The Ocellus | Winter 2024 | Issue 53

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Ocellus

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Front cover image: Lisa Huang (Year 6, Lockwood) Flute Inside front cover: Sugar Flowers by Nina Larsson (Fourth Form, Queen Anne) Back cover: Cokethorpe in the Snow - Tuesday 19 November 2024

Cokethorpe School Witney, Oxon OX29 7PU Tel: 01993 703921 | Email: admin@cokethorpe.org

Ocellus Issue 53 | Winter 2024 Editor: Mrs L Williams (Communications Officer) Design and Layout: Mr N Brownless (Creative Officer) Published by Cokethorpe School.

Headmaster’s Welcome

The Arts in Education

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In this issue...

Research-Informed Approach: academic life at Cokethorpe Pages 2-4

Music Made: the path to musical success Page 10

e know there was a time when, for most people, education was merely utilitarian.

Children either learnt their father’s trade or how to keep house. More enlightened times agreed that learning to read and write was essential, but even then it was primarily for employment, and to be useful to society. For most, the creative arts were entirely unheard of - or, at best, something they enjoyed as spectators. We understand now that such a limited education draws out only a small part of a person’s character and ability, and that participation in the Arts is an important step on the path to self-realisation. This is a person finding a way to release something within themselves that might otherwise be forever locked away. Some have done this through music, for example, or by writing poetry, through painting, through dance or drama. It is worth saying first that it is an activity that brings enjoyment, which is not something that can be said of all subjects studied at school! It is also a way to communicate, often to communicate something quite profound. We can think, for example, of Sibelius, who wrote Finlandia to express his love for his homeland at a time of Russian occupation and oppression. Shakespeare made poetic declarations of love that remain unmatched by even the most fluent prose.

Also, I remember once watching a cor anglais player, who had experienced great personal challenge, playing a duet to the theme of Schindler’s List, and being so moved as she played, such was the power of the experience of catharsis. Or more recently, during an episode of The Great Pottery Showdown and watching the resident expert Keith Brymer Jones reduced to tears by one of the contestants and their stunning creation (see below). In a time when the mental health of children and young people is a growing concern, there is strong evidence highlighting the crucial role of creativity in promoting well-being. Through creative expression, young people can discover strength, inspiration, comfort, and a sense of community in their shared experiences.

There are some who will ask if the world would be a better place if such feelings and thoughts were left locked in, and say that there is too much emphasis on the self, and on self-realisation, and not enough on looking out for others. But I would say this is a pessimistic view of human nature. Of course, for some, these hidden depths can be rather self-centred. But, for most, the more joy they can experience, the greater their experience of catharsis, and the more they can feel they are uncovering the best they can be, the better people they become. It is people who experience life as frustration and disappointment, whose lives lack joy, who are the greatest challenge to society. Those who have been inspired by the creative arts can be among the most positive members of society, with so much they can contribute to others.

Cokethorpe Productions Pages 15-17

Expression Takes Root: discussing Prep Drama Pages 22-23

Theme to Schindler’s List

The Great Pottery Showdown

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RESEARCH-INFORMED APPROACH ACADEMIC LIFE AT COKETHORPE

Head of Learning and Teaching, Miss Dodson outlines the School’s approach.

Common parlance is ‘Teaching and Learning’, whilst we say, ‘Learning and Teaching’. Why the distinction?

Our priority and focus is on the learning and learning processes, with the teaching following. We adapt our teaching to support the learning rather than trying to get the learning to conform to how we teach.

This pupil-centric approach ensures teaching methods are tailored to enhance learning, as opposed to being determined by a ‘lesson plan’, course guide or resource-driven decision, whilst we, as teachers, are guided by the cognitive science of how learning happens.

If we are not task orientated, what is the priority? How do we cover the required material?

Our priority is embedding and reinforcing facts and skills through various retrieval techniques, which then expands to higher-order thinking skills such as critically thinking and problem solving. We adapt our pace based on learner feedback, progressing when pupils are ready and extending beyond national curriculum bounds when suitable.

Presumably our small class sizes are beneficial for this?

Certainly. Part of the learning process is building upon prior knowledge and skills, which is highly individualised. Smaller class sizes allow the teacher to identify and address any gaps more readily.

Smaller groups mean more personalised attention, which helps both struggling pupils and those who need more challenging material.

We do a lot of formative assessment, through questioning, use of mini whiteboards, and so on. This is to maximise participation and allows the teacher to assess knowledge regularly and consistently in real time.

Research shows how important it is that we build on securing those knowledge blocks and skills before higher order thinking. It is not that we will spend one term developing the knowledge blocks, one on skills and one on higher order thinking. That progression can happen within a lesson or series of lessons. Learners will progress along the novice to expert continuum at interchangeable rates depending on the topic, where novices benefit from direct instruction and experts benefit from independent problem solving. This applies to all age groups across the School, except for Pre-Prep, where the play-based learning approach is proven to be the most effective.

What is the difference between ‘research-informed’ and ‘research-based’?

In brief, we use research with a strong body of evidence and then determine whether it applies here or not. We would not just take what the research says and run with that; the context of the research is important. We use the applicable elements of the research to inform and enhance our practice, not to replace it. We dip into research from cognitive science, neuroscience, educational psychology, that is peer reviewed and evidenced over a long period of time, combining that where it applies, ensuring an evidenced approach that keeps our learners at its core.

There is no desire to go with ‘fad’ research for the sake of being ‘cutting edge’ or otherwise. The research we are using, the techniques we are employing are not new, some of the evidence stretches to beyond 100 years in the making, whilst new research is coming out all the time.

It is about finding the right applications and being constantly evaluative of our approach, and adaptive in what we are doing. Once something like Cognitive Load Theory becomes second nature to teachers, we can build in new skills and continue to grow. We are currently evolving our use of retrieval practice, adding this into our home learning programme, as our comfort and conformity with Cognitive Load Theory develops. Where we expect pupils to build on their knowledge blocks, it is incumbent on us as teachers to keep growing and building on our skillsets. It is a matter of continuous evolution over a momentary revolution.

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You have touched on a few terms, what is the meaning behind them? What would a pupil expect to experience?

We have focused on Cognitive Load Theory, Retrieval Practice, and Formative Assessment because of their broad application, they apply to every learner – it is a means of developing consistency across the whole School, which will bring its own benefits as pupils progress on up through the years.

Let’s start with Cognitive Load Theory. For pupils, the most telling thing will be that material is delivered in a distraction-free way. Every resource, every element of teaching, whether that be white boards, noticeboards or otherwise, should be free from items which might draw away attention, even if subconscious. It also would include the way in which the learning takes place. For instance, asking a pupil to read something in their head whilst the teacher reads it out loud would distract them from learning it – more cognitive function being required.

A pupil would also expect to have their lessons delivered in manageable chunks, with a focus on sequencing, building confidence as their knowledge of the topic grows.

Retrieval Practice is asking learners to recall information from memory, it is essential to offset the natural process of forgetting – which frustratingly begins the moment a lesson ends! We are just introducing Spaced Homework. A pupil can expect the homework task to include some element of material that is offset from the material they learnt in the lesson, reaffirming their learning, and ensuring stronger recall and embedding of the material. This might be on a topic they learnt two weeks ago, or it might have a question on something they learnt last week, something they learnt last term, and something they learnt last year. The idea is to really test our knowledge and our retrieval strength, optimising that learning cycle of encoding and retrieving that information.

Through Formative Assessment, a pupil at Cokethorpe should expect that their learning is assessed continually through the lesson. This does not mean we are in permanent exam mode! Most of the time this is

using mini-whiteboards or being asked to elaborate on their thinking when answering a question after material is delivered. The pupils should expect to receive a retrieval activity to check their understanding of what has been delivered and ensure comprehension before the next knowledge block is built on top, with the teacher adapting their approach and where they go next as a result.

Metacognition is another concept we talk about – essentially it is thinking about thinking. It promotes the idea that the pupil is not just a passenger in their learning, but that they are engaged and driving that learning. Metacognition involves actively building connections, self-assessment, goal setting, and being reflective. Evaluating their understanding and thinking processes results in independent learner who can effectively manage their own learning.

With an ongoing adaptation of approach, how are we ensuring the consistency of the pupils’ experience across the School?

In the last ten years, there has been a significant shift in educational engagement with cognitive science. It is important, therefore, that we are investing time and effort into ensuring that we have continual professional development in our approach. There is a lot happening this year with our staff training. Our INSET days ensure that our key messages and strategies for the year are consistent. However, our approach is more about continual conversations and mentoring than the idea of ‘one and done’ – it is not just introduced and expected to be implemented, we are constantly referencing back and working with colleagues to ensure that the practice is consistently employed across the board. We expect our pupils to be engaging in spaced retrieval, and we expect the same of ourselves as teachers. We also support this through other initiatives – currently we have a book club looking at How Learning Happens and are beginning several action research projects. Mrs Orton, Director of Professional Development, leads the Early Career Teacher (ECT) breakfast discussion and ‘Teacher Talk’ a peer coaching initiative for reflective practice, backed by research; but also, to share an enjoyment in discussing our profession.

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What has precipitated this change in approach?

We are seeing this more and more across UK schools. Teachers are increasingly engaged with research – we are far more so than we were ten or fifteen years ago. This is a change which is happening with increasing regularity across the educational establishment; listening to cognitive science, considering how we learn. It is important that we are at the forefront of this. This is also playing out in the political arena; there is a lot of ongoing questioning about the way we, as teachers, are doing things or the way we have been doing things. The wider question of whether it is okay to be testing children on knowledge is ongoing.

The specifications for GCSE and A Level subjects are substantial; there is a lot of content to be covered in a defined period. The research would suggest that this goes against best practice, that it is not good for learning and does not promote an individual being knowledge rich, because there is not the time to fully secure that learning.

From a personal perspective, I love learning and, in completing my Masters, I realised that there is so much within the research field that is not connected properly with those teaching in the classroom.

We are moving away from this, thankfully; more academics are starting to write books, articles and resources which are for teachers rather than academic papers aimed at others in the field of research. Consideration of how research is implemented into the classroom is playing a much larger role now.

There is also a desire within the School to be self-reflective. Academic standards are as much a part of this as anything else, and we need to make sure that we are considering where we are and identifying the best practices in order to continually improve.

We are also a Microsoft Showcase School. How does this fit in with the research-informed approach?

Being a Microsoft Showcase School means that we are at the forefront of utilising technology to enhance the learning environment. As a research-informed school, we are evaluating our practices; our use of the Surfaces is part of that evaluation. Pupils in Senior School and at the top of the Prep School have access to a personal Surface device in every lesson. There are copious digital learning tools which can be drawn on to enhance and individualise the learning experience of each pupil, be that the use of immersive reader or the ability for the teacher to send out individualised tasks to each pupil. Every lesson therefore has the potential to be individually tailored to the pupil.

Where appropriate, teachers will now be teaching using OneNote.

Gone are the days of myriad files or exercise books. A pupil’s entire year of teaching is accessible through their teacher’s Content Library on OneNote. Adaptive teaching makes the best use of the tools to fulfil each objective meaning it might be mixed in every subject or even lesson; the digital tools will have more benefit for a particular learning objective than another.

What is the ideal learning profile we want for our pupils?

Recognising that every child is different – not every child will share in my love of learning, however much I might wish it were so(!) – the ideal is about providing the pupils with the skills and knowhow to be lifelong learners in whatever comes next. Not just the next year’s lessons and subjects, but on into their careers. They are all useful and beneficial skills to possess.

Resilience is important. Research suggests optimal learning comes from being right about 85% of the time, if learners are always right then there is no room for improvement, so seeing failure as an important learning

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opportunity and being resilient to failure is essential. The ability to articulate their views and their arguments effectively, and looking for the connections, the applied learning in different fields. We want our pupils to have good metacognition skills, the ability to think about and evaluate their thinking.

We have introduced a programme of parent workshops.

What is our expectation of parents?

We are going to achieve the best outcomes, be that academic or holistic, if we have more positive collaboration between teachers, parents, and the pupils themselves. If we can align our approaches, then we are going to achieve the best outcomes. Engaging with parents through workshops helps ensure that we are consistent across the board in our approach.

The first of these workshops focused on the pupils in exam years, including an understanding of the teenage brain and how to support best practice with revision and studies. The second was for the whole school, looking at maintaining positive mental health and how learning happens. The education landscape has changed significantly over the years. As such, the lessons parents will have received as a child are going to be very different experiences to those of their children today.

It is an opportunity to update those thoughts and their understanding, debunking any outdated learning myths. Helping parents to engage in the learning in an active way which mirrors and supports what we are doing in School is important.

We are a learning centred institution, and we do not believe that what we are doing should be exclusive to us at Cokethorpe. We believe that there are applications that can be of benefit to the wider community and if we can pass on that knowledge and methodology, helping to upskill parents in engaging with their children’s learning, then we feel that we have a responsibility to share that with the community generally, not just those whose children attend the School. There can only be valuable and positive outcomes as a result of this.

Knowledge of how learning happens should be shared freely.

