From cosy new spaces to a brand-new gaming room, boarding life at Ackworth has had a welcoming refresh
As our Year 11 and Year 13 students say farewell, we celebrate the memories made and the exciting journeys to come Book
to reconnect, reminisce, and celebrate with the Ackworth community next Easter
At Ackworth, we often talk about education as being about much more than grades, exams or qualifications. Those things matter, of course, but the longer I work in schools, the more convinced I become that education is really about people - helping young people discover who they are, what they care about and how they can make a positive difference in the world around them.
As we approach the end of another school year, that feels especially important. For some students, particularly those in Year 13, this term marks the end of their journey at Ackworth. There is always something emotional about this point in the year - celebrations, farewells, reflections and the quiet recognition of just how much young people grow during their time here. When students leave Ackworth, we hope they leave not only with qualifications and memories, but with a strong sense of who they are and the values they want to carry into the world.
That question - how can education create a better world?was at the centre of the Quaker Education Conference held at Bootham School in 2023, a conference I had the privilege to help lead before coming to Ackworth. It was particularly special that several Ackworth Sixth Form students attended and contributed so thoughtfully to the discussions. What struck me most throughout the day was the honesty, wisdom and hopefulness of the young people involved.
Again and again, they spoke about wanting education to prepare them not simply for work, but for life. They wanted schools to help them understand the world they are growing up in and to feel equipped to shape it for the better. They talked about the importance of critical thinking, resilience, teamwork and communication - not as fashionable educational phrases, but as real skills needed to navigate an increasingly complex world.
One of the most powerful outcomes of the conference was the call to action written by the students themselves. They described a shared vision for education: not simply as a route to qualifications or careers, but as something that should equip young people with the knowledge, skills and mindsets needed to reach their full potential and, through that, help create a better world for all. They challenged educators, school leaders and policy makers to listen more carefully to the voices of young people and to involve them meaningfully in shaping the future of education.
Their message was both thoughtful and ambitious. They called for a wider national and international conversation about the true purpose of education - one willing to think beyond shortterm pressures and focused instead on preparing young people to participate fully in local, national and global communities. They highlighted three priorities in particular: developing critical thinking, collaboration, communication and resilience; helping young people understand and respond to the climate emergency with hope and action; and ensuring education encourages empathy, compassion, openness and understanding towards people whose experiences may differ greatly from our own.
The artwork created during the conference has stayed with me ever since. It was full of energy, challenge and hope: “Our Voice, Our World, Our Eyes”, “Think, Work and Plan Together”, “Respect our privilege”, “Change” and “Hope.” These were not passive conversations. Young people wanted to be heard. They wanted adults to listen seriously to their concerns and aspirations for the future.
One student summed it up beautifully in the conference artwork with the words: “Education should not just be about the individual, but how we can work through individuality to create a better world.” I think that captures something deeply important about Quaker education. We value every person as unique, but we also recognise our responsibility to one another and to the communities we belong to.
Those themes felt especially relevant recently when we were delighted to welcome Esther Hill, Head of Friends School Hobart in Tasmania, to Ackworth. Her visit was a wonderful reminder that although Quaker schools may be spread across the world, we are connected by shared values and a shared belief in education as a force for good. There was something very encouraging in those conversations - a sense that schools like ours are trying, in thoughtful and practical ways, to help young people become not only successful individuals, but kind, engaged and responsible citizens of the world.
What gives me hope is that so much of this already lives within the daily life of Ackworth. We see it in the way students support one another, in our commitment to sustainability and service, in thoughtful conversations in classrooms and boarding houses, and in the quiet acts of kindness and integrity that happen every day across the school community.
As another academic year draws to a close, I hope all of our students - and especially those leaving us this summerrecognise that education is not something that ends when school finishes. The values, friendships, curiosity and sense of responsibility developed here will continue long after lessons and exams are over.
The students at the conference ended with a shared commitment: to continue developing the knowledge, courage and determination needed to help create a better world. I think that commitment speaks directly to the heart of what Ackworth seeks to be.
Education alone cannot solve every problem. But education rooted in compassion, curiosity, courage and community can help shape young people who just might.
And that feels like a very good place to begin.
Another Way is a UK-based, youth-led environmental organization, focused on promoting a sustainable, lowcarbon lifestyle through individual and collective action. It educates the public on ecological sustainability through events and encourages community-based environmentalism. Another Way invited Ackworth to the Power of 10 conference to engage students within sustainability.
Going to the Power of 10 conference was such an amazing experience and definitely something I’ll remember. From the moment we arrived, the atmosphere was exciting and welcoming, and it felt really special to be surrounded by so many young people who actually care about climate change and making a difference. The workshops were fun, interactive and really educational. We learned about how a healthy planet links to healthy people, explored climate anxiety in a safe space, and even got creative through art and team activities. Working together as a team helped us share ideas, listen to different opinions, and realise that everyone has something important to contribute.
One of the best parts of the day was getting the chance to speak to a local MP and learn why talking to politicians actually matters. It was interesting to ask questions and understand how decisions are made and how young people can have a voice. The conference also inspired us to come up with sustainability ideas that we could take back into school, like improving recycling, reducing energy waste, and making our school more environmentally friendly. Overall, the Power of 10 conference was fun, inspiring and a brilliant opportunity. It made me feel more confident about speaking up, working with others, and believing that even small actions can help create big change.
Year 8 Students
For the second year running, Ackworth School has participated in the UK Linguistics Olympiad. Teodora A in Y11 and William H in Y13, grappled with the puzzles in the Breakthrough category. These included a fiendishly tricky puzzle about cases in Lithuanian, a challenge on spelling rules in Naijá and a task about place names written in the Hangul alphabet used in South Korea. Both students earned themselves official certificates signed by the Chair of the UKLO Committee Prof Richard Hudson, with William comfortably achieving Gold by scoring 93% - truly impressive for his first attempt at UKLO. Well done!
Victoria Browning, Head of EAL
Ackworth School supported Food Waste Action Week with a pop-up taster table and a special zero-waste menu in the dining hall. Pupils and staff sampled tasty dishes made using ingredients that are often thrown away, including fruit and vegetable peelings, helping to show how food waste can be reduced in simple and creative ways.
A huge thank you goes to Thomas Franks for their innovative ideas and delicious food, which proved that sustainable cooking can be both creative and very tasty. The activities encouraged everyone to think more carefully about food waste and the small changes we can all make to be more sustainable.
We are proud to announce that our Drama Department won the prestigious Outstanding School Drama Department award at the Music & Drama Education Awards 2026, presented at the awards ceremony in London this February.
The award recognises Ackworth’s ambitious, inclusive and transformative approach to the performing arts, celebrating a department where creativity, confidence and opportunity are at the heart of every pupil’s experience.
The achievement comes at a particularly important time for arts education, following Christopher Eccleston’s recent BBC Radio 4 interview highlighting the growing barriers facing young people pursuing drama and creative careers. At Ackworth, we remain committed to ensuring that creativity, confidence and selfexpression remain central to every pupil’s education.
Huge congratulations go to Ali Boucher, Head of Drama, Oliver McCarthy-Bell, Head of Music, our dedicated Performing Arts team, and above all, our talented students, whose passion, teamwork and professionalism continue to inspire.
This is a wonderful achievement for the whole Ackworth community.
Good News Journalism is an exciting new club for Year 5 pupils upwards, taking place on a Friday lunchtime (12:50 to 1:20pm) in the Bright Room.
We have recently become a founding member school of Good News Rooms, an initiative founded in 2011 which has expanded to other schools in the UK and even Malawi, Africa. Belonging to the Good News Post network of schools allows us to provide pupils with the skills and opportunities to become confident investigative journalists, who will find positive stories to report on at school and in the wider community, interview interesting people, plan and write lively articles and learn how to take powerful accompanying photographs.
As the title of the club suggests, rather than being overwhelmed by bad news, pupils will demonstrate the power of the pen by producing uplifting and inspirational articles. Especially engaging and poignant articles have the chance to be published in Ackworth Today, the Good News Post website, and other platforms such as the BBC and Sky websites. There are many
We are incredibly proud to be recognised as a Prem Aware School. At Ackworth, we truly believe that every child is unique, and we are committed to understanding each child’s individual journey, strengths and needs. Being an inclusive school is at the heart of everything we do, and this recognition reflects our dedication to ensuring all pupils feel valued, understood and supported to flourish. We hope it also reassures parents and carers that we recognise the possible long term impact of premature birth and will support their children with sensitivity, understanding and expertise throughout their time with us.
roles required so pupils are welcome to come along if they enjoy researching topics, interviewing people, writing articles, editing, formatting the articles with strong IT skills and budding photographers and videographers.
It is a fun, creative and supportive club where pupils of differing ages can work together and help each other. By using their initiative and pursuing stories that interest them, pupils will develop their independence, oracy, teamwork skills and confidence. Our motto is:
Let’s get your voices heard to spread compassion, joy and hope. You belong. Your story matters. Good news can change the world.
As our Year 13 students prepare to leave Ackworth and begin the next chapter of their journeys, some have been reflecting on the memories, friendships and moments that have shaped their time here. From laughter in the boarding houses to unforgettable trips, lessons and achievements, their words capture the spirit of the Ackworth community. We are incredibly proud of all they have accomplished and wish them every success and happiness for the future, wherever life may take them.
Eric
Any final words?
Don't let other people's eyes become an obstacle to your strength
Timmy
Any final words?
"Be the change that you wish to see in the world."
-Mahatma Gandhi
Antoine
Any final words? Yes it is better to speak
Abi
In the future, I will change the world by… ...using my education and experiences to help others and contribute to positive global change
What is your favourite memory at Ackworth?
Wakey breaktime Year 11
Carol
What is your favourite memory at Ackworth?
Turn my study mode on at the Library
Any final words? See you in the next life, maybe
What is your favourite memory at Ackworth?
Going out on weekends to play golf with Carol and Tar
Alexandria
What is your favourite memory at Ackworth?
The Quaker Pilgrimage last year with Abi, we didn’t stop laughing the entire trip
Hannah In the future, I will change the world by… ...being a thoughtful person
What is your favourite memory at Ackworth?
The memories I made with the people I met along the way
Mariia
What is your favourite memory at Ackworth?
Making friendships around the world
Ines
Will P
In the future, I will change the world by...
‘Never believe you're good enough’ - cal the dragon, Football content creator
Yeva
What is your favourite memory at Ackworth?
My first year, when i was in
Pre A Level, especially during study leave
Shira
Any final words?
I had a great 2 years here, excited for the future!
Nikita
What is your favourite memory at Ackworth?
Watching Manchester City football matches at the Etihad Stadium
In the future, I will change the world by...
...being a person who is capable to make someones day better, someone who will have morals and respect for everyone
In the future, I will change the world by...
No idea, I just want to be a good person to change little things, but enough for the world
Jaspreet
In the future, I will change the world by...
...showing everybody kindness and support whenever they’re in need of it
Marvin
Any final words?
Keep your eye on the donut, not on the hole
Erin
Any final words?
Live, laugh, love
Will M
In the future, I will change the world by...
...making it a better place
Vaughan
Any final words? It doesn't matter if a cat is black or white, if it catches mice it's a good cat
Harry
What is your favourite memory at Ackworth?
Spending time with my friends everyday
Stanislav
Any final words?
See you on the other side
Hiko
What is your favourite memory at Ackworth?
Representing Ackworth and England in the ISF Gymnasiade Bahrain 2024 for table tennis
Tilly
In the future, I will change the world by... ...being Kind
Sofiia
Any final words?
Eventually everything always works out for the best
Will H
What is your favourite memory at Ackworth?
Playing clarinet and bass clarinet in the band for last year's musical: Merrily We Roll Along!
Lectures, Training and Rain: A day in My Life as a Miami Goalkeeper in England.
The rain never seems to stop, by the time I step into the goal my gloves are already soaked. As a goalkeeper for the Ackworth academy team there is no avoiding the sharp wind and rain during games. It gets cold wearing the number one across my back, holding the pressure of the last line of defence, knowing there is no second chances if that falls apart. It’s a long way from the sunshine and warmth of my home in Miami, but this becomes everyday life as an overseas student in England.
My days start early as I open the curtains and see if I get lucky with a bit of sun in the morning, it’s almost always grey outside. I like to start the day with a refreshing shower before going to get breakfast and heading off to my lessons. Usually by this time, part of my mind is already on training later that day. My schedule revolves around working on assignments or exam preparation for BTEC and training or games. Balancing this is manageable especially with the help of my teacher who understands the schedule of the football academy very well. Still, now taking up the role of school officer pushes me to stay disciplined and manage my time much more carefully.
After classes, my focus shifts completely. I head up to boarding to change into my training kit, grab my gear and head to the buses to go with the academy to the pitch.
Over the last 7 years, I have a lot of memories, so it is very hard to choose the best. However, I think one of my favourite moments was when I was in Year 9 and my Vietnamese group went to the Green to have food together at night. It is one of my lovely memories.
I think the Chinese New Year, or Lunar New Year event, is very meaningful to me because it is also a special day in Vietnam. I always miss my family on that day, so when we celebrate Lunar New Year at school, I feel very happy that I am not alone. I still have friends and staff in the boarding house with me.
I don’t know if there is one specific aspect of boarding that made me feel most at home. However, the boarding house has been like my second home over the last 7 years.
