Ocellus Design Summer 2025

SummerIssue54 2025 Ocellus

Front cover image: Prep Sponsored Walk - Emily Mardle (Year 1, Symonds)

Inside front cover: Fritillary by Patricia Penser (Fourth Form, Swift)

Back cover: Fantasy World by Catriona Rounce (Year 5, Lockwood)

Cokethorpe School Witney, Oxon

OX29 7PU

Tel: 01993 703921 | Email: admin@cokethorpe.org

Ocellus Issue 54 | Summer 2025 Editor: Mrs L Williams (Communications Officer) Design and Layout: Mr N Brownless (Creative Officer) Published by Cokethorpe School.

In this issue...

Cokethorpe: community and cooperation

Pages 2-3

Giving Back

Pages 6-7

Principles and Lessons

From a Life in Education

Page 16-17

Chapter and Verse: getting to know our new Head

Pages 18-20

Headmaster’s Welcome

Community

Inmany of my previous contributions to The Ocellus, and in my letters to parents, I have often referred to our School as a community. In the broadest sense of community, it is a place where we all have a common interest in the education of children. But the word implies much more than that. Most importantly, it implies that we each have a care for everyone else. Teachers for pupils, and pupils for teachers, colleague for colleague, the School for families and families for the well-being of the School. In short, in our myriad ways, we want each other to flourish and succeed. First of all we want that because, well, why wouldn’t we? But there is a specific reason; that good communities are better at achieving their goals. We are gathered here for the sake of our pupils, and we know that if they are happy in this environment, they will take fuller advantage of the education they receive, and better fulfil their potential. This will help them become congenial and effective members of all the other communities in which they will live. Teachers who ply their craft in an environment where what they do is valued by everyone, and whose work is cooperative and not confrontational, are bound to be better teachers. They are happier, and can focus that positive energy into their work. Of course, I also believe that communities should be self-critical, in a constructive way, so that all this mutual admiration does not lead to complacency. But in a cohesive community, criticism is tempered with a willingness to understand, and an acknowledgement that we rarely see a complete picture. We will often want to give each other the benefit of the doubt. We are complex human beings working in a complex environment, and it would be astonishing if nothing was ever wrong, or nothing ever disquieted us. But we rely on trust, on tolerance, and – in no small measure – on forbearance. Such is the route to harmony, and I would propose that harmony is not just a thing of beauty, it is also the path to achievement. If I may make a musical analogy, I know that there are those who prefer Taylor Swift or Miles Davis (So What, Kind of Blue album, 1959 – brilliant) to Metallica or Mozart! There is a sense of realism, in that discordance often reflects how things are, and not to acknowledge that can be naive. But it does not reflect how we would want them to be. Referring to the School as a community is not blinkered, but rather aspirational. In fact, that aspiration is the foundation stone of a good school. Everything else we hope to achieve is built upon it.

COKETHORPE: COMMUNITY AND COOPERATION

Head of Prep School, Mrs Black on the sense of belonging and why it matters.

How do we promote the sense of community in Prep School? It is integrated with everything we do. In the Prep School, we operate in the main on a Class Teacher model; the relationship this allows for and the sense of belonging it generates with the teacher, with the class, and within the wider School is the central pillar of the approach. Core to the class community is the emphasis on it being a welcoming environment and modelling the behaviour we want to see from the pupils, scaffolding that community and ensuring it builds in the manner we would expect.

The Cokethorpe Characters – the alliteratively named animal characters used for the focus on the key learning attributes and introduction of morals and ethics in the Prep School – are another key aspect in representing our values and championing the importance of their place in our community and in life generally, and the teaching and interconnected half-termly themes that support their embedding.

To paint a broader canvas, there are so many teambuilding opportunities they partake in on a weekly basis and the philanthropic activities they are involved in that all feed into that sense of the School being bigger than any one individual. The emphasis is that the School is not here to serve them, they are part of the community within the School. That sense of service is also instilled through the way that we interact with one another and the actions that the children take – we do not just drop a pen on the floor and leave it there for someone else to pick up, nor do we leave one there if we happen to come across one.

Working with the wider community outside of school reinforces those messages further. Even playing matches against other schools is hugely important for our pupils’ sense of community and collective identity as a School but also getting along and competing in good spirit with others outside their immediate community. The Corinthian Partnership provides another similar though distinct opportunity.

Whilst there are elements of competition, there is also a strong emphasis on collaboration between the pupils in the member schools; so much about preparing pupils well for life after school is the healthy balance between these two elements. Working with peers from other schools who they do not know is important, but so too is the ability to work alongside people from different generations. Spending time with people in one of the local care homes – Rosebank – is hugely beneficial, and the children start that process from Reception. It is a real pleasure for all involved because the benefits are felt by all the participants, regardless of age.

As a setting for younger children, that sense of community and collaboration across ages must come into play in preparations for life in Senior School. How do we prepare the pupils?

We are fortunate in being a through school because it means that we have excellent role models from the Senior School who are that bit closer in age than teachers and work with our pupils. The Sixth Form Tutor Partnering, where members of the Sixth Form join us for registration once per week, is something our pupils look forward to week-in, week-out. The inter-year connection is powerful and is not limited to those sessions – our pupils enjoy seeing the Sixth Form around School and the encouragement they receive from them and the relationship they build is a strong one.

They are aware of the setting and have that familiarity, and they are also familiar with the Senior School pupils and know that they are not this terrifying unknown entity! They are familiar with the teachers in the Senior School, both from around site and from working with those teachers at various points.

Even then there is still that element of going from being the big fish in their Prep School setting to being the little ones again as they go into First Form, and I think that is no bad thing. Where that is partly overcome is that they have seen those older pupils who have come up from the Prep School go through that same transition. We have a terrific pupil mentor scheme that aids the familiarisation of the new pupils with their adapted circumstances in the Senior School - and is something that makes a real difference for those joining Senior School from outside the Prep School too. Mrs Prior as Housemistress of Lower

House and the role the House plays is another benefit as they integrate into the new wider community that they were always a part of, albeit in a different circumstance.

You mentioned before the Cokethorpe Characters, they are another continuity element of the wider community. That is right. The Cokethorpe Characters are derived from our school values and they therefore have that continuity and understanding of the Leadership Traits. It is something that has been instilled in them from day one and is something that they themselves can lead on and help to ingratiate those pupils joining the Senior School from other schools with their new community, directly simulating those collaborative and leadership practices they have experienced and learned from throughout their time in the Prep School.

It all combines to mean that moving through to Senior School is something new and exciting for our pupils but is also something that should not be scary or cause for concern.

Parents are, of course, a key part of the School community as well. How has that dynamic changed in recent years, and does it alter as pupils move into the Senior School?

Since the start of the decade, with the global challenges that brought, the relationship with parents has had to get closer in terms of supporting one another and the pupils. Parents want to be involved – as they always have – but the remote learning has brought parents closer to the experiences of their children and there is an increased desire to support their children’s learning and development, perhaps in a more hands-on and collaborative way than we might have found universally before.

Part of the role of schools now is to support parents to be able to do that. Nothing that is said at parents evening should be a surprise to parents because we have direct and ongoing engagement, sharing data and progress, both academic and pastoral, those areas to work on, and so on. The world has changed so much, and I think that parents can sometimes feel a little bit at sea – as we all can – in terms of what they should be doing about their children’s mobile devices, their screen time or their activities at home, for example, and parents are increasingly reflecting on their parenting and welcome that collaboration, and the reassurance of shared experience and expertise. Whereas perhaps ten years ago it would have been felt that schools should not be getting involved in parenting, that has shifted significantly. It is a sad reality that access and exposure to damaging materials is a reality from a younger age than it was in the past. There is the old adage it ‘takes a village to raise a child’ and it takes a community to protect them too.

As you said, parents are a key part of our community directly, too. In the recent Giving Week we held in School, which was all about community – giving back to our own community, to one another – part of the programme was given to children inviting their parents into School to share their work, and to talk about what they’re doing in School. We routinely have a very good attendance from parents for events like these, which means a lot to children at this age and is superb for their encouragement.

The nature of parents’ roles within the School community does shift as pupils move into Senior School. I think it is absolutely right and proper that, as children get older, they become more independent, and that they take more ownership of their own learning. But it is still important as a parent that we support our children through that. Open dialogue

and accessibility between teachers and parents remains integral. The class teacher equivalent becomes a Tutor, and yet each of their subject teachers, despite teaching lots of pupils from different year groups, still knows my children really well, their progress, how they learn and what makes them tick. That sense of togetherness, of being known and belonging remains deep rooted to our community environment in the Senior School.

One thing I have not touched on yet is the community dynamics of the Creative Arts, Sports matches and occasions, and the marvellous scope of events provided by the Cokethorpe Parents’ and Friends’ Association. In all of these, we have myriad examples of another key aspect of community for fostering that sense of belonging and togetherness. One such occasion was the recent Spring Concert which brought together every aspect of our community – pupils, staff, professional musicians, parents, and the local community – to perform together. It was a memorable occasion and a special bonding experience for all involved.

STEPPING STONES TO LEADERSHIP

At Cokethorpe, we offer a unique scheme to recognise students who demonstrate leadership through their contributions to all aspects of School life, and who promote our core values by acting with integrity, courage, empathy, judgement, ambition and responsibility. These are what we call our Leadership Traits and are integral to the Leadership Programme. By awarding Leadership Grants, we celebrate and develop the qualities to inspire others.

Each year, five grants are awarded. Successful recipients of this prestigious grant receive a £750 contribution towards their first year university fees (or equivalent), and a further £250 budget to support an event or activity organised to benefit the School community. Grant holders may choose to merge budgets, to support a joint venture.

This year, the grants were awarded to Nancy Christensen (Upper Sixth, Swift), Zack Galliford (Upper Sixth, Gascoigne), Oscar Luckett

(Upper Sixth, Vanbrugh), Louis Stanfield (Upper Sixth, Swift) and Calla Whitby (Upper Sixth, Feilden). We spoke to Nancy, Zack and Calla about the Leadership Grant programme, the successful organisation of a whole School RAG Week, and how their experiences on the South Africa Sports Tour inspired their choice of charity for the initiative.

How were you selected for the Leadership Grant Award?

N – Each student is encouraged to apply by writing a letter in which you talk about your suitability for a Grant, your achievements and contribution to the School over your time here. You also suggest ways in which you could improve the School and what you feel you can offer the Sixth Form.

Z –Ten people were shortlisted to do a presentation in front of all the applicants, five of those applicants were then selected to receive the Grant.

C – Before we gave our presentations, Mr Tolputt’s sister came to School and gave us a masterclass on public speaking, giving feedback to help us improve.

What does it mean to be a Leadership Grant Award Holder?

N – It really is an honour to be selected. We are given responsibilities that we would not ordinarily have.

C – It is a step beyond the role of the Prefect.

Z – There is no other position within the School where we would have the opportunity to organise as big of an event as the whole School RAG (Raising and Giving) Week.

How did you decide on doing a RAG Week?

Z – When we first met as a group, we decided that our event would be more effective if we all came together and pooled our resources. This gave us a total budget of £1,250 rather than £250 each.

C – The thought behind our decision to choose to do a RAG Week, was to create an event that would bring the School together.

N – We wanted to do something to raise money for charity, focussing on giving back to the community.

Why did you feel that was important?

C – At the time we started thinking about our event, the First Form had just moved up to the Senior School. They can sometimes feel a disconnection to the older years and we thought this would be a great way to bring us together and help to make them feel included.

Z – After COVID, there was also a period of time where we were all separated into year groups, so, for a while, we lost contact with other year groups.

How did you go about organising the events?

Z - It started with meetings with Mr Gale and Mr Tolputt, then in the last few months it was purely student led. We needed the teachers’ help initially to organise some of the basics; when we would be able to hold it, the impact on lessons and permission for the various events to take place.

How did you get others involved in the planning and running of the events?

Z – Each tutor group had their own stall, they had to come up with the idea for their stall themselves, with very little or no budget at all.

C – We gave them card readers and cash floats and set tables up for

them on the day they were running their stalls.

N

– Stalls ranged from sponging teachers, leg waxing, Wii (where pupils competed against each other), to splat the rat, palm reading and a human jackpot!

C

– They got very creative. We were thrilled with their ideas, and they raised lots of money too.

N – On the Friday of the RAG Week, we had a ‘home clothes day’ and a giant inflatable obstacle course which pupils paid to have a go on with their contribution to the ‘home clothes day’.

How did you ensure that the events appealed to a wide range of pupils?

C

– By letting tutor groups run their own stalls, it became something personally interesting to them, something that they could take ownership of themselves.

Z

– On each day, there was at least one stall from each year group. This also encouraged pupils to support their peers in their own year group as well as others across the School.

N

– A few of us went round to House assemblies explaining the event, what was happening during the week and what we were raising money for.

How successful did you think it was?

N

– It was hugely successful and we are very proud of what we achieved.

C

– The atmosphere in the quads was electric, and the tutor groups were amazing at coming up with ideas for their stalls.

Z – We also exceeded our fundraising target which was fantastic.

What skills did you learn from organising this event? How did you use your Leadership skills?

