The Exonian - 2022

Sitting down to write this, the distant echoes of a cricket ball being dispatched to the ropes battling with the excited chatter of ideas for house dance and Mr Latimer’s dulcet tones floating out of his open windows, there is an undeniable sense of a school settled back into its groove. Exciting summer trips abroad to far-flung places; the munching of scones at the new parents’ afternoon; even the nervous buzz of exam talk – it’s great to be back. As an editorial team, we’re pretty proud of this year’s Exonian and genuinely hope you enjoy the breadth of articles this time around; ranging from interviews with fascinating personalities to insightful opinion pieces from our sixth form to a review of the stunning productions this year, it should have something for everyone.

Ed Seaton-Burn Editor

As ever, this edition of The Exonian would not be possible without the hard work of a range of collaborators. Thanks goes to each of our contributors, our proof-readers and editors, and most of all, the brilliant pupils and staff who give us so much to write about.

Amber Moeller

Ciara MorrisBen Barratt

Isabelle Bill

Evie MurrayAris Chauhan-Barker

Joanna ReynoldsLewis Hussey

Kit Rush

Alex James

Nathan Rodney-Jones

Charlotte Knowles

The Exeter School Magazine Editorial Team 2021-22

Welcome from the Heads

As the clouds of covid have lifted, this year has allowed me to really see Exeter School blossoming in its full glory and, without doubt, the return to a full enrichment programme of activities for pupils beyond the timetable has been a real treat. You will all know that the character of an Exonian is formed and polished by their participation in so many opportunities on the sports field, in the drama and music performance spaces, in clubs and societies, and in the outdoors. This diversity of opportunity can be termed, broadly, character education and is a particular passion of mine. I hope that you enjoy the chance to read in this edition of The Exonian about all the fabulous things that our pupils have been up to, whether that is in their intellectual, moral, performance or civic pursuits; this is what makes every Exonian journey a unique one, and what ensures, I hope, that these journeys are remembered for life.

Our pupils should be proud of all they have achieved this year – and in particular the resilience and determination that they have shown as they have bounced back from two very challenging years of pandemic. This edition is very much a celebration of ‘business as usual’ at Exeter School – and what a wonderful business it is!

It is a credit to our fabulous staff team, and the support provided by our parent body, that our pupils achieve so much, and I thank them for their ongoing contributions and energy in helping their children to thrive.

Ms Simpson

It finally feels like we are back to normal and as I finish my third year as headmistress of Exeter Junior School the buzz and excitement is back in the air with the school finally firing on all cylinders.

I am constantly in awe of our amazing pupils, as they relish the chance to try something new without fear or hesitation but with open arms; willing to give things a go with their inquisitive minds like sponges soaking up everything around them. I’m so appreciative of our staff who are constantly thinking of ways to ignite the flame of excitement in their lessons so that the pupils leave wanting more.

The past two years have been challenging for all but I am so very proud of how the pupils have come out the other side with smiles on their faces and even more of a desire to succeed both in the classroom and outside.

I do hope that you enjoy reading this edition of The Exonian where the celebrations of what the pupils have achieved over the year are there for all to read and memories to keep for a lifetime.

As always, thank you to the pupils for making every day a joy to come to work, the fabulous staff and the parents who support and trust Exeter School in all that we do – a school community like no other.

Mrs van Schalkwyk

TRIPS AND TOURS

Canadian Capers: Sports Tour 2022

Excitement and anticipation reached fever pitch by the end of term for the first overseas tour since the pandemic.

by ALEX JAMES, PHOEBE JERREAT, JEREMY NEWMAN, RILEY GRIFFITH

After a 4am departure from school and following an eight hour flight from London Heathrow, a group of 40 students plus six staff arrived at Toronto Pearson Airport. From there, the tour went from strength to strength: the beauty of the Niagara falls made up for the early start, whilst time spent exploring Toronto, including the Hockey Hall of Fame and the staggering views from the CN Tower, was well-spent indeed. The visit to Calgary, cowboy country, was a real highlight, including the infamous Calgary Stampede event. The Stampede itself lasted around two and a half hours on the day (the whole thing goes on for a matter of weeks) and we witnessed incredible displays of horsemanship and daring feats from men, women and even children fighting to stay on the backs of furiously bucking and reeling bulls. That evening saw a pleasant drive into the Rockies; they would grace us with their awesome and magnificent presence for the next couple of days. From there,

our tour made stops in Banff, Kamloops and Lake Louise, all of which had amazing views and sights to see. We ended our drive in Victoria, a stunning city right on the waterfront where orcas and humpbacks swam unsettlingly close by.

Aside from the incredible cultural experiences, plenty of high-quality sport was played. The girls’ hockey and netball teams played eight matches against regional teams across Canada. With only 14 girls on tour everyone stepped up to get involved in both sports, some even playing for the first time. The improvements from the whole team were noticeable, without our game improving as we trained and played more matches. We may not have had the greatest success with the hockey results but one of the highlights for the whole team was winning our last two netball matches (plus the ‘entertaining’ karaoke on the bus home…).

A special thing about sport on tour is the people you meet and play against, starting with competitive game faces as you

play but then chatting to them after and seeing what their lives are like in Canada is also an important part. Rugby-wise, the boys had arrived in Canada unsure of what they were going to face, only having some questionable stereotypes for reference. The first game against Oakville was a welcome challenge and a good example of the physicality that we were going to have to overcome for the remainder of our matches. The game came with a slight mix-up that saw the boys facing an U19 provincial side of what was essentially (hairy) men. Despite the score line the boys showed a lot of heart and set us up well for the remaining games. In Calgary we gained our first win, in which we noticed the hard work put in the at the start of the tour pay off (followed by a great time in the clubhouse after!). The final two games in Victoria and Vancouver saw two convincing wins where the boys started to gel as a team and continue to develop the tactics and skills we had worked hard on throughout the tour. Our ultimate, winning tour was a fitting send off for the Upper Sixth who were leaving us, as well as Mr Willson, after his 17 years as the first team coach. It was only whilst we were out there that we realised how difficult it must have been to manage 40 teenagers, 24 hours a day for 16 days in a foreign country, so well done and thank you again to Mr Willson and all of the staff, including the departing Miss Lunn too.

Costa del Maresme and Barcelona: Music Tour 2022

Music, Maresme, Museums, Mamma Mia…

by CIARA MORRIS

Having packed suitcases and instruments into a coach for a second – and more successful – time, we departed from Exeter school on Monday morning. In true music tour fashion we passed the time with an endless playlist booming from the back of the bus and movie screenings – my favourite being the Mamma Mia sing-along!

The tour was an amalgamation of action-packed days and music-filled evenings. Our excursions were led by the inexhaustible and effervescent Victor, who led our group around the serene medieval town of Girona, in which we learned about the different pronunciation of ‘Gracias’ – a soft ‘c’ in Catalonia as opposed to ‘th’ – and the history of the Jewish quarter. Victor showed us the Dali Museum in Figueres, constructed in a surrealist style as Dali had intended; themes such as red lines and women’s bodies compartmentalised into drawers were arranged in a dreamlike, erratic sequence within the building and the exterior was a piece of artwork too. The huge eggs which crowned its roof

were particularly impressive. Our outings were not without challenges, including a fresh layer of sun burn after the day at the water park, a character-building three hour queue for the fastest rollercoaster in Spain, and – embarrassingly – my friends and I got lost in Las Ramblas. However, there was always occasion for laughter and a learning curve.

Visiting La Sagrada Familia was my favourite activity, not just because one of the angels on the Christmas-themed facade of the building was playing the bassoon - the instrument I play - but because it is such a marvellous, ever-developing piece of art. The array of rainbow hues and the sound of ‘Ave Maria’ delighted our senses as we walked around the building and, among the highest of the windows, were music-stave-shaped choir stalls complete with music note ornamentation - a fitting reminder that music is at the core of creativity and, indeed, our tour.

Our concerts were undoubtedly highlights of the tour. To play in Peralada in harmony with a host of birds in the dusk-darkened sky above was a moving experience (when they

weren’t relieving themselves, that is). Tourists and locals alike could enjoy our concerts because we had a team of talented translators; Evie Murray, Ben Reynolds, Otto Oldridge and Barnaby O'Brien introduced each piece in Spanish alternately with flair and confidence which they owe, in part, to their excellent teachers and the ever-encouraging Victor.

As the moon rose over the ocean in Malgrat de Mar, our home during the tour, I reflected on what had been my final performance with the jazz quartet, the choir, orchestra and, ultimately, with Exeter School altogether. I did so contentedly. It is not only the sounds and the scenery of the music tour which captivates everyone, but the sharing of the music that is so special. The celebratory cantation of ‘West Side Story’ would not have been so moving had it been sung by strangers; it had meaning because we were all sharing our passion for music and our enjoyment of a tour which, for many of us, would be our last.

If you have considered going on the music tour before but you couldn’t decide whether to, I hope reading this has made the decision a little easier. After all, what can be more fun than a week of sun, singing and socialising?

Junior School Trips

Junior school pupils loved their excursions during the sunny summer term, exploring what the superb Southwest has to offer.

by MR PIDWELL, MRS ROBINSON and MR CUNNINGHAM

EDEN PROJECT – THE RETURN

(How to survive when lost in the rainforest)

On Monday 25 April 2022, the Upper Two once again travelled to Cornwall to the world-famous Eden Project. After a break of two years, it was great to visit again. The weather was cool but sunny and the centre was inspiring. After discovering how the project was built, the children explored the education area and the Mediterranean Dome. After lunch the pupils were divided into tribes and had to work out how they could survive in the rainforest without any equipment. Each tribe then entered the Tropical Dome and noted which plants would be useful for food, water, shelter and medicine. To distinguish themselves, each tribe painted their faces with their chosen tribal emblem. At the end, the children performed a presentation of the different plants they had learned about and the techniques for survival they had learnt.

I was very proud of the children’s intelligent questions and excellent behaviour on such a long day. Their level of focus and enthusiasm was exemplary. Move over Bear Grylls!

UPPER TWO – LULWORTH COVE

Upper Two pupils spent a wonderful sunny day at Lulworth Cove as part of their learning on the Jurassic Coast. The rangers at the Lulworth Heritage Centre spoke to the children about the threats to the Jurassic Coast before taking the group on a guided walk to view Stair Hole. At this point, the children completed field sketches of the coastal features they were observing, mesmerised by the cave and blowhole! As we explored Lulworth Cove, the children learnt about different rock types as well as how erosion occurs. During the afternoon, everyone made the steep walk to Durdle Door. It was a fantastic day, allowing the children to gain the relevant information they needed to develop their understanding of rocks, erosion and coastal threats.

OSMINGTON BAY

The Upper Two residential to Osmington Bay felt like it had been on the horizon for a long time, and finally on Friday 1 July we boarded the coach bound for a weekend of adventure and self-discovery. 63 children and seven nervous looking staff arrived just in time for lunch with the sun shining on our faces

and the breeze ruffling through our hair. Friday saw the pupils test their sights on the rifle shooting range and their nerve on the abseiling tower. We enjoyed a campfire in the evening with lots of fun, games and singing – until several of the pupils lost their voices. Expecting a few bumps in the night, the staff woke on Saturday morning having had a full night's sleep – unheard of on a school residential! Saturday began with the entire group boarding the coach to the Weymouth and Portland National Sailing academy for a spot of dragon boating. Unfortunately the weather was not quite on our side and the strong winds meant we couldn’t fully explore the harbour but the pupils became versed in ‘Paddle-tap’ and ‘Ayeaye Captain!’. After a hearty lunch we were straight back out onto activities, enjoying capture the flag, sports night and the nerve-wracking trapeze. On Sunday, we enjoyed orienteering and the year group favourite - giant swing. When reflecting on the weekend, Matilda Gaskill said: “We really enjoyed the activities this weekend; especially the trapeze and giant swing.” Both teachers and PGL staff were incredibly impressed by the pupils, who demonstrated many of the core values we pride ourselves on at Exeter School. Upon leaving, the tired but happy faces reflected on the fun had by all involved, with Charlie Reynolds remarking: “This was the best residential ever. The giant swing and trapeze were so exhilarating – they were everyone’s favourite activities!” It was a truly memorable weekend for all involved and was the perfect way to end their time at the junior school.

Crunch Time: Eating Disorder Awareness

by CIARA MORRIS

What do you think are the most common misconceptions about disordered eating?

I think that people seem to think disordered eating isn’t that serious, that it’s just a diet gone wrong. We probably have all experienced disordered eating or, at the very least, had disordered thoughts. Disordered eating means eating that is not normal but that doesn’t fit into any clear-cut eating disorder either. Disordered eating can mean several things from thinking white carbs are unhealthy, to fasting for hours on end, or being scared of eating non-organic food. Disordered eating left unchecked for a long time can then lead to an eating disorder.

Do you think that social media has a detrimental impact on how people perceive eating and diet culture?

Absolutely, although eating disorders existed well before that, as far back as the 17th century. Social media has definitely amplified cases of both eating disorders and disordered eating. The problem with social media is that the information isn’t checked. I frequently read inaccuracies about nutrition on Instagram. The What I Eat in a Day posts are most of the time questionable: either they are restrictive or they are more normal but the emphasis is still on calories as if the aim is to eat as much as possible for as few calories as possible.

In my view, this content fuels disordered eating because we can’t help comparing our own diets with those in the videos, making us feel inadequate.

On social media, it is easy to assume everyone is living a better life than you. However, we have to remember that what we see on social media is just curated snapshots in people’s lives, it’s not the whole truth.

As a friend, how could you help someone who is struggling with eating? I know that this can be an unapproachable and distressing subject at school.

That’s a very difficult question and I want to say that you can’t help: it’s not your job to do that. It’s difficult, because knowing what to say and not say is a bit of a minefield. I’ve seen EDs rippling like dominoes amongst friends and this is why I’m not keen on people helping each other out. If a friend of yours is struggling, talk to a member of staff. They have been trained to know what to do. What I think could be helpful, however, is to create a better environment at lunchtime around food. I’ve heard so many stories of people, not

just girls, just pushing salad around and making comments when others brought sandwiches or other foods deemed unhealthy. This is potentially damaging because people could start restricting for fear of being different. It can be really triggering for people in recovery who have been told to eat “normally”.

What’s the best way to cultivate a positive body image in an age when body dysmorphia is easy to be affected by?

I think you have to constantly remind yourself that most of what you see isn’t real: on TV, on social media, on magazines, on billboards; it’s all photoshopped. You can’t aim for something that isn’t real. What I try to tell myself and teach my clients is that our bodies are more than things to look at, they mainly enable us to do things. I like the quote by Tarryn Brumfitt who said “my body isn’t an ornament, it’s a vehicle for my dreams”. I recognise that my body has a few lumps and a bit of cellulite. I also know that I will never make the cover of Vogue but I think my body is great because it lets me run, jump, swim in the sea, belly laugh etc. It also grew two human beings and fed them for a few months and that’s quite cool. I can’t berate my body for not complying with impossible standards of beauty when it is doing all those extraordinary things. Ask five friends what they like about you: I bet you no one will mention your thigh gap, your abs or even your hair colour. What people really value is how you make them feel.

How can you tell if your relationship with food is becoming unhealthy? Food should be something you think about: you need to be organised and have food around. You need to shop, you need to think about what you want to eat and maybe also what you should be

We spoke to Anne Richardson, registered Nutritional Therapy Practitioner and founder of Crunch Nutrition, who has run informative sessions in school this year.

“Social media has definitely amplified cases of both eating disorders and disordered eating. The problem with social media is that the information isn’t checked.”

eating to make a balanced meal. When you find yourself constantly thinking about what you are going to eat, what you have eaten, what you should eat as a result, how to avoid eating, how to compensate for the food you have eaten, there most likely is a problem. If you find yourself taking hours to choose food in the supermarket or at a restaurant; when you become rigid about timings of food, types of food and then you get upset if things don’t go to plan, there’s probably something wrong.

How could parents help children who are struggling with eating? Talking is the most important thing from the start. Children who grow up in households where you can freely discuss anything are more likely to report having a problem and the earlier you report it, the easier it is to fix. What’s difficult for parents is that they often don’t understand EDs and they are scared for their child, so they often end up shouting or pleading for behaviours to stop but that won’t help. Another important thing for me is that parents should model good behaviour when it comes to both food and body image. It’s really common that I see young people whose parents are on some kind of crazy diet or who have been on a diet all their lives on and off. It’s not the parents’ faults, they are just people with their own desires and insecurities, but children internalise this. Finally, don’t be too obsessive about health. Even as a nutritionist, I don’t ban sugar. Labelling food as good or bad or giving food moral implications is quite a treacherous ground to tread. Eating lots of sugar all the time wouldn’t be good for your physical health and only eating unprocessed foods would undoubtedly be good for your body. However, from what I can see in clients growing up in a “healthy” household, this can come at a cost: bursting into tears because you have eaten some sugar, or avoiding social situations where you think the food isn’t going to be healthy doesn’t strike me as a sign of a good mental health. Being healthy to me means a healthy body and a healthy mind and to do that you need to avoid excesses and strike for some kind of balance.

Read more: https://www.crunchnutrition.co.uk/

Bidding Ben Bradshaw Goodbye

by ISABELLE BILL

Ben Bradshaw M.P. is a Labour politician who has been the Member of Parliament for Exeter since 1997; however, he recently announced his decision to step down at the next election. Over the last twenty-five years he has had a real impact on British politics, both locally and nationally. We were extremely fortunate to have him answer a few of our questions.

What made you decide to not stand in the next election?

I’ve been an MP for twenty-five years and, if I stood again at the next election, I could in theory be approaching seventy by the end of that parliament. I thought it was time to have a bit more time to myself, but also make space for the talent of the next generation to come through.

Over the last twenty years you have served under a number of Labour leaders: who is your favourite and why?

I got on extremely well with both Tony Blair and Gordon Brown – I think it’s fair to say that Tony Blair was the better leader and better Prime Minister – I think it would probably be Tony Blair. Jeremy Corbyn was a disaster and it was a real shame that he was ever the leader of the Labour Party. Ed Miliband was a nice guy but I don’t think he had what it takes to be Prime Minister, however, with Keir, we have a real prospect of getting back into government again.

Do you feel that the NHS in its current format is still fit for purpose, and if not, what reforms would you like to see in the future?