I find comfort when I step onto the turf and start my routine warm up. Training as a goalkeeper is very demanding. Sessions are heavily routed in handling, diving, reactions, positioning, footwork, and distribution. After, the goalkeepers usually join the rest of the team for short field scrimmages to work on constant communication and random game scenario challenges. Through all the pace, pressure, and expectation this is where I feel most focused and calm. These training sessions under such high level of coaching has caused my level to improve quickly.
By the time training ends in the evening it’s all about recovery. We get back to Ackworth and go straight for dinner from our dedicated catering staff who stay the extra hours to make sure the football academy are properly fed even after the rest of the boarders have already had dinner. By the time we are up to our rooms it’s time to catch up on work before taking the rest of the day to relax or hang out with friends. Living, studying, and playing in England has been a huge change to the life I lived coming from Miami. I miss the weather, comfort, and most of all my friends and family but at the same time this experience is truly life changing. Being a student and a goalkeeper has called for relentless discipline and resilience but at the end of the day when I get back to my room, I know I’ll be more than ready to wake up and do it all again. It is not always easy balancing everything, but every lesson, every training session, and every save brings me one step closer to achieving my dreams and becoming the person I want to be.
After life at school, I think I now know how to take care of myself, how to do housework, and how to be independent.
For younger students or new students in the future, I think following the school and boarding house rules is a good choice. Work hard, have a good time with the people around you, and be kind. That’s it.
Oh yeah - be on time for registration!
I am from Germany and I came here to Ackworth originally only for one term. I arrived here and started in Lower Sixth with just three A-levels which is completely different to having many more subjects like I was used to in Germany, similarly to how GSCE is here in England. Already on the first day of arriving, I met some really nice people who also like me go to the Football Academy here in Ackworth so I could already form some bonds on my first day, which in my opinion was really helpful. The next day was the first day of school here in Ackworth and even though I was kind of nervous since from talking with the other guys in boarding that I got to know beforehand I knew, that almost none of them were doing the same A-levels as me, but the way the teachers and students in my classes were like, was really different than I imagined. Compared to having 30 different students in one class like in Germany the maximum number of students in my A-level classes is about 15. This is one of the reasons why I enjoy school here in Ackworth, since the classes feel much more personal and the teachers actually take their time to engage with us students. I think that this is an experience that is really beneficial when considering that I am missing a whole year of school back in Germany. In general, I think that even though I am missing quite a considerable amount of school time in Germany I don’t think that staying here has any big downsides. Rather than that it feels more like an additional experience that you should absolutely consider doing if you can. Furthermore, since you are able to choose from a wide range of A-levels what you want to do I think that, if you are expecting to return to school in your own country after a certain amount of time, you can still kind of catch up with whatever work you need to do.
The boarders thoroughly enjoyed taking part in Culture Day within boarding, celebrating the rich diversity of backgrounds represented in the community. Students worked together to cook a range of traditional dishes from countries such as Japan, Lithuania and Nigeria, learning about ingredients, customs and the stories behind each cuisine. The evening was filled with excitement and laughter as they also took part in a lively quiz, challenging themselves to identify traditional songs from different countries. The event was a wonderful opportunity for students to share their heritage, discover new cultures and strengthen friendships in a fun and inclusive way.
After staying in Ackworth for just a few weeks I already decided that I wanted to prolong my stay, since not only was I sure that my academic level would not sink, but even rise but I also found a lot of good friends here in boarding as well. In general, I think this sense of a close friendship with lots of people from all over the world is something that I specifically enjoy here in Ackworth since I can always just go to the rooms of other people and talk and do something together with them whenever I want to. Even more so, because most of my good friends are also in the Football Academy which I really learned to enjoy. Being able to train three times a week and having one or two games a week as well is a privilege that I did not have back in Germany, and I think that this helped me a lot to get closer to the others as well.
In my opinion this sense of community is something that you won't get to know in many places in the world, and I got to know so many new people who I just enjoy being with that I always think how good of a decision I have made by coming here.
Even though I am already going to leave after a year, the time here at Ackworth is something that I think I am always going to remember, especially with the many new people that I got to know and I think that this time also helped to learn to value my relationships with different people since not only makes it school and life in general so much easier but it is also something that just takes a big place in me now that I got to experience life here as a boarder.
I am Katy Devine, Assistant Head of Boarding at Ackworth School. My role provides me with the privileged opportunity to care for and support the boarders entrusted to us, ensuring that each student feels safe, valued and at home within our community.
As a Boarding Team, we strive to be the best role models that we can be for the young people in our care. We share Quaker values that I hold close to my heart: honesty, truth, simplicity, and consideration for those around us. These principles guide my approach to both pastoral care and everyday living.
Working in Boarding brings many rewards - not least of which is recognising the journey that our boarders make with their own individual achievements and growth. We endeavour to instill in each student a sense of confidence and self-worth. In addition, we strive to cultivate a community which reflects patience, thought & compassion for those around us.
Beyond my boarding role, I support the Wellbeing provision at Ackworth School as well as the local community through my teaching of Yoga and Mindfulness. I also work alongside the Football Academy contributing to their strength training and conditioning program.
What moments or memories stand out for you over the past 7 years?
Some of my best memories over the last seven years would have to be Year 9, when we returned after the COVID lockdown and the boys’ and girls’ boarding houses were combined into one mixed boarding house instead of two separate ones. It created a completely new atmosphere at Ackworth and was such an exciting time to be there.
Another standout memory would be Year 11 study leave. Although many of us in girls’ boarding were nervous about exams, the strong sense of community and support within boarding meant we were still able to enjoy ourselves and make good memories during a stressful time.
Overall, the friendships I have made through boarding are what stand out the most, as they are friendships I know I will keep for life.
My name is Heather Wood, and I am the Head of Boarding at Ackworth School. I joined Ackworth two years ago, following a career in international education, having previously worked at schools in Thailand.
Ackworth School appealed to me from the very first moment I walked through the doors of the Vestibule. The history of the building and its grounds is immediately apparent, and the enduring Quaker values of those who have been educated here are evident in daily school life. These values extend naturally into the Boarding House, shaping a caring, respectful, and inclusive community.
As an army child, I was myself a boarding pupil at an independent school throughout my GCSE and A Level years. My boarding experience helped me to develop independence, confidence, and resilience - qualities that have stayed with me throughout my personal and professional life and which I strive to nurture in our own boarders.
Alongside my role in boarding, I am a qualified Swim England teacher and a Scottish Junior Triathlon Coach. I am also a proud mum of two grown-up young ladies. I live on site full time with my husband and our youngest daughter. All boarding staff live on site to ensure we provide the highest level of care, support, and supervision for our pupils. We feel extremely fortunate to call Ackworth our home, surrounded by the beautiful original school buildings and the open fields that frame this special community.
Are there any traditions, routines or events that were particularly meaningful to you?
By far my favourite and most meaningful tradition at Ackworth has to be Ackworth Christmas. We all wake up in the morning, go together to the Centre Library, and receive stockings. The atmosphere is always so warm and enjoyable.
The day is then finished with a formal dinner, which brings everyone together at the end of a long term and makes it feel really special.
What aspects of boarding made you feel most at home?
The social spaces within boarding made me feel most at home. Areas such as the snug, kitchen and TV room bring everyone together and create a real family atmosphere.
I also appreciated the freedom we had with our rooms and being able to decorate them, as it allowed each of us to have our own personal space that reflected who we are.
The support from staff was another important part of feeling at home. During difficult times, whether it was exam season, friendship fallouts or anything else, they were always there to help and support us.
What challenges did you face during your time at Ackworth?
One of the biggest challenges for me at times was missing my mum and home. Living closely with other people could also sometimes lead to friendship disputes, which was another challenge to navigate.
I also found adjusting to the routines and structure of boarding difficult at times, but it ultimately helped me to become more disciplined and independent.
In what ways do you feel boarding has prepared you for life after school?
Boarding has prepared me for life after school by teaching me how to live with others as part of a community. It has helped me become more selfless, considerate and understanding of other people, especially when they may be going through difficult times.
It has also taught me independence, resilience and how to adapt to new situations, which I know will be valuable in the future.
Are there specific skills or habits you’ve developed that you’ll take with you?
One of the biggest skills I have developed is confidence in speaking to new people and building friendships. Living in boarding has helped me become more outgoing and comfortable in social situations, which is something I will definitely take with me.
What are you most looking forward to next?
I am most looking forward to joining the RAF, taking on new challenges, travelling, and meeting new people. I’m excited for the opportunities ahead and for everything this next chapter will bring.
If you could give advice to a younger student just arriving in the boarding house what would it be?
My advice would be to stay open-minded and positive, even if it feels scary at first. Make the effort to talk to people, get involved, and make the most of every opportunity. Most importantly, enjoy the experience, because whether you stay for one term or seven years, the time goes by very quickly.
Erin, Year 13
At the beginning of the Summer Term, we had the pleasure of welcoming Esther Hill, Principal of The Friends’ School in Tasmania, during her visit to UK Quaker schools.
Founded in Hobart in 1887, The Friends’ School is today the largest Quaker school in the world, with around 1,300 pupils. While geographically distant, our schools share not only common Quaker values, but also a fascinating historical connection through William Unwin.
Unwin (1881–1944) was educated at the Quaker schools of Saffron Walden and Ackworth, returning to teach at Ackworth from 1901 to 1904. In 1923, he emigrated to Tasmania to become Headmaster of The Friends’ School, Hobart, where he played a significant role in the school’s development and expansion. Under his leadership, major building projects were undertaken, including the Unwin Science & Art Block, while the school continued to grow firmly rooted in Quaker principles.
Esther’s visit offered a valuable opportunity to reflect on these shared connections and on the enduring importance of Quaker education in shaping compassionate, thoughtful and globally minded young people. Conversations throughout the visit highlighted the many similarities between our schools and the strength of the international Quaker community that continues to unite us.
We greatly value our friendship with colleagues in Hobart and look forward to continuing to strengthen these ties, including welcoming staff and students from The Friends’ School back to Ackworth in the near future.
On Tuesday April 28th myself, among the 8 other school officers took a trip to the Mount school, not only grow as leaders but take-home knowledge of skills that active leaders in Quakerism use in business, religion/spirituality, and discernment in daily life. Upon arriving at the school, we were warmly welcomed into a large circle of chairs and begun the day.
After a fun introduction activity and conversing with student leaders from other school we split into tables of the three main groups that we would rotate throughout the morning session to learn and do activities. The topic that I took a liking to and want to bring into our school is the ability of discernment; the ability to judge, perceive and understand clearly to distinguish truth and error specifically used when making complex decisions. The reason I am so fond of it is because as a school officer by being discerning in decision making it not only causes me to actively decide why I view a certain way about a decision before making it but also how others may feel or be affected by it. This is of utmost importance for a leader to think not for oneself but for the whole of the student body that I stand for.
After rotating through the three tables, we were given a break for lunch during which we held a fun small, sided football game to bond with the students from the other two schools. The second half of the day followed a similar approach of the three tables apart from the groups being mixed and three students from each volunteering to present their topic. For the presentation of discernment Alexander, Yeva and I volunteered. Alongside us Alfred
with Aurora spoke about Quakerism in business to give a show of Ackworth schools’ confident students and highlevel articulation ability. We ended off the day with a final confidential posted note Q and A session with the heads of the three topics before setting off back to Ackworth for a successful trip.
Ryan, Year 12
It was a very exciting day to connect with other students from Quaker school. I really enjoyed the exploration in the intersectional relationship between leadership, business and religion we had the opportunities to explore with experts in each field. I was also very intrigued to learn about the ways of life at another Quaker school. Overall, it was enjoyable experience!
Aurora, Year 12
The Quaker leadership training was an insightful experience. The aspect of this that struck me most was the ability to collaborate alongside other Quaker schools to learn about new initiatives to potentially bring to Ackworth.
Alfred, Year 12
The Quaker leadership day was an amazing experience; I met so many new people and learnt a lot of things that I never even knew about Quakerism and Quakers in business. For example, I didn’t realise how many separate businesses were actually founded and set up by quakers, such as: Cadbury, Barclay's, Terry's. It was a very valuable experience that I would do again and recommend to future leaders at Quaker schools. Will, Year 12
Upon initially hearing about the exchange program to Abington Friends School in Pennsylvania, I knew I would stop at nothing to take part. I became a high school junior for a little over two weeks, staying with a student (Aarohi) and their family during the Easter break and I wish I could do it again.
I have been at Ackworth since year 7, so have never experienced another secondary school. When I was asked what subjects I would like to take at AFS, a few stood out to me - the main one being Small Farms. In addition to this, I studied subjects like history, philosophy and maths.
Conveniently on my first day at AFS, Small Farms was my first subject, and it did not disappoint! Our lessons were incredibly varied, but activities included tending to the bee farm, transplanting herbs and even cutting onions and peppers for AFS’ very own hot sauce. Towards the end of my time at AFS, the teacher - Brian - was kind enough to give me some honey produced by the bees at the school (who I can confirm produce very nice honey).