Z

– As there were five of us, we all ended up specialising in a different area, using our different skillsets.

N – It was difficult at the start, as we all had different ideas of what we wanted to do. We had to come together and compromise. We had not worked together that much before, so it was an opportunity to work with different people.

What advice would you give the next cohort of Leadership Grant holders in organising their event?

Z – Time management! You have to get your core idea ready early. We would have benefitted from finalising the basic details earlier, such as locking in the date.

N – That would have improved our communication to the other year groups; it was hard to relay information effectively when there were still important details we had not confirmed.

C – You also have to come up with a really creative idea that everyone will enjoy and support you with.

You decided to raise money for the Pebbles Project. Can you tell us how and why you decided to choose this charity?

Z - The charity supports children whose parents are in work and from farming backgrounds, giving them access to education and health services. The funding they receive from the government per child simply is not enough to provide what they need. This is why fundraising for the charity is so important.

N – We saw the amazing work this charity does first-hand on our Sports Tour to South Africa. They are a South African-based charity with multiple locations across the country.

Did you participate in any activities with the charity whilst you were there?

N

– We spent time with the children there, playing games with them in the garden, drawing and just seeing how they spend their time each day. It was a wonderful and uplifting experience.

What impact did the charity’s work have on you personally?

Z – Speaking to children who were in such poverty and in a vulnerable state was very moving, yet every single one of those children had a smile of their face.

N – It made us feel extremely privileged and grateful for what we have. The teachers and children were just so genuinely happy to see us, they sang us their school songs when we left, it was really touching.

Z – The trip had such an impact on us. When we returned and were given the opportunity to organise this RAG Week, we did not hesitate to choose to support the Pebbles Project.

Why do you think this sort of charity work is important? How did you share that message?

C – I was lucky enough to go on the World Challenge trip to Malawi. Experiences like that really change your attitude and open your eyes to global issues.

N – We sent out a PowerPoint to the whole School, telling everyone about the charity so they could engage with it and feel a closer connection to it. We needed the School to get behind us to make it successful; if we could convey our passion for the charity to pupils, then they could also feel passionate about supporting it.

Z - We also shared photos of us with the children so they could see the connection between our School and the charity - it made it more personal.

C – Fundraising and charity is not just about the financial aspects though, it is also about raising awareness.

Congratulations to our Leadership Grant Holders, who raised an incredible £2261 for the Pebbles Project.

GIVING BACK

We spoke to Miss Freeman about fundraising in the Prep School and why the concept of giving is so important for young people.

How are you involved in the fundraising efforts in the Prep School?

I started by organising the Sponsored Walk last year and running the London Marathon alongside it. Following that, I asked if I could organise a Giving Week, but instead of raising money for external charities, each activity would focus on our School community.

How did running the London Marathon tie in with the Sponsored Walk?

I have already run five marathons: Barcelona, Edinburgh, Florence, Lisbon and Brighton. I wanted to run the London Marathon and fundraise for a charity, so I decided to tie this in with the Prep School Sponsored Walk and chose the NSPCC. The checkpoints on the course around the School grounds were London landmarks because I was running around London. I was overwhelmed by the support from staff, parents, pupils – the whole School community really got behind me.

How did you choose this year’s charity?

As we supported such a big charity last year, I thought it would be appropriate to support somewhere closer to home this year, within our local community. I chose Tiggywinkles, a charity dedicated to supporting local wildlife. Each stop on this year’s walk was a different woodland animal. Our target was to raise £1000 and we have raised over £2000.

Not only was it local, but it also offered an opportunity for pupils to think about our area and issues related to the environment and sustainability. Pupils will probably have seen some of those animals in our wonderful grounds. Younger children really connect with animals, which has been evident from the way they have taken to this charity. Perhaps in the future we could look at getting the pupils involved in helping to choose the charity.

What was the aim of Giving Week?

I organised a different activity every day which centred around giving back and supporting one another. On Monday, pupils read in their Houses which gave them the opportunity to share books with different year groups and meet children of different ages they may not ordinarily play with. On Tuesday, we had a ‘clothes swap’ which allowed pupils to think about the concepts of reusing and recycling. On Wednesday, pupils decorated a plant pot, planted something in it and gifted it to someone in the School to acknowledge the work they do. On Thursday, we had a book and board game swap where pupils learnt that by exchanging their things, they are giving them a new lease of life and someone else could enjoy it. Finally, on Friday we had open classrooms for the first half an hour of the day. This gave parents, grandparents and

friends the wonderful opportunity to look at the work pupils have been undertaking since September. By doing this, we were thinking about our community – our School community – bringing people together.

Why is it important for young children to understand the concepts surrounding giving?

I think primarily it is good for their emotional learning; understanding that not everything is given to everybody, encouraging children to think about how they can help others and not necessarily financially. We can give our time and effort. It also empowers pupils with the belief that they can make a difference themselves by helping others, even a small gesture can make a difference to someone else – like reading with one of their peers.

How do you think fundraising impacts the educational experience of pupils?

This is definitely reflected in PSHE (Personal, Social, Health and Economic Education) – understanding different needs, emotionally supporting each other and helping others. Also by sharing that learning with others, like we did when we invited friends and family to join us during Giving Week, we opened up opportunities for further discussion around their learning beyond the classroom. It also highlights important issues, such as their global impact as young members of society, taking responsibility for sustainability and the environment for example.

What do you hope to see the School achieve in future fundraising campaigns?

In terms of giving, I would like the children to continue to have an understanding and respect for others in the School. I am also keen to encourage across year group friendships, working within their Houses and nurturing those caring, responsible, polite Prep School pupils of whom we are so proud of.

How do you envision the role of fundraising evolving in the next few years?

I would like to expand the open classrooms termly rather than just for that one week. I envision Giving Week getting bigger and better!

We interviewed Mr Kelly on his role as Senior School Charity Coordinator and discussed the importance of fundraising within a school setting.

What is your role and responsibilities as Charity Coordinator and why did you want the role?

My role involves organising and overseeing fundraising events and charitable initiatives within the School. I take suggestions from staff and pupils on charities we can support, ideas for fundraising events, coordinate the fundraising, and liaise with selected charities to strengthen engagement between the pupils and the initiatives of each charity. I wanted the opportunity to take on this responsibility as I believe firmly in the power of community, and that the act of supporting others enriches both the benefactor and the beneficiary.

Why do you feel fundraising is an important part of school life?

Fundraising is a vital part of our School community. It not only helps us support various charities but also teaches our pupils the value of empathy and social responsibility. By participating in fundraising activities, pupils learn to think beyond their normal circle and understand the importance of helping others, as well as learning about the wider community they are a part of. Support from parents is crucial in making these initiatives successful and, together, we are making a significant difference to the lives of those touched by each charity.

Why is this important for pupils and what do they gain from it?

Fundraising activities are essential for pupils as they provide valuable lessons in empathy, teamwork, and leadership; for instance conceptualising, shaping and leading a charity drive such as RAG Week run by the Lower Sixth in Michaelmas Term led pupils to consider not only the practicalities of collecting donations but also of designing a fun process for Senior School pupils to take ownership of designing their own fair stalls. Pupils undoubtedly gain a sense of accomplishment and pride in knowing they are contributing to a greater cause - these experiences help them develop a broader perspective on life and instil a sense of social responsibility.

What are the benefits for the wider community?

Our fundraising efforts extend beyond the School and positively impact the wider community. By alternately supporting broader and local charities, we address important issues and provide much-needed

resources. Broader charities are familiar to pupils and the public, having a larger impact, while local charities are often personal to the pupils or staff suggesting them, and these can give a huge helping hand to a smaller, more focused local charity. Improving our connections to the local community as a School allows us to see more direct impacts from our charitable actions, as well as raising the profile of local charities and their work.

Which charities have the School supported this year?

This year, we have supported a variety of charities, including Pebbles Project in South Africa, which focuses on helping children from farming communities to access quality education programmes and health, nutrition and social work services. We have also been able to support the Oxford Children’s Hospital which provides assistance for families and young patients with long-term and severe illness. The Upper Sixth are working towards donating their time and effort to the Dogs Trust charity in South Africa later this year, with their fundraising and time going towards vaccinating and helping rescued animals. Each of these organisations has a unique mission, and our support helps them continue their important work.

What is coming up next?

We are currently exploring supporting a new local charity which specialises in art therapy for young people. In addition, we are exploring future charitable opportunities for a book drive which will involve engagement with charity through action rather than financial support.

PREP PORTFOLIO

The current Year 6 are now the second year to do the ‘Prep Portfolio’ which aims to help prepare pupils for Senior School and beyond by fostering a greater sense of responsibility and independence. Pupils undertake six units: Multi-Generational, Financial Literacy, Out of Your Comfort Zone, Entrepreneurial, Eco-sustainability, and Community Outreach. They put together a portfolio of evidence to support the work they have done towards each of these units.

Community Outreach

The Outreach certificate recognises pupils who have made a positive impact on their community through involvement in outreach or charity work, such as organising a fundraiser for local charity or doing some voluntary work.

So far, pupils have supported their school community in the recent CPFA Easter Tea Party. All pupils in Year 6 brought in homemade crafts and cakes selling them for their chosen charity Tiggywinkles. The impressive variety of crafts ranged from 3D printed dragons and homemade slime to knitted Easter cuddly toys.

Multi-Generational

The multi-generational certificate recognises pupils who have demonstrated a commitment to helping others, particularly those from different generations. Examples of ways in which pupils have achieved this, is by volunteering at a local nursing home or mentoring younger pupils.

At School, Year 6 have been running a variety of lunchtime clubs. This year has seen an impressive selection of clubs for pupils from Reception Class to Year 5, which have been a huge success: Multi-Sports

• Outdoor fun

Drama

Music

Cricket

Art

Pupils have put posters in each classroom, taken registers for the clubs and had the responsibility of planning each week’s activities. They were also asked to do a PowerPoint presentation on their proposal for their lunchtime club.

What is multi-generational and why is it so important?

• Multi-generational is looking after people from different generations for example people who are younger than you and people who are older than you.

• It is important to help younger years so they can make new friends with other people in the club.

MEET THE SCHOOL: MISS HUTCHINSON

What do you do at the School? I teach History and I am co-Head of the Scholars Programme.

When did you join? September 2023

What does being a Scholar entail for our pupils?

Scholars participate in a variety of projects and activities that are designed to stretch their academic curiosity outside the classroom. Over the course of the year, Scholars in First to Fourth Form and Lower Sixth have written a research article of a title of their choosing that will be published in the Summer Term in our Scholars’ Journal. Fifth Form and Upper Sixth Scholars have each supervised the research

and writing of an article. Scholars are looking forward to presenting their conclusions during the Exhibition Evening, taking place on Monday 9 June.

In addition to this, Scholars attend Discovery Lectures and we run trips throughout the year – First and Second Form Scholars recently attended an Art History Seminar at the Ashmolean Museum. Above all, to be a Scholar is to be interested, always questioning and hungry for challenge; to ‘dare to be curious.’

What made you want to become a teacher?

I loved the prospect of having a job where I could continue to learn more about a subject I have always felt passionate about and hopefully instil some of that passion into younger generations!

What do you enjoy most about being part of our School community?

Cokethorpe is a truly special place and I am reminded of that every day driving onto the beautiful grounds. The sense of camaraderie and support among the staff and pupils feels like being part of a big family.

SENIOR ACADEMIC WORK

‘The main purpose of the Aeneid is to glorify Rome’. To what extent do you agree with this statement.

By Sam Farr (Upper Sixth, Swift)

In a letter written by Ovid, addressed to Augustus, the poet – famous for composing the Metamorphoses – describes the great poem by Virgil as ‘your Aeneid’ implying that the poem, ultimately, is a work which explicitly tethers itself to Rome – through both its content and political context. From the parallels between Augustus and Aeneas, to the fate which forces Aeneas through the story, it is clear that from Maecenas’ patronage to Virgil on behalf of Augustus, the Aeneid is foundationally a work which glorifies Rome. However, arguments can be made that this takes away from its story, and that the best way to view the poem is as several purposes outside of propaganda: as poetry, as life, and as facing the struggles and the hardships of existence.

The Aeneid consistently evokes images of Augustus of Rome throughout its narrative. From this sustained reference, it is clear that we can say that this glorification of Rome is its central purpose. For example, in book two, as Aeneas flees Rome, he carries his father, Anchises, over his shoulder, and leads his son, Ascanius, by the hand. This symbolically sees Aeneas – paralleled to Augustus – leading the past of Rome (Anchises), the present (himself), and the future (Ascanius) from the burning ruins of Troy. This symbolic interpretation is furthered if we assume that the burning Troy represents the turmoil that was Rome during the muddy years of civil war and corruption in the first century BC. Here, with Virgil positioning Augustus as the hero Aeneas, we see him glorify Augustus – and therefore Rome – through his leading of his people from their old home into a new world. A fresh society where they will settle and will one day be safe.