The NHS needs reform in some areas, but it also needs more investment and more staff. We have

a situation now where waiting times are back to where they were in the bad old days… And in many ways it’s worse because GP access and dental access now is so poor as well. I don’t see anything that the current government is doing is going to resolve this crisis.

What will you miss most about politics?

I’ll miss the contact with my constituents: my constituents feel like they know me and I feel that I have a responsibility to them and have been extremely touched by the experience of people coming up to me in the streets in Exeter, thanking me and wishing me all the best for the future and stopping to have a chat. I’ve had an incredible twenty-five years and it’s a huge privilege to have been able to represent Exeter and serve the people of Exeter for such a long time, and I shall certainly miss that.

Andrew Roberts: A Review of Expectations in History

In October 2021, we had the pleasure of interviewing Professor Andrew Roberts, an established historian and author most known for his best-selling biographies on Winston Churchill. Some of you may have even seen him in one of his history documentaries! In our virtual interview, we discussed his newest book on George III, and asked for some advice for any aspiring journalists, historians, or authors.

by LOTTE KNOWLES

How do you decide on ideas for your books?

Very often they come from other books you’ve written and during writing them you think ‘ah, that’s an interesting piece of evidence’, or there’s a whole area of new material, or something that springs from other things. So, when I was writing my biography of Napoleon, it dawned on me that George III was not this dreadful figure. I don’t always come up with the ideas for my books; in the past, my parents, my ex-wife, my present wife, my literary agent, my publisher and various friends have come up with ideas, and I’ve just gone along with them.

Are you hoping that the book will modify public perception to be much less critical?

I’m trying to persuade public opinion not to be just less critical but actually to admire George III, because there are lots of things to admire about him. He was a highly cultured man and a dutiful and hardworking monarch, and also, because we’ve now (thankfully) destigmatised mental illness in this country and in America, his madness is not going to be held against him in the same way that it has been for two hundred years or so.

Out of your works so far, whose era would you have liked to live in out of Napoleon, George III or Churchill? Am I allowed to have antibiotics? Good! In that case, the Georgian era. So long as I was relatively well-off, it would’ve been a fantastic time to have lived. I love the way they dressed – although I imagine wigs may be a bit scratchy and itchy – but otherwise that whole sense that the enlightenment was coming and

that the world was going to be a better place would’ve meant a great sense of possibility of exploration, of scientific advancement, and so on. But I would have to have antibiotics and gout pills.

What is the most fascinating aspect about history for you?

That is a broad question, but it’s always the same. It’s to try to transport yourself back in time – which, very obviously, time travel doesn’t exist and can’t,

Einstein has made that perfectly clear. However, in your own mind, you can do it, if only fleetingly and for specific moments, but that is still a thrill that lives with me now, half a century later. I love trying to go back in time.

As a historian and author, what advice would you have for aspiring pupils who want to pursue that career?

Don’t! There’s a lot of very hard work – there’s virtually no money in it. The three great dangers are penury, pedantry, and punditry, because you have to become a ‘pundit’ in order to pay the bills, so you have to go on newspapers, TV and radio and all of that kind of thing. It can be pretty soul-destroying, frankly. There was some extraordinary statistic about how half of all historians are virtually on the breadline, being paid £10,000 a year on average; you can’t get by on that. I’m afraid I’m very bearish about the whole industry. Now, if you can get into a university and not try and do it freelance, then I imagine life is pretty cushy, because you’ve virtually got tenure. So, I suppose my advice would be, unless you’ve got a private income, try and go through the academic route. If you ignore my advice completely, and make a success of it, then it is the best job in the world.

Which historical figure would you have liked to have met? Someone you could have a tea party with! Churchill. Easy. It’s pretty much Churchill every time. Partly because he was so funny (of course), partly because I’ve written a book which sold half-amillion copies, so as you can imagine, there are lots of questions I’d like to ask Churchill. I don’t suppose it would be

“The three great dangers are penury, pedantry, and punditry, because you have to become a ‘pundit’ in order to pay the bills, so you have to go on newspapers and TV and radio and all of that kind of thing, and it can be pretty souldestroying, frankly.”

a tea party with Winston Churchill; he drank and I’m known to occasionally drink too, and so it would be a proper dinner with lots of good claret.

Are there any historical figures you particularly dislike greatly and would love to have a shout at?

Yeah, dozens of them, actually. In every book I write I come across more people who I dislike. There are some people whose views and opinions I dislike, but I think that they themselves would probably be quite fun characters. And there are, of course, lots of people who I didn’t think much of for a long time, but the more I write about them the more I get to like them. So, if you spend three years with somebody, which is the average of what my books take to write, then you’re bound to change your mind about them occasionally, either to admire them more or less. You just have to be driven by the evidence and go for objectivity, and people’s characters change over their lives.

Aside from the advice you gave earlier, for anybody who is studying history, which area of history do you think is particularly important now that they have the opportunity as a historian?

There’s one area that’s coming up in importance that I am very interested in, that hasn’t been taken much notice of recently, and that’s battlefield technology. If you look at what the organisation ‘Waterloo Uncovered’ is doing at the battlefield of Waterloo, we’re actually getting new ideas about how that battle was fought from things that ‘Waterloo Uncovered’ is digging up: bullets, and shells, and batons. And so you can do lots of looking at archaeology from the air with sort-of lasers and infrared and technology that we didn’t have before. Some of these history podcasts are going gangbusters – it’s absolutely amazing! It’s an exciting time to be a historian.

Character Education

– A fascinating new initiative within Exeter School

We had the pleasure of sitting down with Ms Simpson to explore what her vision was for her introduction of character education, and what it may look like at Exeter School.

by ISABELLE BILL

If you could summarise for the readers, what exactly is character education?

Character education is essentially provision made available through uniformed and academic-affiliated organisations that seek to develop the character traits of young people and prepare them for life beyond school, shaping them to be flourishing individuals and contributing to society. Although it’s a programme at school, it’s not something you’d ever have to do an exam in; it’s what is referred to as the ‘co-curricular’ or ‘enrichment’ activities, which circulate the core academics. The theory goes that to have a full character, you have to develop these things called ‘virtues’ in four different areas – intellectual, moral, civic and performance – which is based on Aristotle, so there’s a bit of philosophy that sits beneath it all.

What is your argument against the idea that there is little evidence of character education being effective? It is hard to measure [where it is effective]! Research says that if you have a report card for character, that can be counterproductive because then all people do is try and get a high grade in the report rather than think about the overarching development of character. For me, the value comes in the quality of the contributions to society that people make when they leave school, perhaps by gaining a bit more of an understanding of being a good person. ‘Good’ is a word we underestimate sometimes – doing

something that’s very much focused on a particular virtue.

What will be the role of the new Assistant Head (Character)?

Ms Rose is joining us in September – I’m very excited about that, and I hope she is too! She’s going to be our character lead, and that means she’s going to be responsible for making sure that we have provision of all those various programmes, and there’s plenty of opportunities for everyone to get involved in a range of enrichment activities to help develop their character, and she’s going to be involved in a lot of partnership work with local schools and organisations, as well as being our inclusion and diversity lead, helping with PSHE, the assembly and pastoral programme and going to oversee school trips. So, she’s going to be quite a busy lady!

What are the implications of character education for world citizens?

Even in my lifetime – and I’m very young – I’ve felt that society has become much less concerned about other people and much more individualised, being much more selfish and focused on consumerism, and I think that’s very worrying. It would be lovely to think that by having some good moral virtues and good moral teaching and character development in school we could potentially encourage people to be more concerned about society in general and less concerned about ‘doing the best for me’.

Austistic and Proud

by JOANNA REYNOLDS

Iwant to raise awareness for autism. There are many stereotypes surrounding Autism Spectrum Disorder/Condition (ASD/C), some of which you may know. I hope that this article will help make the neurotypical people within our school more aware and tolerant, and those within school on the autism spectrum more confident. In particular I find it interesting that society does very little to raise awareness of autism — especially in April, which is Autism Awareness Month (with April 2nd being Autism Awareness Day). People on the autism spectrum shouldn’t have to suffer in an environment where they feel ashamed for part of their identity which they cannot help and is, in many ways, a real strength.

Facts from the myths: the stereotypes

There are many stereotypes about autism and those on the spectrum, and yet the whole point of autism is that people on the autism spectrum are different. Stereotyping us is counterproductive. One stereotype is that we don’t understand sarcasm or figures of speech since we always take things literally. While this may well be based in some evidence, it is important to remember that it won’t be the case for everyone. There is also an idea that only boys have autism, but nowadays it’s believed that it’s more likely that girls tend to ‘mask’ (or hide) their autism more, so it’s not as easily noticed. Some people think that people on the autism spectrum lack empathy. This may be how it comes across at times, but often it’s actually that our senses are

overwhelmed. Some people struggle to process others’ emotions, but that doesn’t mean we can’t understand at all. Others process emotions too strongly – this is known as hyper-empathy. I know one person whose mum, during her diagnosis, was asked ‘does your daughter lack empathy?’, and, after the diagnosis, by someone different, my friend was asked ‘how did you feel when you realised your mum has emotions?’. The fact it is actually included in the diagnosis process, and the shocking ignorance and (frankly disgusting) superior attitude of some people not on the spectrum, annoys me greatly. We don’t lack emotions or empathy, we just feel and express them differently.

“I am different, not less.” Temple Grandin

I asked friends at both school and at my autism support group (South West Autism) for their thoughts, summarised below.

How does your autism affect your school life?

A common theme seemed to be a lack of understanding on the school’s part, especially when people based their understanding of autism around stereotypes. Some people struggled because of feeling overwhelmed (for example because of sensory overload, such as bright lights or cramped spaces) and might have struggled to explain if they were feeling this way. Some people also said they struggle in lessons when people speak, both because they can’t concentrate and because they can’t hear the teacher; social or interactive lessons such as practicals in chemistry were also a struggle for some. Overall, autism has had a negative impact on most of the people who I asked, however some found it helped them with memory, for example.

How does autism affect your social life?

Masking (where people have to hide when they’re struggling) can be very tiring, as can meeting new people or sudden changes in plans. Some people in my support group have social anxiety, and others found it difficult to maintain friendships. Some people found that their social skills developed at a different rate to their peers. I personally have to use the quiet room every break and lunchtime because of social anxiety and exhaustion.

What are some of the most irritating stereotypes surrounding autism, in your opinion?

Stereotypes surrounding communication and the way we talk, and the idea that we all love science: that everyone with autism is like Sheldon Cooper, from TV’s Big Bang Theory, (smart but not able to understand social cues, and so on); that autism is ultimately a disadvantage; that we lack empathy.

Have you ever had to ‘mask’ your autism? When and how?

‘Masking’ means trying to hide our struggles, because of people’s often ignorant and occasionally hostile reactions to expressing our feelings,

which are often not considered ‘normal’ because of the different way in which we experience life.

It often causes people to feel tired afterwards. Often people have to mask at school, especially when the teachers and pupils might not understand autism as well as they could. This can be stressful, and school would have been much easier if they didn’t have to; but sometimes if people expressed their struggles instead of masking them, they would be told they are overreacting. This can have an even worse impact because of the (rather ironic, considering one of the main autism stereotypes) lack of empathy.

What advice would you give to someone on the autism spectrum who is struggling?

You’re not alone, and nothing is wrong with you. Autism will bring with it some struggles, but it is often helpful to focus on your strengths too. Having friends who accept you for who you are and recognise that you may struggle at times helps massively. Make sure you take breaks. Go for walks, watch TV,

a diagnosis was helpful in explaining things.

What are some of the strengths you feel autism has given you?

‘I am very passionate about things.’ ‘I have a good eye for detail and an encyclopaedic knowledge.’ ‘Good memory, meaning I’m quite good at school and don’t have to revise much.’

If someone wanted to help those on the autism spectrum, what advice would you give them?

Remind them that they are not alone, and that there’s nothing ‘wrong’ with them. The best thing to do is never judge someone if they seem different, and try to learn more about neurodiversity, as it would make such a difference for us to be understood and therefore less ashamed of ourselves. Don’t assume they don’t want to talk to you based on their body language; ask “Is it okay if I talk to you?”.

focus on school if you can.

How was the diagnosis process? Do you feel more secure or confident now you have an autism diagnosis?

Personally, my diagnosis helped clear up a lot of things in my head, but also left me with questions. After I was diagnosed with autism, I did a lot of research, which helped in some ways but also made me feel quite sad, since a lot of the things I was reading were about negative stereotypes of autism. That said, I was glad that I understood part of why I was different from others. Nowadays, I am more accepting of my differences — for example, I am more confident to say that I need time away from people if socialising becomes exhausting. The people at my autism group generally seemed to agree that

Conclusion Autism does bring struggles, which will be different for everyone, and it is important to recognise this – but it’s also important to remember that it isn’t all bad. Autism is not an illness, much as some ableist people will disagree. We don’t need to completely change our identity to be happy. There is nothing ‘wrong’ with us. We’re just different. Part of the problem is the way society and individuals react to autism and those on the autism spectrum. While books and essays from doctors and others who work with people on the autism spectrum may help, it is important to remember that these are distanced — and in some cases perhaps a little too distanced — perspectives. In addition, presuppositions about autism and people on the autism spectrum can affect them. We are all different; we have our own struggles and our own strengths, and yet we are united by our difference. It is important to recognise this, and not to try to change us to match the mould we just don’t fit.

If you want to know more, https:// www.nhs.uk/conditions/autism/whatis-autism/ and https://www.autism.org. uk/advice-and-guidance/what-is-autism are helpful.

“Autism is really more of a difference to be worked with rather than a monolithic enemy that needs to be slain or destroyed.”

Stephen Shore, PhD

Suitable Attire

Suits, once the daily wear of men of all classes in western society, have become increasingly reserved for work and occasion wear following the de-formalisation of menswear of the 20th century, culminating in the stylistic revolution that was the 1960s.

by NATHAN RODNEY-JONES

However,

today we seem to be entering a new era of classic menswear with the 'white-collar' employees of many companies now wearing casual wear to the workplace, a transition hastened by working from home during the pandemic. Likewise, many CEOs of the largest companies have turned away from tailoring, especially tech giants, such as Steve Jobs of Apple or Mark Zuckerburg, who shocked many by wearing a suit and tie to his 2018 congressional testimony.

Beginnings…

The innovations of the Regency dandy, Beau Brummell, laid the foundation

of the modern suit. In his era the uniform of the well-dressed – albeit wealthy - man contained ornate jackets and breeches worn with stockings and buckled shoes, often with a raised

heel. This Brummell was replaced with boots and long trousers that matched in colour, pattern and material with the wearer's jacket, while introducing a more subdued colour scheme. This was to change the history of men's fashion. By the end of the Victorian era, the so-called lounge suit was viewed as a casual alternative to the frock coat, and would become the forefather to the modern suit. From the late 1800s until around the 1930s, the vast majority of British men would wear suits as day-wear or workwear. The cut of suits changed over the decades of the 20th century moving from the close fit, three pieces of the '20s to the drape cut and more relaxed style of '30s suits,

COOKELMA

hailed by many as the golden age of classic menswear. However, even the revolutionary changes of this era in men's style - and particular suiting - are evocative of a wider casualisation of the man's wardrobe over the 20th century. For example, many men decided to wear bolder ties with longer spearpoint soft collared shirts; experiment with casual knitwear; skip waistcoats and neckwear altogether; or even combine suit separates in a technique that would come to be called spezzato.

The Present…

Fast forward 100 years to today, the suit is worn primarily as occasion wear or for business attire to present a professional appearance. However, a recent video by the Gentleman’s Gazette has explored the possibility of whether the suit is a dying style. This is especially interesting following recent lockdowns and the increased prevalence of working from home where having a "white-collar uniform" is viewed as less important on the other end of a zoom call than in an office environment. This development is visible around our school following the changes to sixth form uniform allowing for the wearing of separates as opposed to a 'business suit', enabling exploration of the business casual style. This involves putting a more casual spin on formal business attire, like a suit and conservative tie, through using more casual options such as wearing blazers and chinos, checked shirts, bolder ties, Derbys rather than Oxfords and so

on, that is being increasingly worn in the modern workplace environment. Yet, for many living in Britain today special occasions will be the primary use of a suit, yet this too is changing with the relaxation of dress codes: for instance the dark suit, white dress shirt and black necktie historically reserved for funeral attire is dropped by many grieving families who ask guests to wear colour in remembrance of the character of the deceased and to celebrate their life rather than take an outlook of mourning.

To the future…

In a world that is becoming increasingly less defined by gender, are suits

outdated? Whether a suit button is to the right or left is a clear sign of its gender, making it an almost impossible style to be truly gender neutral. So what is the future of the suit? Will it become almost extinct like the starched detachable shirt collars or frock coats of the late 19th and early 20th centuries? I would agree with the Gentleman's Gazette in that suits are becoming more infrequently worn as business attire especially with many start-up companies foregoing traditional business wear in a working environment. However, I believe that there will be a collective for whom a suit is an emblem of style rather than a means of appearing professional and who will still wear suits as a mark of individuality and personality - as seen in the community of younger generations, such as the style writer Ethan Wong, who wears vintage suits and takes inspiration from the classic era of menswear. Likewise, Christine and the Queens during their early work wore suits as a means of exploring gender and reinventing archetypes through art and style.

In a time when fast fashion is creating a throwaway attitude towards clothing with seasonal changes in fashion hastened by social media trends, does the suit offer a more sustainable option that is both more ergonomic and stylistically timeless? A well-made suit - if it is well-cared for - will last and good quality garments can be sought out second hand, making the suit an ideally sustainable garment. The suit is also a medium for escaping the constraints of fashion. Through no longer worrying about what is currently 'on trend', one can seek to create a timeless wardrobe and a sense of personal style and individuality. The guidelines that govern 'classic menswear' are multitudinous and often conflicting, meaning that personal choice is the final deciding factor in shaping one's own style.

The suit may not always be the stylistic statement for all, but I hope you would agree that as a timeless, eco-neutral and individualistic garment, it still holds value and seems set to be worn another day.

“I believe that there will be a collective for whom a suit is an emblem of style rather than a means of appearing professional and who will still wear suits as a mark of individuality and personality.”

Underappreciation of the Arts

‘If A Level music is not an option for young musicians, particularly those from disadvantaged backgrounds, the barrier to a musical future for them could well be insurmountable.’

by CIARA MORRIS T

his is the fate which we’re facing if changes aren’t made. Now more than ever, during the pandemic, the relief and the enrichment which music can offer has been neglected. Not just in the education sector, but in the national entertainment industry, live music and theatre have taken the blow, even admitted on the government website: ‘In the first 12 weeks of lockdown, more than 15,000 theatrical performances were cancelled with a loss of more than £303 million in box office revenue.’