Unexpectedly, one of the standout subjects for me was Campaigns and Consequences - a US history class taught by Drew who tries to keep the class relevant by allowing us to study current events. The in-depth analysis of current events from the perspective of people in the US alongside watching the president’s addresses to the nation live was a fascinating experience I had not foreseen but feel incredibly grateful to have experienced. Philosophy is a subject I have never studied at all and did initially leave me perplexed! However, over my limited time at AFS, I grew to really enjoy Andrew’s mildly confusing discussions surrounding David Hume and attempting to grasp such abstract concepts as the formation of ideas from impressions. Of course, I would struggle to not study mathsbased subjects, so I also took AP Stats, AP Calc BC and AP Comp Sci Principles. In all these subjects, I felt a sense of familiarity, providing a good counterbalance to all these new subjects!
Of course, subjects only make up half of a school experience, so I would be amiss if I were to not mention other aspects of day-to-day school life. One of the main things that struck me about AFS was the people. Everyone at AFS was incredibly kind and welcoming, but one of the members of staff who I remember most was Scott - a physics teacher. Despite not
having any lessons with him, talking with him on both my first and final days really showed me his genuine enthusiasm to be at AFS and his infectious personality. In assemblies, Scott would regularly provide updates on the Artemis II mission with an unparalleled level of enthusiasm, making everyone smile. As AFS is a Quaker school, I did find similarities, such as meeting for worship. Being able to have such a similar experience to Ackworth in a completely different location was a bizarre yet comforting feeling.
I love visiting cities and I was fortunate enough to have the opportunity to visit both Philadelphia and Washington, D.C. In Philadelphia, I seemed to have a very varied day with Aarohi and her friends, including trying boba for the first time, seeing the liberty bell and visiting the Philadelphia Art Museum - a museum I could have never expected to have enjoyed as much as I did! Visiting Washington, D.C. was a bizarre experience, almost like something out of a movie. I was able to see the White House and explore the Museum of African American History and Culture, but what shocked me most was the sheer quantity of green space surrounding me.
If you ever get an opportunity like this, I can only insist that you jump at the chance. This has been the best experience of my life. My role will now shift to become a host for Aarohi; I trust the Ackworth community to make this an equally incredible experience and I can only try to match the hospitality of Aarohi and her family. It is impossible for me to express my gratitude to Aarohi, her family and the AFS community; I will never forget this experience.
Alfred, Year 12
As part of our mental health month at Ackworth, school officers and the Wellbeing Hub have organised a new initiative, Wellbeing Walks which both Coram House and Senior school are taking part in. The idea of Wellbeing Walks is to raise awareness for Young Minds: a charity that aims to make sure that no young person feels alone with their mental health. We have a whole school target of 500,000 steps by the end of this half-term. Throughout the first 2 sessions (1 Coram and 1 Senior) we have already reached a staggering 84,396 steps, which is 17% of our goal. If you would like to donate towards the Young Minds charity in support of the great work that they are doing, then you can scan the QR code to donate, any amount is highly appreciated. Will, Year 12
The Featherstone Rovers Foundation is a charity (registered Charity No. 1118452) that delivers a wide range of community projects and activities across Featherstone, the former Five Towns area and the wider Wakefield District.
They use the power of sport and the strong heritage of Featherstone Rovers RLFC to support the community, helping people of all ages develop the skills, confidence and opportunities they need to lead healthy, active and fulfilled lives. Each year they engage with tens of thousands of people through their programmes, school delivery and community initiatives.
On Friday 15th May, they brought their ‘Ahead of the Game’ workshop to Ackworth. The aim was to give our young people a safe space to talk, learn, and build confidence around mental health and emotional wellbeing. They created open conversations and broke down stigmas in a fun and engaging way. It was inspiring to see our students engaging so positively throughout the sessions.
Together, we can help young people understand that it’s okay to talk and that support is always available.
Elaina, Health and Wellbeing Support Worker
Our school community came together in fantastic spirit and sunshine to celebrate Wear It Green Day, raising awareness for mental health and supporting an important cause through donations for the Mental Health Foundation. Coram House pupils, Senior School students, and staff all embraced the occasion by coming dressed in their best green outfits, reflecting the Quaker values of community, equality, and care for one another that lie at the heart of our school.
The day began in morning meeting with an announcement from School Officer for Wellbeing, William, who shared what the day would entail and encouraged everyone to get involved. In the morning, Coram House pupils proudly paraded their outfits by taking part in a wellbeing walk, helping to raise donations for Young Minds Charity. In the lead-up to the event, School Officers supported the wellbeing team to prepare for the day, and they continued to play an important role throughout by helping staff deliver the wide range of activities on offer. This provided a valuable opportunity for them to demonstrate their leadership skills in a positive and meaningful way. The day was filled with opportunities designed to bring people together, promote wellbeing, and create a strong sense of positivity across the school.
Coram House pupils enjoyed a range of creative and calming activities on The Green. They contributed to a giant canvas through hand painting, creating a vibrant collaborative piece of artwork, and took part in yoga, breathing, and stretching activities to support their wellbeing. Giant Jenga also brought plenty of fun and teamwork.
Senior School students took part in a variety of engaging activities, from writing Positive Postcards to encourage one another, to enjoying friendly competition with Giant Jenga, Volleyball, and even tug of war. Music was also provided by our senior students, adding to the lively and inclusive atmosphere, with everyone enjoying the day all together. Colourful paper chains were created as a symbol of unity, while the ice-cream bike proved a popular treat in the warm weather. Students also had the opportunity to unwind during yoga sessions, and the bake sale helped raise valuable donations.
Overall, the day was a wonderful success, full of positivity, participation, and community spirit, truly reflecting our shared Quaker values, while raising both awareness and donations for the Mental Health Foundation.
Claire Robert, Deputy Designated Safeguarding Lead
Amanda McShane
Having now been at Coram for a year, I have taken time to reflect on what we are as a school. One thing that has become immediately clear is that Coram is not simply a place where children are educated; it is a true community.
From the moment I walked through the doors, that sense of belonging was unmistakable. A strong sense of community where pupils, staff and families are all actively part of school life both in and out of the classroom. At the heart of that community lies a simple but powerful principle: every child is known. The children are never anonymous and never overlooked. Instead, they are recognised as individuals – for their personalities, their strengths and their interests.
It is clear that Coram is a place where children are nurtured, challenged and celebrated. They are supported to become the very best version of themselves academically, socially and emotionally. In short, they flourish.
As I have come to know the pupils, I see confident learners, curious thinkers and kind, considerate individuals. From the moment they join us, they begin to develop the skills they need to be resilient, adaptable and willing to embrace new challenges. I have also seen the significant impact of our outdoor learning and Forest School provision; these are experiences that allow children to explore, problem-solve, collaborate and develop resilience, enriching their learning in meaningful ways.
We know that not every child shines in the same way and it has been a joy to celebrate the vast array of achievements and a range of levels; every child feels successful, valued and confident in who they are.
Curiosity is often overlooked but it is something we nurture, encouraging children to ask questions, to wonder and to think deeply. Independent thinking is embedded across the curriculum, allowing pupils to build the confidence to explore ideas for themselves.
Our recent ISI inspection recognised that our children feel safe, supported and ready to learn – a reflection of the strong foundations we have in place.
In summary, I have learned that Coram is a place where children are known, valued and encouraged to flourish. It is a place where learning is rich and broad, relationships are strong, and every child is supported to be the very best that they can be.
It has been a fabulous first year for me, and I am excited about moving forward into the next academic year and everything that lies beyond.
This year has been rich with achievement and opportunity across Coram House; here is just a small window into the events and successes our pupils have enjoyed. From an inspiring Science Week featuring trips and collaboration with the Senior School, to the leadership shown by our Coram Prefects through charity work and community initiatives, our school continues to thrive. We celebrated Max Withe completing his year as West Yorkshire’s Young Poet Laureate, alongside the success of our pupils’ own writing, with Years 3–6 having their ‘I Have a Dream’ poetry recognised and published, and children from Years 1–6 performing with confidence in the Poetry by Heart showcase.
In sport, pupils have excelled through our HMC Football Vase victory, participation in our first NFL Flag Tournament, and strong cross-country results at both Wakefield District and West Yorkshire finals. Residential visits for Years 3–6 have showcased resilience and determination.
Creative and cultural opportunities have flourished, from Harvest and Christmas concerts and performances to the Rothwell Music Festival where our choir wowed and came home with a trophy Alongside these events there has also been success in music and drama examinations. Pupils have also embraced performance in different forms, including
Year 3’s Spanish poem for the Poesiae competition and our inaugural class assembly, led by Year 5.
Reading and creativity have been celebrated through "World Book Day bedtime storytelling", the "Reading in Unusual Places" competition, and engaging and imaginative classroom work such as Year 1’s dragon topic. Our community spirit has been strengthened through initiatives including the Coram House book and toy swaps, to celebrate winning the Great Food Waste Challenge, their visit to Harewood Estate. We look forward to further highlights yet to come, including the Spelling Bee and the Year 5/6 end-of-year production.
Together, these achievements across all areas of school life reflect a vibrant, supportive and ambitious community of which we are immensely proud.
Every child, every day: every opportunity, every success in learning - because the whole child is the whole point.
Amanda McShane, Head Coram House
My favourite visit was when we went to William Shakespeare’s grave, but Cadbury’s world and the restaurant Wildwood were good too. - Francesca
The ghost walk was my favourite because it was really spooky. - Mia
Warwick Castle was the best visit, especially the weapons’ room. - Thomas
Sharing a room and making each other laugh was the best! - Greg
Going shopping in Stratford was my highlight. I bought lots of sweets at the sweets shop. - Grace
We managed to ditch the boys on the Cadbury’s visit! - Scarlett
I loved it when Mrs Perry did my hair. - Lydia
We are immensely proud that Coram House has achieved the Woodland Trust Green Tree Schools Gold Award. This nationally recognised award reflects our continued commitment to outdoor learning, sustainability and caring for the natural environment. To achieve Gold, pupils and staff completed a wide range of environmental activities over time, including tree planting, learning about wildlife, reducing waste and taking lessons outdoors. Reaching this level shows that environmental learning continues to be embedded across our school, being part of our culture rather than being a one off project. It is a fantastic achievement for everyone involved and highlights the positive impact this work has on our pupils’ learning, wellbeing and connection to nature.
Coram House
I enjoyed going on the visit to Harewood because I could find out lots of information about animals - Harry
I also liked the visit because I like finding out what the animals were and what they did for Science - Isaac
I liked the visit because I like throwing the wildflowers - Florence
I enjoyed the activities - Luke
I liked making the bug hotel - Isla
I enjoyed the quiz - Pippa
The quiz was good being in groups - Harry
I liked learning about the environment - Emmie
The whole week was universally enjoyed by all students with many positive comments made about their experience. The favourite activity was either the visit to Evolve or the session learning about Bunsen burners and carrying out flame tests. Harris was particularly interested in the work on other planets on Wednesday.
When asked about any other potential activities, Lydia said that she would have liked to some activities on Ecology (animals and their habitats – potential with Great Garden?) Francesca, Lydia, Gregory and Grace all mentioned that they would have liked more time spent on Chemistry experiments.
Coram House took part in British Science Week 2026, with this year’s theme being Curiosity: what’s the question?
The week started with a mixed age STEM quiz, which saw pupils from Reception to Year 6 working together to discuss the questions. Alongside this, science themed educational visits were held:
Y1: Harewood House
Y3: Magna Science and Adventure Centre including a forces workshop
Y4-6: National Science and Media Museum
Pupils visited the Senior School Science departments to get a flavour of how Science works as they progress their learning. They engaged in activities using Bunsen burners and investigated chemical reactions. Year 2 investigated the aerodynamics of a paper aeroplane and how forces act upon it. Year 3 investigated shadows and created their own puppet theatre. The experiences have been vast, and pupils have demonstrated a curiosity about the world around them and a passion for learning.
Catherine Bradley, Year 3 Teacher
I really enjoyed making the puppets and learning about translucent materials - Hannah
I liked seeing how the liquid made the fire change colours in Senior School - Edward
I like going to Magna because the experience was really cool - Pippa
I liked learning about rockets and how they worked - Camilla
I liked visiting the Senior School Science labs - Amariya
I liked using the Bunsen burners - Koa
Coram House held a Poetry by Heart event for a second time this year, allowing all children the opportunity to perform a poem aloud. The finalists performed their chosen poem in the Fothergill Theatre with projection, intonation and enthusiasm. Learning a poem by heart is an important skill developing memory and language, so this was a wonderful opportunity to share our love of poetry and demonstrate confidence. Years One and Two performed a whole class poem with finalists from Years 3-6 performing a range of freestyle poems.
The finalists who performed were Scarlett, Francesca, Grace, Alvin, Arlo, Theadora, Ayanda, Amelia, Edward and Enid.
Slater, English Coordinator
Year 1 visited Harewood Estate and had an amazing time where they were able to create minibeast hotels, plant in a sustainable manner and feed animals.