Furthermore, seeing as the narrative force of the Aeneid is to do with the founding of Rome, Aeneas is ‘forced into a mission by circumstances beyond his control’ as the critic Hardie remarks. The ‘circumstances beyond his control’ here mean the founding of Rome, suggesting that the entire story of the Aeneid – and all of Aeneas’ journey – is tethered to its conclusion. The preordained fate of his which means he will found Rome. Despite his desire not to continue this journey, his piety and understanding of fate means he continues. In parallel to Augustus, this could be seen as a recognition of the civil war and turmoil which has been, and the desire for Augustus to avenge his father (Caesar) and remain in political strife. By ‘turning the other cheek’ and aiming for a greater vision for Rome – not unlike a utopia – Augustus is characterised through Aeneas as heroic because of his decision to progress Rome. These parallels of Augustus should not be seen as coincidence, seeing as the Aeneid war largely seen by the Roman people as a glorification of Augustus and his achievements. The proof can be seen through the quote by Ovid which was referenced in the introduction, and by the role of Maecenas in the conception of Virgil’s epic, as he was the minister of culture, whose role was to promote Augustus through art, language, and literature.

Another element of the Aeneid which proves its main purpose is the glorification of Rome can be found in book six and book eight, where visions of the future frame Rome as a glorious society. This theme is first recognised in book six, where Aeneas endures a katabasis as he enters the underworld to understand the depths of his fate, freeing ‘himself implicitly from old faults’ as the critic Anderson recognises. This journey, for Aeneas, culminates in his reunion with Anchises, who greets

him warmly and shows him the future of his people – consolidating his belief in the fate he has. This, as a parallel to Augustus, frames him as a man pious, much like Aeneas, and backed by the gods. The pageant of heroes in book six introduces many of the Roman figures the readers will recognise, such as the Gracchi, or Caesar, and Augustus himself. The pageant looks further into the future, and Virgil may have done this to give promise to the Roman people that the Rome which Augustus leads is preordained by the gods, and that they should put faith in him because of this. By framing the Rome which will be founded as fated, Virgil glorifies this image of Rome by having it viewed as a utopia; a world set in motion by the fates and willed by the majority of the gods. Furthermore, as Evander leads Aeneas through Pallanteum – which will one day be Rome – he takes Aeneas through a journey much like the pageant of heroes, explaining to him the past, with reference to Saturn and the cruel leadership of Mezentius, the present, as experienced by Pallas and Evander, and the future, with reference to Romulus and the Lupercal, the Temple of Jupiter, and the Carinae, all of which involve Rome in some way. The message of this journey is clear: don’t forget your roots. This is a call to the Roman people to remember where they come from, and recognise the struggle it was to found Rome. This glorifies Rome through the knowledge that the hardships of Aeneas and Augustus succeed, as we see the Roman rule under Augustus as a consequence of centuries of trials and tribulations resulting in his leadership, but not ending with it. By illuminating the story of Rome, Virgil glorifies it and its leaders through the connection to the gods, as Aeneas is the son of Venus. This further emphasises the point made earlier about the role of fate in the Aeneid, as the relation Augustus has to Aeneas means he is both fated by the gods, and is the distant offspring of one.

Despite this, Parry disagrees with this view that the glorification of Rome is the main purpose of the Aeneid, saying that ‘we, when making a judgement on the Aeneid, feel constrained to put forward a hypothetical ‘Roman reader’ who is blinded by Augustus and would see the Aeneid only as a great work of Augustan propaganda’. This standpoint implies that the reading of the Aeneid as mainly a political work actually detracts from its message, as the reader is ‘blinded’ by the role of the Roman reader in the perception of Augustus. This argument emphasises that the focus on the political implications of the Aeneid make it one-dimensional, neglecting, as the critic the sense of ‘loss’ in the Aeneid, ‘which gives a mood to the Aeneid of frustration, loss, and sadness’. This viewpoint makes the Aeneid’s political parallels simply one of the many purposeful elements of the poem, highlighting this theme of loss which is evidenced through the likes of the loss of Creusa in book two, Palinurus in book five, Dido in book four, and Anchises in book two and six. This sees the Aeneid as more of an emotional piece of art, with the element of propaganda ancillary but not imperative to its message.

It can also be argued that the main purpose of the Aeneid is to evoke Homer. Drawing inspirations through narrative, with the Aeneid split between its Odyssean half and its Iliadic half, the use of similes and epithets, and the Homeric ideals of ‘kleos’ and ‘geras’ which are present in the Aeneid through the masculine dominance found through battle and war. Virgil’s evocation of Homer is central to its purpose as it displays the culmination of Latin literature, written in a time where a lot of Greek culture was permeating and influencing those in Rome. This theme is corroborated through the ending of the Aeneid, where Turnus’

death is a loss for the Rutulians, yet his reputation and people will forever live in through the Romans by art and culture, much like how the Greeks influenced the Romans.

Whilst these arguments provide disputation over the main purpose of the Aeneid, they are not sufficient in proving how they are more central than the glorification of Rome. The themes of loss and sadness communicated by Virgil serve only to reinforce the Aeneid as the ‘story of the great struggle to found the Roman race’, and the Homeric influences can be interpreted as elements which are utilised by Virgil to create a successful piece of Latin epic. It is not the main purpose of the Aeneid to evoke Homer, but to pay homage to him through its construction. It is an archetype which Virgil is using to best express the story Augustus and Maecenas want told.

In conclusion, the main purpose of the Aeneid is to glorify Rome, seeing as its narrative is driven by the elements of fate taking Aeneas to Rome. It also uses elements of ekphrasis and description which consolidate its aim to be this, such as the pageant of heroes and the shield of Aeneas. Whilst arguments can be made against this fact, they are not convincing enough to replace this central purpose, though they highlight the importance of viewing the Aeneid not simply as a glorification of Rome, but also a story of loss and perseverance. These elements are just as vital to the Aeneid, and they contribute to the larger message of Virgil’s story, which all lead to Aeneas and his epic journey in founding Rome.

Jolly Jig

Fraser O’Driscoll (Third Form, Gascoigne)

This Jig is a response to Third Form’s study of Celtic folk music, pupils were required to write two eight-bar melodies, in the Dorian and Aeolian modes, with accompanying rhythm and drone.

Listen here:

Harder Differentiation by Rule

Eva

Graves

(Fourth Form, Gascoigne)

Haiku

Nell Greatrex (Second Form, Harcourt)

Warm spring filled the air, With a lot of things to do, Homework awaits me.

Expectations

Grace Bassey (Second Form, Vanbrugh)

Four syllables, five vowels, seven consonants, twelve letters, But just one word.

To some, this word is a barrier.

To some, this word is an ambition to strive for. To some, this word is just… a word.

Expectations can soar above our heads, something we can never reach. Expectations can be at a comfortable height, something that is achievable.

Expectations can sink below us, something too easy.

It all depends on who sets them.

Four syllables, five vowels, seven consonants, twelve letters, but just one word.

A word unspoken, yet you know what it is. A word used by others to show anticipation of something more from us, something bigger.

Because we aren’t enough as we are, because people aren’t fully satisfied, because they always want more.

More, more, more.

Four syllables, five vowels, seven consonants, twelve letters, but just one word.

One word - expectations.

I Come From

Cory Gardiner (Second Form, Vanbrugh) (Inspired by the poem of the same title by Dean Atta)

I come from roasts on a Wednesday and fish and chips I come from Old Trafford and the Kassam I come from England and the great-green Ireland.

I come from a family of Wimbledon I come from the Magpies with black and white stripes I come from a broken heart from my best friend.

I come from my dog snatching sausage rolls I come from the Union Jack I come from the orange, white and green flag.

I come from a connected family with my parents split apart. I come from my beautiful and fantastic mother.

Population Demographic

Emma Campbell (Lower Sixth, Vanbrugh)

PREP SCHOOL ACADEMIC WORK

Reception Class Dinosaurs

I am Mayokunisaur. I am purple. I eat bones. I am a Vivisaur. I am purple. I eat leaves. I am Millytops. I am yellow. I eat people. I am Florenceffus. I am pink. I eat ham and cheese. I am Colbysaur. I am purple. I eat chocolate. I am a Laurierex. I am green. I eat chocolate. I am Bertiesaurus. I am blue. I eat men.

Penguins

Alena Tran (Year 1, Baker)

Their feathers are waterproof. Their feathers are camouflage. Their feathers are smooth. They dive into the water to get the fish. Penguins live in Antarctica. Their feathers keep them warm. Penguins live in groups.

The Wild Robot Acrostic Poem Seren Florey (Year 2, Baker)

Robot Roz is talking to Brightbill. Others playing hide and seek.

Broken rocks are tumbling down.

Often Brightbill plays with Chit Chat.

Today Chit Chat and Brightbill were playing hide and seek.

Rabbits are running on the island.

Old loud wing paddlers in the pond.

Zebras running about in the beautiful sunlight.

The Missing Crown

Romilly Bishop (Year 3, Lockwood)

In the warm, emerald jungle, the fawn-coloured monkey swung through the trees elegantly. Meanwhile, the small, vibrant parrot flew above the jade trees. The huge, cascading waterfall amazingly twinkled in the sunlight. Chickpea is a courageous monkey. His slim body makes it easy to climb. Sapphire the parrot, is very colourful, He is a great flyer and is a wonderful helper. One day, the emperor lost his crown! Chickpea and Sapphire had to get it back quick. On their way to find the crown, Sapphire saw a panther: “Grrrr!” growled the panther. Luckily, Sapphire was a parrot, and parrots can copy what people say. So, he made the sound of a rattle snake. Just then, the panther ran away. “Phew!” sighed Chickpea. They ran as fast as they could and eventually found the crown! But it was up a tree. While Chickpea was trying to think of a way to get it, Sapphire flew into the tree and got the crown down! “Good job!” shouted Chickpea (he had to shout because Sapphire was still in the sky flying). As soon as they had got the crown, Chickpea and Sapphire zoomed to the emperor’s palace (well, I say palace, but it was more like a tree if you ask me) as quick as they could. When they got there, the emperor (he was a tiger by the way) thanked them for working so hard to get his crown back.

Setting the Scene

Eddie Stansbury (Year 4, Gwyn)

At 2.00pm in London, a quiet fog slowly crept into the deep shadowing city faster than a boosting black bullet train. Big Ben’s lights flickered more than the gloomy eye of a cat. The moon was towering and giggling at the fact, the void-black coated man limped over to the unsettling mist. The man was feared by all, his name was Jack the Ripper! The broken tiles of the wretched alley slowly cracked as Jack slammed his creaking walking stick.

Victorian Work

Martha Bishop (Year 5, Lockwood)

The work of Victorian children was cruel, dangerous and even scary. Children had long tedious days of work up to fourteen hours! They would have to work in places like the workhouse from the age of six and seven. This work was dangerous because if you worked in a cotton mill you would be told to crawl under machinery and one wrong move would result in a lost limb or caught hair. Another job was going into the coal mines, to get the ‘boys’ ready for it, the house master would rub salt water into their elbows and knees until they bled, they would do this repeatedly until the skin hardened. Also, you could be a chimney sweep, coal dust could get into their lungs and result in black lung disease. Jobs on the streets include sweeping a path for any lady or gent willing to pass, shining shoes and holding bridles for waiting horses. All these jobs would only get you a penny or if you’re lucky, two. After a while, Lord Shaftesbury improved things little by little. Starting with children under ten not to work in coal mines. To grow the campaign to fight for better lives for children he met Dr Barnardo. Eventually, things all changed in the late 1980s and became the day we have to look forward to today.

Three Forgotten Secrets Scarlet Milles (Year 6, Gwyn)

As soon as witches stepped onto the Heath, the grass beneath their feet died. They tilted their heads in unison to look around at the land. Their soul-staring eyes flashed from place to place like a lightning bolt. Their wispy voices blended into the wind like they had never spoken in the first place. They are withered and wild, they looked perfect in their environment. Their faces are a curse to all who see it. The cloaked figures look like night, as pale as the moon but as dark as the sky. Their bony backs hunch over like a question mark.

The screams of people all around make them grin.

Real people’s hearts are two sizes too big, but the witches’ hearts are two sizes too small…

The witches create a dark shadowed atmosphere. The eerie sounds of the crow’s shrieking circle around them. Even the wind howls at them, they scowl back. They mumble their savage spells making you feel disorientated in your environment. Then they disappear like three forgotten secrets…

‘Into The Woods JR is a play of magic and adventure and adventurous magic is certainly what the Cokethorpe audience was treated to. A spectacle that provided laughs and gasps as well as some breathtaking singing performances, all the more special with the accompaniment of the live band.

The immense quality and finesse of the performance from every member of cast, crew and creative saw the production ready to hit The West End rather than The Shed. The fact that this talented group were able to put it all together in just six weeks of grit and determination was almost unbelievable.

The plot follows the intertwining narrative of a selection of Brothers Grimm fairy tales and allows for a challenging range of songs and some delightful moments of expert silliness. The central story of the Baker, Xander Luckett (Fourth Form, Vanbrugh), and his wife, Immy Harris (Fourth Form, Gascoigne), and their wish to have a child causes them to chop their way into the tale of Red Riding Hood, Isy Noon (Second Form, Gascoigne), barter their way into the plot of Jack and the Beanstalk, William Woodwards (Second Form, Swift), climb their way into the yarn of Rapunzel Nancy Christensen (Upper Sixth, Swift) and wish their way into the story of Cinderella, Serafina Conlon-Sangster (Fifth Form,

Queen Anne). All thanks to the machinations of the wonderfully evil and somewhat Jim Careyesque Wicked Witch, Oscar Luckett (Upper Sixth, Vanbrugh)

This was not however, a play that simply revolved around the wonderful colliding of well-known tales. This was a demanding musical! I chanced a glance at one of the screens directed at the performers during the performance and was greeted by a close up of Director of Music, Mr Wilson, being live streamed to the cast in order to conduct both band and singing talent. This professional element to the production allowed for a pristine finish and quality to all the musical numbers.