‘A joint submission by the representative bodies for professional theatre across the four UK nations estimates the total loss of income will be some £630* million’

This crisis of unemployment was not just felt by creatives but the audiences they usually entertain, although some

performances were played via digital platforms they conceded that nothing could replace the ‘visceral experience’ of a live show. As a performer myself, the feeling of evoking emotions and sharing a moment with an audience is incomparable and I’m sure the cast of this year’s senior school play, ‘Caucasian Chalk Circle’, would attest to this fact. However, what baffled me during lockdown, when talking with people from other educational backgrounds, was a pre-existing epidemic of deficiency in music education.

The CEO of music education charity Music Masters, Roz De Vile, hopes to solve this problem. In his words: ‘Since 2008, Music Masters has worked tirelessly to break down barriers preventing children from disadvantaged backgrounds to experience the lifechanging opportunities that learning

music can open up. Our seven year old violinists tell us that they aspire to be music educators – to show the next generation what’s possible, and to share the joy of making music with others who, like them, would not otherwise have the opportunity.’

At Exeter School, I am confident that strides are being made. In particular, a new programme of music scholarships will be introduced in 2022. In an effort to inspire Exeter’s young people, brass teacher Mr Moore leads the ESMUP group who have carried out performing workshops in Ladysmith School and other primaries in the local area.

Ultimately, from artist to artist, the goal is the same: to practise, to perform and to provoke, to provoke creativity and expression of oneself.

What Makes a Gentleman?

by NATHAN RODNEY-JONES

Reader, how do you envisage a gentleman? Are they polite, well-dressed, perhaps they are of 'good birth' – maybe misogynistic connotations come to mind? I would like to invite you to reconsider what it means to be a gentleman today. I believe that 'gentleman' is a largely misused expression and that what in previous centuries would define someone's gentlemanliness is largely no longer relevant today.

So what is a gentleman? Historically, the term was synonymous with a 'man of leisure' who did not have to work because of his class and the situation of his birth or a man who worked as his personal servant or valet: a 'gentleman's gentleman'. Today, is being a gentleman rooted in politeness, to quote the old adage: 'manners maketh man' or just a formal way of referencing men in general? For some, the courtesy and respect with which a man views and treats women is a sign of his gentlemanliness. Others believe that appearance is key: the nature of a gentleman is that he is conscious of his dress sense and that his stylistic merit makes him worthy of this title - indeed the Gentleman's Gazette describes being well-dressed as one of the 11 hallmarks of a modern gentleman. In the words of Harry from the Kingsman films: 'it is about being at ease in one's own skin' highlighting the importance of a self-confident yet modest demeanour. On the other hand, the 19th century lesbian diarist Anne Lister was often known degradingly as 'Gentleman Jack'. This was explored by the Yorkshire based folk duo O'Hooley & Tidow in their song Gentleman Jack - that became the theme of Sally Wainwright's series of the same name - to blur the lines between the masculinity and role as a 'Yorkshire lady of renown' in their presentation of Anne Lister.

Personally, I believe that the defining feature of a gentleman today is neither their class or employment but the values that they live by. Of these values, respect

seems to be the most important and not just in terms of superficial politeness towards others, but a wider mutual respect of people whose backgrounds may be very different from our's and thus an understanding of views that conflict with our own. Therefore, I think that traditional gender archetypes have little place in the role of a modern gentleman. For me, the attributes of a gentleman are fundamentally those of being the moral epitome of humankind rather than just that of the male half of the species. Thus, the desire to help others and put their needs above one's own - irrespective of their gender - is a defining characteristic of not just being a ‘gentleman’ but, more to the point, just being a decent member of society. I believe that these key values of morality, respect and compassion for others can be exhibited in any 'man', or woman, regardless of appearance, position or gender.

However, it is clearly too simplistic and highly unrealistic to assume that the entirety of humankind displays these characteristics simultaneously and consistently - especially when the most vulnerable are subjected to the inherent greed of humanity. We need only to look around us to the atrocities and suffering of the war in Ukraine being fought at the time that this article was written; or immense worldwide poverty; or the damage being done to the planet that future generations will one day inherit to see the breakdown of these compassionate values when faced with the central positions of greed and cognitive dissonance as realities of human nature and the divisions and inequality this is able to create. Nonetheless, I believe that we all have a part to play as 'men' of all genders, religions and creeds, and a duty to our world and each other that will require us to aim to be the best gentlepeople that we can.

I would like to invite you to reconsider what it means to be a gentleman today…

“The defining feature of a gentleman today is neither their class or employment but the values that they live by. Of these values, respect seems to be the most important and not just in terms of superficial politeness towards others, but a wider mutual respect of people whose backgrounds may be very different.”

REGULARS

Our Beautiful World

It’s true what they say: a picture tells a thousand words. It is a memory, a documentation and a time machine, giving a glimpse of what the world looked like in a certain place at a certain time in the past.

The natural world is experiencing unparalleled changes right now, and so with each passing day it becomes more and more important to document what it looks like, as it may not look this way for long. With that in mind, the theme of this year,s Exonian photo competition is “Our Beautiful World”, also known as landscape photography. Two separate competitions were run, one for the lower school and one for the upper school and presented here are the very talented winners’ selected snaps.

by BEN BARRATT

Sara Sari (Middle Fifth) – winner from lower school

Stan Makepeace (Third Form)

Munashe Mutandwa (Lower Sixth)

Will Lyons (Lower Sixth)

Eva Scoville (Lower Sixth)

Fran Jenner (Middle Fifth)

Charity Overview 2021-22

Once again Exeter School staff, pupils and their families show their generosity and compassion by raising a staggering amount for charities.

by MR SEATON-BURN

Selected highlights of the year

• A n enormous donation was made to the Ukraine appeal, organised by Matty Roberts in Middle Fifth, which were very gratefully received.

• Junior school pupils took part in the ‘Read for Good’ readathon, helping the charity to provide a regular supply of brand new books and a resident storyteller to every major children’s hospital in the UK

• Th roughout the Exeter School community, harvest festival donations were made to our local homelessness charity, St Petrock’s, who were enormously thankful.

• Geography teacher James Bird raised

money for The Beacon Centre in Musgrove Park Hospital, Taunton and Macmillan Cancer Support by tackling the Dragon Ride Gran Fondo, a 132 mile ride across the Brecon Beacons.

• A g roup of inspirational Lower Sixth pupils organised an enormous charity drive for Ehlers-Danlos Syndrome, successfully completing a skydive, raising awareness and - incrediblyover £4,000 in doing so!

• The usual cake sale bonanzas, pupil sporting challenges and inspirational guest speakers were a key part of the house meeting schedules for all ten houses throughout the year, with

particular mention to Collins House, who raised close to £1,000 for The Pituitary Foundation, and Crossing House, who raised over £1,300.

• Rosie and Esme Hobbs, along with their family, are planning to spend time in Uganda throughout the summer holiday this year, working

with local communities to develop their services and infrastructure.

• Our outreach Community Service group have worked tirelessly all year, running various initiatives to offer support to elderly citizens around the local area.

• P upils and staff alike spent (at least part of) November looking decidedly dodgy as the annual Movember drive raised money and awareness - and eyebrows - for the excellent male health charity.

CHARITY FUNDRAISER TOTAL: £14,000!

Mrs Johnson led the ‘Express yourself’ anti-bullying initiative, which saw pupils show off their unique fashion with some highly odd socks!

Omar Wilsonin Crossing House, running as part of their 14K challenge.

Ikenna Iroche

This year, our speaker for the senior school’s autumn speech day was alumni Ikenna Iroche, who reflected on his own time at Exeter School, the changes he has seen, and how we can continue to embrace inclusion and diversity.

by CIARA MORRIS

If you were approached by someone who did not understand diversity and inclusion, how would you explain it to them?

This is a question I pondered in advance of my talks at the school on speech day. To explain diversity, I asked the pupils to imagine a garden filled with red English roses – a beautiful and pleasant image. Then I asked them to imagine the same garden populated not just with red roses but also white roses, orchids, daffodils, jasmines, lilies, tulips and sunflowers. The diversity in this second garden provides much more stimulation and excitement for the senses and even more beauty. When I talk about diversity, I talk about the opening of minds to a wider array of voices, perspectives, opinions and lived experiences. Just like the diverse flower garden is more enriching to our senses, a diverse community or organisation enriches our minds and opens us up to growth.

With inclusion, I emphasise the deliberate effort to help everyone feel a sense of belonging to the main group irrespective of what differences we may perceive on the outside. An inclusive community is one where the man

with different skin colour, the woman who dresses differently, the boy with a stutter, the girl with one arm, the family that practises a different religion all feel a sense of belonging without any pressure to act in an inauthentic manner. More simply, all these people can be themselves and still feel like valued and valuable members of their community.

Do you think there is a reason why Devon is comparatively less diverse than other places in the UK?

I haven’t studied the history of multiculturalism in the UK but I am willing to attempt an educated guess. Humans, as a species, have always migrated in search of greener pastures i.e. travelled to parts of the world where they believe their prospects will

improve. Since the industrial revolution, this migration has been largely in search of better jobs leading to a concentration of people in urban centres. Hence, major cities like London, New York, Paris and Tokyo tend to be far more cosmopolitan than the rest of their respective countries. In the UK, migrants have traditionally headed towards the major commercial centres in London, Manchester, Liverpool and Birmingham and then gradually spread to the outskirts of these cities and into surrounding towns. In 21st century Great Britain, the universities play a great part in attracting people from diverse backgrounds to particular cities or towns. With the growth of Exeter University and the city itself, Exeter is a lot more diverse than it was when I was at school.

“An inclusive community is one where the man with different skin colour, the woman who dresses differently, the boy with a stutter, the girl with one arm, the family that practises a different religion all feel a sense of belonging without any pressure to act in an inauthentic manner.”

How do you think schools could approach diversity and inclusion differently?

State schools don’t really have much say where diversity is concerned –their intake of pupils is dictated by geography. Public and independent schools can be more deliberate about attracting pupils from diverse backgrounds e.g. developing relationships with primary schools in less privileged neighbourhoods and setting aside a few places each year for pupils from such schools.

An inclusive culture is best driven from the top – where a board of governors and the school Head make it their mission for the school to be more inclusive, they communicate this to the staff and pupils through their words and their actions and they continuously reinforce that message. Activities and initiatives that compel pupils to interact with others that they normally wouldn’t will help them realise that the differences that separate them are so much smaller than they imagine.

How would you encourage pupils, like those who attend your employability skills workshops, to maximise their potential?

I encourage everyone, not just pupils but even the seasoned professionals that I work with, to set goals – very specific goals. I know of no greater motivator than the active pursuit of a goal that matters to you as an individual. Write this goal down. The act of writing it down makes it real and compels you to pursue it. Some of us don’t know what we want to do with our lives and that can cause a great deal of anxiety. The beauty of pursuing a goal, even a small one, is that it sets us in motion – we become our best selves when in motion, when we are striving for something – and quite often, it is while we are in motion that we gain clarity on what it is we are meant to do in a particular phase of our lives.

When you’ve set a goal, then figure out what you’re going to need to do to hit that goal – what resources you will need, what behaviours you will have to adopt, whose assistance or support you will need etc. If your goal is to run the London Marathon in three hours, figure out what the best running

shoes are, figure out how many days a week you are going to train and at what time, try to find someone (in person or online) who has experience of running marathons to give you some guidance, join the local running club etc. Ask questions. Lots of questions. Push yourself beyond your comfort zone. When you fall, get back up. Each failure brings you that much closer to ultimate success. Each “no” gets you one step closer to the “yes”.

Do you have any particular books or speakers that made an impression on you recently?

Sadly, I’ve not had the time for reading over the last two years so I’ll recommend some less recent reads:

The Secret of Our Success – Joseph Henrich Thinking, fast and slow – Daniel Kahneman

Black, White and Gold – Kelly Holmes

CELEBRATING YET MORE SUCCESS – SPEECH DAY – TAKE II

As part of the school’s shift to celebrating our speech day at the end of the summer term, we welcomed alumni Brittany Harris who gave an uplifting and inspirational speech. Full of energy and enthusiasm, Brittany discussed her own journey to success, both emotionally and professionally, and offered words of wisdom throughout the day to the different age groups.

“A sk questions. Lots of questions. Push yourself beyond your comfort zone. When you fall, get back up. Each failure brings you that much closer to ultimate success. Each “no” gets you one step closer to the “yes”.”

Art at Exeter School

The art department offers a wide range of opportunities and experience, with an “open studio” policy meaning pupils can drop in and work on coursework projects under staff supervision during break times, lunchtimes and after school. There is also a range of clubs spanning across year groups enabling pupils from all ages to learn new techniques and consider different perspectives. Life drawing classes for sixth form pupils help to develop observational skills and understanding of the human form for more development in the A Level course and beyond.

Artist of the moment

Millie Markham

Max Newberry

Oliver Capps

Alfie Spiro

St. Ives Art Trip

by ARIS CHAUHAN-BARKER

Fifteen Upper Fifth and seven Lower Sixth GCSE art pupils spent the weekend of the 29-31 October in St Ives, working with professional artist Greg Humphries to gather important first hand contextual research to inform their coursework projects.

Across the three days the senior school pupils engaged with a vast array of art that challenged their conceptual thinking and asked them to step outside their comfort zones. The trip began with a visit to St Ives, visiting the Barbara Hepworth Museum and the Tate Gallery. Working with Greg, pupils created a range of sculptures and drawings throughout the day. In the Tate alongside looking at the St Ives collection they saw the work of Petrit Halilaj – revisiting his drawings from the refugee camp he was in as a child. The original drawings were looking at hope and the trauma Halilaj experienced in his homeland of Kosovo. He turned his original drawings into a large-scale installation with different stories depending on how you walked around the work.

Theo.Drawz

by ARIS CHAUHAN-BARKER

What inspired you to open your store?

I’ve been running my Instagram page (@theo.drawz) for the past four years, accumulating followers as I continued to share my work, even more so over lockdown. As I attracted greater attention, a growing number of people started to approach me about buying specific pieces of my work, and even enquiring about having personal commissions done. It was these growing requests that led to me to open my store on Etsy, where people would be able to buy prints more conveniently without having to approach me directly.

Where are you going with your art?

From September 2022, I’m starting a foundation diploma in Art and Design at Exeter College, which I’m really looking forward to. It will be the first time I’m in a space with a large group of like-minded people, and I hope that my experiences there will lead me on to study art at university. There are lots of directions that art can be taken in, such as illustration, fine art and photography, and for me, I am taking this year at college to ensure I know which path I want to take to inform my choices

in my later as an artist. I also want to continue working on my online shop –increasing the variety of pieces I have for sale and also promoting it to reach a wider audience. Once I’ve finished my time at university, I hope to continue developing my own, individual portfolio as well as moving into the creative industry – whether that be in film, design or animation.

What caused you to take art at school?

In all honesty, I had relatively little interest in taking art at GCSE until the start of my Lower Fifth year. Although I have always considered myself to be quite a creative and imaginative person, my artistic skills couldn’t really translate the ideas in my head effectively onto paper, and so I often felt I wasn’t good enough to take the subject. In Lower Fifth however, I took art up as a hobby which I enjoyed doing in my own time, originally creating pieces of art from my favourite franchises and video games. It took me a long time to develop my artistic ability to the level it is today, but I would definitely say creating art that I find both enjoyable and interesting was really important.

We sat down with Theo Power, one of our Upper Sixth pupils, who has opened his own Etsy store (Theo.Drawz) to showcase his fantastic artwork.

The colourful world of Junior School Art!

Highlights of our creative curriculum this year.

by MRS HANDLEY

Papier Mache Donuts

As part of our Pop Art topic, we studied how everyday objects were portrayedbright, vibrant, and fun! We certainly had fun constructing the donuts, building layers of papier mache and tissue paper to create texture. Once dry, the colours were added, and we mixed up our own concoction of puffy paint to replicate icing. All topped with foam sprinkles!

Art Club Shaving Foam Marbling

Another fun (but messy) project used shaving foam as a base for many different colour mixing experiments. This created wonderful, marbled patterns providing a stunning backdrop for intricate sketching of famous buildings from around the world.

Clay Chameleons

Linked to their rainforest topic, the Form One children loved creating their clay chameleons. They built on their clay skills, looking at shape, line, and texture, and then they chose wonderful colours to decorate.

Sketching

We have worked exceptionally hard on our sketchbooks this year, recording our creative journey, and exploring ideas with some stunning results. Every year group has enjoyed an art club offered throughout the whole year. It is lovely when we can get outside to use

the wonderful grounds to inspire our work!

Jubilee Tree

To mark the very special occasion of the Platinum Jubilee, we organised a large art project involving all the junior school children (and staff).

We have made a ‘Jubilee Treasure Tree’ which stretches some two metres high and wide, and it is now sitting proudly in our school. Each child chose a ‘natural treasure’ and explored the patterns of their idea to create a unique clay leaf for the tree. The children took home their original clay leaves, but each design was carefully transferred onto the foam leaves….over 200 leaves each with a different design.

The ‘platinum’ trunk and branches catch the sun beautifully each day, and truly captures the attention of the children. We re-used around 100 CDs and was the biggest puzzle we have ever done!

The Jubilee Treasure Tree

Mrs Handley had an idea for the Queen’s Jubilee Inspired by her Majesty’s Green Canopy. A special art project with the whole school involved And this is our story as it starts to unfold…. A beautiful tree which could shine in the sun To mark the anniversary of the Platinum. Could we re-use something for the trunk of the tree? Of course, thought Mrs H, a shiny CD! Cut up into pieces and arranged like a puzzle Sounds like a lot of work, we need Mrs Russell! In fact, we needed a really big team To help and advise and inspire this dream. The tree became real in Mr Rose’s workshop Big enough to climb the wall – right to the top! Now the tree needed leaves which would last forever VERY special leaves that we could all treasure. A design by the children to reveal nature’s beauty

To embrace natural wonders – our generation’s duty. They inscribed a pattern, they made it in clay Our beautiful world right in our display. From shells to frogs And toadstools and dogs, Lily pads and feathers, What wonderful treasures! This has made a stunning exhibit And is for all to see – please pay us a visit. At the heart of our tree is the learning you see, The nature, the teamwork and all the history. What a fitting tribute for her Majesty.