MEET THE SCHOOL: MR TOLPUTT What do you do at the School and when did you join?

Hello! My name is Ed Tolputt and I am Head of Sixth Form; I joined the Cokethorpe staff in September 2020 (the calm between the storms…) and have not looked back.

And what was it that first attracted you to the School?

My interview took place over two days. On both days, I had an informal (but observed) group discussion with a mix of Sixth Form students; I was struck by how thoughtful, kind, and different they all were.

We spoke about hobbies, about ambitions, about likes and dislikes.

The students were such fun company, and continue to be: without doubt, the highlight of my job is time spent in the company of the students in the Sixth Form Centre.

What do you look forward to most when coming to work?

Students aside (see above), it is the pre-school ‘hello’ and chat with my two close colleagues: Mr Gale and Mrs Cooper. We are a good Sixth Form team - the three of us are quite different, allowing us to be more than the sum of our parts. And, above all, we get on well.

If you could pick three highlights of things that you have done since becoming Head of Sixth Form, what would they be?

Firstly, not one single highlight but four connected events: the Peacock Ball for each of the leaving cohorts. The event itself has always been great fun, but - more so - it is the chance to reflect upon and celebrate the journey of each of the students. It is an evening of laughter and recollection, and a reminder of what we do: support the students to become confident, articulate, grounded and happy young adults.

As they leave the marquee to begin the next stage of their lives, I feel a mixture of shared pride and sadness.

In the second summer of the COVID pandemic, the Sixth Form Team (helped by a number of current students) devised a three-day conference for the soon-to-be Lower Sixth. It was billed a ‘Conference of Curiosity’, and included break out sessions (run by departments with titles such as ‘Curiosity by Nature’ given by the Biology Department and ‘Maths but Knot as you Know It’ given by the Maths Department). We invited visiting speakers, including Ian Lesley (author of Curiosity), and hosted a Q&A Carousel with various guests with various interesting careers (a judge, a DJ, an F1 engineer, and so on). It was a very happy occasion, spent with interesting and interested young pupils, who – having endured the drudgery of lockdown and Teacher Assessed Grades – were so keen to be involved in something wholesome and meaningful.

Form Leadership Grants. My mission is to teach students that good leadership is about what you do and not about who you are. When they go to university, no one is going to make them Head Girl or Head Boy, but some may decide to set up a society, or direct a play, or organise a ball. And so, in the Sixth Form, I am trying to give them the space and opportunity to develop these skills. With the Tutor Partnering programme, all Sixth Form students are assigned to a tutor group in the lower years – from Reception Class in the Prep School up to Third Form in the Senior School. Once a week, the Sixth Form student attends the tutor period of their partner group, and leads the session. The students are thrown in at the deep end – some sink, some swim, and some soar out of the water. But they all benefit a great deal from the experience, as do the younger children. Five Sixth Form Leadership Grants are awarded, in the February of Lower Sixth, to students who promote leadership through all that they do – those students who demonstrate initiative, independence, and – of course – hard work. The selected students are expected to impact the School community – this year they organised a RAG week for both Senior School and Prep School. I look forward to further developing a culture of ownership and responsibility in the Sixth Form, over the coming years.

Have you always taught, or did you have another career before finding your passion?

Before teaching I combined acting/singing with freelance structural engineering. I enjoyed the balance and variety of leading a double life, professionally, although at times it could get confusing.

What do you do in your free time?

Holidays are mostly spent on the move - I am restless by nature, and enjoy the variety and challenge of travel. Weekends are mostly spent skulking around the local cafes of east Oxford with one or other of my children (ideally not both – they tend to squabble). We are lucky to live within a strong neighbourhood community; my teaching background is boarding schools, and so weekends remain precious and novel.

Tell us something we might not know about you?

I enjoy long-distance pilgrimage walks to Santiago de Compostella in north west Spain.

I have walked several routes, including from France, from Portugal and from Seville (in southern Spain). It is a great holiday; sometimes alone and sometimes with my wife, Sophie.

A third and final highlight would be the focus on leadership within the Sixth Form community, through various introductions, including the Tutor Partnering programme and the Sixth

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PREP CREATIVE ACTIVITIES Pre-Prep Bead Craft

Bead craft in the Pre-Prep is an opportunity for children to mix across year groups and showcase their individual creativity. We use a range of large easy thread beads, small intricate beads and hamma beads.

Throughout the term, pupils have made unique hamma bead designs, bracelets, keyrings and even dream catchers.

‘I like to put the beads on carefully and use rainbow colours.’

Vivi Hughes (Reception Class, Lockwood) ‘I went to bead craft because it was something new to try and I liked making things out of different types of beads.’

Louis Langridge (Year 1, Symonds) ‘Bead craft is a club where I can calm down and relax after my day at school.’

Oliver Beechey (Year 2, Symonds)

Wire and Bead Club

During the Michaelmas Term, pupils in Years 5 and 6 in the Prep School have loved acquiring the necessary skills to create beautiful works of art, using silver and copper wire and an array of glass beads. Friday afternoon’s popular ‘Bead and Wire Club’ was a hive of activity, as pupils worked hard to create an array of beautiful, eye-catching pieces, showcasing their creativity. Pupils first learned the basic techniques: cutting and shaping copper or silver wire, using wire cutters; bending and shaping, using round-nosed pliers; and hammering the wire (using a special jewellery hammer and iron block) to produce a dappled effect, which is more able to catch the light. The most exciting stage was to choose from a vast range of glass, faceted beads, in myriad colours and sizes. The finished pieces were stunning: professional and eye-catching.

Costume Design

Every Friday afternoon, the Prep School’s Costume Design Club becomes a vibrant hub of creativity and joy. This club is a cherished space where pupils immerse themselves in the world of musicals, exploring a new show each week. From the spooky charm of The Addams Family to the whimsical world of Seussical, the pupils are constantly inspired by a diverse range of theatrical productions.

The excitement begins as the pupils gather to discuss the musical of the week. They delve into the characters, settings, and themes, sparking their imaginations and setting the stage for their creative process.

Each pupil then sets out to design a unique costume, bringing their vision of the characters to life.

Pottery Club

Pottery Club is an exciting opportunity for pupils from Years 3 to 6 to explore the creative and tactile world of clay. Throughout the sessions, pupils have the chance to experiment with various techniques, such as making pinch pots, crafting mugs, and shaping plates. They will also learn about the entire pottery process, starting from the initial creation of their pieces to the critical steps of firing in the kiln, glazing their work, and firing it again to achieve the final, polished result.

With so much to explore and create, Pottery Club is an exciting and busy activity for our Prep School pupils, offering a perfect balance of learning and fun for young artists.

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SENIOR CREATIVE AOBS Art Club Box Printing

‘This term in Art Club, we all had the chance to learn a new skill — lino cutting. Lino cutting involves carving a design into a rubber sheet, which can then be used to create multiple identical prints after being coated with ink.

Each of us chose a design inspired by our own interests, hobbies, or simply something visually striking. We started by sketching and practising our designs on paper before transferring them onto the rubber lino sheets. The carving process was intricate and required strong hand-eye coordination and care. Using specialised tools, we carefully cut into our designs, knowing that every mark was permanent — there was no going back once a cut was made.

After finishing the carving, we moved on to printing. We used our lino designs to print onto card boxes, creating beautifully customised containers perfect for displaying gifts during the Christmas season. I would highly recommend this activity to anyone looking to learn a new skill and create something truly unique!’

Elissa Boyle (Third Form, Harcourt)

Textiles AOB

Cross Stitch AOB

I am pleased with how the silk painting turned out, although I could see some ways I could improve next time, and I am excited to see what the finished bag looks like. I really enjoy the AOB and hope I can explore a lot of other techniques in the future. I think I will keep the final bag for myself.’

Pupils from First to Fourth Form come together to bring their cross-stitch to life. The group ranges in skill level from beginners who have never picked up a needle and thread before, to pupils who are more advanced and are making more complex designs.

‘In the Third Form Textiles AOB this term, we have been making zipped pouches. I have been creating a makeup bag, decorated with a silk painting which was sewn on separately. I have never tried silk painting before, and I really enjoyed it and would like to do it again.

Ella Allsop-Davis (Third Form, Vanbrugh)

‘In this AOB, we learn to cross-stitch and improve our textiles skills. It is a calm and relaxing end to our busy Tuesday and takes our minds off our academic schedule. We have the opportunity to chat to our friends whilst learning a new skill, making it very enjoyable.

For the beginners, there are starter kits that walk you through the basic steps of cross-stitch. It is a very inclusive AOB that we would recommend to anyone who wants to learn a new skill.’

Heather Homewood (Fourth Form, Vanbrugh) and Abi Hick (Fourth Form, Feilden)

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Landscape Drawing

‘Why not give the landscape drawing AOB a try? Imagine sketching beautiful nature scenes from every corner of the globe and learning lots of new art techniques.

I chose this AOB because I wanted to improve my drawing and try out styles I had never used before. Studies show that learning new art skills can improve your creativity by up to 30%. We have learned how to use perspective to show distance, how to balance the space in your picture, and even how different line weights can show texture and make things stand out.

One of my favourite moments in this AOB was pencil drawing the School Chapel outside — it felt so good to sit in the fresh air and observe the light and shadow and bring it to life in the style of Lowry, an artist we studied. My example pencil line sketch here is a scene of the Cotswold Downs, based on a photo I found. I used everything we have learned to make it look as realistic as possible.

Whether you are passionate about nature, eager to improve, or simply love a creative challenge, this class is for you.’

Jolyon Uglow (First Form, Gascoigne)

Sugar Flowers AOB

‘Sugar Flowers, new to the AOB programme this year, has provided an avenue for some remarkable talent. If floriography is the language of flowers, then these floral creations speak of artistry, of beauty and of patience.

A joyful group of Fourth Form and Fifth Form warmed, rolled, moulded, shaped, dusted, and feathered.

Each bloom’s final vision elusive until the positioning of a last petal, when perfection, in each rose’s imperfection, was achieved. Individual buds were composed over several weeks, some swelling to fully open blooms, and leaves sprung from the sugar paste amid chat and laughter and calm. It proved a much-anticipated oasis of creativity in the week. A special thank you must also go to the wonderful Catering Department who baked and iced the perfect ‘canvas’ to showcase the sugar flowers.’

An example of their work can be seen on the inside front cover of this Ocellus.

Mrs Martin

Watercolour AOB

‘This term in Watercolour AOB, we have had the incredible opportunity to learn a variety of new techniques and explore our artistic abilities under the guidance of Ms Williams. She has introduced us to different types of brush strokes, and we have also delved into the different applications of watercolour.

In addition to these practical skills, Ms Williams has broadened our artistic knowledge by introducing us to a variety of famous artists and their unique styles. We have explored how different masters of watercolour use the medium in their own distinct ways, helping us to deepen our understanding of the art form.

As we moved through the changing seasons, we were inspired to create paintings that reflected the beauty of autumn and winter. Throughout the term, we have been encouraged to find our own creative freedom in our artwork, allowing us to experiment with different ideas and expressions.

We have continually improved our techniques and gained confidence in our artistic abilities. We look forward to creating even more beautiful artwork in the future.’

Sammi Eagle (Second Form, Queen Anne)

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MUSIC MADE: THE PATH TO MUSICAL SUCCESS Director of Music, Mr Wilson, discusses the progress of the Music programme at Cokethorpe in recent years.

Evolution or revolution: how would you describe the changes to the Music programme at Cokethorpe?

Probably both. The revolution through the move to get every pupil making music. The beauty of the Instrumental Scheme is that it is a whole year group approach where everyone receives all those benefits of learning an instrument and participating in musicmaking together, including those academic and personal discipline benefits.

The evolution comes in the form of the approach – as in any discipline, hard work and perseverance pay dividends.

It is also a cultural thing. I remember shortly after joining the School asking a class by a show of hands who was learning or had learnt a musical instrument. There were precious few hands raised. No child from Year 4 to Fifth Form would have their hands down by their sides any longer. That cultural shift, that idea that making music is just a normal activity that you do in addition to any classwork, to sport, or any other activity, music is very much a part of the fabric of your week.

The final element, which would be an evolution again, is the expansion in the opportunities for performance. Taking part in a performance of any level is enormously beneficial, not least by way of building confidence. Musical performance, especially as a soloist is a personal expression. Take drama, for instance, in most cases in drama you are

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playing a part, adopting the persona of another. In music, you are on stage alone as yourself, exposed. There is nowhere to hide. It is deeply personal, especially if your instrument is your voice, though it goes for all instruments. The confidence built from this experience stays with pupils.

It is pleasing to see that roughly half of pupils continue with their instruments after the year – although I would not mind that figure being higher still!

And what is your vision for Music at Cokethorpe?

A continuation of the evolution – we have seen the choir grow from five members to 50 in recent years, the number of bands and ensembles increasing, and the growth of the orchestra by way of numbers and complexity of the pieces being taken on. There has been solid progress, now we must consolidate and grow again. One of the pupils who began the instrumental scheme 18-months ago has just completed their Grade 4. Wouldn’t it be something for the first instrumental scheme musical beginner to achieve their Grade 8? Perhaps multiple, specialising choirs, or an orchestra performing a full works concert?

