any friends who remember her. She has recently managed to contact Katy Wilson. ‘Katy 1’ was a harpist who continued to play after leaving Ackworth, studied at the Royal School of Music in London and went on to be world-class harpist with the Liverpool Philharmonic Orchestra, the city from which she originated. She also remembers Libby (Elizabeth) Stubbs, who parents were farmers in Northumberland. She shared a dorm with Susan Stafford and Julia Bishop and remembered Judith Spinks’ (whose parents were Ackworth staff) kindness in asking her to tea at her house. She also mentions Bridget Reicher, Meryl Woods (now Rowlinson), Dinah Appleby, Rosemary Kunzel, saying ‘These are just some of the names I remember, but there were many others with whom I shared happy times at Ackworth.’.

If you would like to get in contact with Kate, please email alumni@ ackworthschool.com and we will pass on all messages. Kate also hopes to attend Easter Gathering with her daughter.

Happy 90th Birthday

Hamish Howarth

AOS 1946-1952

Hamish Howarth, Ackworth old scholar from 1946 to 1952 celebrated his 90th birthday with his family in December 2025 at a local restaurant.

Hamish writes... It was the first time in 10 years that we had all been together as a family because we live so far apart. It was amazing. The only family member not with us was my sister Jan, who lives in Vancouver, scholar 1950 to 1955. Carol, my daughter was a scholar between 1976 and 1978. My son, Neil was at Ackworth between 1975 and 1978.

We would all love to hear from any of our contemporaries, how they are, where they are. I've already been in touch and met up with David and Joan Bye and Robin (Monkey) Wray, who were great friends, which was incredible after such a long time. Please email alumni@ackworthschool.com and they will pass the messages on.

Obituaries

Chrisopher Evans (AOS 1945-1952)

We were so sorry to learn that Chris died unexpectedly at home on November 27 2025. Chris and his wife, Joan, were active members of the Ackworth East Coast Guild. They were able to join the Guild’s Founders’ Day meal at Worfolk near Scarborough only the month before Chris passed away. We will include a tribute to Chris in the next edition of Ackworth Today.

Susan Strafford (AOS 1964-1971)

Zephyrine Barbarachild, Ackworth’s Visiting Friend, told us that Susan Strafford sadly died on 22 September 2025. Zephyrine has not seen Sue since they left in 1971, but heard the news from Ros Laycock, who remained in regular contact with Sue. Zephyrine describes Sue as ‘a brainbox’ in science and maths, who did five A levels and went on to be a pharmacist. She was born in Tehran, Iran. Zephyrine speaks of ‘a tribute to Ackworth friendships’ that so many are still in touch and able to reminisce when they lose a friend like Sue, albeit many decades after they last saw each other. Sue passed away quite quickly following a diagnosis of cancer and is survived by her husband, Tim.

Fothergill Theatre

Join us in taking your seat in our rejuvenated Fothergill

Hall

We are delighted to report great progress towards our goal of replacing the seating in the Fothergill Hall over the summer holiday 2026. Reaching the fundraising target of £56,000 will allow us to launch the revitalised theatre by Founders’ Day, exactly a year after the project was launched. We will be replacing the 224 seats with modern, comfortable tip-up seating, along with new carpets, electronic blinds, framed posters and photographs from our archive of performances covering the last 125 years. At the time of writing, we have passed £17,500 through our fundraising page and donations direct to school. This is a third of the way to our target!.

Why It Matters

The Fothergill Hall is the heart of performance at Ackworth. It has been home to plays, concerts, musicals and film screenings, to name but a few: events that have shaped generations of us. The current seating has served us for 25 years but is now significantly failing. Refurbishment will allow us to host outstanding performances like Come From Away for decades to come and to support our outstanding drama education, including a scholarship programme of masterclasses, selfdevelopment and outreach. Upgrading the seating will improve comfort, accessibility and longevity whilst preserving the hall’s historic character. It will allow the next generation of talented actors, musicians, artists and technicians to continue to work in an historic yet updated venue.