Prosody (dum-di-dum-di-dum)

Unpicking the soundscape in poetry.

by NATHAN RODNEY-JONES and KIT RUSH

In the words of Ezra Pound: "make it new" – the history of English prosody has been defined and redefined through experimentation with and adaptation of previously existing forms. So what is prosody I hear you ask? Prosody put simply refers to the technique employed by a poet to create the soundscape of a poem – be this through meter, rhyme, alliteration, assonance etc. And what does all this mean to you? Poetry and its sounds are in our blood, it has even been suggested that language began in sung rhythmical forms that become prosody, evolving alongside our language. I believe that the sounds we have around us through the heartbeat of the human body to the pace we tread on the ground as we walk can be traced back to a kind of musical beat – through prosody a poet can reach this. In the words of John Burnside, poetry is the 'music of time': a means of discussing and reinterpreting our daily lives.

Through prosody we, as the reader, can connect to the rhythms of the poet's life. When we read a sonnet we can hear the heartbeat of the poet, though their iambic meter - the alternation of stressed and unstressed beats mimicking our own hearts. Cross-rhymed quatrains such as in Blake's London reflect his and our wandering walking pace, as we find ourselves teleported to his world of

XL (from a Shropshire lad) by A.E. Houseman

Into my heart an air that kills From yon far country blows: What are those blue remembered hills, What spires, what farms are those?

That is the land of lost content, I see it shining plain, The happy highways where I went And cannot come again.

18th century London, seeing the seedy 'midnight streets' and the squalor of urban poverty that he witnessed on a daily basis.

For many poetry is viewed as aloof, written by lusty male 20-year-olds in billowy shirts atop ivory towers with a pensive look in their eye. For me poetry is a living genre; it breathes through metre and it walks through rhyme, taking us to worlds close and distant from our imagination. It is likewise transitory in its history but certain forms remain as themes: the iambic pentameter from Chaucerian heroic verse – that became the blank verse of Elizabethan drama and the cornerstone meter of the Romantics; to the sonnet form pioneered by Petrarch and re-defined by Henry Howard, Earl of Surrey 1517-47, into the English or Shakespearean sonnet form that saw further evolution by the likes of Elizabeth Barrett Browning who experimented with the metre of Petrarchan form.

There seems a certain seemingly inexplicable charm about sounds of the poem, for instance: Houseman,s Into My Heart, see below. The alternating lines of iambic tetrameter and trimeter and alternating rhymes over brief quatrains give the poem sing-song quality - suiting the idealised landscape representing the childhood of the narrator, and harkening their sense of loss for a time that is, like the poem, both brief and beautiful.

For a writer, poetic structure is a challenge – one must reconsider and manipulate one's ideas into the mould of form. Surely this inhibits a poem's individuality and authenticity as it follows such tight boundaries? Perhaps, but for others it's a way of making a statement by making subtle adaptations to the meter of a line, known as substitutions, a poet can both transform their meaning and question canonised forms by putting their own

London by William Blake

I wander thro' each charter'd street, Near where the charter'd Thames does flow.

And mark in every face I meet Marks of weakness, marks of woe.

In every cry of every Man, In every Infants cry of fear, In every voice: in every ban, The mind-forg'd manacles I hear

How the Chimney-sweepers cry Every blackning Church appalls, And the hapless Soldiers sigh Runs in blood down Palace walls

But most thro' midnight streets I hear How the youthful Harlots curse Blasts the new-born Infants tear And blights with plagues the Marriage hearse

spin on them thus making it new. Likewise no single form is appropriate for every poem. The Romanian sculptor Constantin Brancusi believed in truth to materials working in the medium he believed most true to the work. For a poem to be true to itself, or deliberately untrue, through the 'materials' it uses - prosodics, form, imagery etc - this invention seems key.

So what is the future of poetry in a time connected and polarised by technology like never before: where there is constant poetic revolution where a poem can and has been written in emojis or entirely by a computer, and where many young people discover a different kind of poetry: that of rap and hip-hop? That form will continue to develop seems likely, yet how, who knows, especially in a post-COVID world. The only certainty seems that the 'music of time' will tell.

Prosody acts as an eternal voice

through which a poet is able to communicate with their reader. In this way, it facilitates a dialogue with the past. Thus, the cross-rhymed quatrains of Blake’s London become a perfect demonstration of the level of immersion that is provided by a writer’s dexterity. As the reader, we are able to wander the streets of London in the 18th century and gain an alternative view on society through different eyes.

The poem’s restricted form gives insight into Blake’s despairing view of mankind and his feeling that society has become overbearing and restrictive. Thus, the ‘mind forg’d manacles’ in stanza two become emblematic of the way society metaphorically imprisons us. We serve to exacerbate our own torment through our conformist attitudes and upholding of social ideals. This argument aligns with the view of JeanJacques Rousseau, a prominent romantic philosopher in the 18th century, who suggested that ‘man was born free’, yet ‘everywhere he is in chains’. Society is the corrupting force.

During his lifetime, Blake was considered a radical thinker, and thus received little recognition from his contemporaries who regarded his views as idiosyncratic. It was only following his death that he began to receive a greater appreciation for his profound and philosophical work. It is for this reason that in 2002, he was awarded a place in the BBC’s poll of the 100 Greatest Britons. Despite his work being over 200 years old, it clearly demonstrates that prosody remains a fundamental and effective form of language which allows contemporary readers to better understand the past and forever reinterpret our present. Therefore, without it our view of the world would be a little less complete.

Loving the Librarians

We asked our junior school pupils how they felt their budding careers as pupil librarians, under the careful guidance of Mrs Hardy, were going… Enjoy!

“Terrible is the temptation to be good”

Head of Drama Mr Brough explains on why he chose The Caucasian Chalk Circle for this year ,s senior school production.

by EVIE MURRAY

Why did you choose to do The Caucasian Chalk Circle?

I chose The Caucasian Chalk Circle for a number of reasons - firstly, like many people I studied it at school and when you read the play and understand Brechtian theory you see the endless possibilities of how to stage it, it is a feast for the imagination. Unfortunately, with a tight school budget, the imagination is kept in check! Secondly, we have been studying it as a set text at GCSE for a number of years and we continue to do so for the next two years, so this is a play that the pupils know very well (or should do!), and with limited rehearsal time, I was hoping that this would make the process easier. It also allows the pupils a great opportunity to see the play on its feet; after all, plays are meant to be seen rather than read. Finally, as an educator, I like to put on a variety of different genres of theatrical experience – I want to educate.

Was there anything in particular that influenced the way you chose to take this play, in regards to aesthetics etc?

The process started, I had a clear vision of where I wanted to

take it aesthetically – it was going to be heavily influenced by the 1980s, with shoulder pads, communist smocks and power ballads. However, due to budget and time constraints you have to compromise. The cast and crew did an amazing job with the resources at our disposal.

Meghan (technician)

What do you enjoy about working behind the scenes?

Personally I really enjoy watching the performance as a whole. It’s amazing how much changes just in the last week as the lighting, set, sound and costume all come together to make the performance from the actors all the more incredible!

Alice (cast member)

What was most challenging about playing your role?

Taking part in the play, a challenge I found was forming a connection to Michael, the baby, because I have never experienced the attachment from a mother towards her own child.

“Iʼve heard tell that what you imagine sometimes comes true”

This year, our Third Form to Lower Fifth forms channelled their love of the fantastical to put on a spectacular production of Charlie and the Chocolate Factory. We caught up with some of the key cogs in the machine…

by EVIE MURRAY

Tabby (hair/makeup)

What is your favourite moment in the play?

My favourite moment in the play was at the beginning when all of the golden ticket holders were introducing themselves. I liked this bit because you got to see all of the actors really in character enjoying themselves with their amazing costumes.

Zoe (Charlie)

What was the most enjoyable part of playing this role?

The most enjoyable part of the role was meeting new people while also getting to be with a lot of my friends as it was a really fun play to do with all the different characters.

Henry (backstage crew)

What is the most challenging thing you’ve had to overcome when working behind the scenes?

The most challenging thing to overcome was getting the right level of haze so that we didn't suffocate the actors.

The Odyssey

‘For a friend with an understanding heart is worth no less than a brother.’

by EVIE MURRAY

Synopsis

Based on the renowned poem by Homer, adapted by David Farr, The Odyssey merges classical mythology with contemporary commentary through an imaginative style. Assumed to be an illegal immigrant after he is found shipwrecked on the shores of the present day, Odysseus (played by Matthew Roberts) is interrogated by immigration officers. Under the interrogation, he relives his incredible journey - which is based on the original text. During this reminiscent experience, Odysseus longs for his home and the warmth and love of his wife (played by Maia Chown).

The thrill and excitement of the original story - full of battles, danger and mythical creatures - is all kept during this playful and musical reworking of the celebrated ancient tale.

INTERVIEWS

Matthew Roberts (cast member)

What has been your favourite part of being involved in the play this year?

My favourite part of the play this year is doing all the rehearsals with my friends and enjoying it with them. Everyone has a great time and with Mr Harknett there is always a good mood when we are rehearsing.

Have you enjoyed working with just your year, or do you prefer working with more than one year group?

I love working with just my year! Although we have a much smaller cast, we all know each other well so we act really well together. I feel like when you are acting with people you are close with you feel less awkward and it’s easier to act.

What is your favourite moment in the show?

Definitely when Will (Markham) becomes a stair in the detention centre. It's probably the funniest moment in the play and we all loved it.

Ben Creek (cast member)

What has been your favourite part of being involved in the play this year?

It is obviously great to be back and able to perform plays again after the long COVID ordeal; my favourite part this year has been exploring the complicated plot design. Tying the well known Greek legend to a modern day story and environment was a refreshing challenge. My character experiences a very noticeable change in attitude towards Odysseus throughout the play and I had a lot of fun trying to portray this.

Have you enjoyed working with just your year, or do you prefer working with more than one year group?

I remember back in Third Form finding it incredible how well people work together, no matter their age, however working with a smaller cast allowed us to grow chemistry between the characters with greater ease. Because of this, we have been able to make a lot of progress very quickly. I remember feeling slightly awkward working with people a fair bit older than me but in this play we are all comfortable working and acting with each other. This is why I prefer what we are doing this year!

What was your favourite moment of the production and why?

There are so many great and hilarious moments in this play however I think that my favourite has got to be the cyclops scenes. They were the most complicated to design and required the most coordination from the chorus, but the end product was amazing. We have recorded lines, massive props for his arms and of course it follows the plot of the actual myth almost to the letter.

Scenes from Troy

Fourth Form get to grips with the story of Troy.

by MRS DUNLOP

The story of Troy, told by Homer through his poem The Iliad, composed more than two and a half thousand years ago, is one of the earliest explorations of the complex cost of war, and shows how bravery and loss can stand side by side, impacting everyone touched by conflict. This text was the focus of the Forth Form form classics project, first through class readings, shield and poster designs, and then through a performance of key scenes adapted from Homer’s original, focusing on the duel between Hector and Achilles, one man defending his city, the other avenging his beloved friend, Patroclus. The main roles were played admirably by Freddie Cann as a sensitive and unpredictable Achilles, Jayden Tam, as a passionate and intense Hector, torn between family and honour, and Tom Gordon Lennox, as a vulnerable

Patroclus, but each one of the actors had to explore emotions and situations very distant from the everyday Forth Form life: River Tinkler (Apollo) and Molly Davies (Athena) became gods, distant, chilly and powerful, while Bea Hughes, Charley Davey and Grace Stevenson presented the grief and desperation of parents unable to help their beloved sons. Sam Knight, Reuben Harries and Lucy Vosper took on the roles of officers in the Greek army, caught between the extreme emotions of their greatest warrior. For many of the pupils, this was a first chance to experience the impact of a chorus in drama, which so many at first dismissed as unimportant: only in rehearsal did they realise that, however good the individual actors, it was the group work of the anonymous soldiers, performed at points by all the cast members except Freddie, and admirably led by Xander Ludman, that brought the production

to life. Behind the scenes, not only did all the Forth Form classicists contribute, but a good humoured team of sixth form members of the Classics Society, including Beth Rayner, Eva Scoville, James Benn, Amber Moeller and Faye Chapman, and led by Megan Rhodes, put in many hours of work, organising props, designing sound and lighting and above all bringing to life the shield designs, while several fourth formers, led by Stella Westaway, stepped up to develop their backstage skills in makeup and lighting. The aim of this project was not to produce the kind of high level production achieved in main school plays, but rather to bring the widest possible range of approaches to a key topic in the ancient world, to create something memorable and enjoyable for all involved: I like to think, though the enthusiasm, patience and commitment of both the younger and older pupils, we did manage to achieve this!

A Midsummer Nightʼs Dream

‘The course of true love never did run smooth…’

The Upper Two blew us all away with their production of A Midsummer Night’s Dream, successfully taking on Shakespeare’s advanced and complicated dialogue with nothing but confidence and understanding. With interesting characters and a thrilling

Greetings From The Gruffalo

by EVIE MURRAY

plot, the Upper Two told the story of four Athenians who run away to the forest, where they meet Puck, a mischievous fairy. The King, Oberon, and the Queen, Titiana, have a quarrel and Oberon bids Puck to drop magic juice into his wife's eyes when she’s asleep. His intention is to cause her

to fall in love with whatever person or creature she sees first when she wakes up, causing all sorts of chaos… Enormous congratulations to the amazing cast, all those involved in the set design, and the fantastic direction of Ms Cox.

"It's terribly kind of you, Owl, but no –I'm going to have tea with a gruffalo.”

by RITA PETTET

In March, the Upper One children took part in a performance of ‘The Gruffalo’. They rehearsed during drama lessons and took part in a Saturday drama workshop. The audience of family and friends agreed that it was a joyous occasion!

MUSIC

Pitch Perfect

It has been a joy to move away from music-making in year-group bubbles and standing outside playing and singing two metres apart, although Covid did still interrupt some of our musical plans for 2021/22.

by MRS GUTHRIE

The autumn term’s Chamber Concert and concert in support of the National Trust in the cathedral were both well-supported and brought a welcome return to live performance, enjoyed by an actual audience. However, as Christmas approached, unfortunately events were disrupted with the Junior Carol Service taking place outside without families present, and the Christmas Concert became a twilight, live-streamed performance.

Choral Society met in the assembly hall throughout the spring term as

it provided an expansive, ventilated space, and offered singers from across the school community the opportunity to take part once more in a large-scale event. With around 200 singers, a pupil/professional combined orchestra of more than 100 and 25 pupil soloists, the concert in the cathedral was one of the highlights of the year.

For the first time since 2019, the junior school was able to host the Spring Concert once more. The ’Strictly’ theme meant it was a sparkling, vibrant and colourful event, involving all the junior pupils, enthusiastically supported by the

live audience of families and friends.

The Sidbury and Topsham chamber concerts meant pupils were able once more to make music in the wider community, whilst the WaterAid concert returned as the grand musical finale for our public exam year groups. The return of the Jazz Concert at the end of the summer term provided a relaxed vibe before nearly 50 of our musicians headed off on tour to Barcelona.

Reasons why a foreign foray is for you

Over the past couple of decades, the UK has seen a significant decline in enthusiasm for the learning of modern foreign languages in schools, with drops of between 30% and 50% since 2013 in the numbers taking GCSE language courses in parts of England: but luckily not Exeter School!

by ALEX JAMES

For many, including myself, this is a huge shame as it means that the youth of today are showing a decreasing interest for new experiences in foreign countries via exchanges, school trips and the like. That is why I’m here to provide four reasons why a foreign foray is for you!

Free holiday!

Personally, I look at an exchange as a way to get away, have a break and relax. The only difference is that you can become fully immersed in the culture and lives of native speakers. Having been on exchanges myself, I know that the host family will take the opportunity to show you around the best parts of their area, and try to make their country and way of life appeal to you. You will find out about local festivals such as the Fête de la Tulipe in Morges, Switzerland that you will never have heard of before. What’s more, you’ll be going to the best local spots to eat, with authentic local produce (a lot of cheese if you go to Switzerland!).

A friend and foreign contact for life

Not only do you (hopefully) make new friends on your travels, but you now have a foreign contact. This could be extremely useful should you want to go travelling for a gap year or something of the sort, as you may have someone nearby to bail you out should you get into any trouble!

I spoke to Mrs Trotman, Head of Languages at Exeter School, and she offered her own insight into why pupils should jump at the opportunity to go on exchanges, whether it be with school or not.

How will an exchange aid your learning of a language?

The pupils can see the language in reality and put their studies into context. They will get the opportunity to talk with real native speakers which gives them an idea of why they are learning the language. This really excites people and helps motivate them by also providing a real world reason to learn the language, rather than it just

being a number on a piece of paper that you get after two years.

Where was the best place that you went for a school exchange?

One of the most exciting places that we went to for a school exchange was Granada in the south of Spain. It’s a place that is extremely rich in culture and history from the Moorish influence which originated from the Arabic invasion of Spain. The Alhambra de Granada, for example, is a magnificent castle built by the Moorish people. It’s a very popular tourist destination. The pupils that we took found it absolutely fascinating. One of the activities that the pupils also loved was a flamenco dancing course in the foothills of the Sierra Nevada valley. Our instructors were a group of local gypsies who lived in the caves, and that really made us understand more about the way that people used to live. In the evenings, we enjoyed live flamenco music and dancing in the streets of Granada, with the sun setting behind the Alhambra in the distance. Unforgettable.

Open Mic Nights

by NATHAN RODNEY-JONES

Recently I have had the privilege of arranging and compering the school's first spoken word open mic nights, where pupils and staff were given the opportunity to perform a short set of their own creative writing – be that prose, poetry etc –before the floor was opened up to the audience for anyone else wishing to perform. I believe that language has a unique charm and power and that the performance of one's own work in front of a friendly audience can be a massive confidence boost for young people. This I have benefited from through local open-mic events and, having joined the school last year, I was amazed by the hard work of the music department at Exeter School and the opportunities

for performance that this creates for pupils, but realised there was no such event for pupils to perform creative writing in the same way.

This inspired me to set up such an event and to contact the Devon-based poets Lawrence Sail and Christopher Villiers who were both able to attend as guest speakers, enabling aspiring writers to perform alongside established poets and giving another dimension to the evenings. It was a humbling experience seeing the work produced – and even in one case improvised - by the staff and pupils present. As I come to the end of my brief time at the school this memory of collective performance and sharing of work is one that I shall treasure and I hope this event will continue as a legacy of my time here.