Amy Slater, Year 1 Teacher
I really enjoyed the Kayaking; it was really fun! - George-Joseph
I was nervous to go on the high ropes, but when I did it, I really liked it - Edward
I loved the kayaking - Harrison
I liked jumping in the lake, it was freezing cold - Amariya
The showers were glorious especially after jumping in the lake - Raffy
I enjoyed jumping in the freezing cold lake after the kayaking - George
I really liked doing the water sports - Pippa
It was really fun; my favourite thing was doing the zip line and the leap of faith - Enid
I liked building the raft and the yummy hot chocolate before bed - Camilla
The low ropes were a challenge, as we had to hold a cup of water whilst completing the course! - Ayanda
Always try it! - Martha
I faced my fears - Leila
I loved the leap of faith - Theadora
The food was really good - Mark
I loved the kayaking because the instructors kept splashing us - Sebastian
When we jumped into the lake it was freezing! - Chloe
Keeping up with the end of year Chemistry Department tradition, A Level students completed their final Practical by making their own Silver Mirror flasks.
Our creative Year 7 students have been hard at work designing and building their own castles! Using a wide variety of materials, they brought their imaginative ideas to life with fantastic detail.
Just after Easter, our Sports Scholars visited the English Institute of Sport in Sheffield. The morning consisted of a tour of the facilities, observing the Paralympic Great Britain Badminton and Table Tennis teams as well as the Great Britain Olympic Boxing team. This then followed with an athletics session with their professional coach, where they ran on the banked 200m track, practiced their sprint, throwing and long jump techniques. A fantastic experience at a such a prestigious venue.
Chris Parker, Teacher of BTEC Sport and Table Tennis Academy Coach
“I liked the day because I learnt new skills and my favourite part was when we got to do the athletics. I also enjoyed watching the badminton also i liked how they gave us tips on how to improve.”
Holly W, Year 8
“I liked the day as we saw people playing sports and the level they played at. I also enjoyed the athletics we did, and he gave us tips we could improve on.”
Alannah B, Year 8
Jones
In the photography workshop led by Phil Jones, he presented a series of black-and-white images. I especially liked the rawness of his work and how realistic it felt. In the modern era, where everything is often edited with filters and people chase society’s ideals of ‘perfection’, he instead embraces individuality. His photographs often feature strong contrasts of black and white, with a high level of detail that draws the viewer in. He focuses on capturing moments or figures of the street that tell their own story, making each image feel meaningful and engaging.
One of my favourite pieces is a close-up of a hand / face, where the fine details, such as wrinkles, are clearly visible. This creates a powerful and impactful image, underling the sense of realism and storytelling.
During the workshop, we went out to take our own photographs. We experimented with a range of angles and subjects, allowing us to explore composition and perspective more creatively. Afterwards, we explored them further by editing our images, allowing us to experiment with different effects and styles.
"I've always looked at edges; interesting things that happen at the edge. All the blood and thunder is centre stage, but if you avert your eyes to where the noise falls away you see more, little rumblings just going about their business. That's where I hang around with the camera in hand, hoping and trying to capture people and things that may have been forced or chosen to float around the edge"
Alex
I have been at Ackworth for five years and currently study Politics, PE, and Performing Arts. Outside of school, I enjoy going to gigs and playing basketball. I wanted to become a school officer because I am passionate about helping others and wanted the opportunity to deepen and expand my understanding of Quaker values and beliefs. My favourite Quaker quote is "Force may subdue, but Love gains: And he that forgives first, wins the Laurel" – William Penn.
Alfred
My name is Alfred and I started at Ackworth in Year 7, so I am currently in my 6th year. I currently study maths, further maths, economics and computer science alongside EPQ. I would love to leave the school being able to make a change for the better. As I have the digital learning portfolio, I would love to continue to help others with what I feel is one of my greatest strengths and continue to support the school into the future with exciting new technology.
Aurora
Hello I’m Aurora! A Vietnamese student doing Physics, Maths and Further Maths for my A-levels. I’ve been at Ackworth since Year 10. My motivations for applying for school officer is personal but goal oriented, as an international student who joined later than most of my cohort and experienced both Lower School and Sixth Form life, I really appreciated the traditions of Ackworth and in contrast, its ability to adapt and accommodate for students from different backgrounds. This motivated me to become part of that team, in hopes of assisting others to thrive in Ackworth.
Hannah
I have been at Ackworth School since September 2025 and am currently studying A-Levels in Maths, History & Politics. Outside of lessons, I enjoy going for walks with friends and family; one of the brilliant things about Ackworth is that we benefit from some of the best scenery, which is absolutely perfect for walks. I find Ackworth to be a really welcoming community that supports everyone who walks through its doors, even in the
midst of uncertainty, and I wanted to be able to give back to the school community that has been incredibly helpful while also helping to make it even more welcoming and inclusive. Through my responsibility for the School Council, I am able to gain valuable perspectives from a wide range of students across Senior School. My favourite Quaker quote is, “Live adventurously. When choices arise, do you take the way that offers the fullest opportunity for the use of your gifts in the service of God and the Community? Let your life speak.” –Advice & Queries 27.
Josh
I have been at Ackworth for half a year and currently study Academic PE, Maths, and Economics. I am passionate about football and enjoy being part of a team both on and off the pitch. I wanted to become a school officer because I believe I have strong leadership skills and want to make a positive difference within the school community. A quote that inspires me is, “True silence is the rest of the mind; and is to the spirit, what sleep is to the body, nourishment and refreshment.” – William Penn.
Ruby
I have been at Ackworth School for 12 years and currently study Geography, History, and Politics. Outside of lessons, I enjoy playing the violin, listening to music, and reading. Having spent so many years at Ackworth, I have been given countless opportunities to grow both academically and musically and becoming a School Officer is my way of giving back to the community that helped me become more confident in myself. I hope to help ensure that younger students are given the same, and even greater, opportunities to thrive. One of my favourite Quaker quotes is, “There is inspiration to be found all around us, in the natural world, in the sciences and arts, in our work and friendships, in our sorrows as well as in our joys.” – Advices & Queries 7.
Ryan
I am Ryan from Miami, and I’ve been at Ackworth School for one year. I am taking level 3 BTEC Sport as my classes. I applied to be a school officer because as I only have two years at this school, I wanted to be able to make a change and be involved as not only am I a student, but Ackworth is my home as I am a boarder. I believe taking up this responsibility gives me the chance to leave my mark as well as represent the students
and give back to the community. My favourite Quaker quote is, “Be still and cool in thy mind and spirit from thy own thoughts, and then thou wilt feel the principle of God to turn thy mind to the Lord God”. Outside of lessons I will mostly be found on a football pitch or in the gym. As the goalkeeper for Ackworth’s football academy I find peace in training and bettering myself physically. I have a great passion and discipline for football as it is the reason why I travelled across the ocean to live in England. Due to the mentally demanding nature of being a goalkeeper I also enjoy taking part in mindfulness activities such as yoga or going on walks.
Will
I’ve been at Ackworth School for 14 years, since Nursery, and I currently study Physics, Mathematics and Economics. Outside of lessons, I enjoy watching and playing sports, particularly football and basketball. I may not be the best at them, but I still really enjoy playing, and I also love socialising and spending time with my friends. My school officer role is Wellbeing, including Bridge, and I applied because I have always wanted to help and support people in any way I can. During my younger years in Senior School and in Coram, I always looked up to the school officers and wanted to be in their position. As a school officer, I hope to be an approachable mentor for anyone who needs help, while also helping to make positive changes across the school and maintain the amazing school community we have at Ackworth.
Yeva
I am from the Ukraine and joined Ackworth School for Pre-A levels in September 2024. I study English Literature, Politics and Performing Arts for my A-Levels and are ready to help anyone who needs support in any of those subjects. Outside of lessons I love acting, as well as singing. To improve my ability, I take Speech and Drama lessons, and joined choir, so if someone is interested in expanding their drama or singing experience, I am ready to answer any questions about the extracurriculars if needed. In my free time I love discovering new things about the world that help me in current studies and watching legal dramas like “Anatomy of a Fall”. My favourite Quaker quote is A&Q 28: “Attend to what love requires of you, which may not be great busyness.” I applied to be a school officer mostly because I really like this school and appreciate what it did to improve me as a person, so I want to give back as much as I can and also help improve the school until my last day in this position. Furthermore, I would love to help younger students if they require it, so if you have any questions, suggestions or concerns I am more than happy to help and do whatever it takes for you to be heard.
Ackworth was proud to host the U14 Wakefield District Netball Tournament, welcoming 14 schools from across the district for a fantastic celebration of sport in the sunshine.
Congratulations to overall winners Wakefield Girls’ High School, with Kettlethorpe High School finishing second, while Ackworth was delighted to secure third place. More importantly, the tournament showcased the true spirit of the game, with players demonstrating determination, teamwork, encouragement and outstanding sportsmanship throughout. It was wonderful to see so many girls enjoying the opportunity to compete, support one another and represent their schools with pride both on and off the court.
Thank you to everyone who took part and helped make it such an enjoyable and successful event.
The way you present your food/dish in Food Preparation and Nutrition is particularly important as it is the first impression you get before taking a bite. The way a dish is plated can set expectations, perception of taste and even trying a new dish.
Why is food Presentation/food styling important?
We eat with our eyes first; we all have expectations of how food should taste based on its look. The use of colour, aroma, and texture can enhance the dining experience, set the mood, and make others want to try your food.
How you present food can reflect the chef's creativity and vision.
This term we have been focussing on food presentation/food styling. In the GCSE class they have made spring rolls, looking mainly at shape and ensuring all spring rolls were the same shape and size. Piping and finishing as part of their Mini–Black Forest cakes. They will continue looking at presentation skills with quesadillas & salt and pepper chips, sweet and sour chicken with egg fried rice. Year 9 have combined skills to make marinated chicken and flat bread, burger in a bread bun, mini bake well tarts, and Jerk chicken, rice and nachos.
Students from AR have continued to work on a range of skills to produce peri peri chicken, iced biscuits, cinnamon buns, our take on bread-and-butter pudding with croissants.
As well as practical skills we have been learning about nutrition, factors that affect food choice including food waste, food miles, seasonality, and food provenance.
Sarah Wilkinson, Head of Food & Nutrition
Four Year 9 students from Ackworth School are celebrating an outstanding achievement after reaching the North East Regional Finals of the ESU Performing Shakespeare Competition in Leeds, placing them among the top few percent of performers nationally.onally.
Since September, Bea, Bethan, Darcie N and Vida have been developing their Shakespeare duologues through weekly rehearsals, progressing from internal school heats in October to the regional stage in March. Alongside teacher guidance, visiting practitioner input and masterclass opportunitiesincluding work with Carol Rutter - the students have increasingly taken ownership of their performances, refining interpretation, characterisation and delivery through sustained independent rehearsal.
Bea and Darcie performed as Beatrice and Benedick in Much Ado About Nothing, while Bethan and Vida took on the complex dynamic of Othello and Iago. Their work was praised for its clarity, confidence and theatrical intelligence, with performances demonstrating a strong understanding of Shakespeare’s language and dramatic intention.
With more than 3,800 students from over 150 schools entering the competition nationally, only a small proportion progress to regional finals, with just a handful ultimately selected for the national final at Shakespeare’s Globe. Reaching this stage is therefore a significant accomplishment in its own right, reflecting both individual commitment and collaborative skill. Ackworth congratulates all four students on their achievement and looks forward to following their continued success as the competition progresses towards its national final this summer.
This year has seen an exceptional burst of written creativity across the Performing Arts Department, with 5 students - Vida, Lizzie, Yeva, Alex and Vinnie - engaging in national playwriting competitions and developing original work of real ambition, imagination and emotional depth.
A major focus has been the National Theatre’s New Views programme, through which students have worked under the professional mentorship of playwright Simon Marshall. Across the year, they have developed fulllength original plays through drafting, feedback and revision, learning not only how to generate ideas but how to refine, reshape and sustain them with increasing independence and confidence, and their plays are currently being scrutinised by a judging panel at the National.
Alongside this, students have also submitted work to the Royal Court Theatre’s Young Playwrights Award 2026. We are especially delighted that Yeva has been shortlisted for her play Fireworks, now progressing through the final stages of national judging.
What is particularly striking this year is the breadth of themes and theatrical approaches students have explored. The students’ work spans axbsurdism, psychological drama and intimate realism, engaging with ideas including time, war, memory, mental health, ambition and control. These are sophisticated, often challenging pieces that demonstrate a genuine engagement with theatre as a form for exploring complex human experience.
In the final week of the summer term, four of these plays will be staged as part of Ackworth’s Festival of New Writing - a fully student-led project encompassing writing, directing, performing and production. From rehearsal planning to technical design, students will take full ownership of the process: student-written, student-directed, student-performed and student-organised. It is a powerful example of creative independence and artistic leadership in action.
As we await results from national competitions, the achievement is already clear: a group of young writers beginning not only to find their voices, but to trust them.
Ali Boucher, Head of Drama
This year’s Junior Production at Ackworth School will be The Laramie Project, a powerful piece of verbatim theatre exploring how a community responds in the aftermath of tragedy, prejudice and loss. Directed by Ali Boucher, the production brings together over 20 students from Years 7–9 in an ambitious ensemble project that combines challenge, creativity and high-level performance work.
The play is based on real events following the 1998 murder of Matthew Shepard, a young gay man living in Laramie, Wyoming. Rather than focusing on the crime itself, the piece is built from real testimonies, creating a mosaic of voices that reveal how individuals and a community attempt to make sense of events that are both shocking and deeply human.
Building on the ensemble approach developed in last year’s The Trials, this production places real emphasis on students working with independence, focus and imagination. Performers are encouraged to take ownership of complex characterisation, exploring multi-rolling, clear differentiation between roles, and detailed performance choices that bring authenticity and clarity to each voice on stage.