Humour was ever present in the show from the throwing down of Rapunzel’s hair stage left for it to appear stage right, to the two foppish prince charming characters, Joseph Palmer (Second Form, Feilden) and Nicholas Burrow (Second Form, Feilden) who would have fit right in with the New Romantic movement. This was all epitomised by the hilariously muted performance of Milky the Cow by Florence Nixey (Second Form, Gascoigne), who in her enjoyment of constantly chewing her cud in superb gormlessness provided many a moment of comedy.

A glorious showcase of the talent Cokethorpe has to offer. A special mention has to be made of Mr Wilson and his vision and meticulous detail in directing this demanding production and all of the help that the glorious Drama Department made to the success and professionalism of this project.’

Mr Everling

‘If you doubt that a group of ten- and eleven-year-olds could deliver a breathtaking portrayal of Macbeth, prepare to be amazed! The Year 6 pupils did just that, with an electrifying performance that left the audience absolutely spellbound.

With nothing more than minimal props and a simple set, their raw talent and powerful performances brought the dark, twisted world of Macbeth to life. Every pupil performed with such intensity and conviction that you would never believe they were speaking in full Shakespearean verse. The performance flowed effortlessly, showcasing their dedication and passion.

The unique staging, with the pupils performing in a circle, created a dynamic and immersive experience. As each actor stepped into the circle, they immediately became part of the action, maintaining the energy and creating an intimate connection with the audience.

The costumes, as always, were nothing short of spectacular. They flawlessly transported us into the bleak, dystopian world of Macbeth, with every detail enhancing the atmosphere and deepening the impact of the story.

Macbeth is a tale of ambition, betrayal, and moral dilemmas, and this production delivered those powerful lessons with stunning clarity. The themes of integrity and the dangers of deception are timeless messages that the pupils can carry with them, not just in their studies but as life lessons that will stay with them forever.

In every way, the Year 6 pupils’ production of Macbeth was a triumph. It was a performance brimming with creativity, heart, and talent.’

Miss Wilcox

PRINCIPLES AND LESSONS FROM A LIFE IN EDUCATION

Headmaster, Mr Ettinger, reflects on the philosophy and principles which have guided his teaching career and 23-year tenure leading Cokethorpe.

Twenty-three years is a significant stand at the crease. What have been the significant perspectives in that time to have guided your approach in building such a successful innings?

We are proceeding directly to the analogies, I see! Well, as with any successful innings, there are moments which call for different approaches to be taken, for different priorities to come to the fore. Even so, as any batting coach worth their salt will tell you, the guiding principles of what determines a batter’s style cannot be entirely coached out of them. It is always there. This is also true of life, and in our working lives especially, regardless of role or profession.

I believe that the hallmarks of a good education are built on learning how to think, not what to think, and being given the space within that for personal discovery – for learning how you learn. Schools also have a role, alongside parents, in shaping character traits that will enable each child to not only achieve their potential but do so humbly, lacking any sense of entitlement, and in a way that sees them be an active and positive influence on their communities and wider society. These are the tangibles of our liberal education and leadership models.

Can you expand on the premise of liberal education?

There is some confusion around education today - both in terms of language and politics - but this is not the first time we have faced these issues. If you look back at the 19th and early 20th Centuries, you will see that the idea of a curriculum comes from liberal educational reformers of that era. One of the key figures was Matthew Arnold. He believed that all children in England should have access to a broad, liberal education, and he was willing to use the power of the state to make that happen. His time as a school inspector gave him first-hand experience with the challenges in education, and he was not shy about criticising what he saw as a narrow, provincial mindset among many teachers.

He was deeply concerned that English education was stuck in what he called the ‘prison of Puritanism.’ He felt that this rigid, moralistic approach had stifled intellectual and cultural life in England for centuries. But despite disagreements on the specifics – for example, how much emphasis should be placed on the sciences, modern languages, or the arts – there was broad consensus that children in a democratic, liberal society needed a solid foundation in core academic subjects. These subjects were not just about memorising facts; they were seen as essential for a child’s intellectual, imaginative, and even spiritual growth.

I believe a good education has to develop both intellect and imagination. Some people assume that focusing on reason and intellect means neglecting emotions or creativity, but that is just not true. In fact, thinking in that way reflects a kind of old-school Puritanical belief that human nature is fundamentally flawed. A well-rounded education should help students engage with art, literature, and life - not just by filling their heads with knowledge but by shaping their moral and aesthetic judgment as well.

It is not just about intellectual development; it is also about cultivating character, moral judgment, and an appreciation for art and beauty. Education is not just about collecting facts; it is about helping children develop as whole people as that makes for civilised societies.

What is the significance to you of character development?

A standard teacher training text used to be Compulsory Miseducation Its author, Paul Goodman, believed that the goal of education should be to strengthen a child’s innate inclination to discern their abilities, to develop community spirit and, with these, to be useful to those around them.

To educate is to help children unlock and develop these abilities, which vary from child to child, and to help them understand the importance

of community. This is a worthwhile goal, and I think Mr Goodman may have pointed the way to an answer. Aristotle said that the only goal which human beings pursue for its own sake is happiness, or what he called eudemonia. This may be better translated as fulfillment or flourishing, and the meaningfulness that comes from a life well-lived. A valuable education is one that encourages diverse young people to exercise their reason, to find their talents, and use them for the well-being of their community. They become happy and fulfilled human beings in the process. What parent would not want to see that developing in their children?

You also touched on the Leadership Programme. What is its purpose?

The Leadership Programme also has at its core the development of good character and characteristics. In this instance they are the characteristics that we determine to be the essential ingredients of good leaders and, by providing opportunities and giving encouragement to pupils, we look to gather in our charges these vestiges of good leadership.

There are many ways to lead, and there are as many different scenarios in which those characteristics that define good leadership might be called upon. When we talk about ‘leadership’ it is not in a simplistic context of creating a steady pipeline of future Prime Ministers, CEOs or dare I say Headmasters and Headmistresses. It is about providing children with the tools to call upon in all facets of life after school, acting as good role models and as individuals that inspire others to follow in whatever pursuit or circumstance.

You describe the School as ‘restless’, always striving for better. How does this manifest?

The Restless School is one that, whilst being secure in its systems, values, and successes, is nevertheless at the same time always seeking to change and improve.

One of the things I have always advocated for is continuous professional development. I genuinely believe that teachers should have significant time dedicated to high-quality training, keeping them at the forefront of best practices.

The challenge centres around avoidance of a culture of ‘carelessness’ - places that are too content with mediocrity and not striving for enough. Every school has teachers who, for several reasons, settle into the routine and resist change. It reminds me of the quotes by the American economist J K Galbraith: ‘Given a choice between changing and proving that it is not necessary, most people get busy with the proof.’ Leadership is key - not just in the day-to-day running of Cokethorpe but also in having a long-term vision for what education should look like in the 21st Century. I have always believed that no matter the challenges, there is always room for improvement. That is something I have tried to instil in my staff - an openness to change and a drive to keep moving forward. And, of course, a bit of humour along the way never hurts!

Over your tenure, more than 3,000 pupils have passed through the School going on to rewarding and varied careers. To what extent does the School influence the Head and the Head influence the School?

In my experience, Heads are generally appointed based on four things: vision, values, ambition, and on the ability to lead the School in pursuance of them. With regard to influence, I think it is more of a

partnership. A Head’s duty is to understand the school, to know its foibles and its strengths and to support the school in making a success of them. In Cokethorpe, I have been blessed with a school equipped with many strengths that have influenced my tenure. I hope that I have been successful in deepening the influence of those strengths.

What I think is missing from that question is the influence of parents and pupils. It is the pupils that define a school. Everything else is determined by them and the means by which to support them, to guide them, and to model for them what the institution’s ambitions for them are, and what their parents are seeking for them in choosing the School.

What are your hopes for the future of the School?

It was pointed out to me recently that I have led Cokethorpe for more than a third of the time the School has existed. Across that time, I have always been ambitious for the School and for our pupils. Partly, that is a consideration for the person our pupils will be at 25, at 40, and so on, and their ability to live happy and rewarding lives. Education is about lighting fires not filling buckets, as William Butler Yeats had it. It is also about the position of the School within the community, about what it represents, its reputation and success. It is undoubtedly an excellent School - one that I have been immensely proud to lead - and that ambition, that hope for the future, would be to see the School continue its march to be recognised as the foremost co-educational day school in the region. As I have described, in that pursuit it is crucial to recognise that the goalposts are constantly moving. Cokethorpe must remain restless, never once resting on its laurels in its pursuit of excellence, ever vigilant for the googly and always playing with a straight bat.

The means by which that is continually strived for are soon to be for Dr Squire to determine, with the ready support of our staff, our Governors, our parents and pupils, and I have every confidence that she will deliver.

Making an early mark with a change of uniform

CHAPTER AND VERSE: GETTING TO KNOW OUR NEW HEAD

Dr Squire discusses the past, present and future as she prepares to take the reins.

What about Cokethorpe attracted you to the School?

I have lived locally for a long time and had heard so many positive things about the School – professionally and personally – and I was intrigued. Everyone who knew the School spoke with genuine affection of it being a welcoming and friendly school, with a holistic approach to education, in an amazing setting. I certainly felt that when I arrived for the interview days; I was welcomed warmly by everyone I met and, as I am sure everyone says, I was struck by the immense beauty of the School. The opportunities that pupils have in this environment are fantastic. I also liked the sense of fun and creativity - not many schools have a bus, a telephone box and ski gondolas in the grounds! It is clearly a school that cherishes and nurtures the learning of the whole person – something that I really believe in.

The rounded approach, with wellbeing and co-curricular breadth are part of your mantra, then?

Absolutely. I see pastoral care and academic care as being intertwined – it is artificial to separate them completely. Schools help foster and grow young minds and young people as a whole. Of course, there are times in children’s lives when they will need to draw on different skills, but I feel very strongly that a school should help its pupils nurture all of themselves and facilitate the opportunities for that. Schools are increasingly recognising the importance of wellbeing, particularly post Covid, but Cokethorpe has always had that as part of its ethos.

The pupils I have met so far have been very impressive. At interview, I was shown around by two of the prefects who spoke affectionately and proudly about their school. Their attitudes and verve sold the School, as did the opportunity to sit down and chat with members of the Sixth Form and some pupils’ parents – even within the interview context, I experienced Cokethorpe’s sense of family. More recently, I had the pleasure of visiting Prep classes and meeting some of the younger members of the School community. Whether it was sharing some of their writing or maths work with me, telling me about their upcoming PGL trip or the cuddly red panda they were hoping to be awarded, I was struck by how happy, focused and confident all the children were.

What do you think makes for a good education?

Children feeling and being known, in whatever setting they are in, is important. How they are learning, what progress they are making, what tailored support they need, what interests them, who they are as an individual. All teachers want the best for the children they teach and all parents want that for their child. There are some settings which make that easier – small class sizes being a factor and the greater opportunities for the relationships to develop.

The self-esteem a child gains through that visibility provides significant benefit to their development. Of course, engaged, well qualified staff and enriching environments are crucial ingredients. Children are naturally curious and a good education allows learning to flourish so that young people leave school with the qualifications and confidence they need for their next steps.

Remind us of your professional background

My early career was in the field of psychology. My graduate research focused on young children’s understanding of mathematics. After my graduate research, I continued to lecture and tutor undergraduates in Developmental Psychology and at the same time I was a Junior Dean of one of the Colleges [at the University of Oxford], supporting students pastorally. In order to publish papers, my focus moved more and more to the research. I was working on some really interesting projects, including infant-parent interactions and later eating disorders. However, I found that I missed the teaching and the contact with inquisitive young minds discovering Psychology at university as a new subject for many of them.

As much as I enjoyed the research, the pull of the teaching was stronger and I decided to take the plunge, retraining as a teacher. It was a great decision and I have never looked back. I started my teaching career in a local state school, teaching Biology, Science and Psychology, and moving in due course to Oxford High School to be Head of Psychology. Various pastoral roles and responsibilities followed, before becoming Deputy Head there. I moved to d’Overbroeck’s about five years ago and have learned so much from working in a co-ed school with both day students and boarders, though my introduction to international boarding was a baptism of fire because I joined just at the start of the pandemic, only three weeks before lockdown!

I do still enjoy keeping up with research, though, and catching up with those still working in the field and hearing what they are exploring is always fascinating.

Is there a particular research topic that stands out for you?