Stories

I’ve always loved reading stories

The crisp smell of new books, Hidden illustrations over new pages, Or just images inscribed in the words

And I’ll read about brave fighting warriors

Who fearlessly battle with brandished swords

And I’ll read about the elegance of royalty

How they deal with politics and wage wars

I can read a story again and again

Or I can read just that once

And I can choose what story I want to read And what I want to stop

I’ve always loved writing stories

The feel of the pen sliding along the page

The control of creating each character

The control of deciding their fate

And I will write about haunted manors

How the looming pillars will dominate over hills And I will write about the glories of nature

How the bustling canopies intertwine in the woods

I can decide when I stop and start

And how the story ends

And I can describe whatever comes too my mind

What I will or will not amend

But then I remember I live my own story

Except in this story my ink never dries And the pages will get smudged But the story doesn’t die

And I don’t get too repeat my story

And I don’t get too rub things out But I can properly live in this story Because this story really counts.

Cooking Up a Storm

Preparing for university with a bolognaise – what else?!

by LEWIS HUSSEY

Under the watchful eye of Dr Bawn and Mrs Marsh, sixteen budding young chefs travelled to the junior school with high hopes of gaining cooking prowess. With the end of school imminent and our eager chefs on the brink of the unforgiving world of self-catering accommodation, beans on toast and oven-ready pizzas would no longer cut the mustard. The first session began with a bang: a flourish of onions and mincemeat unleashed upon the junior school kitchens. The finished product was a surprisingly coherent display of spaghetti bolognese and chilli con carne,

marking a newfound confidence with using spices in the kitchen. After a week-long hiatus, our keen cooks were thrust back into the action, with a white sauce and macaroni on the agenda. Under the supervision of Mrs Marsh and Dr Bawn, we took to the kitchen one last time, with our fresh skills. Despite a few setbacks, a flurry of milk, cheese and flour resulted in meals which wouldn’t have looked out of place in a restaurant or cafe. With a matter of months separating us from university and the prospect of having to cook for ourselves, the enlightening wisdom which Mrs Marsh and Dr Bawn imparted was an invaluable gift.

‘I have hated words and I have loved them, and I hope I have made them right’ (Marcus Zusak).

Cypher Challenge: can you crack the code?

The Archaeologists, a small division in the depths of GCHQ, have recently uncovered a collection of papers, each stamped with the image of a lighthouse, containing information which has shaken the intelligence community to its core. Now they need your help deciphering these messages and to track down and defeat The Lighthouse Conspiracy…

by ISABELLE BILL

(Hint: Try using the wheel below)

This is the task which a group of pupils faced during the autumn term: each week they were presented with a new puzzle to solve, becoming progressively more challenging as the weeks passed. Over the weeks they gradually uncovered the secrets of the lighthouse, discovering the double agents located within GCHQ as well as the motives behind their actions, eventually watching as one of their agents joined the opposing side.

With over 6,250 teams overall, our teams did incredibly, with our

highest scorers, under the codename ‘SesameStreet’, ranking 127th. The challenge was immensely enjoyed by the pupils, with Rosie Fullam saying, “the cipher challenge is very fun and I always look forward to the next challenge or find my mind wondering to how the text might be encrypted when I’m not actively trying to decipher it” and Anna Brookes-Ferrari added, “I encourage more people to come, especially those interested in STEM.”

Would you have what it takes to crack the mystery? Have a go at the following challenge to find out.

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A Creative Writer’s Top Tips

‘Writing is the painting of the voice’ – Voltaire

Mrs Ridler-Murray’s lunchtime club for creative writers has been popular all year – we looked at what advice our aspiring authors would give.

by JOANNA REYNOLDS

Use random writing prompts when you’re stuck.

You might even end up finding a prompt that you think would work well for a scene in your book!

Start early rather than later. As you move further up the school it will get more and more difficult to find time to write, so start earlier.

Work out whether you prefer a detailed or vague plan, or no plan at all.

Some writers may find out what exactly their characters do before they write; others have a vague idea of where there characters begin and end; others will go head-first and write as it comes to them.

Be prepared to work hard, but also have fun.

Explore what you like to write about.

Write in different styles until you find what you enjoy writing. Mix and match your favourite genres – one book is never a single genre, and they don’t have to completely conform to a genre’s expectations either.

Read a lot.

This will help you develop your own individual style (but remember there’s no fixed “correct” way of writing!). I’ve found that, now that I don’t have much time to read anymore, my writing isn’t as good as it was three or four years ago.

Write a lot.

If you’re finding it hard to be motivated, set a small writing goal (such as 100 words) to aim to get every day, or every week. I try to write every day – even if it’s just editing something.

Don’t use literary techniques just because you feel you have to.

Readers will prefer a few examples of literary techniques that add to the creative work over a whole bunch of forced techniques which make it seem more like a piece of homework.

Take feedback, especially if you plan to publish.

But make your own style of writing before doing so. Remember that constructive criticism is important. While being told that our work is perfect makes us feel good, it doesn’t help us improve our technique.

When writing a first draft, just write.

As a perfectionist, I’m still training myself to follow this rule: Don’t worry about parts that aren’t written as well as they could be. As you reread and edit it, you can change parts you don’t like.

If you want to write, it won’t be easy, especially when coming up with new ideas. But it’s definitely worth it! Even if you don’t plan to publish, it’s a great pastime if you enjoy it.

If possible, write down any ideas you have.

Rather than trying to remember ideas, at least write down bullet-point thoughts. I’ve had plenty of times when I’ve felt that I’d had a great idea for a book, but I didn’t write them down, and so have forgotten them.

Overall, do what you enjoy and what you think is best for you. These are all my suggestions, which I’ve found have helped me. If you’re starting out, you may use some of these suggestions, but eventually tweak, remove or add some to fit your style of writing.

Above all, have fun! Writing creatively is exciting and liberating.

Having Your Say

This year we gave the school community the opportunity to weigh in on some of the most contentious issues of our time… or something like that, anyway. Enjoy a taster of our Exonians’ tastes.

by ISABELLE BILL

What is your favourite genre of music?

Editor’s favourite: “Adult contemporary ambient bitonal compound form cafe jazz”

What is your favourite book?

“Harry Potter”

“The Hobbit”

“The World’s Worst Children” “Heartstopper”

What superpower would you like to have?

Editor’s favourite: “To turn into a guinea pig”

“I already have super strength”

“Knowing what superpower I would like to have”

“I can jump 0.5% higher if I consume an entire bottle of ketchup and the effect is stackable”

“Manipulating probability” “Negotiation”

What is your favourite film?

“Avengers: Endgame”

“Back to the Future”

“Top Gun” “Annie”

“Lord of the Rings”

If you had a time machine, when and where would you go?

“To try stop my mum and dad having my sister”

Editor’s favourite: “I would sell the time machine”

“To just before a recent lottery”

“To the 1970s and 80s and show all of the future Star Wars movies to a Star Wars fan”

“I would go back to my Exeter City trial and accept the offer to play for them”

“Dinosaurs!”

“To meet Princess Diana”

“To the Big Bang (#slay)”

Mind Over Matter

Junior school mindfulness monitor, Mollie Jenner, shares her thoughts.

by MS BARNES

How did you get into Mindfulness, Mollie?

I got into it through Form One telling me all about it and then I started to lead it. I took the idea to Ms Barnes and Mrs Van about running sessions for Form One and Upper One on Mondays and also delivering practices in our whole school assemblies on Fridays.

What does Mindfulness mean to you?

It is just way of calming down and I use it a lot in real life such as going on stage or in nervous situations.

How can it help others (both at school and home)?

It can help if you are stressed or nervous. It only takes a few minutes or even seconds. When we ask people how they feel and what they notice, they always say they feel calmer or

that they heard the birds singing and people playing outside.

Do you have a practice we could do after reading this article?

Here is one you can do which I really like: finger breathing, which I use all the time.

Expanding Our Horizons

The South East Asia Society is a new group that started in the last year. Open to all senior school pupils, this new society explores all elements of culture related to regions such as Korea, Japan, China, and many more.

by LOTTIE KNOWLES

Claudia Tam (Upper Fifth)

After moving from Hong Kong to Exeter, I had a challenging time settling in a different cultural and social environment. Mrs Dunlop encouraged me to set up a club for anyone with an interest in East and South East Asia. Throughout the whole school year, my clubmates and I met every week to explore basically anything from the East and South East Asia. Being president of the society gave me great opportunities to explore topics like comparing ancient and modern Chinese poetry, playing the guzheng, and expressing my artistic creativity in the promotion materials. The most unforgettable experience was discussing the Japanese language with a linguistic professor from the University of Plymouth when he came to introduce

the club to Hiragana. The club has members from all year groups and a range of backgrounds and experiences. Anyone interested in introducing others to their passion are welcome to present a topic at our regular meeting. There’s been quite a range of food tasting as well!

Molly Davies (Fourth Form)

South East Asia Society has been a fun and easy way to meet pupils with similar interests from other years. I have enjoyed every part of it, and love how the club covers a range of topics. I started coming to the society because it was a fun way to spend time with my friends.

Royals and Robots in the Junior School

Budding architects take on the challenge of building Buckingham Palace.

by MRS MORGAN

Buckingham Palace Minecraft Jubilee

To celebrate the Queen’s Platinum Jubilee, we rebuilt Buckingham Palace in Minecraft! 10 groups of pupils visited the computer room to recreate the palace virtually. Starting with just the footprint measurements found by measuring the palace on Google Earth, each group built on the work of the previous group. Using online images helped to make our version as realistic as possible. Each group focused on a different part, whether that was carpeting the entire palace (that is a lot of red carpet!) or adding windows to the outside walls. We were so impressed with our final version. By the end, we had built a palace fit for the Queen!

Robot Morning

Lower Two pupils took part in robot morning. Given an egg box and a set of equipment, the aim of the morning was to build and program a robotic vehicle that could navigate a maze set up in the junior school hall. We were lucky to be joined by four Lower Sixth

pupils currently studying electronics, along with Head of Electronics in the senior school, Mr Schramm. This meant that expertise was on hand in each of the rooms. By the end of the morning, each group had demonstrated great initiative and resilience and had made fantastic progress. The hall was full of robots being driven through mazes. It was an excellent experience for Lower Two who were able to combine skills from computer science with developing their teamwork skills as they built and programmed their robots.

Planet Protectors

Have you ever wondered how to help our planet? That was the question asked by a group of Upper Two pupils in April 2021 when they came up with the idea of creating a new Eco Committee called the Planet Protectors.

by NATE WESTCOTT assisted by BELLE GOULDEN, HARRY LEWORTHY and SPENCER SMITH

The group meet every month and to join you have to love our planet and be able to think of ways of improving the environment, at home and school. Even the smallest things can make a big difference!

Planet Protectors asked one of their own, Barnaby Hocking F1H, how he thought the group were helping the environment. He said that, “We have been busy putting signs over the light switches to remind people to save electricity.”

Joshua Simmons in L2P said that, “The Planet Protectors do regular assemblies to raise awareness and they pick up litter and also encourage others to.”

For the Queen’s Jubilee the Planet Protectors were given special packs of sunflower seeds to plant.

The Planet Protectors have also helped bees grounded in the rain by picking them up and putting them somewhere safe, have planted lots of pollinator friendly plants and flowers and lots more.

In The New School even the youngest pupils have been helping by building bug hotels and planting sunflowers.

Iona Murrin (L2P) and Emilia Murrin (Y2) have brought in borage plants for their classes to take home and plant, as bees apparently love them!

There is now a special recycling bin for crisp packets in the playground and a litter pick around the streets near the school is planned for the 29 June.

The Planet Protectors were recently treated to a special assembly by Myles Hopper (an ex pupil, 1995-2006) from Mindful Chef. He explained how his company makes healthy and tasty food, and every time someone buys something from Mindful Chef a meal goes out to African children in poverty who don’t even get full meals normally.

The Planet Protectors have made a list of pledges, for example:

• we will try to buy locally produced goods to reduce air miles,

• we will buy in-season food,

• we will try to plant bee/pollinator friendly flowers and plants in our gardens at home and at school.

Everyone in school has successfully completed one or more pledges which is great to hear.

The Planet Protectors also managed to get some time to interview the lovely Mrs Van. She said that, “The sticker above my light switch is very useful as I used to forget to turn the lights off before.” She also said that, “The pledges are very useful and I hope that the Planet Protectors last a very long time and continue to make a difference.”

I know what present I’d like for Christmas; I want to adopt a Polar bear with WWF. I just don’t know where I’m going to keep it!

Most Popular Pledges

• We will turn lights off when we leave the room and unplug devices when they are not needed so that we can save electricity.

• We will try to buy locally produced goods to reduce air miles, buy inseason food and buy British.

• We will try to conserve our natural resources by turning taps off whilst brushing our teeth and using less paper (using both sides, reusing scrap, not leaving blank pages, and using the computer more for homework)

• We will try to limit our use of plastic, e.g., taking a bag to the shops, using paper or metal straws, using glass bottles to refill with milk instead of single-use plastic

• We will try to plant bee/pollinator friendly flowers and plants in our gardens and at school

• We will always put our rubbish in the bin and recycle wherever possible

• We will try to cycle or walk instead of using the car.

The Exonian Recommends…

by ARIS CHAUHAN-BARKER

C'mon C'mon

Mike Mills’ C’mon C’mon is both thought-provoking and incredible. The film acts as a guide for parents, prospective or current, teaching of both the ups and downs of parenthood. There are excellent performances from the two leads, Joaquin Phoenix and especially Wood Norman, who, at only 13, gives a phenomenal performance and from whom I’m sure more greatness will come. The story focuses on Phoenix’s character in a parental role, being thrust into a situation where he is wildly out of his comfort zone but manages well to adapt. Norman's character is eclectic and exuberant, and as someone who questions everything, he then evokes a sense of wonderment into Phoenix’s life, in a truly heartwarming way. Shot in black and white, the film looks amazing and we also see a conscious consideration of our planet and hear many voices of the youth who will bear the brunt of its environmental damage, giving an interesting and introspective look into the future.

Age: 14+

The Green Knight

David Lowery’s fantasy story, adapted from the tale of Sir Gawain in the late 14th century, is an immersive experience, paying homage to the folk and chivalric elements that make the original so great whilst also bringing it into the 21st century for viewers to experience anew. The greatest success of the film is how good it looks, with tasteful CGI paired with amazing cinematography and excellent use of

colour to really bring Sir Gawain's tale to life. The film follows a knight, executed expertly by Dev Patel, on his journey of discovery and mortality. Yet where other films fail when tackling this typical trope of a hero’s journey and slip into borderline banality, The Green Knight subverts this idea and brings new life to the theme, with so much to unpack that it could warrant a second or even third viewing.

Age: 13+

The French Dispatch

One of Wes Anderson’s best exhibitions of the human condition to date. Spreading over three acts, which tell of the increasing lack of humanity in the media, the film is a masterpiece and serves as a kind of appreciative love letter to the arts. The film seems to veer off on constant whims of creativity, and then snap back to the story, without disengaging the viewer and giving them an experience that is both funny, engaging and thought provoking. Anderson is known for his relentless attention to detail and symmetry in his cinematography and ‘The French Dispatch’ does not disappoint, expertly showcasing Anderson’s signature style that has branded him one of the most easily recognised auteurs in film history.

Age: 15+

The Power of the Dog

This is a very challenging film to write about due to its many intertwining themes of masculinity, identity and sexuality, but the film manages exceptionally to balance these and create

a work which is both enjoyable, visually striking and ultimately piercing in its message. The film follows two men with two very different approaches to masculinity and their parallel tales in a world where traditional ideas and customs are fading away and many men, quite rightfully, feel lost and abandoned by the new world they find themselves in. The film is specifically poignant with its repression of desire and emotion, which all comes to a head at the film's ending, which is excellently done and particularly memorable.

Age: 15+

The Tragedy of Macbeth

Throughout years of cinema, Shakespeare’s work has been retold again and again, through the eyes of many masterful filmmakers, such as Kurosawa, and again in a more comedic tone with numerous children’s films and other television series drawing inspiration from his work. ‘The Tragedy of Macbeth’ is A24’s take on the timeless tale, and could possibly be one of the best on screen adaptations of Shakespeare’s work to date. The film excels in every angle and shot, minimalist sets and an immense yet stark world bring forth the callousness of the story. The sets appear with an ethereal, and hugely surreal, dreamlike quality, mirroring the decline of his own mind as we see in the film. The story of Macbeth, I think, is one so well-written and disturbing it remains just as compelling, no matter how many times it is retold.

Age 14+

What We’ve Been Reading

by KIT RUSH

Out of the Easy

by Ruta Sepetys

If you’re looking for an evocative insight into the vibrant and scandalous New Orleans scene in the 1950s, (who isn’t?), then I urge you to read this book. Having read Salt to the Sea, the Carnegie medal winner in 2017, I learned to love Sepetys’ vivid imagery and immersive character development; particularly of women. This book was no exception. Seventeen year old Josie Moraine seems to lead a double life. In the daytime, she works in a book shop and meets enigmatic strangers such as Alabama businessman Forest Hearne, but in the evenings, she cleans a brothel. Josie navigates a turbulent relationship with her prostitute mother, however she has an unlikely but steadfast bond with her mother’s female employer who seems to run the Quarter (half of which are her customers). Willie assumes the kind of masculine authority, which the name connotes, with the flair and pragmatism of a woman. She helps Josie out of trouble with mobsters, teaches Josie how to use the gun that she keeps close under her dress and proposes to help fund her college tuition, but discourages her from leaving the Quarter. However, Josie wants nothing more than to leave it and the notoriety of her mother, whose gangster boyfriend seems to want nothing more than trouble for Josie. But, when her mother becomes a suspect in the murder invesitagation surrounding none other than Forest Hearne, to whom Josie had sold a copy of David Copperfield over the book shop counter only recently, Josie finds that she won’t be ‘out of the easy’ anytime soon.