It is a demanding and highly rewarding piece, designed to stretch students artistically and intellectually. The production challenges young performers to work at a higher level, developing precision, sensitivity and confidence in tackling material that requires both emotional intelligence and theatrical discipline.
Alongside its challenges, the play offers an important opportunity: to work as part of a large, committed ensemble bringing to life a piece of theatre that asks meaningful questions about identity, community and compassion. It is ultimately a hopeful work, highlighting the ways in which people can respond to difficulty with understanding, reflection and humanity.
The production will be staged in the Meeting House at the end of term, with performances on 23–24 June.
20 Ackworth students entered the National Youth Monologues Competition 2026, a national competition run in conjunction with the Ambassador Theatre Group, Methuen Drama and the Federation of Drama Schools, searching for the most exciting solo actors in the UK.
From nearly 4000 entries, across four age groups and four categories, Ackworth’s 20 students entered between one and four categories of performance each, totalling 26 entries.
Of these 26 entries, 19 have been formally recognised, which is a tremendous achievement - an exceptional reflection of both the quality and consistency of students’ work.
Nine students were awarded Commended status: Alex S, Paula I, Yeva P, Benji L, Taya S, Vinnie B, Elsa C, Jacob L and Herbie S. This places their work within the top 15-25% of all entries nationally, with performances singled out by judges as particularly noteworthy within a highly competitive field.
A further four students were selected for the Regional Shortlist: Vinnie B (shortlisted twice, for both Classical and Original categories), Isobel R, Alara K and Evelyn T.
These actors demonstrated exceptional skill, creativity, and commitment, placing them among the top 10-15% of performers in their region. They will be invited to attend the National Final for a presentation and celebration of their achievement, recognising their outstanding work as part of this year’s competition.
Vinnie B has been shortlisted twice: in the KS4 age group for both the Classical and Original categories)
Isobel R (KS4, Contemporary)
Alara K (6th Form, Contemporary)
Evelyn T (KS3, Original)
Yeva P, in the Devised Category of the Sixth Form North Competition
Vida A, in the Contemporary category in the KS3 North Regional Finals
Bea S, Bethan H and Darcey R-F additionally being selected in the Shakespeare Category of the KS3 North Regional Finals
These 5 students will now be performing their pieces live to a panel of judges at the Lyceum Theatre in Crewe on Sunday May 17, competing for a place in the National Finals at the Trafalgar Theatre in June. To reach this stage is a significant accomplishment, requiring not only technical skill but also creativity, independence and the ability to sustain a compelling solo performance. Very well done!
Alongside these individual successes, Ackworth has also been nominated for the Methuen Drama School & Group Prize (Yorkshire & The Humber Region). This nomination recognises not only the strength of individual performances, but the wider culture of creativity, ambition and support for the performing arts within the school. Regional winners will be announced at the finals in May, with the opportunity to be considered for the national award.
To have such a high proportion of entries recognised at a national level is a remarkable achievement, and we congratulate all students involved on their commitment, creativity and courage in putting their work forward.
Ackworth students have achieved outstanding success in this year’s National Youth Theatre auditions, with results released over the Easter break. A total of 21 students from the school auditioned - part of a national field of nearly 6,000 applicants aged 14-25. With typically only 8-10% of candidates securing places, this is an exceptionally competitive process, and one in which success is never guaranteed.
We are therefore delighted to celebrate five students - Alara K, Yeva P, Millie M, Vinnie B and Evie B - who have been awarded places on National Youth Theatre membership courses this summer. This is a superb achievement and a clear recognition of their talent, commitment and the quality of their work.
A further eight students - Vida A, Matilda M, Evelyn T, Evie M, Charlotte OLR, Benji L, Eloise B and Isobel R - have been placed on the waiting list. This is also a significant outcome, indicating that they were recognised at a very high level and remain strongly in contention for places. It is particularly impressive to see so many students from Year 9 represented here: to be recognised at this stage, competing against older and more experienced applicants, speaks not only to their current ability but to their potential for continued growth over the coming years.
The audition process itself is demanding in ways that go far beyond performing a prepared piece. Students are asked to work collaboratively with others, responding to direction, engaging in group improvisation, and demonstrating creativity, flexibility and openness under pressure. Success in this context reflects not just individual talent, but the ability to listen, adapt and contribute meaningfully within an ensemble.
Those attending courses this summer will now have the opportunity to build on these skills in a professional training environment. National Youth Theatre courses are intensive and collaborative, focusing on ensemble work, devising, physical theatre and text, while developing students’ confidence, independence and ability to take creative risks. Working alongside peers from across the country and under the guidance of industry practitioners, students gain a deeper understanding of rehearsal processes and what it means to create work at a high level.
The National Youth Theatre has a distinguished history, with alumni including Judi Dench, Daniel Craig, Ed Sheeran and Chiwetel Ejiofor. To have so many Ackworth students recognised in this way is a source of great pride, and we look forward to seeing what they go on to achieve next.
Veysey)
On Wednesday 4 March, students in the 2025-26 Ensemble intake gathered in the Fothergill Theatre for the third of this year’s Practitioner Masterclasses. Led by director, facilitator and academic Kate Veysey, the session explored how theatre-makers create work that responds directly to the world around them.
Kate, Artistic Director of the theatre company Out of Character and Associate Director for Next Door But One, began the evening with a series of energetic ensemble exercises designed to build trust, focus and collaboration within the group. Through games that encouraged students to find unexpected connections with one another and activities that developed collective awareness in the space, the session quickly established a sense of ensemble - an essential foundation for collaborative theatre-making.
The practical work soon shifted towards the core theme of the masterclass: theatre with a social conscience. Students were invited to respond physically to a series of provocative statements, positioning themselves along a continuum between “agree” and “disagree.” The discussion that followed prompted thoughtful debate about the purpose of theatre: should it challenge audiences, represent communities, entertain, or strive to create change? Students explored complex questions around representation, lived experience and the responsibilities artists hold when telling stories rooted in real lives.
Kate then shared a case study from her own work: She Was Walking Home, a piece of testimonial theatre developed from the experiences of women in York following widespread conversations about women’s safety. The production gathered stories from dozens of women and transformed them into a series of monologues and audio installations, ensuring the voices of those affected remained central to the work. Through this example, students examined the careful ethical considerations required when working with lived experiences - from protecting contributors’ identities to supporting actors and audiences engaging with challenging material.
A reading of one of the monologues from the play prompted a powerful discussion about perspective and responsibility. Students considered not only what happens within the story, but also how wider society shapes the fears and behaviours experienced by the character. From this starting point, groups devised rehearsal activities that might help an actor explore the emotional and psychological journey of the character, drawing on professional rehearsal techniques such as character hot-seating, emotional reversals and physical representations of stress.
The final section of the masterclass challenged students to think like theatre-makers. Working collaboratively, they generated an “alphabet” of potential social issues that theatre might explore—from climate change and social media to radicalisation and equality. Each group then selected an issue and developed an original project idea, considering the practical realities of creating socially conscious work: who might contribute lived experience, which organisations could partner with the project, who the audience might be, and how the work could be evaluated responsibly.
The evening concluded with each group delivering a short “elevator pitch” for their imagined theatre project. Topics ranged
widely, including stories about refugees, the pressures faced by male athletes experiencing eating disorders, the emotional toll carried by paramedics, and the anxieties young people feel about the future. These thoughtful pitches demonstrated not only the students’ creativity but also their willingness to engage seriously with complex social issues.
The session ended with a reflective check-out, where students shared their key takeaways. For many, the most powerful realisation was that theatre can do far more than entertain - it can open conversations, challenge assumptions and inspire change.
Kate’s masterclass offered students an invaluable insight into contemporary theatre practice and the ethical considerations behind it. Most importantly, it empowered them to begin imagining how their own creative voices might contribute to the world beyond the stage.
On Tuesday 10 March, students in the 2025-26 Ensemble intake returned to the Fothergill Theatre for the fourth Practitioner Masterclass of the year, this time led by performer and musical theatre specialist Grace Wassell. The session offered a dynamic introduction to the physical and vocal demands of contemporary musical theatre, using material inspired by the hit West End production Six: The Musical as a practical starting point. Grace began the evening by introducing her own training and performance background before leading the group through a series of high-energy physical warm-ups. These exercises, including running drills, star jumps and stretching sequences, quickly revealed the physical intensity required of performers in this style of theatre. For many students, it was a striking realisation that the stamina expected of professional performers begins long before stepping on stage. Even the initial warm-up pushed the group to their limits, offering a clear insight into the daily discipline and physical conditioning that underpins successful performance.
With energy levels high, the workshop moved into choreography inspired by the song “Don’t Lose Ur Head” from Six. Grace demonstrated sections of the routine before guiding students through the process of learning, repeating and refining the movement as an ensemble. Alongside the choreography, students were encouraged to think about stage presence and performance focus. As Grace pointed out, audiences often follow the performer’s face before their feet: expressive storytelling and clear intention are just as important as technical precision.
After the break, the focus shifted to vocal technique and the craft of “acting through song”. Beginning with vocal warm-ups and breathing exercises, Grace introduced techniques designed to support powerful and healthy singing, including visualising vocal energy, maintaining physical support through the core and back, and avoiding tension in the throat. Practical exercises such as imagining a trampoline-like lift into high notes or projecting sound to the back of the auditorium helped students experiment with vocal placement and performance confidence.
The second half of the session centred on applying acting principles to song work. Students explored how character objectives, emotional context and narrative motivation shape the way a song is performed. Using material from a range of musicals - including Les Miserables, Grease, Frozen, Heathers: The Musical and some nostalgic favourites from Come From Away and Merrily We Roll Along - Grace worked with individual students, helping
them refine their interpretation and explore different approaches to storytelling through music.
A key theme throughout this work was the importance of intention. Students were encouraged to ask fundamental questions of every song: Why does the character begin to sing? What do they want? What changes between repeated lines? Through this forensic approach to text and music, performers experimented with shifting emotional attitudes, moments of stillness, and the relationship between movement and character.
Perhaps one of the most powerful aspects of the session was the perspective Grace brought as a performer only a few years older than many of the students themselves. Her commitment to daily training and her seriousness about developing her craft offered a compelling model of the standards expected within performance pathways that aim for professional success. For students considering careers in theatre, it provided a clear and inspiring example of the discipline, resilience and determination required.
As with all the Ensemble Practitioner Masterclasses, the aim is not simply to develop performance skills but to expose students to the realities and expectations of the creative industries. Grace’s session delivered this in abundance - challenging students physically, vocally and creatively while giving them a valuable insight into the work and mindset required to thrive in contemporary musical theatre.
Through Shakespeare:
The fifth Practitioner Masterclass in this year’s Ensemble Drama Scholarship programme brought an extraordinary opportunity for students to work with Carol Chillington Rutter, a leading authority on Shakespeare in performance. Her session, Thinking Through Shakespeare: Shakespeare can teach you how to think, offered a compelling exploration of how the playwright’s work demands not only intellectual engagement, but also physical and imaginative responsiveness.
The day began with an intensive coaching session for students preparing for the ESU Performing Shakespeare regional finals. From the outset, Carol encouraged a fearless and forensic approach to text, urging students to slow down, attend to individual words, and uncover the “performance clues” embedded within Shakespeare’s language. In work on Othello, Vida and Bethan explored how meaning is shaped through physical choices - posture, proximity, and stillness - alongside vocal precision. The emphasis on monosyllables, rhythm, and repetition revealed how tension and psychological complexity are built moment by moment, with particular attention to the evolving power dynamic between characters.
Work on A Midsummer Night’s Dream, Hamlet and Macbeth deepened this analytical approach. Through close, line-by-line exploration, students identified how Shakespeare structures thought on the page: the balance of arguments, the use of rhetorical devices, and the significance of shifts in rhythm and punctuation. In Macbeth’s soliloquy, for example, students traced the character’s fractured thinking through abrupt changes in subject and the repeated weighing of “if” and “but,” physically embodying the tension between action and consequence.
Throughout the day, Carol emphasised that Shakespeare teaches us to think in binaries - this versus that, action versus restraint -
Similarly, in Much Ado About Nothing, Bea and Darcie were challenged to interrogate language through action: to “hit the verbs,” to honour the weight of key words such as “love,” “slandered,” and “dishonoured,” and to shape the emotional trajectory of the scene through pace and intention. Carol’s direction consistently returned to a central principle: that actors must think through the text in real time, allowing each word to generate a new thought, reaction, or impulse. The result was work that became more precise, more dynamic, and ultimately more truthful.
The second half of the masterclass expanded this approach to the full Ensemble group through a series of practical exercises designed to connect mind and body. Fast-paced coordination games emphasised focus, responsiveness, and the importance of freeing the body from overthinking, reinforcing Carol’s belief that Shakespeare is understood as much physically as intellectually.
Students then applied these ideas to short scenes, discovering how even a handful of lines can generate multiple interpretations depending on choices around status, tone, and intention. By interrogating the language - examining imperatives, expressions of gratitude, and shifts in power - students learned to justify their performance decisions through textual evidence.
while also demonstrating that thought itself is rarely linear. By engaging simultaneously with language, body, and imagination, students developed a richer understanding of character, narrative, and performance.