It all takes commitment, dedication and hard work – there is no replacement for them, but fortunately, we have just the instruments.

PUPIL PERSPECTIVES: INSTRUMENTAL SCHEME who share the same passion for music. It is so inspiring to play with others whether practising or performing, it really motivates me to keep improving.

I think it is really important to try new things and keep challenging yourself, and joining the scheme has helped me do that. My confidence has definitely grown as a result, both in terms of performing in front of an audience and in other areas of my life.

We spoke to Florence Nixey (Second Form, Gascoigne), Alex Regardsoe (Second Form, Swift), Emilie Ayllon (Second Form, Feilden), and William Woodwards (Second Form, Swift) who have all taken up an instrument using the instrumental scheme which they have continued to play. They talk to us about taking music exams and joining music groups in the School as a result of joining the scheme.

AR – I already play the oboe which I absolutely love and was so excited when I discovered the option to take up another instrument using the scheme.

I am currently Grade 5 on the oboe and have now just taken Grade 1 on the piano.

It has been such a rewarding challenge to explore a new instrument alongside my oboe practice.

One of the highlights has been joining the orchestra, which is so much fun.

It does not matter what your musical ability is, the orchestra is open to musicians of all standards. The music we play is pitched to suit everyone (no pun intended!) so anyone can join. I love the feeling of playing together as a group, I feel less nervous and more relaxed when I am playing with others.

Overall, joining the music instrumental scheme has been an enriching experience that has not only enhanced my musical skills but also helped me grow as a person.

FN – I was originally thinking about giving up the violin, but the instrumental scheme inspired me to take up the viola when I saw the opportunity to try a new instrument. The viola is unique in the orchestra because it’s the only instrument that uses the alto clef, which has been fascinating to learn.

In addition to joining the orchestra, Emillie and I also became part of the string quartet. I love playing with people

EA – I play the acoustic, electric and classical guitar and have now added the cello to my repertoire thanks to the instrumental scheme. The whole year group had the option to try a new instrument which was such a fantastic opportunity and one I could not miss!

I wanted to challenge myself with something different, yet similar to the instruments I already play, so the cello seemed like the perfect choice. It has allowed me to develop new skills while building on the foundation I have already established with my guitars. I am currently working towards my Grade 4 on the cello.

Joining the orchestra has been another highlight of my musical journey and has been such a rewarding experience for me. I love the fact that you can progress to more complex music as your musical abilities improve. I am so excited to be learning a John Wick piece in the orchestra now, where I will be playing a solo on the guitar and playing the cello for the rest of the piece.

WW – I play the piano and started singing through the instrumental scheme, recently completing my Grade 3 exam. I absolutely love music so having singing lessons has been brilliant. I would love to start learning another instrument if I can! I have joined the choir which I really enjoy, it has given me the opportunity to put my singing skills into practice. We also recently all played in the St Cecilia Concert which was so much fun. Now I am looking forward to our upcoming musical, Into the Woods.

There are so many benefits to playing an instrument. Music has taught me to persevere, be patient and to practice!

I have been inspired by more experienced musicians in the School, like Caellum Sharp (Upper Sixth, Vanbrugh), he is incredible and motivates me to keep practising. I hope to inspire the next generation of musicians to take up an instrument, just as others have inspired me.

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Discounted tickets to local productions

Experience some of the latest and most innovative theatre around at the Oxford Playhouse and the Old Fire Station, Oxford.

Workshops with nationally-renowned theatre troupes

Sessions with Gecko, Frantic Assembly, Paperbirds, and Vamos to name but a few. Visiting professionals, including feedback on devised pieces and preparations for LAMDA qualifications. Subscription to THE STAGE Keep up to date with all the latest news and developments in the sector.

Established in 2023, the Cokethorpe Academy of Dramatic Arts (CADA) was founded with a simple objective: to help more children at the School, and across Oxfordshire, discover, enjoy, and benefit from the transformative effects of the Dramatic Arts. In keeping with Cokethorpe School’s commitment to providing exceptional breadth, CADA embraces and celebrates a full range of performance skills and explores wider technical support roles. Acting is integral, of course, with the chance to embrace with, and engage in, acting of tangible benefit to those whose ambitions lie in stagecraft in any of its varied forms.

Students can expect to enjoy a wide range of benefits and opportunities outlined below. As a member of CADA, students are expected to contribute actively to productions at the School, to study A Level Drama, and to help facilitate a new CADA Summer Arts Academy, open to children from across the local area

Why Audition for CADA?

Do you love being creative? Does storytelling make you tick? Does the buzz from acting and stagecraft get you out of bed in the morning?

Are you looking for the right course to set you on your way into the industry? Well then, CADA is for you.

What do you get?

Aside from the opportunity to study Drama in an impressive setting with tuition from leading practitioners, the benefits of joining CADA include:

Accelerate your Career

CADA provides membership to a Spotlight accredited, global creative community. Gain access to celebrity masterclasses and industry workshops, apply for cast and crew opportunities, mentoring from current actors of stage and screen, access to a library of on-demand additional courses, and much more.

Go on Tour

Members join CADA’s touring company, which takes its own devised production to the Edinburgh Fringe, along with a variety of other arts festivals and venues, including drama competitions.

Specialist Support

Learn from industry expertise of staff who have been there and done it, giving you the edge for auditions and drama school applications.

Behind the Scenes Access

See behind the scenes of working theatres during productions and visit drama schools and conservatoires.

CADA Summer Academy

Be part of the team running the CADA Summer Academy and put your skills and leadership qualities to the test

Drama at Cokethorpe

Drama has an invaluable role to play in the daily lives of pupils at Cokethorpe. In the Prep School, the pupils enjoy the benefits of exploring creative expression - a skill of real significance to all their subjects - whilst gaining confidence in performance and public speaking. In the Senior School, the Dramatic Arts play an important role in the cultural life of the School. Encouraging pupils to think beyond the page and question the world in which they live, Drama helps them to formulate their own opinions and develop self-confidence and creativity. Significantly, Drama at Cokethorpe extends beyond the stage with pupils learning and undertaking the support specialities of sound, lighting, make-up, set design and supporting the Wardrobe Department. There are copious opportunities for performance in both the Prep and Senior Schools, with the majority of performances taking place in the School’s purpose-built black box theatre, with a 200-seat capacity, affectionately known as The Shed.

Productions

Productions at Cokethorpe are as impressive as they are diverse.

Pupils have their first opportunities to tread the boards as early as the Reception Class in the Prep School, with the Pre-Prep Nativity, and whole Prep School productions in the Michaelmas and Summer Terms.

The inclusive approach continues at the start of the Senior School with the First Form and Second Form productions, offering pupils the chance to get to grips with the creative process associated with studying Drama at GCSE and A Level. A key differentiator of Senior School productions at Cokethorpe, auditions for all roles are open to all year groups, meaning that pupils in younger year groups have the chance to audition for leading roles. The quality of those productions is well known. The School’s productions have become legendary for their vast scale, vibrant design, and ambitious scope, aided in no small part by the stylish and extensive Wardrobe Department with several thousand costumes.

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THE BROTHERS LUCKETT two weeks and four-hour rehearsals at the weekend, with specified breaks. Due to the age of the ‘Young Company’ members, we were limited as to how long we could rehearse in one go. We also had tech rehearsals to go through the whole pantomime once.

production everyone does their own thing.

It is incredibly specialised, so everyone is doing what they are trained to do. Therefore, the productions come together more quickly, as everyone can work on their parts at the same time.

We spoke to brothers Xander (Fourth Form, Vanbrugh) and Oscar (Upper Sixth, Vanbrugh) Luckett about their recent experiences treading the boards on professional stages in Oxford.

OL – My rehearsals were nowhere near as long and intense. However, we could rehearse for longer periods without the restrictions.

We rehearsed from September to November, performing at the end of November. We would rehearse for a couple of hours in the evenings three times per week.

Oscar you are part of CADA at Cokethorpe, can you tell us about that?

I hear you both have achieved success on the big stage this year. Can you tell us about it?

How did you manage your schoolwork alongside this?

XL – I have been part of the cast of the pantomime, Sleeping Beauty, at the Oxford Playhouse, which ran from Friday 22 November to Sunday 5 January. I played numerous roles; the umbrella term is ‘Young Company performer’ so essentially, I am part of the ensemble cast.

OL – I played ‘Titus Groan’, one of the principal protagonists in an adaptation of Mervyn Peake’s Gormenghast which was produced by the Oxford Theatre Guild and performed at the Old Fire Station, Oxford.

How was the audition process?

OL - In the first audition, we had to prepare a short monologue to perform individually, and a two-minute scene from the script. The group of 40 who originally auditioned was whittled down to ten, I was then offered the part and rehearsals started a month or so later. I am quite good at adapting to different situations, and doing auditions for School productions was good preparation as it gave me an idea of how it all works.

XL – One of my friends told me about the Oxford Playhouse pantomime auditions back in March. There were 70 auditionees and only twelve selected. We had to do a dance, sing and read an excerpt from the script.

There were no call backs, just an email to say I had been cast, which felt a bit surreal!

How often did you have to rehearse?

XL – It started with ‘unofficial’ rehearsals on Saturdays where we were just getting to know each other and the show itself. Then we had two weeks to learn the show; we had two-hour rehearsals in the evenings for

OL – As I am in the Sixth Form I have study periods, so I was managing workload as effectively as I could by making good use of these. I also used the time Xander was in rehearsals to study.

XL – It was all through the support of the teachers. They gave me handouts to help cover any work I missed, and I was also allowed to use games as study time.

How has Cokethorpe prepared or supported you?

OL – Although it was done independently from the School, I would not have gone for the audition if I had not had the experience with productions and drama lessons here.

The School support was the inspiration, and Cokethorpe gave me the belief that I was good enough to do it.

XL – I had lots of support from staff, helping me to balance rehearsals with my schoolwork.

I was also given express permission to do it as I had to miss some lessons to rehearse.

What was it like being part of a professional production?

OL – The atmosphere was more relaxed in a sense, because in a School production you may have 30 to 40 pupils to co-ordinate.

Whereas in Gormenghast, you have a cast of experienced performers that have done it before and know their lines before the first rehearsal.

XL – Also, in School, the four Drama Department staff have to do everything, they have to direct the production, do the sound and the lighting, whereas in a professional

OL – At the moment it is in its infancy, but we have ambitions to take a show to the Edinburgh Fringe and also to perform something at the theatre in Chipping Norton as we have got a partnership with them.

CADA is of great benefit to A Level students who want to pursue drama as a career. We also get an account on a website where we can contact agents and casting directors. It takes dramatic education from A Level that step further, and starts applying it to life outside of the School and beyond.

Some highlights from Drama at Cokethorpe?

OL – I have two or three particular highlights.

The Little Shop of Horrors where I played the demon dentist which was my first principal role. Another was the parody version of Hitchcock’s 39 Steps, a play which was designed to go wrong. We could improvise a bit and break character for a moment to enjoy the ridiculousness of it all. There was a wonderful freedom with that.

XL – For me, also The Little Shop of Horrors and Treasure Island which was a breakthrough role for me. Matilda was one of my favourite shows produced here, it all came together so well and Mrs Trunchbull is probably my favourite role to date.

Do you have anything in the pipeline?

XL - I will definitely try and do as much professional theatre as I can, however I have not got the time at the moment – I am busy doing my GCSE devised performance, Into the Woods and am helping Oscar and Henry Cook (Upper Sixth, Harcourt) with their A Level drama performance.

OL – I will start working with the Playhouse Youth Theatre company to put on a play called Our Country is Good in March, and in the summer I am working with a company called Wild Goose Theatre and will be performing Shakespeare’s Much Ado about Nothing in Oxford Castle.

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PREP ACADEMIC WORK What can you see?

I can see bright lights in the lamps. I can hear snow crunching. I feel snow on my hands.

Louis Langridge (Year 1, Symonds)

Go Green

Reggie Firth (Year 4, Baker)

Segregation is a wall which keep us apart But protesters cried and shouted for the wall to break.

Twins looks the same but they’re so different, But don’t be confused by their looks, we have different thoughts.

Writing inspired by The Magic Finger, Roald Dahl

The girl does not like shooting. The girl is as nice as my mama. Her finger is a magician.

The finger is as light as fire. The girl is as lovely as a princess.

Huxley Rastall-McCormick (Year 2, Gwyn) The girl was confused because she only heard quacking through the phone. The girl is clever because she has a magic finger and she is happy because the Gregg family are up in the sky. The finger is like a spark. The girl is as brave as a buffalo. The finger is as bright as the sun. The finger was as red as fire.

Seren Florey (Year 2, Baker)

No matter brown, or tan, purple or green But we’re all one family, black or white.

Don’t be the one who is judging, But be the one who treats all people the same.