A Room Of One’s Own

by Virginia Woolf

An essay constructed from two lectures… not a novel. Nonetheless, Woolf’s characteristic stream of consciousness form of narrative and her personality-infused discussions of all important questions makes it a fascinating read. The all important questions are pressing and yet so hard to tackle, which is partly the point. She

asks, and I paraphrase, ‘why are women poor in comparison to men?’ ; ‘why is so little known of the history of female writers?’ and ‘what more could female writers achieve if they had a room of one’s own?’. The process of research is hard, as we find when the narrator sifts through piles of books written by men about women, in one of the libraries which women aren’t prohibited from entering for fear that they might distract male scholars. Moreover, Woolf depicts this effort to discern the reasons why pre-19th Century female writer’s mastery is steeped in mystery and why men are so prejudiced against women in their literary works as an arduous one, because Woolf herself is living in a modern world that is incoherent and hard to live in. To use Woolf’s words to sum up her own efforts, she is holding a ‘broken mirror’ to reflect a broken world. Woolf’s most interesting point in this seminal piece of modernist literature, though, is not merely a feminist one. It is whether writers, of either sex, will ever be able to write in a way that is not impacted by their gender. Therefore, it is Woolf’s valiant venture for truth beyond what is deemed historical fact and what sits on the male-dominated library shelves of a patriarchal society in 1929, which impresses and excites me in this book. I encourage anyone who hasn’t read Virginia Woolf to start here, and start now.

The Rime of the Ancient Mariner (1834 edition) by Samuel Taylor Coleridge

This is a brilliant narrative poem telling the story of a sailor who shoots the albatross that acts as a good omen for his crew-mates as they voyage through a sea of ice. Coleridge explores the connection between nature and mankind in this poem through the depiction of the fates of the mariners following this crime against nature. Likewise, it is an interesting take on Romantic ideals such as the pastoral life of the character of the hermit and exploration of the magnitude and beauty of the forces of nature within

the poem and how they interplay with the efforts and vices of mankind. The piece itself harks back to earlier works through its use of the ballad form and archaic language which Coleridge toned down from the original 1798 edition where it began his joint collection with William Wordsworth: Lyrical Ballads. Yet despite its literary heritage, it is also a great story and wonderful sounding poem with lines such as "Alone, alone, all, all alone / Alone on a wide wide sea" that have been rememberedand parodied - for years since. The wood-engraved illustrations of Gustav Doré for the poem really add another dimension, deepening the atmosphere created by Coleridge and giving us an interpretation of the piece almost as iconic as the work itself .

Under Milk Wood by Dylan Thomas

A 'play for ears', Dylan Thomas' radio play explores the dynamics of the lives and dreams of the inhabitants of a fictionalised small Welsh fishing village. Although a prose script, the poeticism of Thomas shines through leading to vivid images such as the "sloeblack, slow, black, crowblack, fishing boat bobbing sea". It is a seemingly simple descriptive piece, using humour and pathos to create vignettes into the lives of the village characters through the course of a day. It is a wonderful piece not only for its character work but also Thomas' immersive language and prosodic prowess that is able, like all great literature, to transport us to the setting of the piece. The text also is able to take the smallness of life - an obsessive organ player whose devotion to music clouds his treatment of his family; a man toying with killing his wife, which he knows he never will; the correspondence between two lovers; an old sailor being haunted in his dreams by his dead shipmates – to create a piece that is at once organic and deeply personal yet timelessly relatable. The play also works well in performance, and I would thoroughly recommend Richard Burton's reading of the piece that can be found on YouTube.

Junior School Athletics

As always, the athletics season was met with anticipation and excitement.

by MISS WRIGHT

All pupils in the junior school experience a wide range of sports and activities during PE lessons and at multi-sports clubs. As a result we were able to enter into three exciting athletics meets. Athletes ran, threw and jumped in events such as the 100m, 75m hurdles, javelin, long jump, 800m, high jump and the 4 x 100m relay to name but a few.

Notable performers from across the season:

Emma Schneeberger – 200m

Isla Gray – javelin Joshua Walford – long jump Faith Bowden-Wilson – 100m and 200m (and record breaker!)

Isabelle Johnson – 1500m Anna Cresswell – long jump

Mollie Jenner – high jump

The national competition was held in Nuneaton and five girls from Upper Two took the 300+ mile round trip to the midlands to compete in the 2022 National Athletics Finals at

the Pingle Athletics Arena. The relay squad put in an excellent run in the 4 x 100m, coming ninth in the country. Faith Bowden-Wilson gave a very determined 200m performance competing in one of three heats. However, it was Isla Gray who ended up coming away with the silverware being crowned second place in the U12 javelin event throwing a huge 20m. Thank you goes to Mr Ashman for driving the athletes safely to the event and giving up his time freely. A massive congratulations to all of the competitors, this was the first time Exeter Junior School had ever qualified for the meet.

Junior school athletics captains Mollie Jenner and William Nicol said "It was the best season that the junior school has had since we have been in the school. We have really enjoyed competing at the big events as well as with the whole school on sports day. One of our favourite roles as captains has been coaching pupils how to do the 4 x 100m relay batten change overs".

What an incredible season that will certainly take some beating! Well done to all athletes.

Senior School Cricket

On the whole, the weather has been kind this term, allowing cricket in the senior school to have played close to 100 fixtures with a 75% win percentage. This is extremely pleasing given the short term and busy calendar with exams and extra-curricular activities.

by MR MASON

As with last season, this year has seen solid cup success. In boys’ cricket the school competes in the four age group cup competitions in Devon and the girls compete in the two age group competitions they have available to them. The U15 boys secured the first silverware of the season, winning their Devon Cup final against Torquay BGS with some dominant batting. Freddie Cockram and Nate James opened the batting and shared a century opening stand before Nate fell, just shy of his 50. Freddie continued to find the boundary and just missed out on his century. Setting Torquay a target of 170, the team bowled tightly and set some clever fields to restrict the opposition to 120. They moved straight across to the U15 National Cup where they faced Millfield. However, they were unable to maintain the form that had won the County Cup and lost by six wickets.

The U12 team played some mature cricket throughout their cup campaign and, despite some batting flutters in the semi-final and final, they won their cup, beating Plymouth with a solid bowling performance. The final Devon title

won this season has been by the junior girls U13/12 team. In their ‘finals’ day they started with a tight win against Plymouth College. Lucy Vosper’s two wickets in the final over of the game proved crucial. Subsequent wins against Churston Ferrers and Blundell’s saw the team crowned Devon champions. Three Devon titles out of the six possible at the start of the season backs up the hard work done by the players and the coaches throughout the winter and summer training sessions.

In the regular season, cricket at the junior end of the school for boys and girls is in very good health. In the U13 and U12 age groups, the A and B teams won 48 games and lost only nine. Attendance at after-school sessions has been excellent, and players continue to develop their skills but more critically their understanding of the game which helps to develop a clarity of thought in crucial moments in match situations. Bowlers are starting to truly understand the need for consistency in their actions and the need for bowling in training sessions to be done with focus and intensity. With the bat, players are getting to grips with the importance of strike

rate and the need to do more work at the non-striker's end to ensure a rotation of the strike.

The U14 teams have had competitive seasons and have fought hard with bat and ball to secure some solid wins. The pitch invasion as the winning runs were hit against Plymouth College in a nail-biting fixture was the highlight of the season for them. The U15 team has quietly gone about its business, securing win after win. As well as bowling tightly and batting maturely, the key feature of their season has been the unity and respect that binds the team together. They have consistently celebrated success together and have also enjoyed each other's

company.

The 1st XI has had a young squad this year and, with seven wins, a draw and three losses they have enjoyed success whilst more importantly learning some valuable lessons for the future. Highlights included a superb win against a strong Wellington side and excellent matches (and victories) against Queen’s, Plymouth College and Mount Kelly. Next season brings challenges in developing the fixture cards to ensure more fixtures for the 2nd XI and B teams as well as instilling in players the need to commit to fixtures to deal with headaches in availability that have been faced this season.

A significant number of Exeter School pupils (boys and girls) represented Devon over the summer break across all age groups. A special mention goes to Emma Corney, Katie Donovan, Georgia Read and Imogen Daldorph who all played their part in helping Devon U18 Girls reach the final of the ECB National finals against Essex. 1st XI co-captains Emma and Katie have also been involved in the Western Storm squads this summer. Emma is hoping to head off to Australia to play during the winter before returning to study for a degree whilst contracted with Western Storm. We wish her well.

With over 200 pupils playing competitive cricket, nearly 100 matches played and three county titles out of six, the 2022 cricket season has been a resounding success and I would like to thank all the staff (coaching, grounds, and catering) and pupils who were involved in making it such a triumph.

Junior Boysʼ Cricket

It has been wonderful to experience a cricket season little blighted by covid or poor weather with plenty of good cricket played in all year groups.

by MR WOOD

With the games staff working hard to develop pupils’ skills that for some were very new, it was heartening to see these being put to good use in softball matches for the less experienced and hardball for the more advanced players. My thanks to the coaches for their hard work here – cricket can be quite a tricky game to master at first, but there was clear development on display with our U8 teams, with all the boys being selected for at least two matches. I hope they enjoyed this introduction to the game, and I know some are looking to join local clubs to progress even further, which is promising for the future.

The U9s have had a perfect summer of cricket. The weather has been kind, the pupils keen and the cricket has been glorious. The U9A team won the majority of their matches and got better and better with every match. The U9Bs, featuring a huge range of pupils, also played very well and improved noticeably throughout the season. There were some terrific catches, cunning bowling and great shots on display. It has been super to see the boys learning and enjoying the great game.

The U10s had a fantastic season of cricket, with so many players developing their skills all around the field. The U10A team was a squad of players with particularly strong bowling skills, which caught many usually impenetrable batters off guard and opposition bails have been flying throughout the season. Together, we worked on our batting too and, by the last game of the season, everyone in the team was communicating and winning runs by working smoothly with their partner. The U10Bs saw a large amount of rotation this season and a huge number of boys represented the school, wearing cricket whites for the first time, making terrific progress along the way. The unpredictable British weather was kind to us and almost all fixtures were able to go ahead with blue skies, grass-stained whites and big grins on faces. Well done to the whole year group of boys and thanks to the coaches who worked so tirelessly with this very successful year.

Captain of cricket Brendan, and his vice-captain Huw, helped me enormously with the running of the U11A team this year – thank you, boys, you both did a fine job. The team enjoyed some tough, competitive fixtures and although the results seemed to go against them in tight matches, they

never let their heads drop and showed a real tenacity and determination to field every ball, make every catch and run every single – even if not all were quite makeable! It was pleasing to see our rotation policy paying off, where up-andcoming players who have performed well in B team matches have a game or two with the hardball to gain that invaluable experience, and strap the pads on. There have been a handful of such boys who have really moved their game forward as a result.

The highlight of the season for this team was clearly their unbeaten and victorious run in the U11 Devon Hardball Tournament. Bolstered by the talents of Ioan and Will from Lower Two, and Anna from Upper Two, this strengthened team managed to win all of their three matches in a full days’ cricket on our own first team wicket – quite an experience for them all! The team then quickly progressed to the U11 West Hardball finals held in Taunton, where they noted a significant rise in the quality of opponent, and although there was no silverware coming home that day, it was another exciting day, and I was proud of them all.

Junior Girls’ Cricket

by MISS WRIGHT

It was a season of firsts this year. In addition to all of the junior school girls representing the school in competitive fixtures, we enjoyed excellent house matches at U8/9, U10 and U11 levels as well as the first ever U11 hardball T20 game v Millfield. Girls in Form One and Upper One learnt and improved their bowling and batting skills and Lower Two and Upper Two further developed their tactical understanding of the game both when batting and fielding. The U8 and U9 teams enjoyed playing against schools such as St Peter's Prep and Plymouth College whilst the U10s had a successful afternoon hosting West Buckland. The U11 A, B, C & D teams loved the four exciting fixtures against King's Hall.

Captain of junior school cricket Isla Gray said "I really enjoyed all of the cricket we got to play this season. The U11A's had a nearly unbeaten season. My highlight was the hardball T20 game v Millfield”

The season wrapped up with a number of exciting house matches playing the pairs cricket format. Well done to all the girls for such a successful and enjoyable term.

Junior School Cross Country

Grit and determination on display as always in the junior school.

by MISS WRIGHT

The cross country season was full of grit and determination from PE lessons, to house cross country and through to the team competing at the prestigious Blundell's event.

Thirty-two pupils were selected to represent the school in the Larkman Cup, annual cross-country event at Blundell’s. The event was hosted on a glorious sunny day and offered superb conditions. Congratulations to all runners who successfully made it round the challenging course in the school’s smart new running vests. A special mention to Faith Bowden-Wilson who came an impressive sixth out of over fifty girls in the U11 race. In addition, well done to Huw Phillips and Benjamin Robb who came 14th and 17th respectively in the U11 boys’ race.

After the excitement of the Larkman Cup and all preparations for cross country in PE lessons, the highly anticipated inter-house cross-country took place in the afternoon towards the end of term. It was a delight to welcome spectators on site to witness some outstanding running. By far the most impressive parts of the afternoon were the

determination, resilience and team work on display. Pupils took to the course with a can-do attitude, representing their house in the best way that they could. The support was outstanding, and it was such an enjoyable event to witness. Special mentions go to Max Raddon, Richard Cozens, Yuan Liu, Finlay Gibson and Pandora Smith who were awarded certificates and Olympic t-shirts in recognition for their fantastic performance, displaying outstanding levels of sportsmanship and courage. Congratulations to the overall first places in each age group: Vally Gaskill, Arthur Turner, Lilly Aczel, Freddie Mangan, Lisa Hamilton, Max de Pelet and Isabelle Johnson and Huw Phillips.

What a great season and well done to all pupils throughout the spring term for all of the effort and determination displayed.

Senior School Football

by JAQUES VISSIERE, 1ST XI CAPTAIN

The 2021/22 football season for our school can only be described as a resounding success. Both teams have performed consistently well from the word go: starting in the autumn term with a few friendlies to get us all warmed up and used to playing together, right through to competing in the ISCA league during the spring term, culminating in the 1st XI securing the top spot and the 2nd XI finishing a commendable third.

We had plenty of time to prepare for our first league game away to Taunton School in February. It was a lovely introduction to the first team for both Jack Parry and Archie Harvey, who put in their fair share of hard work to help seal the 2-1 victory, with a crucial goal from Archie shortly after kick-off. It was a special win for us due to the fact the our opponents were very physical and robust in the challenge, but we kept our heads and used our quality of football to our advantage. With an unexpected but very well deserved win, we had one of the biggest home games of the season looming next, against King’s College, Taunton. With the desire to

prove ourselves, we pulled out all the stops to secure a 2-2 draw, motivated by a lively and loyal home crowd. That day saw a great performance from the whole squad. The game put us top of the league, allowing us to go forward with determination and assertiveness. Although our next game saw us win against Wellington and was a good result, due to bad weather conditions and a waterlogged pitch, it was very hard for us to play our best quality football. The game was messy but a super strike from Joe Mann gave us the belief that we had the chance to keep that cherished top spot, resulting in a very English style 3-1 victory. With a very tactical move from Mr Ashman, he claimed that our last league game away to Blundell's would decide on whether we would win the league. During our hard working 2-1 victory, what we didn’t realise is that we had already won the league! It was another great performance from all the boys, and a special mention to our goalkeeper, Dan Dale, who put in an unforgettable performance keeping us in the game throughout the 90 minutes.

A great season for the school’s football players ends with the dream result.

Successes were not only enjoyed by the 1st XI. The 2nd XI enjoyed a very important 6-2 victory away to Wellington in the ISCA Combination League, contributed to by the consistent goal scoring striker, Morgan Bucci, achieving the only hattrick in the entire Exeter School football season.

We were delighted to see two of our pupils go on to be recognised at regional and national level, with Charlie Palmer picking up silverware (pictured) and Jack Fanning chosen to represent the Independent Schools Football Association XI.

Overall, it has been a fantastic season for both the 1st XI and the 2nd XI, achieved through hard work and determination. Mr Ashman [1st XI] and Mr Charters [2nd XI] deserve a special mention for their passion and desire to improve the group throughout the season, helping us to strive to achieve the highest standard of football possible, when representing our great school.

Here’s to another successful season for the boys next year. I will be sorry not to be part of it but I wish them all the best of luck and remember to savour those victories!

Charlie Palmer

Jack Fanning

Junior Boysʼ Football

Junior school footballers have a competitive season in all age groups.

by MR WOOD

boys’ teams for their efforts this year: the U11Bs had a good track record and played three, won two and drew one, remaining unbeaten. The U10As did well in a couple of tournaments, narrowly losing out to St John’s in our own home tournament, and coming a creditable third on a sunny Saturday at Millfield against some high quality teams from the Somerset area.

The U10Bs did a great job competing in our tournament too, when another school pulled out, and although they found the standard very high, they battled hard in every game – thank you to all the players for a gritty performance.

For the U11s it has been somewhat of a frustrating year, as we saw several of the spring term fixtures cancelled due either to covid or bad weather. The players were most disappointed by the loss, to heavy rain, of our home tournament in which they were fancied to do very well.

Back in the autumn term, our teams experienced some tough competition against the likes of Bradley Barton Primary School, and although our teams didn’t get the results they were hoping for, the players learnt a lot from the games, which stood them in good stead for The Kids’ Cup, which is a big event run by the football league, that saw our ‘A’ team play six games against other strong primary schools. Ultimately, we won two of our three group games, got through the quarter finals and then drew in the semis. This led to an agonising penalty shoot-out, which we sadly lost, so just missed out on the final. Nonetheless, Mr

Gibson, our Director of Sport and team coach for the day, was massively impressed with the team’s play, and the determination the boys showed throughout a long day.

I should congratulate our other

The U9As had a great season, winning both of their fixtures and coming extremely close to winning the Millfield tournament – had they not conceded a last-minute goal against King Edward's School, Bath, they would have brought home the silverware! It was also nice to see the U9Bs competing hard in their three fixtures, whilst the U8s had three teams out on some days, allowing every boy in the year to experience a match day. They will have learnt a lot from the experiences and hopefully will build on this next year.

Junior Girls’ Football

by MISS WRIGHT

It was fantastic to get girls’ football back on the map this year. All girls in the junior school were able to look at some of the core skills in football during their games lessons and in multi sports clubs. As a result of the brilliant energy, effort and ability, it was exciting to host the junior school's first ever girlsonly house football tournament at U8/9, U10 and U11 levels. In

addition it was excellent to have six fixtures at U9, U10 and U11 level against St Leonard's, hosted across two different evenings. Huge congratulations on making the season such a memorable one and we really look forward to building on successes next season.