This masterclass was not only an exploration of Shakespeare, but an exploration of thinking itself. Students left with a heightened awareness of how meaning is created, a toolkit for approaching complex texts, and a renewed confidence in their ability to make bold, informed creative choices. Experiences such as this exemplify the depth and ambition of the Ensemble Drama Scholarship programme, offering students direct access to world-leading practitioners and the opportunity to engage with their craft at the highest level.
On May 5th, the sixth Practitioner Masterclass of this year’s Ensemble Drama Scholarship programme offered an experience of a vital depth and resonance. Led by actor and Kinship campaign champion Libby Wattis, the session centred around her solo performance Heart of a Guardian, a piece that explores the often overlooked reality of kinship care - where children are raised by relatives or close family friends when their parents are unable to do so - through the story of a grandmother raising her grandchildren.
From the outset, students were drawn into a performance of emotional clarity and control. Libby demonstrated the craft of multi-roling with both precision and intention: at times, the transitions were subtle, but at others they were deliberately heightened, allowing characters to emerge boldly and unmistakably. A shift in posture, an exaggerated accent, or a carefully chosen physical gesture conjured distinct individualsfrom the wide-eyed energy of a child to the clipped detachment of a social worker. What emerged was a vivid, human world built through minimal theatrical means. Within minutes, the audience was fully invested, a powerful reminder that theatre, when rooted in truth and vulnerability, compels attention in ways that feel immediate and instinctive.
The play did not shy away from difficult truths. It confronted the emotional and practical realities of kinship care, including the profound loneliness experienced by carers and the lack of recognition they often face. Libby illuminated the systemic challenges with stark clarity: students learned that as many as 1 in 8 kinship carers consider giving up care due to insufficient support, with many relying on food banks and navigating overwhelming financial and emotional pressure. The piece explored the complexity of identity - how kinship care exists in a space that is neither fully recognised like adoption nor adequately supported like fostering. Moments of theatrical simplicity carried immense weight: a simulated embrace, created only through Libby’s own hands, became a striking image of comfort, while also insistently reminding us of the carer’s isolation. Throughout, the performance invited reflection, asking the audience to pause and consider not only what is seen, but what lies beneath - particularly from the perspective of the children at its heart.
Following a short break, students engaged in an open and deeply thoughtful Q&A with Libby. The discussion revealed the layered process behind the work: an 18-month journey shaped by lived experience, careful crafting, and a determination to give voice to stories too often left unheard. Students probed the balance between truth and theatricality, exploring how real experiences are reshaped for the stage without losing their emotional integrity. Libby spoke candidly about the importance of collaboration, the need for a director’s external eye, and the challenge - and necessity - of receiving honest feedback. The conversation returned repeatedly to the truth behind the storytelling: that these characters are rooted in real lives, real conversations, and real pain. It reinforced the essential role of drama as a medium through which hidden stories can be made visible, and difficult realities approached with both care and courage.
The session was further enriched by the presence of Libby’s granddaughter, who also attended the performance and whose own experiences of kinship care underpin the work. Her reflections brought an extraordinary immediacy to the discussion. Speaking with honesty and generosity, she offered her perspective on seeing elements of her life represented on stage - the recognition of truth
alongside moments of humour, and the complexity of revisiting experiences she did not fully understand as a child. She spoke about identity, about the differences in support and opportunity between kinship care and other care systems, and about the challenge of sharing such personal experiences publicly. Her words - “to share is to grow” - resonated deeply, encapsulating the spirit of the entire masterclass.
This masterclass exemplified the core values of the Ensemble programme: curiosity, empathy, and the courage to engage with challenging material. More than a workshop, it was a profound encounter with the potential of theatre not only as an art form, but as a vital means of connection, understanding, and advocacy.
“It was really fun and a chance to make some new friends from the other form" - Izzy H
“I thought it was fun as we got chance to do lots of activities that we wouldn't get to do in school" - Seb B
"It was a good chance to challenge ourselves" - Xavi S
'It pushes you to your limits' - Lars T
"It was cold but good" - Izzy Q
"There was such a good range of activities that if you were scared of doing 1 there was always something else to do" - Elsie P
Our Year 10–13 geographers made the most of an unforgettable Iceland adventure during the Easter holidays, immersing themselves in the country’s extraordinary landscapes and geology.
From exploring recent eruption sites and venturing through a lava tube, to visiting stunning waterfalls, the dramatic coastline and the Sólheimajökull glacier, every experience brought classroom learning vividly to life.
Highlights of the trip included the famous Golden Circle, relaxing in the geothermal waters of the Secret Lagoon, and witnessing an awe-inspiring display of the Northern Lights - all enjoyed in continued splendid weather, which made the experience even more special.
One of the most memorable parts of the journey was the visit to Into the Glacier. After a long coach journey followed by an ice truck ride across the snow, students experienced a guided walk inside Langjökull glacier itself - an incredible and unforgettable experience.
This trip was amazing, and we saw so many incredible places. For us, the best bit was being able to go into Europe’s second biggest glacier. It was an incredible experience, and we were so lucky to go!
Will H and Aum, Year 11
The Iceland trip was genuinely one of the most memorable experiences I have had during my time at Ackworth. As someone who studies Geography, it was incredible to finally see in real life the landscapes and processes I’ve spent so long learning about in lessons.
Standing there and seeing it with my own eyes made everything feel completely different. It reminded me how much I appreciate Geography and helped me understand just how powerful and unique these natural environments really are.
Every day of the trip was interesting in its own way, but some moments will definitely stay with me for a long time. One of the most unforgettable experiences was walking underneath a waterfall. Being so close to the water and hearing how powerful it was felt unreal, and it’s difficult to describe properly unless you have experienced it yourself. Another highlight was visiting the lava fields. Seeing huge stretches of hardened lava across the landscape was honestly crazy, especially knowing that it had once been molten rock caused by volcanic eruptions.
Going into a lava tunnel was also an incredible experience. Walking through tunnels that had been formed by flowing lava thousands of years ago really showed how powerful volcanic activity can be. Another unforgettable moment was going inside a glacier. Seeing the bright blue ice up close and standing inside something we had previously only studied in lessons was amazing. These experiences made the trip feel far more than just a school visit, it felt like stepping directly into the Geography I’ve spent years learning about.
What made the trip even better was being able to experience it with friends and create memories together. Whether it was the coach journeys, exploring new places or just laughing together throughout the trip, it made the whole experience even more enjoyable. Everyone shared the excitement of seeing these places for the first time, and I think that made the trip feel even more special.
As this was my final school trip at Ackworth, it felt even more meaningful and is something I know I will look back on fondly in the future. It was not only an amazing opportunity to experience the Geography I have studied for so long, but also a chance to make lasting memories with friends before leaving school. I could not have thought of a better way to end my time at Ackworth.
Alara, Year 13
Iceland was a fantastic trip. We visited extraordinary sites in the country such as a ghost town which was evacuated due to the recent volcanic eruptions. That same day we’d also visited a lava field created by the 2022 lava eruptions, which was very amazing to witness. My favourite experience was seeing the northern lights unexpectedly at night and going behind the Seljalandsfoss water fall which was so thrilling. On the final day of activity’s in Iceland we went inside a Glacier, the only one in the world which you can go inside of. Whilst inside the glacier we saw two very distinct dark lines in the glacier wall, formed by the 2010 eruptions of Eyjafjallajökull and a further eruption by Grímsvötn. I found that way of clearly seeing distinct parts of the geographical past brilliant. I enjoyed exploring the city of Reykjavik where we saw the Höfði House* from the Cold War and a church which had architecture inspired by volcanic rock pillars.
Zach, Year 11
As the regular league season draws to a close, our Football Academy has shifted its focus towards an exciting programme of showcase fixtures against professional academy sides.
These matches provide invaluable opportunities for players to test themselves at a high level while performing in front of scouts and coaches looking to identify emerging talent.
The Academy has already enjoyed an impressive series of performances, beginning with a memorable comeback victory against Steven Gerrard Academy U19s. After falling two goals behind early on, the boys showed exceptional character and produced some of the best football of the season to secure a superb 3–2 win. Antoine was the standout performer, scoring a brilliant hat-trick.
Another strong display followed against Grimsby Town FC in a high-intensity fixture that also gave valuable experience to several development squad players. The team again rose to the challenge, with Luka, Ron and Russell all finding the net in an excellent attacking performance.
The Academy then travelled to face Norwich City U18s at their Category 1 academy training ground. Competing against one of the highest standards in academy football, the players delivered an outstanding performance full of confidence, discipline and resilience. Despite the physical challenge, Ackworth caused Norwich problems throughout the game, with goals from Antoine and Ron highlighting an excellent second-half display in a 4–2 result that earned praise from staff and spectators alike.
Most recently, the Academy travelled to South Shields to face South Shields U23s and rounded off the season in style with an outstanding 6–1 victory. Antoine continued his excellent form with another hat-trick, while Micky added one and Austin scored twice in a dominant team performance.
Our Football Academy continues to grow from these experiences, and we are incredibly proud of the attitude, resilience and quality shown by every player involved. Competing against professional academies is helping the squad develop both on and off the pitch.
It has been an excellent end to the season, with the players consistently showing quality, resilience and professionalism against strong opposition. The squad will continue training together until the end of term as preparations and development continue.
John McDermott, Director of Football
We are celebrating another outstanding table tennis success after Year 13 student Hiko was crowned U19 Boys National Schools Champion at the Butterfly National Schools Finals in Wolverhampton.
Having qualified by winning the West Yorkshire Schools Individual title earlier this year, Hiko competed against county champions from across England and showed incredible resilience throughout the tournament. From saving match points in the quarterfinals to fighting back from 2:0 down in the final, Hiko demonstrated remarkable determination and composure under pressure to secure the national title.
This achievement means Hiko becomes the third Ackworth student in four years to win the prestigious U19 Boys National Schools Individual title, following Felix and Alex - a wonderful reflection of the strength of Ackworth’s Table Tennis Academy.
Chris Parker, Head Table Tennis Coach, said he is incredibly proud of Hiko’s journey, commitment and achievements, praising the dedication he has shown both on and off the table.
Congratulations, Hiko, on a truly fantastic achievement.
Out of School Achievements
Will has continued his fantastic run of form on the golf course, adding yet more success to an already impressive season.
Over recent months, he has competed in a number of prestigious events both in the UK and internationally, consistently performing to a very high standard against strong fields of competitors.
Earlier in the year, Will proudly represented Ackworth School at the English Schools Golf Association event before travelling abroad to compete in international tournaments in both Spain and Rome. At the renowned Marco Simone course in Rome, he achieved an outstanding 7th place finish in a field of 65 competitors - an excellent result at such a high level.
Back in the UK, Will’s success has continued with a series of victories on the US Kids Tour. He claimed gold medals at events held at Hickleton Golf Club, The Grange in Rotherham, and Rotherham Golf Club, where he finished an impressive two over par on a particularly challenging course. These performances have also secured him the overall US Kids Tour series title - a remarkable achievement given the strength of competition throughout the season.
Looking ahead, Will has several exciting opportunities on the horizon, including further competitions in Spain and Italy, as well as events across the UK, including St Andrews later in the year. He will also compete in the Irish Open, gaining valuable experience over three days of top-level competition.
Will’s mum, Rachel, says ‘We are incredibly proud of everything he is achieving, but equally proud of how he continues to conduct himself both on and off the course. He has loved representing Ackworth School alongside his golfing commitments and really appreciates all of the encouragement and support from staff.”
Just a quick note to celebrate what’s been a fantastic learning experience at De Uithof for Seth.
Four long days packed with so much learning, hitting some exciting new PBs, setting fresh goals for the future, and - best of all - making new friends along the way, and maybe a mug or two of Chocomel!
Seth skated with energy, enthusiasm, and good vibes. Here’s to keeping the momentum going.
Michelle, Seth’s Mum
Zarah, Year 10, has had an incredible year in football and we’re delighted to celebrate her achievements.
After signing a twoyear contract with Leicester City - a fantastic milestone and a reflection of her hard work and talent - Zarah also received an international call-up for Wales. During a Wales training camp, she discovered she had suffered a fractured back, a difficult setback for any athlete.
However, through determination and resilience, Zarah has now fully recovered from her injury and returned to full training.
Zarah has continued to impress on the pitch, making her debut for Leicester City’s Under-21 squad against Birmingham City and representing ISFA in a match against Manchester United Under-16s - outstanding achievements at such a young age.
Adding to her success, Zarah has been selected for the Wales international squad and will be in Spain for a seven-day tour during the May half-term break. Everyone at Ackworth is incredibly proud of all that Zarah has achieved so far, and we look forward to following her football journey in the future.
Well done, Zarah - we’re all cheering you on!
Jasmine continues to shine in the world of netball with another series of outstanding achievements this season.
Representing Sheffield Steel’s Performance Teamrecognised as one of the top two teams in Yorkshire alongside Leeds Athletic Netball Team - Jasmine recently competed in the Under 16 Nationals Club Finals tournament held at the David Ross Sports Village, University of Nottingham. The prestigious event brought together some of the country’s strongest young players and was aired live on England Netball TV. Representing Yorkshire at such a high level is a fantastic accomplishment, and everyone at Ackworth is incredibly proud of Jasmine’s dedication and success.