Sally Huang (Year 6, Lockwood)

Parts of a Flower

Eloise Young-Gale (Year 5, Symonds)

Firework Finale Description

The shimmering lake was a stage full of colour.

There was popping, banging and fizzing and there were houses lit up ready to watch the firework display. People on the land and on the boats were all watching. There was a turquoise mist in the forest.

Jack Bishop (Year 3, Baker)

Poppy

Vivi Hughes (Reception, Lockwood)

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Volcano Description

The horrible creature growled and grumbled like a lion and was blowing out a huge cloud of inky ash. The volcano spewed out ruby lava which was just like a snake, slithering down the volcano. The beautiful emerald forest was turned into a horrible dark jade colour and I could taste sadness from the animals.

I could hear people screaming, silence going off and lots more terrible sounds. The volcano was like a monster, eating everything in its path, cars, animals and even humans! The volcano was being horrid, and I could hear sadness coming towards me as I looked at the huge creature, who was destroying everything.

Creative Writing

The rainforest was a symphony of colours, where the vibrant flowers danced in the humid air and the rich aroma of damp earth and blooming orchids lingered like a warm embrace. I could see the back of a smooth and silky sloth hanging on a sturdy branch up high in the trees. The river was a beautiful melody, as its gentle waves overlapped the rocks.

Like a sheep, the clouds were looming in the bright lit up sky. The tree was an emerald floating in the sky. The cloud was a kite glowing in the sky. The trees whispered to each other, as I walked through the looming ancient rainforest. The clouds were a ball of candyfloss. The clouds are a ball of fluff clumped together.

Zoe Imbusi (Year 4, Symonds)

There is difference in all people.

But instead of just being aware, be the friend.

Don’t be confused by their skin colour, But instead of a side eye, treat them the same.

Black History Month Poetry

Poems inspired by Maya Angelou’s Human Family.

Lots of differences we need, Lots of similarities too, Equality, equality we plead!

Lots of unfairness, we boo.

Some proudly stand with their lives, Some moan and just stare.

Some are thankful and always thrive, Some cry and shout in despair.

Segregation stands with a nasty grin Criticism the same, But everyone can lift their chins, Because that can win the game.

Tia Read (Year 6, Gwyn)

I was running for my life, as in the corner of my eye I could see some lava coming towards me. I knew people and animals were dying. As minutes went by, I could feel a tear dripping down my cheek, everything was destroyed.

Romilly Bishop (Year 3, Lockwood)

Life Cycle of a Queen Bee Orlando Bayes (Year 5, Baker)

On Friday 6 December, the Corinthian Room was transformed into a stage of wonder and joy as our Pre-Prep pupils took the spotlight for the much-anticipated annual Nativity performance, The Big Little Nativity.

With a delightful blend of songs, acting, and beautifully designed costumes, the pupils captivated the audience with their talent and enthusiasm. The story unfolded with charm and creativity, as the camels, wise men and angels joined together to tell this timeless story.

A special acknowledgment goes to Mrs Wilkinson, whose tireless work behind the scenes brought the Nativity to life through stunning costumes. From regal wise men’s robes to shimmering angel wings, her meticulous attention to detail ensured that every child looked and felt their very best, truly embodying their roles.

The Nativity was a heart-warming celebration of the spirit of togetherness that makes this season so special. Parents, grandparents, and friends in the audience were filled with festive cheer, many moved by the children’s joyful singing and delightful storytelling.

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On Thursday 28 November, the pupils of Years 3, 4, and 5 delivered a captivating performance of Oliver Twist that left the audience in awe.

The young actors brought Charles Dickens’ classic tale to life with remarkable enthusiasm and skill. Each character was portrayed with such depth and emotion that it was easy to forget these were children performing. From Oliver’s innocent charm (played by Orlando Bayes (Year 5, Baker) and Catriona Rounce (Year 5, Lockwood)) to Fagin’s cunning demeanour, played by Starla Firth (Year 5, Lockwood), the acting was truly spectacular.

The musical numbers were a standout feature of the evening.

Despite the challenging nature of the music, the pupils handled it with confidence and flair. Songs like Consider Yourself and Food, Glorious Food were performed with energy and precision. The harmonies were well executed, and the solo performances were particularly memorable.

The costumes were another highlight, perfectly capturing the essence of Victorian London, thanks to Mrs Wilkinson. Each outfit was thoughtfully designed to reflect the character’s personality and status, adding an extra layer of authenticity to the performance. The set, though simple, was highly effective. Clever use of props and backdrops transported the audience to the grimy streets and workhouses of Dickensian England.

Beyond the entertainment, the performance offered valuable life lessons. Themes of resilience, kindness, and the importance of standing up for what is right were woven throughout the narrative. The young performers conveyed these messages with sincerity, leaving a lasting impact on the audience.

Overall, the evening was nothing short of magical. The dedication and hard work of the pupils was evident in every aspect of the production.

It was a night to remember, filled with laughter, tears, and a deep appreciation for the timeless story of Oliver Twist.

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THE BOX OF DELIGHTS This term saw a new and exciting artistic direction for Cokethorpe Drama, marked by the blazing production values and mesmerising performance skills on display in The Box of Delights. Based on John Masefield’s 1935 novel, this adaptation’s story centres around two orphans who are given a box with supernatural powers by a mystical lady and ordered to save Christmas and to be on their guard, as ‘the wolves are running’. Along with their two best friends, the four children find themselves in the midst of a centuries-old battle between two powerful sorcerers for the lives of their friends, and even the fate of Christmas itself.

This enthralling production was rich in visuals and sound, as we were transported from magical forests to underground caverns. Many cast members played the vital role of puppeteers as bewitching new worlds unfolded before our eyes. With rabbits, butterflies, birds, ancient gods, as well as the tiny versions of the protagonists themselves, the physical puppeteering was expertly crafted and brought to life. There were also spellbinding sequences of shadow-puppetry, cleverly and deftly enacted by the cast to expound the backstory.

Special mention must also be made of Kacy Nguyen (Lower Sixth, Vanbrugh) who was compelling as the mysterious, but kind, sorceress Cole, and excellent comedic support provided by Adam Rees (Upper Sixth, Queen Anne) as the Bishop and Sofia Bell (Fourth Form, Feilden) as the maternal Caroline Louisa. There were outstanding sequences of choreography, especially from the hauntingly powerful ‘Nyads’, enslaved by the evil Abner, but eventual architects of his demise. These were played with hypnotic brilliance by Drama Award Holders Ruby Daly (Third Form, Gascoigne), Tibby Bignone (Third Form, Feilden), Emily De Mestre (Second Form, Queen Anne), Lottie Graves (Third Form, Gascoigne), Grace Bassey (Second Form, Vanbrugh) with Iona Mettrick (Third Form, Swift).

This was a stunning ensemble production, with jaw-droppingly beautiful scenes; a moving story of hope and friendship, played with commitment and professionalism by this huge and talented cast and crew.

There were far too many superb performances to mention, but particular note should be given to the villains Pouncer and Charles, played with relish by Coco Pierce Williams (Lower Sixth, Harcourt) and Henry Cook (Upper Sixth, Harcourt), working under the malevolent power of Abner, a marvellously terrifying performance by Oscar Luckett (Upper Sixth, Vanbrugh). These dark forces were pitted against the noble heroes of Kay and George, who were played with such emotional believability, charming sincerity and professionalism by Isy Noon (Second Form, Gascoigne) and Jessica Lewis (Third Form, Swift), that we were swept up in their journey and genuine sense of peril. They were accompanied by the loyal and hilarious Maria and Peter, both of whom were created with exuberant energy by Emmy Perry (Second Form, Swift) and the hysterical dry wit of Finlay Welpton (Fourth Form, Gascoigne).

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SENIOR ACADEMIC WORK Freya won ‘best story’ for ‘The Disaster’ in a prestigious national ‘Write your own Historical Fiction’ competition run by the Historical Association. The competition attracts a large number of entries and invites pupils from Year 5 to Third Form to demonstrate their historical and English fiction writing skills.

The Disaster

Freya Vincent (Third Form, Queen Anne) The date is 24 August, AD 79 in Pompeii.

Quintus is the son of Lucius Caecilius Lucundus (referred to as Caecilius) a Roman Banker.

Quintus then continued past the overgrown bush, into the pale, porcelain coloured kitchen before sitting down on a comfortable bed and eating. Once he had finished the multitude of sweet buns, dates and honey, he licked his fingers to remove the extra honey left on them and turned to his wife. “Darling,” he said, “Today I am meeting with Alexander the merchant about our future dealings in his Egyptian gold.

I like it very much and am keen for it to be stocked in our shop.” He took a small sip of wine before continuing. As he put the goblet down, he noticed the ripples lasting far longer than they normally would, but he thought nothing of it and assumed he had been a bit heavy handed whilst putting it back down.

“I shall sell it to the other fine citizens of Rome and shall make a nice profit. Make sure lunch is ready upon my retur-.” Suddenly the earth began to shake. At first only a low rumbling could be heard, but then all the goblets on the table fell over and the guard dog Cerberus began to bark loudly near the front entrance.

Quintus ran to the courtyard to see what was going on. The earth was trembling. He could still walk easily but some of the expensive amphoras and sculptures began to fall over.

The one of Apollo came down first, squashing Cerberus but he scampered out of the way just in time. Then the lararium, the shrine of the household gods started quaking and distancing itself from the wall before it too fell face first onto the stone floor.

Quintus’s pregnant wife waddled out of the Kitchen and leaned on the wall for support while making her way to the front door.

“Everyone is staying inside Quintus. Some may not remember what happened years ago.

We must leave. We cannot risk the baby.”

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“Yes, Cecilia we will leave. Tell the slaves to pack food, wine and clothes. We must have enough.” Quintus then rushed to his study,

he had to save all his contracts, deals, and signatures. He had to have his life ready to come back to when the earthquakes stopped.

His family depended on him. He opened, the metal safe box in the corner of the shady room. He dug through and after a few minutes found his wax tablet informing him of all his dealings with the merchants. He packed those and came across an older looking one, not in his handwriting. The dust was thick on it and as he blew it off, he recognised it. It was the tablet that detailed his father’s dealings with Barbillus, the previous merchant. These were from seventeen years ago, before the earthquakes hit for the first time, before his father went into the temple and tried to pray for his family’s safety, before the roof came crumbling down and before his father was crush- No. Back to the here and the now.

He couldn’t let that happen to Cecilia and their child. They had to get out of the city.

The cart was loaded up outside. The few sacks of clothes, food and the amphora of wine wrapped in goat skin, so it didn’t get broken.

His wife was waiting for him. Octavius sat at the reins to the horses. He stepped on and they were off. Winding their way through the packed clay and concrete houses, the sun beating down on them. Suddenly, a loud boom was heard. Quintus looked back and he saw the mountain - the one with his vineyards on – had blasted a small cloud of ash dust and smoke into the air. It was only small, but the wind would bring it right over Pompeii.

The gods were angry, angry, but Quintus didn’t know what was going on. He had given them offerings and prayed to them, but nothing was working. Clemens steered them towards the harbour and his wife shouted, “There’s Alexander. He always gives you best deals, we must help him to escape as well. We must warn him about these earthquakes.”

“I have something else in mind,” replied Quintus, “Octavius bring us to the water’s edge.”

“But master, we do not own a boat, which will waste time. We must leave.”

“Do not question me Octavius, we will escape.”

They rode down the cobbled paths, through the wooden harbour gates and arrived on the sandy beach. When Quintus stepped onto the sand, he noticed it was darker than usual, the ash was falling covering everything.

It would choke them if they didn’t depart soon.

He walked towards his ever-travelling friend, Alexander. He was a tall, dark man with long black hair and a gruff face. He wore a leather tunic and sandals and was sitting on the side of his boat about two metres from the beach, snacking on some bread as if it were a nice sunny day. By now, the ash was forming a huge cloud that was being blown towards Pompeii by the wind. Octavius was helping Cecilia down from the cart as Quintus approached Alexander.

“Alexander,” “Quintus! It’s so good to see you! I have many new things that I reserved just for you-” “Not now Alexander. We need to leave.”

“What? Nonsense, it’s just a few earth tremors.

Someone forgot to leave Apollo an offering!”

Alexander laughed and nearly fell off the side of his boat. His slaves sat by their huge oars, all facing Alexander at the front. The boat was entirely wooden apart from a metal Corvus that stood menacingly large and sharp at the opposite end of the boat. It was clear that Alexander had stolen this boat (or won it gambling) as the boat was from the navy.

“You don’t understand. These earthquakes are not like last time. They are more violent and unpredictable. I’m worried that something bad will happen - worse than last time.”

“That was only a temple that fell last time.

Rela-” “It wasn’t just a temple,” shouted Quintus, “my father went there to pray, for me and my mother. We waited for him to return, he didn’t.

The next day we went to the temple, to ask the gods if he was safe.” He paused. “And there he lay. Under one of the stone pillars. He was dead, I can’t let that happen to Cecilia... or our child.”

Alexander was silent. He looked at Quintus, then at Cecilia as she cautiously made her way to the two of them guided by Octavius. “Very well,” he replied, “gather your belongings.