There is so much interesting research that it is hard to choose one topic. The topic I chose for my original research involved a lot of hands-on research focusing on the understanding of sharing and division among five- to eight-year-olds in local primary schools. I loved combining the practical work with children and the theory, and the crossover between teaching and research. Another area that fascinates me is infant cognitive development, because there are such clever techniques to help us learn about babies, even before they can talk. At the other end of childhood, the psychology of the teenage brain stands out because it is so important for us to understand in schools. Perhaps surprisingly, it is a relatively new area of Psychology. When I was an undergraduate, we did not know much about the teenage brain. Now we know how sparky and creative it is in so many ways, but we also better understand some of the challenges that can come with those years, such as risk taking when with peers, in terms of brain development. It reminds me of the spirit of lifelong learning. Finally, my work in psychiatry got me interested in perfectionism. I think a lot of teachers share this interest because we recognise that, while having high standards is a good thing, students slipping over into perfectionism can be detrimental, both to wellbeing and to academic outcomes. It’s a cliché, but we do learn through mistakes.

You have mentioned students and primary-aged children; we are a through-school setting here, of course, is there an age-group you most enjoy teaching?

As you can probably tell from my previous answer, I think each stage of a child’s learning development provides something different and new rewards for pupil and teacher alike. I have always been interested in working with children and young people, and I have always been interested in education. My teaching qualification is actually in secondary school science teaching. The excitement pupils have when learning or trying something new, whether it be lighting a Bunsen burner for the first time or getting a note out of a musical instrument, is something I am really passionate about – opening children’s eyes to a new concept or an entirely new subject and being there to witness their moment of discovery is such a powerful thing. That happens across the age ranges. So, I suppose my teaching style and skills are better suited to older age groups, whilst the psychologist in me works across the board.

I can imagine Psychology as a subject when working with teenagers, with the burgeoning self-awareness and personal discovery can be particularly impactful.

Definitely. Psychology is a brilliant subject. I think people have traditionally associated it with analysing people and understanding the more pastoral and social aspects of development, but increasingly it’s being understood that cognitive psychology has so much to share with education and children’s academic progress. I know it is a view that Cokethorpe shares and that learning and teaching at Cokethorpe is informed by many of the metacognition practices. When I first started teaching, there was a big gap between what we knew as developmental psychologists and what was happening in the classrooms. At the time, there were things like literacy hour, but when the equivalent in Mathematics was introduced, it did not really represent what we were finding out about children’s mathematics learning. Now, there is much more collaboration and professional dialogue between researchers and teachers.

Alongside the application of psychology to inform pupils and teachers about how children learn, it can also teach us about self-esteem, about building resilience, about mental health and wellbeing, and about understanding our behaviour and other people’s behaviour. This helps all of us, but especially young people, navigate tricky moments and tricky relationships. I could talk for hours about the applications of psychology in schools, but I do not need to because I think increasingly those who work in schools understand it and apply what they know in how they interact with young people every day.

As you say, metacognition has been a focus of recent academic development at Cokethorpe; where does that take us?

It takes us to a point where each pupil not only learns, but learns how they learn, and teachers adapt their approaches to best support the learning of the pupils in front of them. It is research informed practice, which is brilliant. For both the learner and the teacher, it takes us to a place where we understand what works best to embed and reinforce facts and skills, and can then build on these in tasks which require more complex thinking. The teachers at Cokethorpe are role modelling this, and I love how even visitors to the School are being introduced to metacognition via the banners en route through the grounds!

Character development is a key aspect of life at Cokethorpe, embodied in our Leadership Programme. What are your views on character development in education?

It is integral to the school environment. It is important for pupils to really reflect on character traits, including those which they admire and respect in others and would like to develop further themselves. The operative word is development – young people each have their own character and characteristics. It is a question of building on those which come naturally and supporting them in those that they would like to embody more - whether in school, their future careers or the opportunities and challenges life will inevitably throw at them. We want to help young people to be the best version of themselves in an ever-changing world.

You have previously worked in a through school setting, what are some of the benefits the model provides in your view?

One of the most powerful things for a young person is to experience a team of adults around them who really care. The relationships between pupils, staff and their parents develop particularly effectively when a school is part of a child’s journey from early childhood through to the teenage years. Those three stakeholders in the child’s development – the triangle of care as it is sometimes called – build a strong understanding. You get to know the context better and what works well

Seeing confidence build and providing the opportunities at home and at school for growth and development is powerful. A school that knows each child individually, their strengths and their weaknesses, is so well placed to create a supportive network to help them flourish. Younger pupils have role models in the older pupils, and you get a strong sense of family and cross-year group friendships through that – something I know is valued at Cokethorpe. For parents, too, it can be a great benefit to have several children in one school – and not just the practicalities!

Although it may not feel it at the time, education goes quickly. Barely eighteen months after starting Sixth Form, students are sitting exams or completing courses; having people around you who know you and understand how you learn is incredibly beneficial in making the most of that precious time.

I have been talking a lot there about the importance and benefits of continuity. A key dynamic for young people, though, is also feeling an appropriate level of independence as they develop. Whilst there is benefit in being nurtured at the right points, young people have also got to feel that they are being offered sufficient experience of change, challenge, responsibility, of broadening their horizons and sometimes of pushing healthy boundaries. Having things that are special or unique for each stage of a child’s education alongside the continuity is significant, and the balance of the two is the key ingredient.

Schools are large parts of the wider community. What role should community engagement play?

I think it is important. Where schools can establish opportunities and partnership which enable young people to mix and do activities together there is benefit to all. Traditionally, that might have taken the form of social activities or sporting competitions, but activities that provide young people with opportunities to work together can create another dynamic and really exciting ripple effects in terms of connecting people and generating new initiatives.

Opportunities to have an impact socially are fantastic and sometimes schools need to help facilitate these; most young people want to get involved but perhaps they do not yet know how to set up those links or where to volunteer, or maybe even how to start those kinds of conversations. Anything schools can do in partnership to assist in bringing communities together - sporting events, sharing of facilities, volunteering, debating, sharing expertise, raising money for local charities - is a really good thing. Increasingly, the global links are important for young people to have social impact, as well as the local ones.

Another aspect of community is our commercial aspirations – something many schools are considering. What role do you see it playing going forwards?

saying, ‘it looks nice’, from having driven past, it is so much better if they have a narrative around ‘it feels nice’, having had the opportunity to attend a conference, a wedding, a game of football, or whatever it might be. It puts the School on the map with positive, first-hand experience, and that is important in the current market.

It is early days, of course, but can you give any indication of your vision for the School?

I think it is too early to have a long-term vision of the School. Of course, any Head coming into a new school may have lots of experiences and ideas, but every school is different and it would risk being wholly detrimental to simply try to implement a pre-conceived vision from day one! All schools need to evolve; a school cannot stand still. But it is important to take time to absorb everything that goes on at Cokethorpe on a day-to-day basis and find out for myself what things are working well, what things we can build on, the traditions of the School, and what is important to people – pupils, parents and staff alike. I am really looking forward to it.

Silent Online Art Auction

25 May - 14 June 2025

Art Exhibition 2.00pm - 6.00pm Saturday 14 June 2025

Cokethorpe is an amazing site and offers an array of facilities that are attractive for all sorts of commercial activities. A School’s resources are a huge asset and provide potential for other avenues. From Camps to Weddings, to the Business Breakfasts, there is a lot of good and innovative work clearly going on at Cokethorpe and I am looking forward to considering how we can continue to foster the commercial operations.

It is not just a question of revenue generation either, important though that is. There is an important awareness and engagement element. Lots of people will say they have driven past a school – not just Cokethorpe, it is a common scenario – but have never been in. Instead of someone

SCHOOL NEWS

Devizes to Westminster Canoe Race

During the Easter holidays, two Lower Sixth students achieved a remarkable milestone by completing the Devizes to Westminster International Canoe Race - a 125-mile, four-day endurance challenge often referred to as the ‘canoeist’s Everest’. This year, the race concluded at Putney, marking a new chapter in its storied history. The duo of Alice Lines (Lower Sixth, Swift) and Emma Campbell (Lower Sixth, Vanbrugh) became the first Cokethorpe crew to complete the full race since 2019, and only the third all-female pair in the School’s history to do so. Their success was anything but accidental. With this race in their sights for over three years, the girls undertook two years of focused preparation, involving icy morning paddles, windswept training sessions at Farmoor Reservoir, lunchtime fitness work, and portage drills using rugby tackle bags to simulate carrying boats. Between races, they trained independently and completed three of the four Waterside Series events, building not only stamina but resilience and mutual trust.

Throughout the four-day event, the duo encountered numerous defining moments - from the surreal experience of paddling through Reading’s Oracle shopping centre to the mental milestone of passing the 100-mile mark. Some days demanded over eight hours of non-stop paddling, with the longest day covering an astonishing 36 miles (58 kilometres). Integral to their success was the dedicated support crew, whose role extended far beyond spectating. Responsible for planning, logistics, nourishment, and morale, they were an essential part of the event, ensuring the team could reach each stage’s finish with everything they needed to keep going. The girls have not only completed one of the UK’s most demanding youth endurance races; they have set a benchmark for what is possible with commitment, teamwork, and the right support.

Parent Workshop

We were delighted to welcome over a hundred parents to our second workshop. Mrs Prior (Head of Lower House) presented on research-informed approaches to support and enhance wellbeing, drawing on the ‘Five Ways to Wellbeing’ programme advocated by the NHS alongside approaches to develop resilience and self-efficacy in age-appropriate ways.

Mrs Thorpe, who coordinates the School’s WIT (Wellbeing and Integrity Toolkit) programme, illustrated how integrated wellbeing is into the approach taken by the School through lessons that provide space for discussion alongside teacher input. Mr Uglow (Director of Studies) then delivered a brief introduction to how learning happens, recognising the reality that pupils who feel safe and well are more able to engage positively with the learning process.

Ms Dodson (Head of Learning and Teaching)

explored how our knowledge of the learning process can be harnessed by parents to support pupil progress.

As a School, we appreciate these opportunities to meet with parents; it is an important part of our relationship as we work together to get the best from children.

Spring Concert

The Spring Concert was a memorable event, marking several firsts for the Cokethorpe community. Held on a Sunday for the first time, it allowed more families and friends to enjoy the performances. The audience was treated to the debut of beginner musicians playing as an orchestra and the vibrant voices of our community choir, which included members of the Lower Windrush Choral Society.

The concert opened with the Senior Orchestra performing excerpts from Carmen,

followed by the Prep School Orchestra’s confident debut performance. The highlight of the evening was the Choir’s stunning rendition of Vivaldi’s Gloria, featuring a blend of voices from pupils, staff, and parents.

From soloists to ensembles, every performer showed dedication, hard work, and pride in their music. The concert was a huge success, not just musically but as a celebration of community spirit, setting a high standard for future performances and inspiring young musicians to continue their musical journeys.

Prep School Sponsored Walk

The Prep School enjoyed a truly wonderful day as they took part in the annual sponsored walk in support of Tiggywinkles, a local wildlife hospital dedicated to the care and rehabilitation of injured animals. The event was filled with smiles and a sense of community spirit as pupils from every year group walked and ran side-by-side,

encouraging one another and sharing in the excitement of spotting the wildlife marking the checkpoints along the way.

Thanks to their enthusiasm and generosityas well as the support of families and friends - the Prep School managed to raise over £2,000 for Tiggywinkles. This remarkable achievement not only highlights the kindness of our pupils and the whole School community but also shows their growing awareness of the importance of protecting and caring for our local wildlife.

Reception Class Volcanoes

Reception Class have been asking some big questions such as ‘What happened to the dinosaurs?’, ‘Why did they die out?’ They talked about the asteroid that hit the earth that led to the demise of the dinosaurs and their ultimate extinction and how the land was very volcanic during the Mesozoic Era. The children excitedly built their own volcanoes using jars, moulding a mountain of sand around them and added the ingredients for the experiment then adding water with red food colouring to cause a chemical reaction – then watched as the volcanoes erupted before their eyes.

Poetry by Heart

Earlier this term, the First Form were set that challenging task of finding a poem they enjoyed and learning it by heart. The best performances from each English class were put forward to perform at the final showcase during House assembly. Mr Walwyn, Mr Howells and pupil judge Evie Walker (Fifth Form, Swift) then had the unenviable task of deciding which three would be entered into the national Poetry by Heart competition. Huge congratulations to the winners: Noah Vincent (First Form, Queen Anne), Jolyon Uglow

(First Form, Gascoigne) and Lucy Smith (First Form, Swift). Noah gave a defiant performance of Invictus by William Ernest Henley, Jolyon’s performance was a rousing rendition of The Soldier by Rupert Brooke and Lucy’s confident execution of the poem Thumbprint by Eve Merriam was impressive.

Scholars’ Formal

Last term, the Sixth Form Scholars gathered for their annual formal dinner. This year’s theme, ‘scholarly endeavour,’ was the perfect excuse for everyone to dress up and engage in scholarly conversations with their invited teacher.

As they arrived, the students were greeted with prosecco and the chance to pose for photographs on the ‘red carpet’. Then it was into the Dining Hall, where the table was decorated to perfection. Oscar Luckett (Upper Sixth, Vanbrugh) sang the Latin grace before the first of four mouth-watering courses arrived, each one just as delicious as the last. Throughout the evening, the Scholars took part in a series of Mensa-style challenges, solving riddles, piecing together puzzles, and even assembling some mysterious objects. The evening was full of laughter, friendly competition, and lots of delicious food.