Adding to her impressive achievements, Jasmine also successfully trialled for the Nottingham Forest Under 17 NPL Tournament. With more than 80 athletes competing for places, Jasmine was selected to take part in the national tournament taking place later this year at the David Ross Sports Village in Nottingham. This is another exciting step in Jasmine’s netball journey, and we look forward to following her continued success both on and off the court.
Group 1 visited Eden Camp as part of their WW2 topic, we had a lovely day and the weather was kind! Our favourite huts were the immersive ‘Blitz’ and ‘U-boat’ huts.
For generations of Ackworth School pupils, parents and visitors, Station Road was far more than simply the road leading to School.
It was a place full of life, anticipation and treasured routines - a place where arrivals, reunions and small weekly treats became part of the fabric of Ackworth life.
Among its best-loved landmarks were the School Inn and the Tuck Shop, both remembered with great affection by Old Scholars and former staff alike.
Standing near the top of Station Road, opposite the School, the School Inn welcomed visitors to Ackworth for well over a century. Although the exact date of its construction is unknown, the building was purchased by Ackworth School in 1786 and enlarged in 1835 as its role within the community expanded.
Originally a traditional inn serving alcohol, it took on a new identity in 1842 when it became a Temperance Hotel, meaning that no alcohol was served thereafter - a change reflecting the Quaker values at the heart of Ackworth School.
For countless families, the School Inn became their home away from home when visiting children at School. Long before modern transport and nearby hotels made travel easier, parents and visitors often stayed there while attending school events or spending precious time with pupils.
The Inn was also an important practical hub for the community. It even operated a taxi service, transporting parents and visitors to and from the railway station - an essential service in the days when journeys to Ackworth could be long and complicated.
Many former pupils still recall the familiar sight of the Inn and the sense of excitement that came with visitors arriving there.
Sadly, by the 1960s the building required major repairs and the cost of restoration proved too great. The School Inn closed in December 1967 and was demolished the following November. The site later became a car park, while the garden area was used as a caravan site for visiting families and Old Scholars - ensuring the space continued to serve the Ackworth community in a new way.
If the School Inn welcomed visitors, the Tuck Shop undoubtedly captured the hearts of pupils. Situated just across the road from School, on the corner of Station Road and forming the end property of School Row, the little shop became one of the most eagerly anticipated parts of school life. Originally known as Linley’s, it appears in photographs as early as 1859, and by 1901 it had become known as Simpson’s.
For pupils, a visit to the Tuck Shop was a genuine event. Students were only allowed to go twice a week for around an hour, making each visit feel special. Even more excitingly, it was the only time pupils were permitted to leave the School grounds - a small taste of freedom eagerly looked forward to by generations of children.
Inside, pupils could buy sweets, treats and small essentials, but the Tuck Shop offered far more than confectionery. It became part of the rhythm of Ackworth life: friendships formed in queues, pocket money carefully counted out, and cherished memories made in those brief visits across the road.
In 1963, the Tuck Shop moved inside the School itself, marking the end of an era for the little Station Road shop. The building later served as a hostel before eventually becoming staff accommodation.
Former staff member Elise Wood made her home there for many years and remained in the house until her death, giving the building a continuing place at the heart of the Ackworth community long after its days as the famous Tuck Shop had ended.
Today, both the School Inn and the original Tuck Shop have either disappeared or changed beyond recognition, yet their stories continue to live on through the memories of those who knew them. Together, they offer a warm glimpse into everyday life at Ackworth - not just the lessons and routines of School, but the friendships, visits and simple moments that made the community feel like home.
Now performing under the stage name Jack Wolfe, old scholar Jack Davies continues to enjoy remarkable success on stage and screen.
After leaving Ackworth, Jack attended Cheetham’s School of Music before graduating from Mountview Theatre School in London. Many will remember him lighting up the Fothergill stage, particularly in his memorable role as little Gavroche in Les Misérables.
Jack has recently won the Broadway.com Audience Favourite Award for his six-month Broadway run as Orpheus in Hadestown, while his film Ancestors has also been selected for this year’s Cannes Film Festival. We send Jack our warmest congratulations on these outstanding achievements. It is wonderful to see his talent and dedication taking him from the Fothergill stage to Broadway and Cannes - a journey which, as his parents proudly note, reflects how “Ali Boucher’s influence travels far and wide.”
All
Two first-time visitors to Easter Gathering, both Old Scholars from the 1960s, and two second-time visitors, one a 1980s AOS and the other the teenage son of a 1980s AOS, share their impressions of Easter Weekend 2026. All the normal ingredients were present: Sal Wright (Easter Secretary) headed the Easter Team, the magnolia was blossoming, the sun shone (mostly, apart from the overnight storm!), cake was plentiful, friends met and new friendships were made, and conversations continued long into the evening. The class of 1976 held their 50 Years On reunion, the class of 1991 had a mini reunion and Michael Hargreave, who recently passed away, was remembered by his extended family and friends at his Memorial Meeting: his son, Thomas, joined online from the US, where he is currently studying on a tennis scholarship. Trudy Seed ended her Presidential year with a wonderful Presidential address that described her passions of midwifery, being a beloved auntie and great-auntie, and travels in her mini-caravan. She introduced a new Easter tradition of the Easter Gathering Gala (EGG!), led the walk around the Ackworth arboretum and launched the duck race in the Went. It was a wonderful weekend!
If you would like to book for next year at the Early Bird rate, we have now moved to the long-anticipated online booking and booking is open through https://development. ackworthschool.com
If booking through an online form is difficult for you, please contact alumni@ackworthschool.com and Sal Wright or Rachel Belk will ensure you can book through a discussion with them.
I was asked to visit Ackworth over the Easter Weekend to run a singing workshop and give a presentation about my life as a composer. Although I’ve delivered workshops and presentations like this dozens of times it was weirdly nervewracking that I should be asked to give them at my old school.
It’s 55 years since I was last at Ackworth and in the weeks before the visit I had this curious sensation that when I arrived, everything would be exactly as it had been when I left in 1970 at the age of 18. All my fellow pupils would still be there looking exactly as they had then and they’d be pointing their fingers at me and saying look how old and fat he’s got!
In the event, there was only one person there from my year and that was David Bunney - and it was almost as though we’d last seen each just before Easter and we were returning for a new term. We picked up from where we left off as he gave me a tour of the school which, in most respects, looked exactly the same (though much cleaner!). But inside the buildings, everything was in the wrong place, and I would have been completely lost had I been on my own. Mercifully, the horror show which was Junior Yard has been removed (if you know, you know!) and the whole place felt nothing like the somewhat Dickensian establishment of the 1960s. And it was good to see Quaker values very much in evidencethose values have informed my life and continue to do so.
In the end, everything went well (I think) and I was grateful for the opportunity to have rekindled my acquaintance with the school.
In another 55 years I’ll be 129 – I wonder how much Ackworth will have changed by then? I’ll have to go and see. When will booking be open for Easter 2081?
Tony Biggin (AOS 1955-1962)
I really enjoyed the tour round school and hearing about the history, as it is very different from my school in the Highlands of Scotland. It was also great thrashing Mum at table tennis! Noah White (son of Liz Belk AOS 1986-1993)
It's wonderful to return to Ackworth for the Easter Gathering weekend - what a community of beautiful people! Although I don't know most of them from school, they have created a really fun, inclusive and alternative tradition and it was lovely to be part of this. This year was particularly special as a group of eight of us were reunited from our time at school...the day passed in a blur of coffee, connection and meanderings... down memory lane and the real lanes and gardens of school! Just wasn't long enough. The years fell away as we picked up conversations about our place in the world and how we respond to current world events. Our Quaker tradition indeed. Beyond the reunion, a highlight for me was Abi's presentation on the proposed house changes - it was inspiring to see her skills and passion. For me, the proposal squared the circle... when at school, I'd studied the Industrial Revolution, but at the time I didn't know or appreciate that the Industrial Revolution was funded by the profits of the slave trade. For the school to explore, unearth and understand the complexities of this era is crucial for me and to have positive House role models from past and present, from around the world, is the perfect way forward. I mention this because for me, my Quaker education instilled in me values which I live by and which the weekend reconnected me to. Thank you.
Wendy Johnstone née Belk (AOS 1983-1991)
I have attempted to give a short impression of this, my first experience of an Old Scholars’ Easter Gathering since l left Ackworth in 1967. I must admit that, as the time approached, I had felt a little unsure about whether I would know anyone or perhaps feel a bit of an outsider. I need not have worried on either account.
I attended on the final day of the weekend’s celebrations, accompanied by my daughter. I had met up, as planned, to make the journey there with another former pupil, Kate Wilson. Kate had been at Ackworth with me, and it was the first time we had seen each other in almost 60 years. We were both made to feel welcome and included by everyone throughout the day.
The friendship and acceptance in which Quakerism is rooted was very evident at every turn during the day. We toured the school, marvelling at the changes and feeling of homeliness and the comfort of the current accommodation in small, cosy bedrooms (in our day these were huge, impersonal wardlike rooms with iron bedsteads, void of curtains and with no furniture for individual clothes). The dining room too was much more intimate (no long tables seating seventeen pupils). I have to admit that I felt rather envious of all the current home comforts which were most definitely lacking in the 1960s. The starkness and lack of comfort had been a real shock when I first started at the school.
But what was reassuringly evident and familiar was the acceptance and friendliness of the other attendees, who talked to us and included us readily, accepting us in true Quaker tradition.
In all, I had a wonderful day and only wish I had mustered the courage to attend an Old Scholars’ Easter Gathering before now. Please pass on my appreciation to all those who made this such a warm and memorable occasion.
Kate Fozard née Strange AOS 1964-1967
It might surprise those of you who know my mum Sue well to learn that our family was a patriarchal one. My Dad was quiet, but he was a calm and authoritative presence who anchored us all. He set the values of the whole family - and amongst those were hard work and determination. If Dad set his mind to something, it was only ever done properly. It didn't matter whether that was making cheese scones or trifle at Christmas or officiating at the Olympics. His attention to detail and effort were second to none, as was his list-making.
Christmas was always a special time and when I look back now, as a busy adult, the effort my Dad put in was quite extraordinary. The house became a wonderland of twinkling lights and the food, tree and hosting were wonderful. We were never knowingly under-catered on his watch.
Many people from the Athletics world have commented that my Dad was a warm and reassuring presence. I am most grateful for his constancy and his unselfishness. He was always there for us - whether that was cooking us tea after a tiring day at work, at 2am picking me and the girls up after clubbing, or taking us to summer factory jobs at 6am, we never needed to doubt that he would be there. He was a brilliant Dad and Grandad - strict but fair, kind, compassionate and loving.
Fun was important to my Dad. He was witty, sharp and really made us laugh. He was a natural rebel. He hated people who took themselves too seriously.
More than anything he disliked self-interest and could, it's fair to say, let loose in sweary rants for those in the news who displayed it the most. His insults were the stuff of legend. I think much of his frustration came because he always saw the bigger picture and acted accordingly. It may have been his Quaker upbringing, but he wasn't much interested in material things. As his friend Cherry from UK Athletics has said, he was the definition of integrity. He wanted to make a difference and reading the tributes since he died, it was clear that he did. The motto of his Quaker school was ‘Not for oneself but for all’ and he lived it every day.
Dad was someone who needed quiet time and self-reflection and he could be irritable sometimes if he didn't have that space. He showed his love more in his actions than his words. He didn't do well with emotional conversations.
Despite a lack of sentimentality or visible emotion, he had several great loves in his life. Those that enjoyed his company during down-time will know that music, Scottish whisky and cheese were chief amongst those. He could play the cello, piano, guitar and would sing carols at Christmas. He had a lovely singing voice. [One of the photos showing him (left, on guitar) playing in his band with friends that he remained close to after school]
He had a pride in community and place - he was proud to be the grandson of a Durham miner and a proud Yorkshireman and northerner. He was the epitome of the no- nonsense, no fuss, get on with the job Yorkshire spirit. He enjoyed family holidays as a boy in North Yorkshire with his sisters Shirley, Peggy and cousin Betty. But there were two really special places in his life - the Lleyn peninsula in North Wales and the Lakes.
His love of the Lakes started when he walked there as a teenager and never left him. We enjoyed some wonderful family holidays there in the last few years with lots of laughs
and we were glad that we all made it together for a family trip this new year. Dad wasn't well but he rallied for us and treated us to a few of his legendary sweary outbursts and we knew Grandad was back in the room.
He also enjoyed trips to the Lakes in recent years with his college gang 'the saga gang' - he was lucky to have lifelong friends who brought laughter and fun to his life.
His love of the Lleyn peninsula and, in particular, Aberdaron began when he started his family and we had one, if not two, happy camping holidays there every year of our childhood. We have incredibly fond memories of happy times on Whistling Sands beach with Pete, Bron, Christian, a cryptic crossword and an inflatable dinghy. Simple but very happy times. He loved switching off from everyday life and embracing slowness & simplicity.
He was passionate about education and even more passionate about athletics. I'll never forget picking him up from the airport after he'd been to the Barcelona Olympics in 1992. He was elated and I don't think he came down for days. I have similar memories of 2021 and Super Saturday in particular.
The athletics community meant the world to him, and it has been quite overwhelming and wonderful to read over the last weeks how respected and loved he was within that community. I know he would want us to acknowledge Cherry, Chris and Keith in particular for their friendship & support.