The horses cannot come with us. We will go to Surrentuem. Hurry Octavius.” Soon all their possessions were loaded on board and the four of them, rowed to safety by Alexander’s muscular army of 20 slaves, were heading across the bay of Naples, to Surrentuem.

Alexander said he knew someone who owned an inn and had a place for them to stay the night. Quintus was starting to feel a little sea-sick, so he faced the side of the boat and proceeded to regurgitate this morning’s breakfast.

“Where I come from,” said Alexander, “it’s called feeding the fish!”

All Quintus could do was watch as the town was completely engulfed in flames and then by smoke and ash. No one could survive that; he thought.

Then, Cecilia turned and shouted out in pain.

“What?” Quintus replied as Cecilia held her stomach in pain, Octavius came scrambling over bags of clothes and rower’s legs.

Quintus was exhausted after the stressful day, so was Cecilia, Octavius was still happily talking to Alexander about the sleeping arrangements. Cecilia was dozing next to the side of the boat as what was left of the sunshine beamed down on her, turning her hair from a light brown to a shining gold.

Suddenly another boom filled their ears and rocks were blown up into the sky.

Quintus looked back to see a snake of smoke, hiding its lava venom, descending the mountain to the nearby town of Herculaneum.

It was half-way there, then three-quarters of the way there and then suddenly the whole town was eaten by the serpent born of fire.

“I think, I think the baby’s coming!”

The Battle of Hastings

Fifth Form Macbeth Work

Teddy Hope (First Form, Swift) ‘One reason William won the Battle of Hastings was because he faced a weakened opposition. Harold Godwinson had just fought in the Battle of Stamford Bridge against Harald Hardraada, and he and his men had had to march 190 miles south immediately to deal with the Normans.

Many of Harold’s Housecarls had been killed in battle, and many more were injured.

This contributed to William’s victory because Harold was unable to field his best soldiers and had to rely on the Fyrd, who were less disciplined.

The fact that the Fyrd were less disciplined was important because at the start of the battle Harold took up a position on the top of a hill and his men formed a shield wall.

When William’s men attacked, Harold’s army held firm. This continued throughout the day until William changed tactics and got his men to feign a retreat. Seeing the Normans apparently run away, the ill-disciplined Fyrd broke rank and chased after them, causing the shield wall to break. This enabled the Normans to get in amongst the Anglo-Saxons. This led to William’s victory because if the shield wall had continued to hold firm, then Harold Godwinson would have been able to continue to control the battlefield from his position at the top of the hill.’

“What!” Quintus shouted in surprise. He had gone a little pale, either from his previous sickness or from the shocking news. He knew that the baby would come soon, but not now.

Cecilia lay back holding her stomach in pain, breathing heavily and holding Octavius’s hand.

All the rower’s turned and looked at the scene.

Alexander remained at the stern of the boat.

“Keep rowing! We must escape!.” He was right, the ash was catching up with them, Quintus had seen a few` flecks of it on the sea’s surface and on his shoulder.

“It’s ok honey, breathe.”

“I am!” Cecilia yelled. Quintus could not watch.

He had turned to watch the fiery hell being unleashed on the coast. Pompeii was barely visible but as he looked to his left Surrentuem was growing ever closer, rhythmically. Closer, stop, closer, stop, closer, sto-his thoughts were interrupted.

Cecilia’s heavy breathing had stopped and had been replaced by a crying sound.

Quintus leaned over to his right and saw his wife, crying happy tears holding a bundle of blue cloth. As he leant over, Quintus saw through glassy eyes a pair returning his gaze as they were being rowed to the safe beaches of Surrentuem.

Maya Kelly (Fifth Form, Harcourt) The witches are first introduced in the play through the pathetic fallacy of thunder and lightning.

This introductory scene immediately connects them to death and destruction and the theme of good versus evil. This is shown when all three witches chant ‘fair is foul and foul is fair’, in unison.

This phrase lays the groundwork for the moral conflicts that the characters are yet to face and it foreshadows the inversion of moral order that permeates the play. The repetition of the words ‘foul’ and ‘fair’ create a sense of ambiguity and confusion to highlight how easily the witches can lead the characters astray in the fates of their futures. Additionally, this illustrates how much power and control the witches have in a world where ‘foul’ and ‘fair’ are interchangeable.

Ellie Lunn (Fifth Form, Swift) Similarly, as Lady Macbeth is first introduced, her character is revealed as full of ambition - opposing Macbeth in the beginning. Her desires are fuelled by ambition via Macbeth transforming him. This is first apparent in her soliloquy where she poses an imperative image ‘look like the innocent flower/ but be the serpent under’t’. The juxtaposition between ‘innocent flower’ and ‘serpent’ suggests the extent to which ambition has consumed her. Here she is taking on the role of the masculine figure, questioning gender stereotypes. The biblical reference of ‘serpent’ implies her willingness to transcend into negative biblical references of divinity, simultaneously transcending societal expectations.

Audrey McCormick (Fifth Form, Vanbrugh) The three witches are first introduced in scene one as the opening line of the play. The stage directions quote them to be in the ‘battlefield: Thunder and lightning’ this use of pathetic fallacy foreshadows the tone of the witches as they are to be associated with danger and intrigue as reflected by the weather. Also, the weather shows the power and destructive qualities held by the witches, linking their characters to death even before their first line. The witches don’t speak in the same rhythmic pattern as other characters, they speak in trochaic tetrameter compared to the iambic pentameter which is used by characters of a higher social status. It is possible Shakespeare introduced the witches in a different pattern to show division from societal norms and rejection of normal human nature, in order to suggest more supernatural roots.

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Harry Adams (Upper Sixth, Harcourt) was recently shortlisted for his submission to the John Locke Institute Essay Competition and, at the prize-giving ceremony in September, his essay was awarded a Merit. Selections from his shortlisted essay are below.

Should I be held responsible for what I believe?

Harry Adams

This question is one of epistemic responsibility, and I will be arguing that yes, we should be held responsible for our beliefs. In this world, our beliefs have the power to shape the actions of others and ourselves, so when these beliefs bring their consequences, it will be you we look to. The constant appearance of misinformation is only adding to this issue, fuelling the problems of racism and sexism in the modern social landscape... I will seek to unpack how we can protect ourselves from falling into the trap of holding unjust or unfair beliefs.

The first problem we will be looking at is the danger of belief. A belief has a lot of power and easily shapes the way that we act, and it can even affect those around us. Take the modern example of the anti-vaxxer.

They violate their own epistemic responsibility to operate using facts and truth, which causes them to hinder the progress that we have made when it comes to eradicating disease and viruses. This idea that vaccines can cause autism is a belief, and it would be counter-productive to not hold them responsible for it. They have every opportunity to prove themselves wrong by doing some research, but instead choose to move oblivious to the fact that by not vaccinating their child, they are putting not only their own child at risk, but also those around them.

This means that we can prove that it is a violation of their epistemic responsibility as they are wrong, but it is also their fault that they are wrong. Along with this, extremist beliefs have been seen to fuel acts of violence.

An example of this could be the white supremacist, who bases their view that black people are inferior to white people from little to no evidence and use this as an excuse to attack those they think to be inferior.

These examples demonstrate how beliefs can have massive impact on the lives of those around us. This shows that we have an epistemic responsibility to discard views that have little to no evidence and cultivate the ones with scientific backing, meaning that we have to be held responsible for our beliefs if they are careless or reckless.

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This is an idea that William Clifford would agree with in his Ethics of Belief, with the example of a shipowner. The owner loans his ship to be sailed across the ocean from America to Britain, but when he is checking it, he realises that it is weak, and might need overhauling to be fit to make the voyage, however this would be very expensive for the man to do so he does not check any further.

He convinces himself fully that because the ship has made the journey before without issue it can do it again, so he sends the boat on its way with nothing but the best wishes for all on board. The boat sinks in the middle of its crossing and everyone on board dies.

This is clearly the shipowner’s fault, but he would have been guilty of the exact same crime even if the ship had made the crossing and many more after that. It was his belief without evidence that was so dangerous, and we can apply this example back to the anti-vaxxer. They form an insufficient belief based on little to no evidence, and much like the shipowner, they gamble the lives of those involved. This is clearly immoral, and we have to hold them accountable for the belief as they are both wrong and have had the ability to prove themselves wrong but chose not to as they are afraid of what they might find. This is an extremely compelling argument for us being held accountable for what we believe in...

The best way we can protect ourselves from pitfalls such as these, is to strengthen our epistemic virtues. Humility is perhaps the most important one, as it means accepting that our current beliefs are wrong when faced with irrefutable evidence. However to do this, we need intellectual courage. This is engaging with ideas that we find uncomfortable but have to anyway in case it can change our way of thinking for the better. Diligence is the process of seeking out new information and wanting to reaffirm your current beliefs.

This is how we find out that some of our old beliefs have become outdated and then update them. Finally, epistemic justice is the process of treating others with respect and as ‘good knowers’, which will promote the fair consideration of new and diverse viewpoints.

We have seen that we can hold people responsible for their misinformed or incorrect beliefs. If it is possible to exercise virtues such as diligence, then we can be held responsible for failing to. Let us compare our beliefs to driving a car. People often drive cars dangerously, whether it be because they are uninsured or because they are drunk, and we can hold them responsible for this action.

People have the option to drive cars safely and they should know how to, which is why it is

punishable to drive a car dangerously.

By the very same logic, it is possible to recklessly form and uphold beliefs, and so we should hold you responsible for this. You have the option to exhibit epistemic virtue and make sure that your claims are backed up by real facts, so if you chose not to, then we should hold you accountable for it.

In conclusion, we can see that we need to be held accountable for our beliefs, as when our beliefs begin to impact us and those around us, we can hurt more people than we realise; disease and racism being just two examples seen here. This is more true than ever in today’s world. Without epistemic virtue, we expose society to the perils of ignorant and outdated beliefs which are swiftly disseminated to huge, global audiences by modern media. We must all be held responsible for our beliefs.

Lettre pour Grenoble

Berry Drake (First Form, Vanbrugh)

MEET THE SCHOOL: MR PISANELLO Name

company as their Chief Operating Officer and board member.

Gianluca Pisanello.

What brought you to Cokethorpe?

What do you do at the School?

I am a Teacher of Mathematics, Lead in Computer Science and Head of Tennis.

When did you join?

I joined Cokethorpe part-time in April 2023 and full-time in September of the same year.

What did you do before you became a teacher?

Following my Master’s degree in Electronic Engineering, I taught in an Italian high school before working for some time in an IT company as Software Engineer and Systems Engineer. I then started a seventeen-year career in motorsport, fourteen of which as Race Engineer and Chief Engineer in Formula 1, which was my childhood dream. After working at over 200 grand prix, I moved on to join a nuclear fusion

After retiring from my last job, due to my daughter Julia studying here in the Prep School, I had a conversation with the Headmaster about ways in which I could be of help to the School. Full-time teaching was not what I had in mind but I had fond memories of my previous teaching experience. Furthermore, growing up with a Headmaster dad and a Teacher mum, made me appreciate the important value that educators have in developing the next generation.

What do you enjoy most about working here?

Since I joined the School, I immediately felt welcome. All my colleagues really went out of their way to make the start of my experience as smooth and enjoyable as possible. From an academic perspective, I am delighted that Cokethorpe has transitioned into research-informed teaching. Coming from engineering and science environments, I cannot think of a better approach. Finally, I find Cokethorpe a trove of diverse opportunities for pupils and staff alike. I never had jobs where I would use my tennis racket or my guitar at work!

What is your favourite way to spend a day off?

When I am not ferrying Julia to tennis tournaments, I like to play or coach tennis and to play the guitar. I also have a very keen interest in photography and travelling.

Silent Online Art Auction 25 May - 14 June 2025 If you are an artist, amateur or professional, please consider donating a piece of art to our auction.

For further information please email development@cokethorpe.org

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EXPRESSION TAKES ROOT: DISCUSSING PREP DRAMA Miss Wilcox joined the School in 2023 as the Prep School Drama teacher and teaches Year 4 English, History, and Geography.

time pupils reach Year 6, we are looking for the pupils to understand character, a character’s thought process, deliver all their lines with confidence and use expressive body language.

Can you tell us about yourself and where your passion for Drama comes from?

I joined in 2023 as the Prep School Drama teacher, this is my first official teaching job so I feel very lucky to be here at Cokethorpe.

My passion for Drama started in Year 6 of primary school, which just grew throughout my school years, so much so, that I ended up doing a Musical Theatre degree. I was due to graduate in lockdown, but as it was so difficult to pursue a career in performing at the time, I set up my own performing arts school in the Cotswolds. However, I soon realised this was something I wanted to do every day, so I decided to embark on a full-time teaching career.

What part does Drama play in the Prep School curriculum?

Every child has one timetabled Drama lesson every week but, as each year group does a production, I spend more time with them preparing for the show.