Build-a-Bike AOB

We are delighted to announce the eagerly anticipated return of the ‘Build-a-Bike’ AOB following the huge success of the last project, launched in June 2022.

The new ‘James Comet’ motorcycle was generously donated to the School by Mr Simon Carter, former Head of History and Feilden Housemaster. The bike originally belonged to his father and is thought to originate from the 1950-1955 era. The group

currently have around 90% of the bike to start work on, mostly in individual components, as it has been stored in containers for many years. With only a picture of a fully restored Comet as reference, it became clear that a thorough search through archives for manuals, engineering drawings, and other resources will be needed before the restoration process can begin.

CPFA Easter Tea Party

The Prep School’s Easter Tea Party was a delightful event filled with joy and community spirit, with the atmosphere buzzing with excitement due to the array of brilliant crafts and delicious cakes on display. As part of their ‘Community Outreach’ unit in their Prep Portfolio, Year 6 pupils set up various stalls featuring handmade crafts and baked goods, showcasing both their creativity and entrepreneurial skills. One of the highlights was the Easter Bonnet Parade, where Hugo Skromans (Year 1, Lockwood), Huxley Rastall McCormick (Year 2, Gwyn) and Bertie Franklin (Reception, Baker) emerged as the winners for their exceptional bonnet designs. The event was lots of fun leaving everyone with smiles on their faces after a truly wonderful Easter celebration.

Holocaust Memorial Day

To mark Holocaust Memorial Day, the History Department partnered with the charity Generation2Generation, which works to facilitate the sharing of Holocaust survivors’ family stories and preserve their legacies for future generations. We were honoured to welcome Susanna as our speaker, who shared a deeply moving account of her father and uncle’s experiences as hidden children in France during the Nazi occupation. Using filmed testimonies, Susanna was able to bring her family’s story to life. It was a privilege to hear Susanna speak

about her family’s harrowing experiences. Her thoughtful reflections and the powerful testimony we witnessed left a lasting impact, reminding us of the importance of remembering and sharing stories from the Holocaust to ensure we never forget.

Visit from Stade Toulousain

Cokethorpe had the honour of hosting the prestigious Stade Toulousain Academy as part of their exciting ideas exchange trip. Following visits to top-tier clubs like Northampton Saints and Saracens, the academy brought their expertise to our School, leading an inspiring coach and player development session that was centred around the renowned Toulouse rugby philosophy.

The session offered our players a rare opportunity to receive coaching from some of the finest in the sport, including All Blacks double World Cup winner, Jerome Kaino, whose experience and knowledge were invaluable. Jerome’s insights, combined with the expertise of the entire coaching team, provided an enriching experience for all involved, challenging our players to expand their skills and understanding of the game. The day was a fantastic celebration of rugby’s global community, with pupils, coaches, and staff all benefitting from the wealth of knowledge and experience that the Stade Toulousain Academy brought.

Prep Careers Day

The Prep School embarked on an inspiring exploration into the world of work during their inaugural Prep Careers Morning. Prep School parents, who are professionals from a variety of exciting industries, were kind enough to share their time and insights into their careers with our eager pupils. Throughout the morning, pupils from across the Prep School

were fortunate to attend seven talks from experts in a diverse range of professions. This event provided our pupils with an invaluable opportunity to explore the wide range of careers available to them, giving them a glimpse into some of the exciting paths they might one day pursue and encouraging our youngest cohort to dream big and shape their futures.

Musician of the Year

The Musician of the Year competition is one of the many highlights of the musical calendar here at Cokethorpe. This year, we were honoured to welcome Mr Doug McIlwraith, Director of Music at Bedales School, to adjudicate our exceptional musicians who participated in the Musician of the Year finals. The audience was left in awe by the incredible variety of music performed in both the Lower Grade and Higher Grade finals, showcasing an impressive range of genres and instruments. Tasked with the difficult decision of selecting the winners, Mr McIlwraith faced a tough challenge but, ultimately, congratulations are in order for Lottie Graves (Third Form, Gascoigne), winner of the Lower Grade Final, and Caellum Sharp (Upper Sixth, Vanbrugh), winner of the Higher Grade Final, for their outstanding performances. However, credit is due to every performer, with almost 50 entries for this year’s competition, it was an incredible achievement for all those that made it to the final. Each musician demonstrated not just extraordinary talent but also a deep commitment and passion for music.

First Form Chipping Norton Theatre Drama Workshop

On Monday, theatrical specialists from Chipping Norton Theatre came to deliver a series of workshops for Cokethorpe First Form to learn from and enjoy. This lucky year

group got to experience practical seminars on how to expand characterisation skills, how to develop vocal techniques, as well as an exciting workshop in ‘silent clowning’. This was a highly enjoyable afternoon, with pupils learning a broad range of exercises and techniques, resulting in enthusiastic participation and courageous physicality across the year.

We are grateful to the members of Chipping Norton Theatre for the innovative and engaging tuition, and look forward to the next time that we will welcome them to participate in the Cokethorpe Drama course as part of our developing relationship.

Year 6 Trip Hampton Court Palace

Year 6 embarked on an unforgettable trip to Hampton Court Palace, delving into the fascinating world of the Tudors. From re-enactments to workshops and exploring the palace grounds, the day was packed with exciting activities that brought the history Year 6 have been studying in the classroom to life. The visit began with a re-enactment of a royal court, where pupils stepped back in time as they witnessed Queen Elizabeth I and her courtiers in action, discussing matters of state and courtly etiquette, giving a real sense of the grandeur and traditions of Tudor England. One of the highlights of the day was a workshop led by Lady Alice, learning about the daily lives of Tudor servants. During the workshop, pupils played Tudor games, learned traditional Tudor songs, and explored Henry VIII’s private quarters.

Battlefields Trip

The first stop on the Third Form Battlefields trip was in Poperinge, where pupils visited Talbot House – a ‘home from home’ for servicemen – and the Death Cell, where we

learnt about the chilling consequences for soldiers who were court-martialled. Pupils then visited Ypres, and joined the long-standing ceremony of commemoration at the Menin Gate – a daily ritual broken only by the Second World War since the opening of the Gate in 1927.

The group then headed South down the western front to Vimy Ridge and on to the Somme. Visits to Lochnagar, Thiepval and Newfoundland Park brought home the scale of the conflict in this area, with the macabre narrative of the battle juxtaposing the beautiful peace and tranquillity that is such a feature of the memorials. On the final day, after a visit to Essex Farm and the Passchendaele Museum in Zonnebeke, the trip ended at Tyne Cot where Josh Crisp (Third Form, Feilden) played the Last Post, Freya Vincent (Third Form, Queen Anne) read Binyon’s For the Fallen, and Johannes Dirksen (Third Form, Feilden) laid a wreath on behalf of the School.

Year 1 Geography Trip

Year 1 have been exploring the world of maps, discovering their symbols, purpose, and how they help us navigate. As part of this exciting learning journey, they took their exploration one step further by venturing to The Leys in Witney to create their own simple maps of the area. The children learned how to read and navigate a map, recording the land use and landmarks of the area and marking buildings and key features with accurate symbols. To make the experience even more special, they brought Einstein the Penguin, the character from their class book, along for the adventure. As they explored the area, the children worked together to read the map and even took turns using a digital camera to capture pictures of each other in front of the landmarks.

Visit from Busan University

As a Microsoft Showcase School, Cokethorpe was recently contacted by students from the Busan National University of Education in South Korea. The teacher training university was keen to explore education in the UK, particularly at a school that embraces digital

innovation. The students arranged a visit to Cokethorpe, where they observed lessons across various subjects, with a particular focus on primary education, digital learning, and music. They also had the opportunity to meet with senior staff members to discuss the School’s policies and the implementation of digital strategies.

Year 4 Literary Trip

On Thursday 23 January, Year 4 embarked on an exciting and enriching adventure to the Oxford Literature Walk, a journey through the heart of one of the world’s most iconic literary cities. Pupils had boundless energy and enthusiasm throughout the day, embracing the experience with curiosity and an open mind. As they walked through the historic streets of Oxford, they were introduced to a treasure trove of famous writers who had called the city home and discovered the inspirations behind some of the beloved stories we know today.Not only was the tour educational, but it also ignited the pupils’ own imaginations, sparking conversations about their favourite books and characters and leaving them inspired to get back to School to write their own stories.

House Countdown

The Shed was abuzz with excitement as crowds gathered at lunchtimes to witness the much-anticipated House Countdown competition. The atmosphere was electric as the Houses battled it out in a series of intense ‘number’ and ‘letter’ rounds. Despite strong performances from all three Houses, Gascoigne emerged victorious, thanks in part to a brilliant mathematical solve by the First and Second Form pupils in round four. The stage was set for an exciting final on Friday, where Queen Anne faced off against Gascoigne. With both Houses demonstrating

exceptional skill and determination, the final was a thriller. After a good performance from both Houses, Gascoigne went into the final round nine points ahead. William Hansen (Lower Sixth, Queen Anne) immediately answered the conundrum, clinching the victory by one point! Congratulations to Queen Anne and thanks to all who supported this event, including the wonderful Maths Department on the maths desk, and the brilliant and humorous support from dictionary corner!

Prep School Dry Robes

Many thanks to the CPFA for their kind donation which facilitated the purchase of Dry Robes for the Prep School. These will be used throughout the year for Prep Sport fixtures and swimming galas for many years to come.

Sedbergh Tens

Our First XV Rugby Team recently travelled north to Sedbergh School in Cumbria, to compete in this year’s prestigious Sedbergh Tens competition. After losing their first game against Hampton School, they came back in their second game against Dulwich College in spectacular fashion. Cokethorpe took their first win on day one at Sedbergh in ten years with a 21-0 victory. Unfortunately, the First XV ran out of steam and succumbed to a very good Kirkham Grammar School team meaning it was playing for the Plate on day two. On day two, Cokethorpe returned to

compete for the Plate against Felsted School, King’s School Macclesfield and Barnard Castle School. Unfortunately, they did not take home the Plate after three hard-fought matches but what this team achieved on a national level was simply remarkable. To take the best rugby schools in the country to the wire over five games and to be in genuine contention is unprecedented.

Year 5 Science Oxford Trip

Year 5 recently went on an exciting trip to Science Oxford, filled with hands-on learning and discovery. They started with pond dipping, collecting samples and classifying organisms into vertebrates and invertebrates. The Exploration Zone was a highlight, where they experimented and learned through play. During the woodland walk, pupils searched for minibeasts, applying their knowledge in a real-world setting. Throughout the trip,

pupils were outstanding, displaying excellent behaviour and enthusiasm. It was a fantastic opportunity for them to immerse themselves in the world of science. They returned with a deeper understanding of biological classification and a renewed enthusiasm for scientific discovery. They even had the opportunity to meet Professor Dame Angela Mclean, the Government Chief Scientific Adviser and Sharon Leverment, the CEO of the Association for Science and Discovery Centres (ASDC) who were touring the centre and observing part of the sessions.

Easter Camps

This Easter, Cokethorpe School opened its doors to over 200 excited children for the inaugural Easter iteration of Cokethorpe Camps. Our Camps featured a variety of team games that promoted cooperation, teamwork, and empathy. The children embarked on egg hunts in the woods, danced their hearts out in The Shed, and participated in a fantastic array of activities. From dodgeball and Danish longball, to creative arts and crafts, there was something for everyone. A standout addition this year was disc golf, which quickly became a camper favourite. Games like capture the flag made great use of our amazing grounds and woodland; Arts and dance sessions allowed

the children to express their creativity, whilst bushcraft activities taught them valuable outdoor skills.

First XI Football Success

For the third year running, a Cokethorpe football team has qualified for the Society of Heads Cup Final. This year’s First XI qualified for the final after winning the Regional Final 4-3 on penalties against Milton Abbey School.

CORINTHIAN PARTNERSHIP NEWS

Our Corinthian Partnership programme is going from strength-to-strength. Our association with three primary schools in West Oxfordshire is constantly evolving to include a wide range of events and enrichment activities for pupils from the member schools - Ducklington Primary School, Aston and Cote Primary School, and Combe Primary School. Here are some highlights of the events pupils have participated in so far this year.

Look Who’s Talking Competition

Cokethorpe Prep School was thrilled to host the final of the Corinthian Partnership ‘Look Who’s Talking’ Competition.

Pupils from Year 1 to Year 6 wowed the audience with two-minute talks on topics ranging from rugby to polar bears, Harry Potter to a pet dog. The finalists, who had already won at their own schools, competed in front of a packed audience in The Shed.

Actress and guest judge, Anna Tolputt, had the tough job of picking winners from a fantastic field, praising the speakers for their warmth, personality, and storytelling skills. Ultimately, it was the outstanding humour and dynamism in Aria’s talk about emus that won the Year 5 and 6 category for Aston and Cote School, and Teddy’s (Year 4, Baker) warm, humorous and informative tale of turning a negative into a positive that won the Year 3 and 4 category for Cokethorpe. In the Year 1 and 2 category Ruairi’s emotional story of a boy who climbs mountains to raise money for sick children finished with a wonderful twist as he asked the audience ‘And how do I know about this boy? Because that boy is me!’. The trophy that he took back to Combe School was very well deserved indeed.