Senior School Hockey

Exeter School players performed exceptionally well both in school and national league matches.

by MR JONES and MISS LUNN

GIRLS ʼ HOCKEY

A return to competitive, inter school hockey brought a bubble of excitement and raw enthusiasm to the girls’ squad. However the real world of physical demands and running fitness, before the skills and tactical considerations, began quickly to burst that bubble. Some pre-season battles with tyres, tackle bags and crawl nets paved the way, but we weren’t fully prepared for those early encounters with our heavyweight rivals. Maybe results were disappointing, but team performances showed promise with patches of play to delight team manager Emma C. Some individual displays were stunning: Roxy Bosch in goal against a rampant Blundell’s side in the cup; Millie Leck’s appearance higher than the half way line; Phoebe Jerreat scoring from further out than

two metres and captain Lauren Hughes with the energy to be always where the ball was – amongst many others!

Potential tweaks include the team arriving on time, or always remembering their kit, or even analysing their games. But when asked to play, their hearts and souls poured onto the pitch. The most successful moves of the season were from penalty corners, short, quick and accurate movements. How good could we have been.

BOYS ʼ HOCKEY

The spring term of 2022 brought us another fantastic season of boys’ hockey. All of our competitive teams came back to a full fixture card after a season away following the covid hangover. It was especially pleasing to see so many of the pupils attend after school clubs with an eye on making it into the school teams. Our coaching staff were delighted to be back out on the astro with hockey players that wanted to learn and put their skills to the test.

We certainly came back with a bang with over 120 fixtures from U12 to U18. Across all of the teams we have travelled thousands of miles, eaten hundreds of

packed teas and hit millions of hockey balls! It has been the busiest season on record with nearly 200 pupils playing in a fixture this year.

With the numbers of pupils wanting to play matches, we have had to try and find even more fixtures! Fielding B, C and even D teams in the U12s and U13s is a sign that hockey participation is on the rise. This is the first year that we have tried to develop a local ‘league’ by playing like-minded schools in home and away fixtures. It is hoped that we can continue to build this concept and next year will potentially see us play for a trophy as we add the aggregate scores.

The national cup competitions always offer our teams the chance to put themselves up against the very best in the region. The U13s performed superbly in the Devon round, finishing as runners-up against a very able Blundell’s team. They went on to compete in the Southwest finals in March and were unlucky not to squeeze into the top 4 in the Southwest. The U14s also pushed hard to be crowned Devon champions, only just missing out after a competitive set of fixtures. The U16 competition is drawn on a regional

level from the very first fixture. They played fixtures against King’s Taunton and Clayesmore in an effort to break into the national draw. They grew with confidence each fixture, playing some quality hockey but were unfortunate not to make it through.

We have seen many of the competitive players attend hockey clubs outside of school which is helping to boost their exposure to the top levels. Five players are on the England Hockey pathway with regular training at the performance centre camps. They now have the opportunity to play in a national selection tournament over the summer months. Several of our U18 players have gained their national league debuts for ISCA this season, which is a noteworthy achievement for pupils of that age.

The addition of the new astro cage area has helped us to offer an even more bespoke coaching experience for the pupils. The teaching staff are also keen to develop and this new area has helped us to use games sessions as a CPD opportunity for our aspiring coaches.

We look forward to another great season in 2023!

Pupil Perspective

by IZZY RUTTER

The hockey term is something that many girls look forward to. Personally, coming from junior school to senior hockey, the excitement of getting back with the team and winning fixtures is certainly a highlight of the year! This year was no different. As part of the 2nd XI, we have had successes when travelling to compete in the Nationals and, in particular, a 9-0 victory at the end of the season. Wins like these are a credit to both the girls in their resilience and versatility, alongside our coaches, Miss Lunn, Mr Skinner and Mrs Culley, who have endured endless noisy bus journeys and practised their patience as we try to apply new skills and formations to the game. However, it is Mrs Marsh who has been the driving force of girls'

hockey for over a decade, seeing all the highs and lows and providing unconditional support to anyone who picked up a stick. She was the first person who taught me how to hold a hockey stick, and it was a pleasure to have her at our last fixture, before she leaves at the end of this term, leaving a legacy and high expectations in girls’ hockey at Exeter School.

The experiences myself and many other girls have had through hockey have created a community within the school, always focused on the possible wins ahead and driven by competition, but firstly in supporting one another as we look for each other to succeed.

This has created many enjoyable seasons, and the lessons learnt from the staff and team I hope to apply to my future hockey.

Junior School Hockey

What a fantastic season we have had on the hockey pitches this term.

by MISS WRIGHT and MR WOOD

GIRLS ʼ HOCKEY

It has been brilliant to return to some normality with fixtures and tournaments returning with force. Captain Isabelle Johnson said “It has been such a privilege to have been captain this season and I am really proud of our achievements we have had.

The Form One and Upper One girls really enjoyed playing in lots of triangulars against the likes of Blundell's, St. Peter’s and Exeter Cathedral School, both at home and away, whilst honing their skills and understanding of the game. In Lower Two and Upper Two, as well as individual fixtures, tournaments were the order of the season, with every girl in both year groups being selected to represent the school in a minimum of one tournament in the term. This was a

first in the history of the junior school and certainly a highlight for many players. Lastly, it wouldn’t be right if we were to summarise this season without a special mention of all those girls who have played in the U11A team this term (14 girls) because not only were the team crowned Devon champions, they were undefeated this season, only conceding a total of only four goals and scoring in excess of 50! Well done to all the girls in the junior school for making the season such a memorable one.

For the U11As it has been a very pleasing term, with six head-to-head matches played. The team won three, drew one and lost a couple, and these demanding matches prepared them well for the big competitions that lay ahead. At quite short notice, we were invited to participate in the U11 Devon hockey

competition, this year being held at West Buckland School. We jumped at the chance of entering such a prestigious event, and were glad we did, because we ended up placing second in the tournament which meant progression to the West finals at Millfield.

BOYS ʼ HOCKEY

At Millfield it was immediately obvious that the standard was much higher but Mr Skinner and Miss Trimming were very pleased to note the team’s tenacity and willingness to battle hard in every game, which resulted in a win, two draws and three defeats. The team didn’t win the regional competition, but had a fantastic experience being part of it.

I would also like to say a big ‘well done’ to the other teams that represented the school at hockey this

term. The U11Bs had some great matches, winning some and losing some in equal measure, with their finest hour coming in a 6-3 classic win against St Leonard’s. The U10 As and Bs had a very impressive season, winning seven of their ten matches. The As looked very classy against Queen's, as did the Bs against Exeter Cathedral School and Wellington, with six goals for us being scored on each occasion in three good wins.

The U9s and U8s loved their hockey this term, too, and for many of them, it was their first taste of competitive fixtures. They also had a balance of wins, draws and losses, but all made progress and enjoyed competing alongside their teammates.

Senior School Netball

2021-22 was a fantastic year of netball as the school circuit returned after two years of disruption. We were therefore delighted that so many girls wanted to be involved in the netball programme this year and the school was able field an impressive five teams at senior level and A&B teams throughout the younger year groups.

MISS JOHNSON

The season started in the autumn term with training and preparation for the school teams competing in the national competitions. All three age groups performed well in their respective competitions with the U18s getting through to round three of the national cup where they placed 3rd in the national schools’ area round. The U16 finished 2nd, meaning they went through to the county round but unfortunately missed out on placing for the regional competition, and the U15s got through to round three of the SMILE national cup but came up against strong Millfield side. Everyone involved will have taken a lot out of these early matches and they proved to be valuable as the school teams moved into the main netball term.

The spring term marked the start of the netball term with lots planned to help with the development of both the staff and pupils, through a variety of INSET days and coaching sessions. Camilla Buchanan (current Super League coach and ex-player) helped start the term with a bang when she led

an umpiring INSET for our netball staff, junior school staff and sports’ leaders (Lower Sixth & Upper Sixth) as well as leading a session to our Third Form and Fourth Form pupils. The school was also lucky enough to welcome international and Super League players Clare Jones (Wales) and Kaitlin Lawrence (Scotland) who led a coaching session to the 1st & 2nd team players on both attacking and defensive principles. Both were invaluable and we were incredibly grateful for the time they gave up visiting Exeter School. The school are also starting to build excellent links with Exeter University and Exeter Netball Club which will prove to be hugely beneficial in future seasons.

The participation and number of girls within the senior netball set up has been outstanding with 80 girls from Upper Fifth to Upper Sixth signing up to netball for their games option. This was undoubtedly a highlight of the season and watching our pupils compete, regardless of team, was wonderful. There were also excellent performances from the

U13 & U12s; the U12 squads had an outstanding season and will be a year group to watch moving forward. Mrs Marsh’s U14s played some great netball and the U15s were competitive throughout, especially when they had a full team! The final mention should go to the 1st VII who went from strength to strength and really gelled as a team by the end of the season. The difference in the result and performance between their two matches against Exeter College (one at the start of the first term and one in March) was amazing and credit to their determination and hard work. Their excellent performances and victories against Wellington School, Plymouth College, and Queen’s Taunton also highlight their progress.

The talent of our pupils is also beginning to be recognised at representative level. A special mention goes to Nell Smith, who continues to perform superbly at elite level with Team Bath U17 in the National Performance League. She also finished second at the nationals with her club, getting the opportunity to play at the Copper Box Arena. Nell continues to be an excellent role model to our girls at Exeter School; her passion and enthusiasm for netball is infectious!

We can’t wait for next year! It looks full of promise as we build on the success of this year and continue to develop stronger connections between junior and senior school as well as external netball set ups.

Junior School Netball

Junior school netball started with the new format ‘Bee Netball’ going down a storm.

by MISS WRIGHT

The netball season started with excitement as the new ‘Bee netball’ format was met with enthusiasm and zest. At U8 and U9 level, girls enjoyed a plethora of four a-side games against the likes of Exeter Cathedral School, St Peter’s and Maynard under the new England Netball rules as players became accustomed to the game they got plenty of touches of the ball in every session. As the season progressed, players grew in confidence with skills such as dodging and shooting. At U10 and U11 level, girls not only participated in lessons and fixtures with exuberance, but every girl in Lower Two and Upper Two played in a tournament either hosted by Exeter School, Millfield or Queen’s College. Captain of the junior school netball Issy Wills said “There was loads of improvement throughout the season for all of the girls in the junior school. At U11A level the team enjoyed a great term, achieving nearly an unbeaten season! It was also really nice to see some of the B team players become some of the main A team players at the end of the season.”

At the end of term all girls in the junior school were able to celebrate their love of netball in the interhouse matches which demonstrated all the skills and understanding of the game in a competitive setting. Well done to all the girls for such an exciting and fun season!

2021-22 Rugby Report

by MR ROSS and MR WOOD

Rugby returned with a bang this year with full block fixtures, cup competitions, tournaments and rugby 7s all back in action. It has been great to see so many players keen to carry on together and that the year away has not taken away the progress that had been made in the years previous. In fact, the non-contact nature of training last year only served to develop the handling skills of all teams which has been evident in how they have played. The U14 have led the way, becoming Devon champions and posting an unbeaten season, playing a fast brand of rugby with Oli Hopkins scoring 24 tries and George Mulgrew 25 conversions. Not to be outdone by their younger counterparts, the U15s won the inaugural Exeter 10s tournament with captain Nate James picking up player of the tournament, for his outstanding performances throughout the day. In the 1st XV it was a difficult season but the efforts to rebuild were ably led by Jack McArdle and Raph McIntosh, with Ioan Evans the player of the season showing what it takes to play at that level. Special mentions go to Hamish Bell, Hugo Hepburn and Cleo Turley who have been involved with the Exeter Chiefs Academy. Next year looks full of promise with the 1st XV hopefully leading the way, having learnt some tough lessons

this season.

The U16 squad, despite not having the success of their younger peers, showed great determination and commitment throughout the season and, following three gutsy performances (and narrow defeats) against King’s Taunton, Torquay Boys’ and Wellington, will have been delighted to end their season with a memorable win away at Colston’s. The enthusiastic approach and rugby potential will be well received at senior level next year. Congratulations goes to James Mulgrew who was selected to play for the Welsh Exiles’ U16 squad. The junior squads (U13 & U12) had their first experience of Exeter School senior school rugby, and their performances highlighted their potential with boys at both A and B team level demonstrated a promising skill set, excellent attitude, and enthusiasm for the games; we are really excited about watching both year groups progress in the coming years.

Finally, to a spirited 1st XV who had a challenging season after a very difficult two seasons with very little rugby: their efforts to rebuild were ably led by captains Jack McArdle and Raph McIntosh who were supported well by their peers. Ioan Evans was voted player of the season and consistently demonstrated what it takes to perform at senior level. Special

A celebration of rugby across the season; it wasn’t all mud!

mention should also go to Hamish Bell, Hugo Hepburn and Cleo Turley who were all involved with the Exeter Chiefs academy. Despite the results, their performances were pleasing and their ability to reflect and re-group superb. It was fitting, therefore, that they ended their season, in the Devon mud, with an excellent win against Truro. Next year looks full of promises with many of the current squad returning to lead the way having learnt valuable lessons this year.

Rugby Sevens

by MR ROSS

The spring term represented the opportunity for our U15, U16 and senior rugby players to return to the Rugby 7s field and tournaments to take on the best schools. The 1st VII were also delighted to be able to travel to the National Roslyn Park 7s in west London. Selection for the 1st VII was really competitive with excellent numbers choosing to play rugby 7s. The individual skill development of those involved will certainly pay dividends next season. The 1st VII played in the Queen’s College, Colston’s, West of England and Rosslyn Park tournaments and there were moments of brilliance in each but also too much inconsistency and a lack of 7s knowledge to compete with the best teams. Despite this they were enjoyed by all, and the experience will be invaluable. The U16 squad had their first taste of rugby 7s on a wet day at Queen’s College, Taunton and this opportunity will hopefully have given them a taste of what is on offer at senior level next year and the work that is required if they wish to compete with the more established rugby 7s teams. The highlight of the rugby 7s season came from the U15 squad who were crowned Devon 7s champions, following success in the east Devon tournament and then a week later beating the best from north, south and west Devon. This talented group played some really exciting rugby and will be a team to watch in the future. Five of the squad have been successful in being selected for the national rugby 7s academy which they were involved in over the summer break.

Junior School Rugby

A passion for rugby begins in the junior school…

by MR WOOD

U8

The U8s made great progress this year with many not having played any rugby before. Development of team work in defence and attack complimented individual running skills. There is certainly good potential for this year group and the house rugby event showcased the overall ability across the teams. A special mention goes to Luca Bourne who was player of the day in that event.

U9

This season, the U9 squad started well and then just got better and better. At the start of the autumn term they showed great individual skills and good evasive running. However, this would only get them so far. Despite performing very well in all their matches at the Plymouth festival further improvement was still needed. The team worked very hard to improve their discipline and play as a team. Line speed in defence was a key area of improvement, meaning that the opposition were tackled early before they could build up speed. Better passing and offloading early brought great success for the team at the Blundell’s festival. They then finished their season with a very

exciting, high-scoring match against St Peter’s. This proved to be a very successful end to the second leg of their rugby journey. Well done to the whole of Upper One for their hard work and individual development.

U10

The U10 squad contained a huge amount of talent this year with many hard runners, agile try scorers and brave tacklers. The enthusiasm during Friday training sessions was exceptional and all players came on leaps and bounds in terms of their progress. Match of the season goes to the U10A home fixture against Blundell’s where the players demonstrated a huge amount of teamwork, resilience and character to battle over the try line for a number of impressive tries, while defending relentlessly when the ball was lost. All the boys in the year group represented the school and, whether it was in a contact or tag fixture, the matches were played with ear-to-ear grins on muddy faces.

U11

The U11 Rugby season was, again, a very exciting season

that saw all the boys really develop as players. It started with a fantastically sunny Plymouth College Rugby Festival, where the boys won half their matches. This proved a good foundation for later improvement. There followed a mixture of wins and losses, with the players learning from and getting better with each match. The U11 teams really improved their tackling and were quick to employ the “tower of power” tackling technique. Quick, accurate passing also improved, as did their angle of attack and line speed. The boys also rucked and mauled with greater power and intensity. A very good festival at Truro also proved a fertile learning ground for player

development. The boys started to play much better as a team and learned to trust each other. The season was finished off with an excellent home match against St Peter’s. Everything the team had been working on came together and the team just “clicked.” The whole team played fantastically well and I was delighted with their performance: a super end to a great season. Well done to all the junior school rugby players.

Stepping up to the 1st XV

Exeter School, historically, hasn’t placed quite the same single-minded emphasis on sport that you see in some of the larger boarding schools in the South-West, with many of those - for many years nowspecifically recruiting and giving scholarships to pupils with outstanding sporting ability (an initiative that Mr Gibson, our new Director of Sport, has now started to embed). And yet, each year, pupils across all sports, not just rugby, step up to challenge these other schools, often coming out on top. This can be accredited to the impressive sports coaching staff and the courageous and determined attitude of the pupils at this school, not to mention the grounds staff who are able to keep the pitches in such good condition all year round. These values are seen nowhere more prominently than in 1st XV rugby.

by ALEX JAMES

The 2021/22 season was the first proper season back after COVID, so the boys had the joint challenge of both dealing with some tough opposition, whilst also restoring the values and culture around 1st XV rugby at Exeter School. It could be said that we saw this as an opportunity however, with tremendous heart and spirit being shown by all the boys, regardless of the results. I spoke to Mr Ross, Head of Rugby and first team coach at the school, as well as some of the players, to dig deeper into first team rugby and the

sport’s impact on the pupils and school as a whole.

Can you summarise (in three words) what 1st team rugby at Exeter is all about?

Character, mindset, fun.

What is done lower down the school to build towards success at first team level?

We have a continuum of ideas, terminology and themes that are implemented through all the age groups, giving players a solid base, which will allow them to move onto

that next level when they get to the first team.

What is different about the first team to other teams lower down the school?

Expectation and commitment are two factors that are raised at first team level.

It is also very much player-led, with the coaches taking a less active role in simply guiding and helping the players on their way to success and enjoyment.

Why is the role of the second team important at the school?

The second team acts both as an

opportunity for boys who want to take rugby slightly less seriously but continue to play it at senior level, as well as a platform for players who are returning to rugby or who are on the edge of the first team to grow and develop and hopefully make that step up.

What is your fondest memory as first team coach?