I am a huge advocate for Drama being a significant part of the curriculum. Drama is not just about performing but thinking about and regulating emotions. Drama not only gives children confidence, but also provides them with skills that can be used in other areas such as public speaking, giving presentations and just talking to people in general.

I always say, there are no small parts only small actors. You make of your part what you will, no part is less important than any other. Drama can foster an incredible sense of teamwork and achievement among peers when they come together to perform in a show.

In terms of following the curriculum, are there certain things in Drama each child needs to achieve?

There are certain targets for each child to meet, so, for example, by the end of Year 2, a child needs to be delivering lines with confidence and projection, remembering to face the front, conveying emotion. By the

What does a Drama lesson look like and does this change as pupils move through the Prep School?

In the Pre-Prep, we usually focus on one story for a few weeks. We are currently looking at a book called The Colour Monster which talks about different kinds of emotions. Using the book as the foil, I then come up with activities, such as creating their own scenes, embodying the characters and discussing the book. As we move up to the higher years of the Prep School, from Year 4 to Year 6, we start looking at specific skills; mime, choral speaking, physical theatre and dance, expressing emotion through movement. In Year 6, we are currently working on Macbeth for the Lent Term.

How do you put together the lessons for each year group?

I decide what I am going to teach each year group based on their ability and what I feel is important for that year group. For the Reception Class, we are focusing on how to read and express emotions. As we move up through the Prep School, the ambition for pupils only grows. I hope people have seen that in the Prep School we do not do anything half-heartedly!

How do you choose which productions to do for each age group?

It really depends on the class. I think quite far ahead, visualising what I think would work for each year group, including the costumes and the message behind it. Determining the underlying message of the production is really important. I try to choose a production that works for the abilities of the group and will enable them to shine.

How do you create a safe and supportive environment for children to express themselves through Drama?

It is imperative for pupils to understand that it is ok to make mistakes and create an environment where pupils feel free to express themselves. If you leave a Drama lesson feeling proud of what you have done, then that is an achievement in itself. Performing is not about being perfect, because every part can be interpreted in a different way.

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INTRODUCTION FROM THE ASSISTANT DIRECTOR OF MUSIC My first term in the Music Department at Cokethorpe has been a busy and wonderfully stimulating one, and I am grateful to be given the opportunity to share some of my thoughts here. I have thoroughly enjoyed getting to know the Orchestra, and our work together since September has been marked by two fantastic traits: a collegiate spirit, in which every pupil actively seeks to help and support their peers; and a real sense of pride in the end-product. That second characteristic, I can say from experience, is not always present in school music-making, where pupils are often squeezing rehearsals into busy lunch breaks and practice in between pieces of homework, and the fact that many Cokethorpe musicians seem to have it in abundance bodes very well for the future. Having worked in schools where instrumental ensembles are organised in a hierarchy of proficiency and experience, it has been truly novel and motivating to arrange music for such a wide spread of musical abilities (from Grade 1 to Diploma standard), and the fact that such a group has been able to play together so coherently and musically is, again, testament to these young musicians’ appetite for making music.

see that, as the culture of music seeps gradually through the School, powered in no small part by the tireless and indefatigable Mr Wilson, pupils in the upper years feel able to pluck up the courage to join an ensemble, or to offer to perform in a concert: an unusual number of items on this year’s programme were either pupil-led, pupil-initiated, or both. We want all Cokethorpe pupils to feel that they need and expect to have music as a part of their regular repast, from those who are simply content to busk along in House Singing and hymn practice in assembly, to those who, given the choice, would be involved in every item on the programme.

Mr Watson

The weight of musical involvement at Cokethorpe is, at this stage, decidedly bottom-heavy, in that, a good handful of extremely talented and dedicated older pupils aside, the majority of our performers come from the lower years of the Senior School. How nice it is, then, to

Can you share some examples of how Drama activities support cognitive development in young children?

When pupils are creating their own scenes and doing improvisation, they are required to think on their feet, which is an important life skill.

I also encourage the children to direct scenes, then the children are making decisions and taking on a leadership role. Pupils are encouraged to give each other feedback, which helps them to articulate themselves effectively, delivering feedback in a constructive and positive way.

Different things can be particularly beneficial to individual children, but I have seen the difference Drama can make to the children I teach.

Drama can spark so much creativity and inspire children both in and out of the classroom. It also gives children such confidence and self-belief.

The productions provide an opportunity to show off everything they have learnt throughout the year.

You have certainly put your stamp on Prep Drama productions, what are your ambitions for Drama in the Prep School?

What support do you have from the rest of the School in putting on productions?

Head of Wardrobe, Mrs Wilkinson is amazing. I come to her with these ideas in my head which I cannot quite articulate, and she creates my vision. She is a credit to this School. Mrs Du Feu is also fantastic, she is always invested in whichever production I decide to do. When I said we were doing The Lion King and it was Swahili language she did not bat an eyelid! I could not do it without her. Mr Wilson is always on hand to help with the music. The Senior School staff are always really supportive too, particularly Mrs Hooper who was my mentor last year.

Just to keep going at the standard we are. I could not put on the productions without the incredible children. They have such passion focus, and talent.

Any particular highlights so far?

All of them! Every lesson is lovely and all the productions are a highlight, but the first production of Little Red Riding Hood was particularly special for me because it was the first production I put on in the Prep School.

I was so nervous! The feeling of performing is nothing compared to the feeling I get at the end of a Prep School production.

Miss Wilcox

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MEET THE SCHOOL: MRS FUCHS Name

Mrs Caroline Fuchs; a lot of the children call me ‘Mrs Madame Fuchs’.

What do you do at the School?

I teach all Prep School pupils four languages. Depending on which year the pupils are in, they learn French, Italian, German and Spanish.

When did you join?

I joined in September 2015.

What drew you to Languages?

In the First Form at an all-girls independent school in Darlington, County Durham, we were taught German by the lovely Mrs Armstrong.

She was a tall, kind red-headed lady who guided us through a thicket of ‘deutsche Grammatik’, which would put many off learning that language.

However, she inspired me to carry on my studies of German right through until the end of university years. On the other hand, my French teacher, Mrs Smith, with a chignon and steely blue eyes, was different; a tight ball of nervous energy who once shouted at us: ‘It’s a rat race out there, so pull yourselves together girls!’ I managed to shield myself from bubbling anger and I seem to remember I even learnt something from her.

When leaving school, I was not grabbed by the idea of moving to the next institution immediately. I had my sights set on being a writer and I was lucky enough to get a job as a journalist. For three years, I trained as a ‘cub’ reporter at the Leicester Mercury, at the time in the top five biggest regional daily papers. I cut my teeth on the cynical nature of many of my hack colleagues, although the Editor who hired me, the gracious Neville Stack, instructed me never to become a sceptic and I never did. However, I did not pursue my journalistic career for long, as the pull to go to university was greater and a world of other opportunities opened itself up to me when I graduated. I worked in marketing and sales, using my languages and writing skills, in a few positions including Oxford University Press. Having languages really helped when I moved to Luxembourg, where I worked, married and gave birth ‘in French’ twice! My sons, Edoardo and James, who are OCs, were used to a world where most spoke at least four languages.

The country of Luxembourg is a linguist’s dream. You can hear all the main European languages and many more, as you walk the streets of the tiny, elegant capital city, also called Luxembourg. You quickly learn the accents of those who speak to you in English, so that you might promptly reply in the best that you know of their own mother tongue. It was an amazing experience to be living in a country where I was speaking French and German every day and other languages regularly. When my own children started at school themselves, I found a growing interest in teaching through a friend, who shared with me her experiences of working at the International School of Luxembourg (ISL). When I told her I was serious about pursuing this as a career, she advised me to get some experience at ISL and I never looked back.

Being a teacher was not always easy, particularly at the beginning, when I had two young children and a household to run on my own, was studying for a PGCE and later I went on to take a Masters in Applied Linguistics & TESOL. These challenges were in fact highlights for me.

It was a rare opportunity to be teaching French and German in a country where they are two of the key languages spoken. I remember

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the great effort and time I put into managing everything as well as possible and that I gained such satisfaction from teaching those languages, as well as EAL, and I still do.

I have been teaching Languages at Cokethorpe Prep for ten years next year and adore seeing the sense of satisfaction in the faces of my pupils when they take a leap forward in their communication or when they are simply playing with language. The perspective that learning a new language gives one is immense. It goes from looking down the menu of a foreign cuisine to being able to philosophise and joke about life and politics with a friend in their mother tongue. A bond is created by communicating with others in their own language and often this leads to strong friendships. I wish all of this for those who I teach and hope they gain as much of a thrill from it as I do. I have immense pride in sharing with pupils my own experience of living the languages in my past ‘other life’ and embracing the differences I encountered, the good and the bad. What I endeavour to give my pupils at Cokethorpe is the delight in language learning and hope they have avenues of opportunity opening up for them by what they learn. I often say to them, learning a language is like a long-distance race. In fact, it is a race that you never truly finish if you get hooked!

SCHOOL NEWS Uniform Donation

‘On behalf of Nyanga North Secondary School staff, students and community, we extend our heartfelt gratitude for your generous donation of school uniforms.

Your contribution is nothing short of a game-changer for one of the most underprivileged rural schools in Zimbabwe formed by Henry Chitsenga, a Maths teacher at St Edward’s, Oxford.

These uniforms are more than just clothing – they symbolise hope, equality, and the promise of a brighter future. For the students who receive them, this act of kindness has levelled the playing field, allowing them to feel confident and proud of who they are, regardless of their background. The boost in their self-esteem will undoubtedly translate into improved academic performance, as no student will feel left behind or underprivileged.

Your generosity is not only making a difference today but will have a lasting impact on these young lives. Thank you for believing in them and for making such a profound difference in our community. We are forever grateful.’

Henry Chitsenga (Founder, Such Hope)

Historical Fiction Competition

We are thrilled to share with you that Third Form pupil, Freya Vincent (Queen Anne) has won ‘best story’ in a prestigious national ‘Write your own Historical Fiction’ competition run by the Historical Association. Freya wrote a piece entitled The Disaster.

Judge Tony Bradman had this to say about her work: ‘An excellent, very well researched story - a real thriller that had me gripped from start to finish.’

This is a national competition which attracts a large number of entries and invites pupils from Year 5 to Third Form to demonstrate their historical and English fiction writing skills, Freya’s entry was submitted by the History Department. The Disaster is printed on page 18. Congratulations to Freya.

Learn Together Maths Lessons

Following the success of last year’s event, we were delighted to once again welcome parents to the Prep School for a ‘Learn Together’ Maths session. Parents were invited to join their children, from Reception Class through

to Year 6, for a Maths lesson with their child’s Maths teacher.

Pupils were learning about a wide variety of mathematical topics, from finding fact families in Year 2 to using bar models for addition and subtraction in Year 3. Parents visiting Years 4 and 5 were able to explore fractions using Cuisenaire Rods, whilst children in Year 6 were introduced to visual algebra. Parents were very complimentary, commenting how lovely it was to see their children in a classroom environment, interacting with the teacher and their peers.

It was a very productive and enjoyable morning, benefitting parents and pupils alike.

Second Form Trip to the Globe

The Second Form were lucky enough to visit the Globe Theatre in London to watch a performance of The Taming of the Shrew.

Prior to the performance, they all took part in exciting workshops in the Globe’s rehearsal rooms, exploring Shakespearean verse and how to express key elements of a scene.

The play itself was a novel, if surreal, production, using the conceit of a ‘play within a play’ and a travelling trope of actors.

Loaded with novel ideas, puppetry and abstract imagery this was a visually stimulating interpretation of the text and gave pupils much to ponder over. It was a pleasure to be in the beautiful and glorious wooden ‘O’ of the Globe, and a valuable experience for our young dramatists.

Create Your Future Exhibition

‘The Create Your Future exhibition at the ExCel Centre gave us the opportunity to visit an array of universities’ stands and understand more about the variety of futures available to us, within the creative industries. There were universities with courses on architecture, drama and everything in between. Among the stalls, there was a busking stand where many incredibly talented students from the universities showcased their skills.

I thoroughly enjoyed speaking to ambassadors from around the country - it opened my eyes to the amount of experiences available, and encouraged me to explore all further education options. By the time we left, we were full of inspiration and surrounded by complimentary tote bags!’

Coco Pierce Williams (Lower Sixth, Harcourt)

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RAG Week

From Netball to Nerf Guns, Target Football to Twister, and Sponge the Teacher to Splat the Rat, the whole School RAG Week was packed full of fun and philanthropy.

The RAG (Raising and Giving) Week was organised by our five Sixth Form Leadership Grant Holders - appointed from among twenty applicants in February - who were tasked with organising an event to serve the whole School community. A range of weird and wonderful stalls were planned for both the Prep and Senior Schools to enjoy throughout the week, raising money for Pebbles Project. The week of activities culminated in an assault course challenge and home clothes day on Friday. The event was a huge success, with over £2,000.00 raised for Pebbles Project, which works with children from farming communities to access education programmes and health, nutrition and social work services in areas across South Africa.