Sponsor a Seat – Leave Your Legacy

Donations of at least £250 will cover the cost of a whole replacement seat. If you can donate at least £250, you can therefore ‘Take Your Seat’ and choose the wording on a personalised plaque. If you are able to donate at least £500, you can choose to take your seat on the front two rows. We very much welcome any support you can offer towards reaching our target, large or small, and all donors will be named in a permanent manner within the completed theatre. If you are visiting school, come and look at the display in Centre Library for more information, a sample chair and prototype dedication plaques made by Kirsty, our DT Technician. The plaques will be made from wood reclaimed from across school, some from particularly iconic locations such as the renovated West Wing Cupola. Many people will want to include names of a number of family members, a quote or dates: there is space for 125 characters over five lines. If you have questions or suggestions, please email rachel.belk@ackworthschool.com, or telephone: 01977 233626

How You Can Help

• Read more about the project, relive your era’s performances through photos and videos, and sponsor a seat through the Fothergill Hall link on our Development website: https:/development.ackworthschool.com

• Share the campaign with fellow Old Scholars, parents and friends.

• If drama was not your thing, take a look at our Development website for other projects and ways in which you could support school.

School Projects

'Acky' Apple Juice

Over October and November, we completed a small but impactful project that fitted perfectly with the importance we place on sustainability and caring for our planet.

We realised that Ackworth School’s own apples had not been used for almost sixty years and were largely going to waste, feeding the birds and the occasional member of staff living on site who might make the odd apple pie. So, we decided to do something about it!

Great Gardens was originally laid out as a kitchen garden until the 1960s, when it was landscaped and, we believe, much of the orchard removed. In earlier years the school was self-sufficient in a significant proportion of its fruit and vegetables, something that was particularly important in the school’s early history and again during the world wars.

Old Scholars from the 1940s, 1950s and 1960s tell us that apples were a staple of school meals. Written memoirs recall “Acky apple pie” and “Cowboy hat pie” (so named because the pastry rose high in the middle during cooking). Pupils from the 1960s remember apples being transported by small dumper truck, driven by a female gardener (notable in itself at the time), and tipped into the cellars under the Boys Dining Room for winter storage.

Today, six trees remain in Great Gardens. By the time we realised the apples were going to waste, many had already started to fall, but despite missing some of the crop our volunteers – staff, senior school students (including members of the bio sustainability club) and Old Scholars – picked 17 boxes. Three went to the kitchens, helping to produce the apple crumble enjoyed on Founders Day. Surplus apples were used by Steve Evans, our Catering Manager, to make Ackworth apple chutney, which was delicious.

The remaining 14 boxes were delivered to Yorkshire Orchards near Pocklington, where they were pressed, bottled and pasteurised. This produced 138 bottles, which we are selling for a small profit to support the school’s sustainability fund and further pupil activities.

Each bottle features one of two winning label designs from a Coram pupil competition held during Founders’ Day week. Congratulations go to Sonny (Y2) and Lydia (Y6), who each won a bottle of apple juice with their own label, as well as to all those who received highly commended drawings.

Bottles of Ackworth “vintage” can be ordered and paid for via our Development website at https:/development. ackworthschool.com, where you can also find more information about the project, including a video by Alec from Yorkshire Orchards explaining the production process. Apple juice will also be served during the Easter Gathering weekend – particularly fitting with this year’s Old Scholars President, the aptly named Trudy Seed, who helped with the apple picking.

Next year, we plan to be ready from the very start of the crop. We hope to press some apples on site so pupils can see the process through to completion, as well as organising a visit to Yorkshire Orchards to watch large-scale pressing in action. And if you have spare apples from home gardens, you may even wish to donate them to the Ackworth production line – watch this space!

Rachel Belk, Engagement & Development Manager

Christmas Appeals

A huge thank you to everyone who brought in warm clothes and lovely gifts – we were blown away by the generosity of our Ackworth community. Thank you to our wonderful parents and staff for the amazing donations for the Airedale Baby & Children’s Bank. So many fabulous toys, books, activities and even selection boxes were donated! Huge thanks as well to our Coram House Charity Prefects, Francesca and Alvin, for all their help collating the donations. The children loved seeing the boxes fill up again and again.

We were also incredibly grateful for the warm coats, hats, scarves, gloves, blankets and sleeping bags donated to support The Clothing Bank, Women’s Refuge and C.A.P Wakefield.

All items were dropped off before Christmas and shared with families over the festive period. Your kindness truly made a difference - thank you all.

Elise Ager, Community Outreach Coordinator

Senior Citizens Christmas Dinner

School once again hosted the much-loved Ackworth Senior Citizens Christmas Dinner, an event that has been running for more than 65 years. Village residents aged 60 and over are invited to enjoy a festive meal and good company, and this year they were also joined by 2 of our School Officers, Abi and Alexandria.