Congratulations to all the finalists, who had already won the competition within their own schools and should all be very proud of their performances.

Year 4 Drama Day

On a vibrant and inspiring day, Year 4 pupils from Cokethorpe, Aston and Cote, Ducklington, and Combe Primary Schools gathered for the much anticipated Corinthian Partnership Drama Day. The event was a celebration of creativity, uniqueness, and the joy of self-expression, featuring three engaging workshops designed to immerse the pupils in the world of drama and music.

occasion, Stronger, which beautifully encapsulated the theme of the day: celebrating our uniqueness and embracing what makes us different.

A special mention must be made of Mrs duFeu and Mr Lewis, whose dedication and enthusiasm made the day truly memorable. Mr Lewis, in particular, captivated everyone with an original song he wrote for the

The Corinthian Partnership Drama Day was a resounding success, leaving a lasting impact on all who participated. As the day drew to a close, the pupils came together to sing the powerful and uplifting chorus from Mr Lewis’s song:

‘Sing it loud, sing up proud, all the things that make us different we’ll embrace to make us stronger.’

Art Workshops

It was the Prep School Art Department’s turn to host an Art workshop as part of the Corinthian Partnership in March and we welcomed Ducklington Primary School and Aston and Cote Primary School to Cokethorpe for a fun packed morning of creative and rather messy fun. The pupils were looking at Japanese culture as part of their topic so Mrs Hammond introduced them to the Japanese artist, Hokusai and his famous painting, The Great Wave

To make their version of the painting, a background of chalk pastels was applied and then pupils added a variety of blue and white paint with their fingers to create the texture and movement of the wave. Finally, their paintings were embellished with ribbons, buttons and glitter. After a wonderful Easter-themed lunch prepared by the Catering Department, the children returned to their schools with full tummies and big smiles.

Year 2 Lego Workshop

The Corinthian Partnership schools and our Year 2 class came together in the Corinthian Room to enjoy a morning of fun challenges designed to encourage collaboration and creativity.

Energy and excitement filled the room as they were challenged to create their own Halloween-themed scenes, such as haunted houses, pumpkins, ghosts.

The second theme was the city of Oxford, with roads and an abundance of buildings of all shapes and sizes. The children worked in small groups to make their individual buildings, and a colourful cityscape appeared before their eyes as they brought their individual creations to the table!

OUTREACH AND COMMUNITY ENGAGEMENT

Community engagement plays a vital role in fostering strong connections between the School and the wider community. By building partnerships with the local community, we also enhance educational opportunities for our pupils and provide real-world experiences.

Rosebank Care Home

As part of a relationship we have forged with the Rosebank Care Home in Bampton, our Reception Class have been making regular visits to interact with the residents. During their visits, the children sit at tables chatting, as well as engaging in a number of activities, including cake decorating, painting and s’mores making. Visiting Rosebank fosters empathy, social skills, and a deeper sense of community. These intergenerational interactions help the children develop respect for older adults, learn about history and life experiences first-hand, and practices meaningful communication outside their usual peer group. In turn, these visits bring joy and companionship to the residents. Such experiences help bridge the generational gap and instil lifelong values of kindness, compassion, and social responsibility.

Here are some of the things our Reception Class children said about their visits:

‘We sit with the nannies and grandpas; they like to talk to us.’

‘We played tag and hide and seek in the garden.’

‘One day there was a lady singing to us!’

‘I loved doing the drawing at the table.’

‘We met their parrot called Lola! Lola has a new house.’

‘We made love hearts for our mummies, and we drew things on paper.’

‘I liked building the gingerbread house.’

‘Last time we went we sang Each Peach Pear Plum.’

The Rosebank Care Home residents have also been visited from one of our talented violinists, Ella Sharp (Fifth Form, Vanbrugh). The visit

came in response to a request by the caregivers of one resident with dementia, who ‘comes alive’ to the sound of the violin. This was indeed the case, and it was wonderful to see her and many other residents enjoying the pieces played beautifully by Ella, who was accompanied by Director of Music, Mr Wilson on the piano.

Mulberry Bush School

Our Art Award Holders were given a brief by Jess Hooper, Head Teacher at the Mulberry Bush School, to create an interesting, calm mural in their School’s education area on the theme of local rivers. Pupils researched local flora and fauna, then prepared for the creation of the mural by making stencils, with the help of talented local artist, Emma Williams, from Natural Learning Oxford.

On the day of the painting, pupils worked with Emma and their teachers exploring how to create a composition in the space that would be both interesting and peaceful. They then used a variety of paint techniques to build the mural to create a sense of depth, limiting the colour palette to calm tones and leaving some plain fish stencils for the children of the school to add detail if they would like.

The Mulberry Bush School commented: ‘How can we thank you enough. The walls are completely transformed – they look amazing. You put so much thought and hard work into making the project a success and we all appreciate it very much.’ This was a wonderful collaboration between the two schools which resulted in a mural that will be admired for years to come.

COKETHORPE CREATIVE

Fletch Jewell (Upper Sixth, Feilden)

The client for my project is a keen artist and highlighted the issues she had with transporting her artwork. I designed a carry case which enables her to do a painting and take it home without having to wait for it to dry. Inside the case there is a mechanism which keeps the sketchbook pages apart, so they do not touch. In addition, my client was frustrated about the amount of paint she was wasting due to how quickly her acrylic paints dry out, so I designed some 3D printed airtight paint wells. My tests have shown that they prolong the life of the wet paint for up to three days. This also means artists can pick up their painting from where they left off, without having to spend time remixing paints to try and match the right colour.

Edward Cale (Upper Sixth, Gascoigne)

For my A Level DT project, I wanted to base it on something related to agriculture. I looked at a range of issues with my client whilst he was working and narrowed it down to the lack of storage within small and medium tractor cabs. I sent out a questionnaire and found this was apparent throughout the farming community. My product was designed to enable farmers and tractor drivers to complete jobs safely whilst being able to store their food, drinks and other personal items. This is because my product is located in the front right-hand corner of the tractor cab. It has lots of storage compartments with lights inside and a refrigerator system to keep food and drink inside the cab cool at a safe temperature. My product also has a large top tray to store your phone, keys and money whilst still being easily accessible.

Emma Campbell (Lower Sixth, Vanbrugh)

For this project, I designed a teaching aid for my client, a DT teacher. The aim was to help demonstrate a topic within the GCSE specification more easily. My final design was a textile teaching aid to help students understand the properties of different textiles by physically holding each of the different materials whilst giving some written information about each one as well. The making process involved cutting each of the pieces of pine and acrylic, as well as sewing the fabric to the correct size. I then laser engraved the pine and acrylic with the information about properties of material before assembling the product. This involved sandwiching the fabric and acrylic between the layers of pine. Finally, I assembled the box to hold all the pieces using finger joints at the corners to give a nicer finish.

FIRST FORM ARTIST RESEARCH

Alexander Calder by Maya Timlin-Jeffery (First Form, Queen Anne)

Keith Haring by Megan Bartlett (First Form, Vanbrugh)

Lois Gunn by Maia Johnson (First Form, Vanbrugh)

Frida Kahlo by Jemima Diffey (First Form, Gascoigne)

Mr Brainwash by Jolyon Uglow (First Form, Gascoigne)

PREPPING FOR LEADERSHIP

We spoke to Year 6 pupils; House Captain of Gwyn, Scarlet Milles, House Captain of Symonds, James Miller, Vice-Captain of Lockwood, Islay Jameson and Vice-Captain of Baker, Will Rainey, on their roles and responsibilities as representatives of their House.

What are your main responsibilities as House Captains?

J – Every half term, we have House meetings which we lead, and we supervise the other pupils. We do this with the Vice Captain of our House.

S – We also went to the food bank at Harvest.

W – That was a special experience, it really encouraged us to think about other people.

I – There were bags of food with families’ names on them, we could really see what a difference what we were doing makes.

What else do you have to do as House Captains?

S – Each House gets House points, then you get counters which you get to put in the House points totaliser at the top of the stairs in the Prep School. We also get to go up in assembly and collect our House certificates.

I - Whoever gets the most House points gets a certificate each week. At the end of the term and year, the House with the most points gets another certificate.

J - The person who gets the most over the whole year gets a trophy.

W - We earn the points for doing something well in class, good behaviour or working really hard.

What are the benefits of being in a House?

J - We do lots of House events throughout the year which really brings us all together.

W – When we have House events, you are with everyone from your House from Reception Class to Year 6 which means you get to meet

pupils of all ages from across the School.

I – I love the fact that we all support each other, we always congratulate people in different Houses too.

S – For example, we recently had a ‘Just Dance’ competition which was so fun, that was an idea that came from the School Council.

How are you selected to represent your House?

I – Our teachers decide who the House Captains and Vice-Captains are in Year 6, it is an honour to be selected.

W – That is one of the differences between being in the School Council and being a House Captain, to join the School Council you make a speech and are selected by your peers, House Captains are chosen by our teachers.

What does it mean to you to Captain your House?

S – I was really hoping to be chosen so I was absolutely thrilled!

W – It makes us role models for the younger years which I feel is really important.

I – It is our responsibility to show them the right things to do, and as role models to the younger pupils, we help them to make good choices.

Can you tell us a little bit about the Cokethorpe Characters?

J – The Cokethorpe Characters are: Brave Bear, Caring Camel, Proud Peacock, Honest Hippo, Responsible Red Panda, Go for it Gorilla and Wise Old Owl.

W – Each half term, the whole of the Prep School focuses on a different character.

I – If it was the Caring Camel for example, it would encourage you to be extra kind to your peers and teachers. The Go for it Gorilla would encourage us to do something out of our comfort zone.

S – The teachers nominate one person in each year group to get a certificate for demonstrating that character during that term.

MEET THE SCHOOL: MRS MCNAUGHTON

What do you do at the School?

Prep School Secretary

When did you join?

February 2009

What has kept you at Cokethorpe for so long?

Being able to utilise many years of secretarial and organisation skills, along with my proofreading background, has enabled me to provide support to Mrs Black (and previously Mrs Cook) and the Prep School teachers. My role is varied and with no two days being alike! I am fortunate to have a close working relationship with both teaching and admin staff and have felt part of the Cokethorpe family for sixteen years. I am also grateful for the friendships made with current and former staff with whom I will remain friends going forward. On a lighter note, I am extremely lucky to have a wonderful view from my window and to share an office with ‘Maggie the dog’!… (and did I mention the amazing lunches?)

What makes the Prep School special?

The children without a doubt! They are a delight, greeting me with a cheery smile and telling me about their day. Whether popping into the office for a pencil sharpener, or a plaster for their knee, they are always polite and a credit to their teachers and parents.

What are your personal highlights of the Prep School calendar? It has to be the performances. I have seen children from so many families over the years join Reception Class and go through to Year 6 and have been lucky to watch their stage presence grow before my eyes. I also love Prize Giving Day, but I do get emotional saying goodbye to the children and their families who are moving up.

How do you spend your free time?

I am very much a family person, and when not working, I love spending time with my husband, parents, two beautiful daughters and four gorgeous grandchildren who all live locally to me. I love to have a book on the go and am trying to read all of the titles by Jodi Picoult. I enjoy holidays in both the UK and abroad, and after holidaying in Canada a couple of years ago, I hope to take my book and a glass of bubbles to even more exciting holiday destinations in the future.

COMMERCIAL UPDATE

Society of Heads U18 Tens Tournament

The School hosted the inaugural Society of Heads U18 Tens tournament alongside our Open Morning on Saturday 1 March. In a fantastic showcase for School sport across the day, Cokethorpe continued their fine form from the Mount Kelly Tens tournament to reach the final, losing in a very close match to St Thomas Rich’s.

In another first, the tournament was the first such occasion to receive sponsorship, with thanks due to Mr Paul Murray of Knights PLC for the generous sponsorship in support of our First XV Rugby team. If you are interested in sponsoring similar events or other occasions, please contact Mrs Garner at efg@cokethorpe.org.

Business Breakfasts Continue to Flourish

Over 170 professionals gathered for the latest Business Breakfast event at Cokethorpe in early March. Guests heard from two exceptional entrepreneurs: Rachel Hicks, Co-Founder of Sky Wave Distillery, and Levi Roots, the visionary behind Reggae Reggae Sauce. Their discussion explored Successful Entrepreneurship and Leaving a Living Legacy, offering valuable insights into business growth, resilience, and innovation. The School raised over £1,500 through sponsorships and individual donations.

Around the ‘In Conversation’ discussion, attendees took advantage of the large Cotswolds and Oxfordshire business representation, with the venue alive with the sound of connections being forged, partnerships blossoming, and networks growing. The event was sponsored by

Clifton Bookkeeping and Philip Dennis, with further Business Breakfast sponsors Philip Dennis, Skywave Distillery, JJ Hunt Photography and Video, Oxford House Video Agency, and Ue Coffee.