First Form Disco

Having had a successful transition to the Cokethorpe Senior School in the first half of the term, First Form celebrated with a disco.

Our fantastic Sixth Form students ensured there was dancing, a limbo competition and even a dance battle! The pupils had a fantastic evening - as did the staff; although their dance moves need a little more polish - and the pastoral progress they have made was a joy to see as they danced the night away with friends both old and new.

Mr Uglow, focused on how parents can support their children in ensuring they have the right conditions to support effective revision. Miss Dodson, Head of Learning and Teaching, focused on effective revision – encouraging parents to support their children in moving away from passive approaches. Children sit exams at a difficult time developmentally, so Mrs Smith’s talk on ‘understanding the teenage brain’ was especially helpful in exploring why children behave the way they do – and identifying how parents can respond in ways that are constructive. The event was very well received, and we look forward to running similar workshops in the future.

Year 3 Volcanoes

CPFA Fireworks Extravaganza

The CPFA Fireworks Extravaganza certainly lived up to its name, as over 1,200 visitors descended on the Cokethorpe site to enjoy a night of explosive fun. Friends and families huddled together warming themselves with mulled wine and hot chocolate, with the smell of hotdogs and chilli wafting through the air, provided by our amazing Catering Department.

The ‘oohs’ and ‘aahs’ did not stop at the fireworks, with children and adults alike enjoying the array of stalls and fairground rides, not least the blazing bonfire roaring in the background. The grand finale did not disappoint, as the dazzling firework display lit up the sky around the Mansion House in a kaleidoscope of colour, all impeccably timed to the musical soundtrack. Many thanks to our CPFA for organising such a spectacular event.

Parent Workshop

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Over 80 parents joined us for our workshop entitled ‘How to help your child navigate the exam years’ in the Sixth Form Centre.

The evening comprised of three presentations. The Director of Studies,

attended four full-length Sixth Form taster lessons (which they had chosen in advance); for many, this was a chance to try subjects that they have yet to study (for example, Psychology and Philosophy). In addition, the pupils enjoyed various enrichment elements: a wonderful lecture given by Alex Hibbert, Polar Explorer, about an unexpected winter in Greenland; and a carousel of talks and skills workshops. An enjoyable, challenging and illuminating day was had by all.

Sixth Form Taster Day

On Tuesday 15 October, all pupils in the Fifth Form were given the opportunity to sample the Sixth Form experience. The pupils

Year 3 had a blast testing out their magnificent handmade volcanoes this week. After learning about magma chambers, eruptions and pyroclastic flows, pupils were ready for an explosive test run. Vinegar and bicarbonate of soda were a surefire way to create the best eruptions. Year 3 are sure to be Geography rock stars with their new found love of volcanoes.

Third Form ‘Film in a Day’

Third Form pupils came together for an exciting experience in film production. The day was designed to teach them how to plan, edit, and produce a short film within a single day.

The pupils were divided into teams, each tasked with creating a short film. They were provided with specific content material that had to be included in their films, ensuring a creative yet structured approach to their projects.

The highlight of the day was the guidance provided by professional actors who have worked with renowned stars such as Tom Cruise and Eddie Redmayne. These experts shared valuable insights and tricks of the trade, covering aspects from acting techniques to behind-thescenes production secrets. The Third Form Film Production Day was a resounding success and inspired many to consider careers in the film industry in the future.

We then gathered back at the main building where we had a Q&A with all the guides about student life.’

Adam Asplundh (Lower Sixth, Gascoigne)

English Theatre Trip to see Othello

Year 4 Trip to the Living Rainforest

Our Year 4 pupils had an unforgettable adventure at the Living Rainforest in Newbury.

The excitement was palpable as they stepped into the lush, vibrant environment, feeling as if they had been transported to a real rainforest.

The pupils were thrilled to see a variety of fascinating animals up close, including snakes, tarantulas, and even a sloth. The pupils were captivated by the diverse plant life and the unique ecosystem. They eagerly participated in a guided tour, learning about the importance of rainforests and the need for conservation. The trip complemented not only their work on rainforests in Geography lessons but also connects to their class text – The Explorer.

Cokethorpe Woodwork Award

Year 1 have been learning about the history of the Scouts. Pupils have been working on achieving their own ‘Cokethorpe Woodwork Award’ by making wooden bird boxes.

They have been busy working on their bird boxes in the Senior School DT workshop.

They then installed these in a local churchyard to support bird life in the environment.

Lower Sixth Trip to Cardiff University

‘Lower Sixth students visited Cardiff University to learn more about university life. On arrival, we headed to a lecture theatre where we heard a talk entitled ‘Going to HE’. In the talk, the discussion centred around what we should consider when looking at universities, as well as offering more generalised advice around what we should look to be doing over the next two years to help us with our decision and applications. We then split into smaller groups and were taken on a guided tour by current students at the University.

They took us around the University whilst answering any questions we had as we went.

‘On Monday 14 October, six Fifth Form pupils and twelve Sixth Form English Literature students went to see the first night of the Royal Shakespeare Company’s production of Othello. Pupils were drawn into this tale of jealousy and betrayal, which climaxes in several deaths – as is to be expected from a tragedy. For the Sixth Formers currently studying A Level English Literature, it was a perfect opportunity to develop a deeper understanding of their text. For Fifth Formers, it was an even better opportunity to draw parallels with their current text Macbeth, and develop a deeper understanding of Shakespeare’s vision of human nature.

I particularly liked the way the director used the contrast of light and dark to emphasise the breakdown of sense during the fight scenes.

Overall, the evening was very successful and thoroughly enjoyed by all.’

Evie Walker (Fifth Form, Swift)

National Schools Kayaking Championships On Sunday 17 November, eight pupils proudly represented Cokethorpe School at the National Schools Kayaking Championships in Surrey. This prestigious event featured both a sprint regatta and a challenging marathon race. Our teams entered two ladies’ crews and two men’s crews in the Novice category, showcasing remarkable skill and determination. A standout performance from Emma Campbell (Lower Sixth, Vanbrugh) and Alice Lines (Lower Sixth, Swift) earned them the Ladies Marathon Trophy, along with the Ladies Marathon Team Trophy, thanks to the combined efforts of Serafina Conlon-Sangster (Fifth Form, Queen Anne) and Evie Walker (Fifth Form, Swift). In the men’s Novice category, Ben Picking (Fourth Form, Vanbrugh) and Joel Drake (Fourth Form, Swift) demonstrated exceptional resilience, narrowly missing out on third place in the 500m sprint by just one second after a fiercely contested race.

CPFA Christmas Fair

The CPFA Christmas Fair was in full festive swing. The Catering Department had all the winter treats covered, offering delicious food options and warming winter drinks to keep everyone cosy while they shopped.

The Hall was buzzing with nearly 30 stalls, each brimming with beautiful crafts, unique gifts, and plenty of holiday cheer. While visitors enjoyed browsing, the talented Prep Choir filled the air with Christmas carols, adding to the ambience. Prep School pupils had the chance to watch a Christmas movie and meet Father Christmas in the Mansion House - giving parents some well-deserved shopping time without interruption.

Many thanks to Mrs Beechey and the whole of the CPFA for putting together another fantastic event, packed with festive joy.

A Level Drama Trip to the Barbican

A Level Drama students travelled to the Barbican Theatre, London on Thursday 7 November to see Emma Rice’s vivacious interpretation of The Buddha of Suburbia.

Adapted from Hanif Kureishi’s novel, the play follows the formative years of Karim, a bisexual, mixed heritage teenager from South London. It balanced the serious topics of racism, class, identity and immigration with a fast-paced, highly energetic delivery from the cast, supported by a fantastic 1970’s soundtrack. The production was a playful, often hilarious, display of joyful theatricality, which the students thoroughly enjoyed. It also served as a reminder that many of the issues Kureishi brought to light in his novel remain all too pertinent today.

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ESU Debating Competition

The Debating team, comprising Adam Asplundh (Lower Sixth, Gascoigne), Evie Walker (Fifth Form, Swift), and Eylül Kaban (Fourth Form, Swift) took part in the English Speaking Union Schools’ Mace competition, opposing the motion that this House would ban the use of facial recognition technology in public spaces. The team delivered an accomplished performance in what was their first formal debating competition but, with only two teams from the six taking part in the competition progressing to the next round, and up against experienced teams including last year’s national champions, Cokethorpe did not progress to the next round. However, the team should be very proud of their hard work, dedication and persuasive performance.

St Cecilia Concert

What does Bach have in common with jazz legend Sonny Rollins? Or Tchaikovsky (he of the awesome arabesques) with ‘60s Geordie rockers The Animals? On paper, perhaps, nothing much, but in the wonderful world of Music at Cokethorpe they were all featured in the fabulous evening of music-making that was the St Cecilia Concert 2024. Nearly 100 musicians, from eight to eighteen (and just a little beyond that if we include the staff!) took part in an all-encompassing tour through musical history that delighted and astonished the audience in equal measure. To hear the Clarinet Choir’s pristine Mozart alongside the Rock Band’s ice-cool House of the Rising Sun; to see an Upper Sixth pianist duet with a First Former; to witness twenty Second Form musicians, only one year into learning their instruments, join together to play as a real orchestra: all of these go to show how exciting and egalitarian music-making can be, and why every student should want to be involved in it.

In Beijing, they marvelled at iconic modern landmarks like Tiananmen Square and the Bird’s Nest Stadium, before stepping back in time to ancient wonders like the Forbidden City, the Summer Palace, and the Temple of Heaven. They finished their Beijing experience with a hike on the Great Wall of China, one of the Seven New Wonders of the World. on the ‘three Rs’ (reading, writing, and arithmetic), used an abacus for calculations, and learned about the importance of staying in school, even reciting a prayer to Queen Victoria herself. This immersive experience gave them a unique and engaging perspective on history, making it a memorable and educational day for everyone involved.

Bookbuzz

At the heart of our School’s dedication to nurturing a love for reading, First Form pupils have once again embraced the excitement of the Book Trust’s national Bookbuzz scheme - an initiative designed to ignite a passion for books in young readers. Before the half term break, our pupils had the thrilling opportunity to hear from the authors behind this year’s collection of thirteen captivating titles.

They explored these books firsthand, eagerly flipping through the pages before making their choice of the one they wanted to take home and treasure. Then the moment they had all been waiting for finally arrived. With their chosen titles in hand, pupils have been diving into their new stories during Library lessons, ready to embark on their next literary adventure!

Next, it was off to Pingyao, an ancient walled city dating back to the Ming dynasty, where pupils explored temples, banks, and the old city walls. The final leg of the journey took them to Xi’an, home to the famous Terracotta Army, where they learned about the ancient tomb and its army of life-sized soldiers guarding the first emperor’s afterlife.

Crawford Relay

The Crawford Relay was a whirlwind of excitement, energy, and friendly rivalry. As the Houses lined up, each determined to bring home the victory, the air was electric with anticipation, and the sound of cheering filled the School grounds. There were impressive individual performances, as well as some exceptional teamwork from the Houses. It was hard to look past the powerhouse that is Harcourt who were dominant in the early rounds, but Swift, as ever, were building momentum and looked to have a foothold in the race. Gascoigne’s endless energy brought the crowd to rapturous applause but, in the end, it was Queen Anne who were just too strong for the competition and charged to victory.

Year 5 Living Museum Trip

Year 5 had an incredible journey back in time during their visit to The Living Museum.

Pupils delved into the Victorian era, experiencing first-hand what life was like in a village school of that time. They dressed in period costumes, practised writing on chalk slates, and even participated in traditional Victorian classroom activities. They focused

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Art Trip to Barcelona Trip to China

During the half term break, Fifth and Sixth Form pupils embarked on an unforgettable adventure to China, exploring the country’s rich history over eight action-packed days.

During the October half term, Fifth Form and Upper Sixth Art and Textiles pupils embarked on an unforgettable artistic adventure to Barcelona, the heart of Spanish surrealism and creativity. Their journey began at the Museum

D’Art Contemporani, where they explored giant sculptures and immersive rooms that made them see art as a boundless, surreal space. Next, they visited the iconic Fundació Joan Miró, diving into the bold, minimalist world of the rebellious artist.

A highlight of the trip was the awe-inspiring Sagrada Familia, Antoni Gaudí’s masterpiece.

With its eighteen towering spires and breathtaking stained-glass light, this still unfinished cathedral left everyone in awe.

The adventure continued at Parc Güell, where pupils sketched the park’s flowing, organic shapes under the bright Barcelona sun.

This trip was a perfect mix of art, history, and culture, leaving everyone inspired and with memories that will last a lifetime.

Harvest Festival

Parents were invited to watch the Pre-Prep perform their heart-warming Harvest Festival: the perfect blend of fun, learning, and giving back.

Reception Class kicked things off with a charming retelling of the classic story of The Little Red Hen, complete with plenty of enthusiasm and some adorable performances.