The dinner is organised by a small team of local volunteers - Sue, Terry, Dave and Allen -with part funding from Ackworth Parish Council and Ackworth Charities, and the remainder raised by the group themselves. Ackworth School generously provides the venue, the meal at cost, and a pickup and drop-off service via one of its bus drivers.

It is always a pleasure to see the community come together, and one guest in particular never fails to make us smile. Freda, aged 103, still catches the bus into Pontefract on her own every day. She attends the dinner with her neighbours, Jane and Pete, and is well known in the village for her many years volunteering at Bell Lane Library every Saturday. Freda only drinks hot chocolate - maybe that’s the secret to a long life.

Elise Ager, Community Outreach Coordinator

What is the PSA – and why get involved?

If you’ve ever enjoyed a PSA event at Ackworth, you’ll know how much they add to school life. What you might not see is the amount of work that happens behind the scenes to make it all happen.

The PSA is run by a small committee, usually made up of a Chair, Vice-Chair, Treasurer and Secretary, supported by a brilliant team of volunteers. Together, they organise events throughout the year - some to raise funds, others simply to bring our community together (and often both!).

A key part of the PSA’s work is the pre-loved uniform shop, which is opened weekly. Volunteers sort, organise and manage stock, helping families find what they need while supporting sustainability and keeping costs down.

The funds raised by the PSA are reinvested directly back into the school. Recent examples include play items for Coram House, support for drama productions, and improvements to facilities in the Sixth Form social centre, to name just a few.

Over the years, the PSA has organised a wide range of muchloved events, including Christmas wreath making, flower arranging, the Aloha Ball, Santa Dash, ice creams for sports

Supporting Our Community and Sustainability

days, Party on the Green, and a Halloween party for Coram House. New ideas are always welcome.

Volunteering doesn’t mean a huge commitment – help might involve shopping, organising events, serving refreshments, or supporting the pre-loved uniform shop. There’s lots going on quietly in the background, and every bit of help makes a difference.

The PSA is always keen to welcome new volunteers. Meetings are usually held once every half term to plan and review events, with an AGM once a year where committee members are elected.

If you’d like to get involved or have an idea to share, we’d love to hear from you.

Please email PSA@AckworthSchool.com

Many hands make light work - and plenty of fun along the way!

The PSA Uniform Shop, located in the old Nursery building across the road from the main school, continues to play an important role in supporting families across the school community.

Offering good-quality, pre-loved school uniform, the shop provides parents with a cost-effective way to meet uniform needs while also raising valuable funds for the PSA. Just as importantly, it reflects our school’s commitment to sustainability by helping to reduce waste and the environmental impact of garment production.

By choosing second-hand uniform, families are supporting one another, extending the life of clothing, and contributing to a more environmentally responsible approach that aligns closely with our school ethos.

Donations of clean, good-quality school uniform are always welcomed and are vital to the success of the shop. Items can be dropped off at the uniform shop or placed in the donation baskets located in the vestibule. Every purchase and every donation help another family and supports the ongoing work of the PSA, strengthening our school community in a practical and positive way.

It is with deep sadness that we share the news Kim

Booth nee Reather, PA to our Deputy Heads, passed away unexpectedly at the end of January.

Kim was a warm, kind, and much-valued member of our school community, and her sudden death has been felt profoundly by colleagues across the school. She had a calm presence, a generous spirit, and a way of supporting others that made a lasting difference to those who worked with her.

Kim had been part of the Ackworth community for over three years. She first joined the school as our HR Administrator and, in August last year, moved into the role of PA to the Deputy Heads, where her professionalism, care, and dedication were greatly appreciated.

Alongside her husband, Chris, Kim played a very important role in the recent refurbishment of the West Wing Cupola. As we have worked around and beneath the Cupola, many of us have found ourselves thinking

of her especially, aware of the care and commitment she brought to that project and to so much else within school life.

Our thoughts, as a school community, are with Kim’s family and friends at this very difficult time. Please do hold them in the Light as they grieve her loss.

Kim will be remembered with great affection and gratitude, and she will be deeply missed.

Starters and Leavers

We bid a fond farewell to

Rachel Akroyd - SLM (AR)

Elyse Mellor - Visiting Music Teacher

Sandra Gordhandas - Exams Invigilator

Joanne Colley - Head of HR

We’re very happy to welcome to our Ackworth family

Megan Broadley Visiting Music Teacher

Stacey Healey SLM (Autism Resource)

Sarah Turnbull SLM (Autism Resource)

Kim Booth

Tel: +44 (0)1977 233600

Email: admissions@ackworthschool.com www.ackworthschool.com