The next Cokethorpe Business Breakfast takes place on Friday 6 June from 8.00am with an ‘In Conversation’ event on the theme: AI in Business and Education - the why and what You can register on the School website under Upcoming Events.

Sponsored Minibuses Take to the Road

We are pleased to share our new partnership with Penny & Sinclair estate agents, who have taken a year-long agreement to sponsor two of the School’s branded minibuses, which travel across Oxfordshire.

The sponsored minibuses will be on the road throughout the academic year, covering routes across the county and providing daily transport for pupils from a wide range of locations. Director of Penny & Sinclair, Oliver Hope commented: ‘We are absolutely delighted to be supporting Cokethorpe School through the sponsorship of two branded minibuses. It is a fantastic initiative and perfect for advertising our business to the local community. Many thanks to Mrs Garner and the team.’

The partnership, which is followed by the branding of another of our minibuses by Complete Graphics vinyl wrapping, marks the beginning of a new chapter of welcoming sponsorship from local businesses, providing a unique platform for visibility and partnership with the School. ‘We are delighted to welcome Penny & Sinclair as our first minibus sponsor and look forward to seeing this new commercial opportunity at the School grow and prosper’ said the Bursar, Mrs Stapleton.

DEVELOPMENT UPDATE

Arts Fair: Silent Art Auction and In-person Exhibition

Recognising the importance of championing the Arts among young people, artists from around Oxfordshire and beyond, including members of the School community, have joined together to offer works of art to be donated in support of the Arts through a silent art auction and in-person exhibition. Cokethorpe’s Art Exhibition on the afternoon of Saturday 14 June, is a chance for you to peruse the artworks being auctioned via the School’s Silent Art Auction from Saturday 25 May to Saturday 14 June. Taking place in the Mansion House, you will have the chance to stroll among the various works from paintings to sculpture, jewellery to drawings. Light refreshments will be offered plus a free drink on arrival for all those booking online in advance. QR codes to help you access the online Silent Art Auction will be situated around the rooms so you can bid on those artworks that delight you the most. The Art Auction will close at 6.00pm, at the end of the Exhibition. All proceeds from the Silent Art Auction and Exhibition will be used to sustain and enrich vital arts programmes that shape the creative journeys of our pupils, and members of the local community through the School’s Community Engagement work.

Mansion Cricket Pitch and Scoreboard

best in every pupil. This goal is only fully realised when a wide variety of voices, backgrounds, and perspectives are present in the classroom and beyond. Means-tested bursaries allow students from all walks of life to become part of the Cokethorpe community, enriching the school environment for everyone. Diversity isn’t just about ethnicity or socio-economic status; it’s about fostering a school culture where resilience, compassion, and potential are celebrated, regardless of circumstance.

In the face of mounting economic pressures across the UK, including the rising cost of living and the introduction of VAT on school fees, many families find themselves in unexpectedly difficult situations. Cokethorpe remains committed to supporting these families through targeted bursary programmes. All bursary recipients are carefully means-tested to ensure support is given to those with genuine need. For the School, providing this support is not just a policy, it is a priority.

The impact of bursaries at Cokethorpe is best illustrated through the lives of those who have benefited. Their stories are a testament to the transformative power of a Cokethorpe education.

Louise Sharp-Ward ACA BA (OC 2017)

Thanks to a generous donation from the Cokethorpe Parents’ and Friends’ Association, we have recently installed an Envelope System NottsGrassUltra Cricket Pitch and scoreboard. This new facility allows us to continue to offer cricket to all ages using both hard and soft ball formats. The Notts Sports systems are designed to minimise mediumlong-term costs as the ‘grass’ can be replaced without works to the shockpad and base for up to 30 years. The wicket reacts like a natural pitch – pace and bounce reflects weather and ground conditions; slower when wet, quicker and more bounce when rolled. The surface is currently in use at Lords and the Cricket Ireland High Performance Centre. The customised scoreboard accommodates Batters’ scores, Total, Overs, Wickets, Last Bat, Last Inns and Last Wicket. Due to the recent increase in girls cricket we have been struggling to manage all the fixtures with our existing wickets, so this is a fantastic addition to our School facilities.

‘I started at Cokethorpe in 2004 and received a bursary in 2008 after my family faced financial difficulties’ says Louise. ‘Thanks to the School’s support, I was able to remain at Cokethorpe and went on to become Head of School in my final year.’ Today, Louise is a qualified chartered accountant, proof that early investment in a student’s potential pays dividends for years to come.

Shannon Skeffington (OC 2017)

Bursaries: A Vital Investment in Young Lives and the Cokethorpe Community

In today’s increasingly challenging economic landscape, bursaries have never been more vital. At Cokethorpe School, bursaries represent more than financial support, they are a lifeline for families facing hardship and a strategic investment in a richer, more diverse school community. The essence of a Cokethorpe education lies in its ability to bring out the very

‘After receiving B grades in my A-levels, I went on to study psychology at Brunel University and later completed a master’s in clinical psychology’ Shannon shares. ‘I am now pursuing a PhD in music therapy and brain injury rehabilitation – none of which would have been possible without Cokethorpe.’ Her journey reflects how bursary support can open the doors not just to academic success but to meaningful careers that make a difference.

Sam Smith (OC 1998)

Sam was the first recipient of a bursary at Cokethorpe. Diagnosed with dyslexia, he joined the School after meeting then-Headmaster David Goldsmith, who believed in his potential. At Cokethorpe, Sam flourished, eventually becoming a Prefect and Head of School, earning his full colours and achieving strong A-level results. ‘The influences from my time at Cokethorpe had a significant impact on forming my values and work ethic’ Sam reflects – underscoring how the right environment can profoundly shape a young person’s future.

As we look to the future, Cokethorpe remains deeply committed to extending the reach of its bursary programme. We are proud of the lives transformed so far and determined to ensure that financial barriers never stand in the way of character, talent, or potential. Bursaries are not just about helping individual pupils—they are about sustaining the very ethos of Cokethorpe School: inclusive excellence, resilience in the face of challenge, and a community where every young person has the chance to thrive.

Well Hung Framing

by Kate Herbert

I am Kate, your local bespoke picture framer, and a parent at Cokethorpe. I have a passion for framing and enjoy working collaboratively with my clients in the selecting the best mounts and frames for all projects and budgets - from box framing, medals and memorabilia to paintings, prints and certificates. I also offer frame repairs and reglazing.

07710 348 263 bykateherbert@gmail.com

Please call, text or email to arrange a visit to my studio in Clanfield to discuss your requirements.

OXFORD HOUSE

VIDEO AGENCY

Founded by Cokethorpe alumnus Freddie Jewson, Oxford House has led innovation in the Oxfordshire video industry for the past decade, setting cinematic trends and pushing the boundaries of short-form storytelling.

With deep roots in the corporate sector, we’ve brought stories to life for biotechs in Oxford, boutique hotels in the Cotswolds, and local councils, generating real impact.

We work closely with teams to shape stories that feel honest, considered, and visually compelling.

We’re always up for a conversation, drop us a line and let’s bring your story to life...

SOCIETY - JONATHAN EDEN (OC 1998, VANBRUGH)

What impact did attending Cokethorpe have on your career path?

During my time at the School, I was really encouraged to follow my love of the Arts. The extracurricular opportunities played an important role in what came next. I relished declamation and any chance to perform. After a false start at a university in London, I ended up in Winchester at King Alfred’s studying Drama, Theatre and Television. It was here that I fell in love with camerawork and the creativity that comes with it. My enthusiasm for camerawork was encouraged by one of my lecturers, who used me as a second camera crew (unpaid!) and took me to Cannes working on a documentary with him.

From there I was hooked and left University to head into the world of television. Before joining the BBC in 2014, I work as a freelancer across the UK and Europe for all the major broadcasters – most prominently Sky Sports. With a young family, I relocated permanently back to Oxford and have been here since, working in Summertown.

Were there any teachers or classes that particularly influenced your decision to go into working in the media?

Bearing in mind that I left Cokethorpe in 1998, Media Studies was not on the curriculum back then, but there were several teachers who inspired me. Rachel Dent was an English and Drama teacher when I was at the School, and she was a very inspiring person to be around. Oliver Hume was a Maths teacher but better known as a brilliant and talented actor and singer. He loved the Arts and was a source of inspiration.

What has surprised you the most about working as a cameraman, and for the BBC, as one of the largest national broadcasters?

The most surprising thing working at the BBC is the impact our work has. I am very proud to work for one of the most trusted news organisations in the world and the country’s largest national broadcaster. I have covered some amazing things, some very tragic things and some truly lifechanging events.

I have been lucky enough to travel with my job, witnessed poverty and hardship but also, I have seen the power of human spirit and human kindness.

What advice would you give to current pupils who are interested in careers in media and production?

Now the competition for broadcasting space is at an all-time high and the attention of the audience is fought over. Traditional media and broadcast are vying with new media (although most of the new media is not so new anymore).

In this industry, hard work and effort counts. At times it can be extremely competitive and feel very difficult but learn from others and back yourself. I have always believed in speaking up and thinking creatively.

Everybody is looking to be the next TikTok star/social media influencer – and the technology is so easy to use now that it’s not expensive or difficult to get setup. However, the best person in any field is always the most dedicated – so do it for the passion of it and not the notoriety.

Looking back, what would you tell your younger self, especially while still at School?

I think it is fair to say that I didn’t appreciate education then as much as I do now, I would probably tell a younger version of myself, the same thing I tell my eldest daughter – ‘Enjoy school, throw yourself into everything, come home tired. Also listen to your teachers and be kind.’

Do you have any plans or ideas for future projects that you can share with us?

Not any that I am allowed to talk about!

How did it feel returning to the School recently when Cokethorpe was used in the recent production The Golden Toilet Heist?

I had not been back to Cokethorpe for many years, a lot about the School had changed but it was still as impressive as it was when I arrived at thirteen years old.

We filmed on a dry (just about) but very cold evening, the Mansion House looked fantastic illuminated on camera.

What is your fondest memory of the School as a pupil?

It is not until you leave that you really understand the opportunities that you had. We made a calendar for Young Enterprise and a profit. We went to lectures in London for Classics. The high jinks of the boarding house. Golf! We had late night Dungeons and Dragons games. I made friends for life. My late father bowling out the Head of Sport in a cricket match just before I left the School, my dad repeatedly saying ‘eight overs, two maidens, three for 27’ will ring in my ears forever. Not one memory but a cacophony of memories of my time at the School. I remember Mr Cantwell (then Head) saying ‘school days should be some of the happiest days of your life, but you should never want to repeat them.’

MEET THE SCHOOL: MR TIMMS

What do you do at the School?

Assistant Facilities Manager and Carpenter

When did you join?

January 1994

What does a typical day look like in the Maintenance Department?

There is no such thing as a typical day in the Maintenance Department! We can be working anywhere across the School, doing pretty much anything - from setting up rooms to painting, plumbing to carpentry, general repairs to maintenance, and everything in between.

In my role, I work closely with the Facilities Manager, Mr Bowsher, and with the Transport Manager, Mrs Sutton who deals with the School minibuses and transport enquiries. Mr Bowsher and I collate emails from staff and allocate jobs to members of the team. The Maintenance Department all have different skill sets; electricians, carpenters, mechanics and just all-rounders – we are well covered! We do not have a schedule of jobs as

such, we have ‘infill’ jobs that we go to once we have worked through the urgent jobs.

What are the biggest challenges working in such a busy department? Keeping up with day-to-day maintenance and covering the larger jobs in the School holidays can be challenging at times.

What is the most rewarding thing about your role?

I just really like what I do. I have been doing this for 31 years in January alongside Mr Bowsher (who has been here for 40 years). We are now the two longest serving members of staff here at Cokethorpe which must tell you something! We are more like brothers now than colleagues.

We have a fantastic Maintenance and Grounds team, we all help and support each other to keep the School in the best possible condition. The other thing I love is that it is such a varied role. No two days are ever the same.

What did you do before Cokethorpe?

Before I started work at Cokethorpe I was working at a company called Hinkins and Frewins in Oxford where I spent most of my time working in the Oxford Colleges and at Blenheim Palace.

What do you do in your free time?

In my free time, I enjoy fishing, collecting World War Two militaria and spending time in my home workshop. I inherited the workshop from my late father, and you can often find me in there at the weekends making things.

UPCOMING EVENTS

STAFF

Congratulations

Congratulations to Head of IT Services, Mr R Goodwin for completing the gruelling Bath Ultra Marathon running a distance of 50km. After sixteen weeks of training and a trail run with 1,735 metres of elevation, Mr Goodwin completed the course in five hours and fifty-five minutes, coming 56th out of 1,001 starters. He raised an incredible £1191 for Macmillan Cancer Support.

Farewells

Ms P Torbrand, Teacher of Psychology

Welcomes

Mr T Bendall - Teacher of Mathematics

Mr T Peace - Prep School Teacher (Year 6)

Births

Congratulations to Chef, Miss R Gutteridge, and her partner Lisa Freeman, on the birth of their daughter, Ava Skye, born on Friday 28 February weighing 7lbs 7oz.

The Ocellus has been printed on Carbon Balanced paper. This will create 34 square feet of new Native Woodland here in the UK, and will capture 125 kilograms of CO2.