Year 1 followed up with a delightful presentation about apple juice, sharing the process of how apples go from tree to tasty drink - after tasting some freshly made juice themselves earlier in the week. Meanwhile, Year 2 brought the audience into the world of nature with a beautifully recited poem about growing and harvesting sunflowers.

half term, which began with a guided tour of Naples. Pupils had the opportunity to explore the incredible treasures at the Naples Archaeological Museum, including stunning mosaics from Pompeii and the famous Farnese collection of sculptures.

The group explored Pompeii, Herculaneum, and the jaw-dropping Amalfi Coast.

Wandering through the ancient towns buried

by Mount Vesuvius in 79 AD, pupils marvelled at the ruins of forums, houses, baths, and temples, feeling like they had stepped into a world 2,000 years old. In Rome, the group strolled through the winding streets, visited the Spanish Steps, and enjoyed gelato at the Trevi Fountain. As night fell, they gazed up at the Pantheon, a perfectly preserved temple now used as a church. The Roman Forum, the Capitoline Museum, and the ancient port of Ostia followed, then to top it all off, they took an elevator to the top of the Vittorio Emanuele monument for a breath-taking view of Rome.

Sixth Form Christmas Dinner

In the spirit of community and kindness, the pupils of the Prep School had also been collecting food donations throughout the week for the Trussell Trust Witney Food Bank.

Our Prep School Captains and Vice Captains made a special trip to the food bank to deliver the generous contributions, which were gratefully received. It was a touching reminder of how small acts of kindness can make a big difference in our local community.

The Sixth Form annual Christmas Dinner was a night packed full of Christmas camaraderie.

This year, the theme was ‘Hollywood’ and students arrived in the customary fancy dress inspired by iconic films. The Christmas feast did not disappoint, with a traditional spread that made everyone feel extra festive. The evening also featured a quiz, masterminded

by Isabella Davies (Upper Sixth, Harcourt) that had everyone putting their knowledge to the test. The charity for the evening was the South Africa Dogs Trust, nominated by the Sixth Form students themselves.

Trip to Pompeii

Carol Services

A group of Senior School Classicists embarked on an Italian adventure during the

St Mary’s Church was awash with angelic and beautiful music as Cokethorpe celebrated its two Christmas Carol Services. The Senior

and Prep Chamber Choirs were on stunning form, with both congregations being treated to glorious and moving singing.

Intonation, musicality and unwavering commitment and dedication were all in abundance from every single singer, right from the first solo to Once in Royal David’s City. The occasion was additionally enhanced by brass accompaniment for the congregational carols – what a joyful noise and festive spirit there was!

My thanks and congratulations to everyone involved.

Business Breakfast

On Friday 20 September, the School hosted more than 140 representatives from local businesses at its latest Business Community networking breakfast. The event, centred around the theme of ‘Leadership and the Power of Partnership’, featured global award-winning author and CEO of Performance Works International, Jeremy Blain, and Andy Cato, award-winning co-founder of Wildfarmed and former member of the electronic duo Groove Armada.

Kicking off the event, Mr Blain provided a thought-provoking insight: ‘Leading today requires agility, the ability to think on your feet, and the courage to make decisions in real-time. Leaders must grow comfortable with discomfort and be willing to embrace the challenges of a steep learning curve.’

Following Blain’s remarks, Andy Cato shared his personal story of transitioning from a music career to becoming a first-time farmer.

His venture into regenerative agriculture not only required him to navigate a sharp learning curve but also to build a cohort of farmers dedicated to reshaping the UK food system.

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SOCIETY We spoke to Katie Buckley (OC 2014, Harcourt) about the release of her first novel, Hero, and shared some memories of her time at Cokethorpe.

Congratulations on the imminent release of your first novel. Can you tell us about it?

The book, which comes out in January, is called Hero.

The book is named after the protagonist and follows the story of a young waitress called Hero. She lives in a tiny apartment with her boyfriend, who then proposes to her. Hero struggles with this, as she is a very ambitious person, and is fairly sure that she never wants to be anybody’s wife. He gives her a week to decide whether she wants to marry him, so she writes him a story, which is what we then read.

The book is inspired and based on a lot of myths, well known myths like The Odyssey, and more cultural myths about women and what women want. It looks at how women play a lot of roles in their lives, and it can be very difficult to find yourself within the margins of all those different roles.

What inspired you to write the book in the first place?

I think some of it was from coming of age in my early twenties and feeling the image of myself change against societal expectations of what women are like. I really love myths and folk tales and was inspired by my work at university looking at myths and archetypes of femininity, which I think I, in my life, have felt constrained by.

Where did your passion for writing come from?

When I was growing up my mum was a librarian and later worked at Waterstones bookshop, so I grew up in a house filled with books. The greatest joy in my life is reading, which is definitely because of my mum.

Did any Cokethorpe teachers have a significant impact on your time at the School?

Lots of them! I had one particular moment at Cokethorpe which still stands out to me. I was in the Sixth Form, and we were asked to write a short story, Miss Jackson held me back after class and said ‘this is very good, you could really do this’. That was so encouraging and empowering. Miss Ringham and Mr Walwyn were also both very supportive to me. The English and Drama Departments were such happy and safe spaces for me to be in, which for a young person, is such a gift.

Can you share any favourite and happy memories from School?

I loved School, and I think that because of that and because I had such great teachers, it turned me into someone who loved university and loved doing a Master’s degree. I view learning environments as happy places to be, and that is absolutely because of the experience that I had at Cokethorpe.

One vivid memory I have is when I was studying for my A Levels.

We were allowed to self-direct our studies, so we could study where

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we wanted. It was a beautiful summer’s day, and I remember getting a coffee from the coffee shop and sitting quietly in the grass studying, it was blissful.

It was a great way to prepare us for university as we learnt to manage our own work.

What advice would you give to any of our current pupils who are interested in a writing or creative writing career?

Read and practise. Read as much as you can. We can think of writers as being prodigies, that they just sit there and the words come to them. I believe writing is a lot more like carpentry, you need the right tools, and you learn from seeing and doing. Writing is a skill, the more you do it, the better you get.

Practise writing. I have written every day since I was 20 years old. Those early years my writing was appalling but if I had not gone through those years, I would not have learnt what I have to be able to write Hero.

Can you offer any career advice that helped you on your journey from School to where you are now?

This might sound crazy but get a job when you are at university! It is demanding work to balance a job whilst studying but I learnt skills that I could use later in life, such as task management and talking to lots of different people. When I then started applying for jobs after my degree, I was able to call on my experiences and demonstrate that. Talking to people teaches you a lot and gives you ‘real world’ experiences that can be invaluable in later life.

How long did it take for you to write Hero and what has surprised you the most about the process of publishing a book?

It took me nine months to write the first draft, then three years to edit it!

So aside from how long it has taken, how much it matters to me whether people love it. It also feels a little surreal to me that the book is now an object in itself which someone could be reading in a room without me there, rather than just existing in my head.

What are your future plans?

Now Hero is out there, she is living her life, I will write another book but that’s under wraps for now. I will keep writing and hope to get better and better. I am looking forward to starting a new novel, the first draft is the fun bit.

When can we buy our copy of Hero?

Hero is published by Tinderpress, Hachette UK. It will be released on Thursday January 30 2025. Available in all good bookshops!

DEVELOPMENT Music Matters: Shaun McHugh (OC 1976, Swift) on his days at Cokethorpe and giving back Can you share with us some of your memories of Cokethorpe?

The word that comes to mind is adaptability. It was quite a different place in my day – as with so many of our independent schools in the UK at their founding, Cokethorpe was sited in a building that was never meant to be a school, with stable blocks and so on. I recall spending a lot of time in the cellars – not playing truant or looking for hidden wine or anything! Back then, the low, arched chambers of the cellar were our common room. We would study there between lessons. I was always struck by the Corinthian Room; it is such a special space and probably one of the only areas of the School which has remained largely as it was when I attended Cokethorpe. That and the shrill call of the peacocks wandering the grounds.

The School today is substantially larger than it was back then, physically and in numbers. The lessons almost felt like tutoring at times. I remember the Bell Tower’s old bell used to ring out to mark the end of each lesson – with a roster of younger pupils taking turns to ring the bell each time. I imagine that has long since stopped now!

Has that adaptability stayed with you in your career and later life?

There was an element of getting on with things, certainly. The School was something of a melting pot as well; there were boys – it was all boys then – from all walks of life. You learned how to muck along and really get on with people with all sorts of experiences and viewpoints.

It was informative and beneficial socially and professionally, absolutely.

The School cultivated a ‘can do’ attitude.

And where did your career take you?

All over, as a matter of fact – I was a commercial airline pilot for the majority of my career! When I left Cokethorpe I went and worked on a ranch in Texas, USA. I had to have a year’s practical experience on a farm to do the course I wanted to do at university, but they weren’t worried about where that was and I just thought ‘why not’? There was a little naivety on my part – there were some things about life out there I was not aware of before I started which made it quite a tough existence – the number of rattlesnakes I would encounter coming from rural England wasn’t something I had bargained for! Alongside ranching we grew Alfalfa and other crops. I remember we would stand on a trailer and stack the hay bales up with hooks and long gloves; we used them because it was more common than you’d imagine to have an angry rattler come flying out of the bale at you which hadn’t much enjoyed its trip through the bailer! It was quite an experience but not one I would change looking back.

At the time I used to get away from things by investing almost all my wages in taking flying lessons in the USA. When I came back, I went to the University of Wales in Bangor and did a degree in Agriculture.

Having gained a scholarship provided for me by the Royal Air Force, I was part of the university air squadron down in Cardiff at RAF St Athan for three years.

Coming out of university, the economy was not in a fantastic place and there were next to no jobs available, especially in aviation. You had to take whatever you could find. I worked in agriculture for a spell, where I continued to invest everything I earned supplementing my flying qualifications. I was then able to make the leap into commercial aviation.

I flew with three airlines, ending my career with British Airways.

Did you maintain your connection with the School?

I had quite a few contemporaries who I had stayed in touch with over the years, several of whom had remained living locally. Perhaps six or seven years ago, one of them asked if I was coming to the Reunion Dinner; I decided to go along and reconnected with quite a few people, including Peter Green who had been the Master of Cricket in my time among other things. When Peter ran the sports fundraising campaign a year or so ago, I was only too happy to give something back.

And you have since kindly made a contribution to the Music programme?

Cokethorpe is one of those places that always has so much going on; there are any number of things one could choose to support and I was interested in continuing to do so. The seed had actually been planted for supporting music by purchasing instruments when we did something similar for my father’s old school in the west of Ireland. It is something that provides tangible benefit to a lot of people. For me personally, that felt more impactful and lasting.

To borrow a phrase from a friend of mine, it is much more satisfying to give something with a warm hand than a cold one. That sense of a living legacy is a powerful one – the opportunity to do something that is meaningful and will enrich the lives of others, particularly somewhere like Cokethorpe where the gift is really felt and used well. It is something I hope more alumni will join me in experiencing.

What is next for y0u?

I recently had the opportunity to speak with someone who runs a local air cadets squadron. The access they had available to gain experience in the air had scaled back. I would like to see more ways of inspiring young people to consider a career in aviation – an area we are very good at in this country. One thought might be to look at a flight simulator.

If the pupils are enthusiastic as well, I am encouraged we can get something off the ground together, as it were!

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STAFF NEWS Congratulations

Congratulations to Mrs M Cooper who gained a Distinction in her MSc from Oxford in Teaching and Learning.

Births

Congratulations to Head of Marketing, Mr W Griffiths and his wife Louise, on the birth of their son Sebastian Alexander Henry, born on Tuesday 1 October, weighing 6lb 10oz.

Congratulations to Cleaner, Mrs E Woodcock, and her husband Jake on their birth of their son, Otis Samuel, born on Friday 4 October, weighing 6lb 15oz.

Welcomes

Welcome to Mrs N Cammack who joined us as a Governor this year.

Miss H Bullock -Teacher of DT Mr D Hayden - Teacher of Business Studies Mrs S Lacorie - French Language Assistant Mrs J Miller - EAL Tutor Mr T Phillips - Teacher of Mathematics Mrs E Riman - Learning Support Teacher Ms P Torbrand - Teacher of Psychology Mr B Watson - Assistant Director of Music

Farewells

Mr E Bosse -Teacher of Mathematics Mrs R Gunn - Governor Mr W Horton - Teacher of Science Ms J James - Deputy Head of Prep School Mrs Z Lamb - Teacher of PE Mrs M Marchbank - Learning Support Teacher Mrs V Mersh - Learning Support Teacher Ms M Taylor - Teacher of Art

A Royal Appointment We are delighted to congratulate Ms Wynne, Director of Development at Cokethorpe School, who has had her MBE conferred by King Charles for outstanding contributions to heritage, charity, and the ‘Remember Me’ project at St Paul’s Cathedral.

With over 30 years of international experience, Ms Wynne has raised over £260m for the not-for-profit sector. She continues to drive Cokethorpe’s ambitious Transformational Campaign, a multi-million-pound initiative.

In the next edition...

a focus on... Community

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The Ocellus has been printed on Carbon Balanced paper.

This will create 30.25 square feet of new Native Woodland here in the UK, and will capture 113 kilograms of CO2.