Teaching was a huge part of who my Dad was and that included out of the classroom. He was generous with his time and wanted to help others to learn. In school my Dad was a brilliant teacher - authoritative, respected and able to put the fear of God into some with his 'you boy' yelled down the corridor and ability to control the lunch queue.
He was a wise man, not just in the amount of knowledge he had, but in his sensitivity to others' needs. He clearly made people feel seen and respected, and they respected him in return. It would make him smile to see the numerous 'RIP Sir' comments on the King Ecgbert School Facebook site and simple 'Legend' on the athletics one.
His last and most important love was his family. He loved his grandchildren deeply and was so proud of each of them - seeing them for who they were and cherishing their individual strengths. He loved Steve and Samantha and always embraced the energy and fun they brought to the family. And he loved our Mum Sue deeply. He perhaps wasn't always as good with words as he could have been, but it was apparent to us all how much she meant to him and how proud and protective he was of her.
We will all feel his absence acutely and feel rudderless at times. But we think Dad should rest well now after a life well lived.
Written by Andrew Rogers and Laura Rafferty, Malcolm’s son and daughter
Malcolm was the son of Tom and Molly Rogers. Tom was our head gardener at Ackworth School for several decades from 1947. Malcolm and his sisters grew up in school, and he wrote to his grandchildren only recently to tell them that these were very happy days, where he was much loved. He really enjoyed his schooldays in Great Gardens and remembers them as idyllic.
Malcolm went on to be a teacher for his whole career, but increasingly was involved in amateur athletics, in officiating, umpiring and organising. The pinnacle of his athletics involvement was that he was one of the three top people in the organisation of London 2012 and received an MBE for his services to athletics. It is a mark of who he was that hundreds of people came to his funeral on 9th March, including famous athletes such as Dame Jess Ennis-Hill. Others such as Sir Mo Farrah, Greg Rutherford and Fatima Whitbread wrote heartfelt tributes.
Following Malcolm’s funeral, Laura, who is a greatgranddaughter of Tom and Molly and lives in Ackworth, joined us for a Thursday whole school Meeting. This was the first time she had visited school. She brought with her the beautiful flower arrangement from Malcolm’s funeral. It was the wish of Malcolm’s wife, Sue, that the flowers were shared in his childhood home, where he was so happy.
Joan Ramage (née Bailey) attended Ackworth between 1942 and 1950. She was one of a long line of Quaker family members who went to Ackworth, stretching back to the late eighteenth century shortly after the school’s foundation. Joan’s memories of Ackworth were vivid, and stayed with her throughout her long life: complicated journeys back to Clitheroe in the holidays, with trains full of soldiers; dreadful food (‘There’s a war on, you know.’); snow on the end of her bed because the dormitory windows were left open even in winter; and illicit sliding down the metal columns by the staircase, near to what is now the art room. In the 1960s and 1970s Joan and her family were regulars at Ackworth Old Scholars Easter Gathering. Last year Joan visited Ackworth once again and hugely enjoyed the welcome she received (her visit was written up in the Autumn 2025 edition of Ackworth Today).
After Ackworth, Joan went to Manchester University, where she met and married Ian Ramage. Ian later served on the School Committee, as did Joan’s brother, Ian Bailey, who was at Ackworth between 1939 and 1946. Four children came along, but eventually Joan was able to put her degree to use during a successful career as a social worker in Blackburn. After retirement, Joan had more time to become the matriarch of her family, which eventually swelled to include six grandchildren and two great-grandchildren (a third great-grandchild just missed her). She died peacefully, aged 94, with her family close by. Joan’s funeral acknowledged her Quaker heritage with periods of silence in between the delightful music and poetry she had chosen herself.
Peter Ramage (Joan’s son)
Daphne was on the staff at Ackworth School from 1953 to 1957 and will be remembered by many as a very gifted and popular Art teacher and colleague.
Daphne died on 7th June 2025, leaving a sister, Dorothy, from whom we heard the sad news.
In 1953, Daphne was appointed to the staff of Ackworth School and, as well as teaching Art, she and Peter Norris became first form teachers to the pupils of 1A in that year, before the new four house system came into force in 1954. The new system made full use of the subject rooms in the new Andrews Wing and pupils were now required to make their own way to the appropriate subject room, instead of members of staff walking to the form rooms, as before. The Art Studio was in a separate building and many will have treasured the quiet times they spent there with Daphne amidst paint and pottery!
Daphne soon became familiar with local places of interest and these, combined with her own enthusiasm, provided an area of widened interest for her pupils. The display of pupils’ works also attracted attention and a visual reflection of Ackworth’s values.
After leaving Ackworth, Daphne moved to London and taught at King’s Warren School at Greenwich, then at Queen's School
We were very sorry to receive the news that Ken Limb, Bursar from 1964 to 1989 alongside Ivan Gray and then Gordon McKee, died on 15th April at the age of 97. His son Richard said that he died peacefully and the family are very thankful for his long life. The Limb family had a long association with Ackworth: Betty Limb, Ken's wife, was the school librarian and his children are Old Scholars.
in Chester and finally at Moreton Hall School in Shropshire. There were new Principals at Queen's School and at Moreton Hall, both of whom had started programmes of improvements for their Art Departments. Daphne’s architect husband, Chris Cowen, was part of the team employed in designing and building a new Arts Library, where Daphne worked until her retirement. Daphne became wellknown for her silk painting and embroidery and was invited to demonstrate these skills and to exhibit her work. Exhibitions have been held at National Trust venues, such as Erddig House, Wrexham.
Gill Cox née Leach (AOS 1953-1960)
We have recently lost another kind and longstanding member of the Ackworth community in her nineties. Jean Richardson taught at Ackworth from the 1950s and married Ken Rosewarne, another teacher at school. She subsequently taught at primary level around Ackworth village and was a long-standing member of Ackworth Meeting.
Michael’s wife has been in touch with School to let colleagues know that sadly Michael passed away in January this year. Michael was an Autism Resource Teacher at Ackworth between 2014 and 2018.
Dad/Christopher/Chris was a modest man and did not want a eulogy. Instead, we would like to give a brief overview of his life. He was an interesting and interested man, who touched many lives through his interests (physics, local history, archaeology, walking, books, writing, village life, churches, walking, climbing), through his work, his membership of this Meeting and his long involvement in the life of Brompton village. Christopher was born to Richard and Nancy Evans in 1934 in Hull, the youngest of four with brother John and sisters Dinah and Nancy. In 1944 the family moved to Westbourne Park in Falsgrave, Scarborough. Here he attended Falsgrave Primary School before going to Ackworth Quaker School where he made many lifelong friends.
He did his National Service in a lab at the Hull Royal Infirmary - a role that fitted with his pacifist convictions as a Quaker and then he did a Degree in Physics at Hull University. Upon gaining his teaching certificate, dad taught Physics in Hull, then at the Scarborough Boys High School and lastly, at Scalby School.
He met our mum (Joan) in 1960 while climbing in Scotland, a passion, along with walking, that they shared. Their wedding was on 11th August 1962, and they were married for 63 years. Many of you have joined us to celebrate their silver,
golden and diamond wedding anniversaries. In 1964 they moved to Brompton and have lived in the same house ever since, bringing up the four of us children (Peter, John, Lucy and Nancy) there, and where he enjoyed growing vegetables in the large back garden.
When he was 57, he retired from teaching and had a second career working at various archaeological digs, giving talks on local history and continuing his research into the history of Brompton and the surrounding area, something that he started when he moved to the village and continued until the very end of his life. He jointly set up Brompton Local History Society in 1971 and was Parish Clerk for Brompton by Sawdon Parish Council for 17 years.
Christopher, with Joan, probably knew every part of the North York Moors having walked across them innumerable times, often looking for ancient stone pathways, known as trods. Their shared love of walking took them all over the British Isles, often backpacking long distance walks such as the Southern Uplands Way, the High Dales Way and many of their own devising, well into their 70s.
In the latter years, the walks became shorter, but, not until the last few years, did he give up on a regular ‘walk round the village’. Mum and Dad were still able to enjoy the moors, driving up to Dale End Tea Rooms or the Danby Bike Hub for lunch. When that was not possible, tea with Joan in her beautiful garden was just perfect.
Dad always said at family events: ‘People say you get the family you deserve but I feel I did better than that’. We feel very lucky to have had him as a dad, husband and grandfather.
Christopher and Joan’s children: Peter, John, Lucy and Nancy
Former Ackworth School pupil, Finn Wood, is making waves in the Royal Navy after leaving Ackworth last year. Having been part of the Ackworth community since Year 2, Finn successfully passed out of HMS Raleigh in January and is now continuing his training as an Aircraft Engineer at HMS Sultan.
Everyone at Ackworth is incredibly proud of Finn’s achievements and the dedication he has shown in pursuing his career in the Royal Navy. We wish him every success as he embarks on this exciting journey.
Over the Easter holidays, our boarding spaces continued to evolve with the refurbishment of the TV lounge and snug, alongside the creation of a dedicated gaming room for students to enjoy together.
Following the recent expansion and refurbishment of the boarding kitchen earlier this year, these latest improvements reflect our ongoing commitment to creating a warm, welcoming and comfortable home-from-home atmosphere for everyone in boarding. We are delighted to see these spaces come to life and know they will be enjoyed by students for years to come.
Don’t miss your opportunity to ‘take a seat’ in the Fothergill Hall!
By the end of the summer term, we expect to be nearing, if not already exceeded, our fundraising target of £56,000. This will allow us to replace the 224 seats of the Fothergill Hall with new tip-up seating, a removable front row to provide wheelchair spaces or additional floor space, and replacement carpeting.
Those who have sponsored seats so far have done this to mark a range of people and memories:
• Their whole family with links to Ackworth
• Couples who met at school
As the icing on the cake, we are curating the list of Fothergill performances over the decades, going as far back as possible. If you can add to this list – and especially if you have any original posters or photographs of these performances – please check out what we have already at https:// development.ackworthschool.com/pages/fothergill-hallseating and contact us through there or at alumni@ ackworthschool.com. We would be very grateful if you could lend us posters or photographs so we can make high quality copies to frame and display within the rejuvenated auditorium.
Sponsor a Seat – Leave yours, your child(ren)’s or your family’s legacy
As a reminder, 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.
You can sponsor a seat or give a donation at any level through: https://development.ackworthschool.com/pages/ fothergill-hall-seating
• Remembering a family member who is an Old Scholar
• Remembering an Ackworth friend, sometimes one we have lost too young
• An Old Scholar in memory of their own love of acting in the Fothergill
• A seat named for a young person, by their parents or family, to celebrate them and cement their memories as they leave Ackworth
• A seat named for a current pupil for whom drama and music are central passions
• In thanks for Ackworth School’s dedication to drama and creative arts
If you are visiting school, take a look at the display in the Vestibule for more information, a sample chair and prototype dedication plaques made by Kirsty, our DT Technician. The plaques will be made by Kirsty 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. Rachel Belk, Engagement & Development Manager
The Autism Resource Pre-Loved Sale was a great success and was thoroughly enjoyed by the Coram House children. Greg and Mia, two prefects from Coram House, came along to lend a helping hand, supporting Mia, Ethan, and Tyler in running the sale. Thank you to everyone who supported our mission for sustainability and helped make the event such a positive experience.
Elise Ager, Community Outreach Coordinator
We would like to extend a huge thank you to our wonderful school community for the generous donations of Easter eggs and treats for The Airedale Baby Bank. We were truly overwhelmed by the kindness and support shown. Francesca and Alvin, our Year 6 Charity Prefects, delivered the donations alongside Isaac, whose grandma Katherine helps to run the Baby Bank/Food Bank. Katherine shared that the children would be absolutely thrilled to receive their eggs and treats, making this donation extra special.
Elise Ager, Community Outreach Coordinator
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.
On 31st March, Georgina Crowther, Head of Modern Foreign Languages and former Ackworth Maths teacher Ben Watts got married at the Fleece Countryside Inn, Ripponden.
Georgina commented ‘We had a truly wonderful day surrounded by friends and family. It was every bit as special as we could have ever hoped it would be!’
We wish Georgina and Ben all the very best as they start their life together as a married couple.
We are very pleased to welcome to the Ackworth family:
Andrew May SENDCo
Congratulations on your change of role to:
Katy Devine Assistant Head of Boarding
Suzie Beaumont Head of Autism Resource Pastoral
This term we have sadly said goodbye to:
Hannah Hardcastle - SLM (AR)
Zoe Blackmore - SLM (AR)
Joanne Lockett Attendance Administrator
James Bower Assistant Head, Director of Sixth Form and Co-Curriculum
Laura Young - Faculty Head (BEEP) / Head of Business Studies / Head of Sixth Form
Jonathan Wakefield - Head of Computer Science / Head of Careers & Assistant Head of Sixth Form
Tim Neale - SLM (AR)
Beth Knight - Learning Support Mentor & Boarding Tutor
Mick Dancer - Teacher of PE
Karen Withington - TA Coram House
Peace Furusa - SLM (AR)
Dan Roots - Teacher of French & Spanish
Pontefract Road, Ackworth, Pontefract, West Yorkshire, WF7 7LT
Tel: +44 (0)1977 233600
Email: admissions@ackworthschool.com www.ackworthschool.com