Getting to the quarter final of the National Vase in 2019 was definitely a highlight, as we had a tough draw including an away trip to Oxford where we took on an established rugby school and beat them. However, my favourite memory, which happens every year, is the realisation that of all the training and hard work that has gone in throughout the season – there’s always a game when everything seems to click. The boys understand what they need to do and they become aware that they’re playing well together, and their faces and energy at the end of that game is always a special moment. This year it was Truro at home, the last game of the season, an absolute dogfight in the mud, but we got the job done; it’s always nice for the Upper Sixth to finish on a high in their last game for the school.

What makes first team rugby at Exeter different from at other schools?

We’re often pitted as the underdog, and so we take pride in punching above our weight and taking on some bigger schools and getting some success in that too. Ultimately though, it’s the bonds that are made in the first team that really last, and from six seasons of coaching here, I know the old boys still meet up and talk about their time in the first team, and still contact me about their rugby successes too, and that’s what makes it special for me.

What makes a good first team player in your opinion?

I would say that everyone has a chance to be a good rugby player and play for the first team as they come through, but the top 5% are separated in their mindset and attitude towards the game. There is competition for places, with two age groups competing for the 18 or so spots, and those that make it generally have a stronger will to push themselves harder and take on more complicated ideas and moves and skills. Above all, they’re the ones who are

most willing to put the work in during training and then fully commit on the pitch when it comes to game day.

Raph Macintosh and Jack McCardle, co-captains for the 2021 season:

Can you sum up your season as captains in three words?

Raph and Jack: Spirited, courageous, challenging.

Was being captain something you both always wanted to do?

Raph: Not at first, but as the season progressed, we were able to grow into the role more and start to appreciate and enjoy being captain. It was also useful to have each other to work with and it meant that the pressure didn’t fall upon just one of us.

What were the main challenges of taking on the role of captaincy?

Raph: Due to Covid, we’d missed out on a proper season playing with the year above, and so we had to find our own way to lead. Working with the year below was a massive part of this, and it was difficult at first as we didn’t know them so well, but by the end of the season the team chemistry was very much there, and we’d forged some new friendships along the way.

What was the highlight of your season? Jack: Either scoring my first try for the team, or being part of our victory against Truro in the last game of the season. It felt like everything came together for us and it was an emotional day as the last game for the Upper Sixth.

How long have you played rugby at the school? And is there any advice you could give to others starting at the bottom?

Jack: I’ve played since Third Form, and I would say the key is the mindset, because if you have a good mindset, then everything will fall into place for you and you’ll be able to get the best out of school rugby at every level.

What would be your advice to future captains of the first team?

Raph: The hardest part is when you’re losing, and you just have to front up and do everything you can to get everyone to rally back together. It’s easier said

than done, but if you lead through your actions on the pitch, then the rest of the team is more likely to want to get behind you.

Ben Hellewell and George Guy, two pupils new to the school in Lower Sixth who played for the first team: What were your expectations of 1st team rugby at Exeter before you came here?

Ben: Having played rugby in the younger years, I expected it to be a step up from the years before and it certainly was, with the level and quantity of training as well as the intensity of the matches.

What do you think it means to be a 1st team player at Exeter?

Ben: There’s a lot of pride in the badge and being part of the team, no matter how well or badly we do.

George: It’s very much about the team, and being representative of the school, rather than being about yourself.

Have you got any advice for people in your position who are interested in playing rugby but are new to the school in the sixth form?

George: Absolutely go for it. A good way to start is at pre-season training, so that you have a few friendly faces with a common interest when you go in for the first day of school in September. It makes the whole process a lot easier and softer, especially if you don’t know anyone at the school.

Senior School Squash

by MR GIBSON

Exeter School continued their strong tradition of squash success during an excellent 2021-22 season for the senior squads. The popularity of the junior coaching sessions with Mr Aplin was in high demand and a number of the junior players represented the school in a fixture against St Peter’s Lympstone. We hope to be able to play more junior fixtures next year. The senior teams were also in action across both the autumn and spring terms, competing in friendly fixtures as well as the national school’s championships with the provisional rounds taking place during the first term and later stages after the Christmas break. Many of the schools’ most competitive players benefit from playing squash at local clubs and have the opportunity to work with the school coaches (Mr Harris and Mr Aplin) at their respective clubs. The input of these excellent coaches is obviously working as our senior players played some excellent squash during the season. The intermediate squads also made excellent progress and performed superbly in the national competitions. Both the senior boys and girls progressed to the later stages of the nationals with the boys eventually bowing out to Bishop’s Wordsworth School after beating both Berkhamsted and Merchant Taylor’s in the regional round. However, it was the younger girls that made the headlines, reaching the national finals in Nottingham where they were crowned national runners-up following a narrow defeat in the final. Lauren Brown, Elle Golsworthy, Yasmin Brown, Lydia McLeod, and Grace Golsworthy were all in superb form and, despite being disappointed not to lift the national title, will realise in due course what an amazing achievement this is and what a brilliant experience it was. Special mention goes to Mrs Marsh, Miss Lunn and Mr Aplin for their hard work and support with the squad at the national finals, to Mr Harris for his input during the season and to Mr Connelly for his hard work and outstanding admin as master i/c squash - we wish him well in his new post at Exeter College. We can’t wait for the start of the new squash season at school.

Junior School Squash

by MR EVANS

Squash has seen a resurgence in popularity this year and, term upon term, the numbers of pupils getting on the court has risen. At the start of the academic year, there were many pupils who wanted to try out the sport who had never done so before and, by the end, there were over 40 pupils in the upper school signed up to take part in the junior school squash league, a multiple round competition which is nearing its exciting final pool at the time of writing. The improvement in the standard on the court has been great to see and, spaced throughout the year, we have also had fixtures against other schools, organised by Mr Aplin. By aiming to get beginners into the sport and providing competitive opportunities, we have tried to make squash a sport that is welcoming and inclusive of all who want to run around and hit a ball as hard as they can at a wall, whilst also rewarding those who are more committed, determined, and passionate about the sport. We are looking forward to more fixtures and chances to show off our skills on the court next year.

Swimming and Aquatics

Exeter School swim teams have had a great year with some amazing results, and also some fun and challenging events.

by MATTHEW ROBERTS, CHI SUN and FRAN JENNER

The year started off with the Exmoor Open Water Swim. 12 pupils, one staff member and a parent braved the cold water and completed distances varying from 1-6 km. A huge congratulations to Sara Sari with the second overall fastest times in the 1km, William Senjack and Elizabeth Doherty for the fastest times in their age categories in the 1km, Charlie Simpson who had the overall fastest time in the 2km and Hamish Bell who completed the incredible distance of 6km.

The teams have also taken part in nine galas this season and have put in some impressive results. The year started with our first gala against Colyton Grammar. The team had a convincing result winning in all categories and four individual school records were

broken. We then faced King's School Ottery who gave us tough opposition. The points were even coming out of the individual events but thanks to a good team effort in the relays we managed to come out on top. Two events against Wellington, West Buckland and Queen's Taunton provided high energy galas with many of the teams securing wins. Another individual event saw us facing Torquay Boys' and Girls' Grammar. This was the toughest gala of the year facing stiff opposition and although we were unable to win, we still put in an impressive performance with the junior boys drawing in their age category and the junior girls winning their age category. A special mention to the junior boys (Harry, Will, James, Seb and Ollie) who are undefeated throughout the year in their age category.

Some of our relay teams also competed in the England Schools Relays (Southwest heats) at Millfield. Congratulations to the junior girls, ranking 29th nationally for the freestyle relay, and the junior boys for ranking 24th nationally for the medley relay.

Huge congratulations to the pupils who completed in the overnight cross channel swim that took place overnight in Topsham Pool with three teams of six swimmers each completing 21 miles. Even the weather played its part in providing the cross-channel experience, however the torrential rain didn’t stop the swimmers. The intermediate team set an impressive new record of 8 hours 58 minutes 25 seconds. The junior team came in just 21 minutes later and the senior team following on with the time of 9 hours 51 minutes and 33 seconds.

On the lifesaving front, a group of Middle Fifth pupils completed their Silver Survive and Save qualification and twelve pupils undertook the NPLQ course to enable them to lifeguard in the school pool during sixth form.

Finally, a huge thanks to Dr Robb for organizing all these incredible events and David Hill coaching the competitive squad this year: they made this year truly enjoyable for the swimmers and improved us all.

Junior School Swimming

by MISS WRIGHT

It has been a jam-packed year of swimming with not only the new competitive swimming squad being established for Form One through to Upper Two, but also the development squad. In addition, pupils in the junior school have enjoyed free swims provided at lunch times for all year groups, promoting water confidence and creativity.

The junior school girls’ captain Evelyn Wood said "I loved being captain this season. It was great being in the pool leading the lanes during sessions, and I also loved helping coach the development squad!”

During squad sessions that took place weekly, swimmers worked hard at improving technique and fitness. It was a delight to travel to Taunton School in the first half of the autumn term, and for some, it was their first experience of a competitive gala. In the spring we welcomed Taunton School back for a home gala which was used as practice and preparation for the Independent Association of Prep Schools event at the end of term. In addition to the competitive squad sessions, the development squad participated wholeheartedly when we hosted St Leonard’s Primary and also against West Buckland when we welcomed them on-site.

In June the qualifiers for the nationals headed into the London Aquatics centre in Stratford. For the U10 medley relay, the boys looked strong and accomplished in the pool and this was fully reflected in the results with them improving their time by a huge six seconds and finishing in 13th place, being 13th in the country

for the event (for which they qualified in 18th place). The level of improvement was testament to the relentless hard work they put in to training after school at competitive swimming squad sessions. Thanks must also go to Hamish, a sixth form leader who has been working with the boys at the squad sessions and Dr Robb who assisted on the day. In addition to the team success, it was a delight to see Benjamin Robb compete individually in the 25m butterfly finishing a very respectable 18th in the country. Daniel Sari had the bit between his teeth and qualified for the final in the 25m breaststroke. After a brilliantly gritty and technical performance, he secured an outstanding 4th place, being able to now claim 4th in the whole country!

Thank you and well done to all swimmers for such a brilliant, fun and exciting season.

Notable results from the IAPS:

• Daniel Sari was placed 3rd out of 109 in his 25m breaststroke; Benjamin Robb came 15th out of 69 in his 25m butterfly and both boys qualified for nationals.

• The U10 boys’ medley relay team consisting of Harry Leworthy, Daniel Sari, William Matten and Benjamin Robb (reserve Max de Pelet) came 18th out of 85 and also qualified for the national finals which were held in June at the London 2012 Olympic Aquatics Centre. pecial mention goes to the excellent efforts of Evelyn Wood (butterfly stroke, coming 35th) and Isabelle Johnson (breaststroke, also coming 35th).

Senior School Tennis

by MR GIBSON

The school tennis squads had a busy summer term with a large number of pupils attending regular tennis sessions, internal tennis ladders as well as six teams representing the school in the LTA school’s competition; they also played several excellent local fixtures against some strong tennis schools. Success in the LTA tournaments was varied; nevertheless, each player showed excellent commitment and made progress under the tuition of Mrs Hayden (i/c tennis) and Mr Rycroft (tennis coach). The U12 & U13 had the most success with the girls’ squad playing some excellent tennis to reach the semi-final where they lost to a strong West Buckland outfit. The U12 & U13 boys’ team were the standout team and progressed to the county final where they won the fixture at the end of term, resulting in them being crowned Devon champions. A special mention goes to Harry Gray and Toby Kenefick, whose commitment and contributions to the school tennis programme this summer has been outstanding. We wish the boys’ squad every success in their regional finals taking place in September and can’t wait to build on the success of the 2022 season next summer.

Junior School Tennis

by MISS WRIGHT

In order to complement the extra-curricular tennis club that ran throughout the year with external coach Jon Rycroft and Miss Trimming, we ensured that there was an opportunity for some pupils to represent the school against the Third Form and Maynard’s in the summer term.

At U11 and U10 level we were delighted to select in excess of 30 pupils to participate in a fun but competitive fixture spread across two separate evenings. Pupils enjoyed experiencing singles and doubles play, reinforcing their knowledge and understanding of the rules and tactics.

The lunch time clubs that took place at lunch times in all three terms were exceptionally well attended and pupils showed excellent progression and commitment throughout. A thank you must go to Miss Trimming who has dedicated countless hours to the tennis programme over the past five years and coach Jon Rycroft for his enthusiasm and knowledge.

Hoping the Shine Hasn’t Worn Off…

In a shift to Exonian tradition, this year we asked our new(ish) staff how they thought their first year at Exeter School has gone…

What have been the highlights of the school year for you?

(DJG) Getting to work with a new department, a full return to school sports fixtures and getting to visit a different set of schools on away fixtures after 18 years on the same sports circuit.

xeter School continued their strong tradition of squash success during an excellent 2021-22 season for the senior squads.

E(MFCG) Being back on Dartmoor again for the Ten Tors challenge, and working with a fantastic bunch of pupils, parents and staff.

The popularity of the junior coaching sessions with Mr Aplin was in high demand and a number of the junior players represented the school in a fixture against St Peter’s Lympstone. We hope to be able to play more junior fixtures next year. The senior teams were also in action across both

What, if anything, has surprised you about the school?

( JCEW) How much goes on outside of regular teaching. The opportunities the pupils get, such as the trips and extra curricular activities, is incredible.

(MFCG) How much I have enjoyed cycling to work!

(GMD) How many activities are available, and how enthusiastic pupils are to get involved.

How has it been, joining the school at a time where the world is trying to escape the clutches of COVID?

(MEM) I feel lucky to have only caught the tail end of it; the upshot of it was how well-prepared the school was and how amazing the technical infrastructure, support and systems were that made juggling live streaming and class teaching at the same time relatively painless. I have worked in a school in London with iPads before, but not in a school where the Wi-Fi

and airplay systems, software, apps and homework setting are so effective.

(DJG) It has been fantastic being able to return to a full fixture card after two years where schools have not been able to play against one another. To see the pitches, courts, astros full of pupils and parents and staff on the sidelines supporting has been a highlight.

Having been in their position very recently, do you have any words of wisdom for any new staff joining us?

(AC) Embrace and enjoy the school and enjoy the challenges!

(MFCG) Make sure you visit the staff room at break: much can be learnt from sharing a coffee with a new colleague.

JCEW – Jamie Wilkins Accounts Office

GMD – Matt Davies Music Teacher

MFCG – Mike Glanville Maths Teacher & Deputy Head of Daw

MEM – Monette Montagu Biology Teacher

AC – Alex Collard DT Teacher & Deputy Head of Crossing

DJG – David Gibson Director of Sport

CRAIG ASTLE

Science Technician

Which three books would you choose to have with you on a desert island?

The colour of magic by Terry Pratchett, Myth conceptions by Robert Asprin, The Stainless Steel Rat by Harry Harrison.

Where would you most like to live and why? (This can be fictional!) Saint Marie (From the TV Show Death in paradise)

ANNABELLE BLACKMORE

Maths

What is your signature dish?

I love to cook and bake, so it's hard to choose one, but since turning vegan in 2020 an Asian inspired stir fry has become a signature family favourite.

If you had a time machine, what period of time would you travel to and why?

I would travel back to the summer of 2012 to relive the magic of the London 2012 Olympics all over again.

STEPHEN BUTLER

Exams Officer

What song you will never get tired of?

1979 – The Smashing Pumpkins

What is your signature dish?

Tea and toast on a gas stove in the back of the car.

JESS DOKU

Head of Safeguarding

What is your signature dish?

Cinnamon topped blueberry muffins

What is your pet hate? Noisy cereal eaters!

TIM HALPIN Librarian

Which three books would you choose to have with you on a desert island?

Birds Without Wings by Louis de Bernières, The Name of the Wind by Patrick Rothfuss, and The Chronicles of Narnia by CS Lewis.

Where would you most like to live and why?

(This can be fictional!)

‘Le Cirque des Rêves’ which is found in Erin Morgenstern’s The Night Circus. It’s an endlessly imaginative and everexpanding travelling circus that shows up without warning.

SALMA BADAWY

Reprographics

Supervisor

What song you will never get tired of?

Harry Styles – Music for a Sushi Restaurant.

If you had a time machine, what period would you travel to and why?

Around 2550 to 2490 in ancient Egypt to witness the pyramids being built – to allow me to connect with my ancestors.

JEN BREWER

Art

What song you will never get tired of?

Can’t Stop – Red Hot Chilli

Peppers or Arctic Monkeys – Dancing Shoes? That was a very tough question, and if you asked me again tomorrow, I would probably change my mind!

If you were a superhero what would your power be? Why?

Super speed: I can work through the boring chores at supersonic speed, leaving quality time to do things I enjoy, like visit different countries. I could get there in no time at all too, whilst smashing all the QOMs on Strava.

LUIGI CHU

Head of Sixth Form

What is your signature dish?

I’m a much more enthusiastic eater than I am a cook!

If you were a superhero what would your power be? Why?

Built-in TMO action-replay ability, to help me while refereeing rugby.

MAX GILLARD

PE

What song you will never get tired of?

I like Oasis so maybe She’s Electric. I am a big Liverpool FC fan so One Kiss by Dua Lipa. Whats Poppin by Jack Harlow is more of a current one but I rate it.

Where would you most like to live and why? (This can be fictional!) I love Devon as I grew up here but if I had to choose somewhere else, I would probably say Australia as the lifestyle looks amazing out there… although the snakes would be an issue for me.

STEPHEN HANCOCK

Teacher of English

Which three books would you choose to have with you on a desert island?

I would take the Complete Works of Shakespeare, the complete poems of John Donne, and just to make sure I have something a little more modern, J L Carr’s A Month in the Country

What is your pet hate? Lack of courtesy and consideration towards others.

We asked our new staff (who have either joined us during this academic year or September 2022) for a little glimpse into their tastes, interests and thoughts on the most pressing issues facing our society today…

ALICE HOLOHAN Director of Development and Alumni Relations

What is your signature dish? Scrambled eggs on crumpets.

If you had a time machine, what period of time would you travel to and why?

The late eighteenth century, for the architecture – it would be wonderful to see it fresh and new.

LIAM Mc MENAMIN

Design and Technology Teacher

What song you will never get tired of?

Keane: Somewhere only we know. I never grow tired of listening to this song, as it has a potent mix of nostalgia, sadness and hope. It has a simple piano line that is complemented excellently by the singer’s amazing vocals (Tom Chaplin).

If you were a superhero what would your power be? Why?

Instantaneous travel to any point in the universe – so I could go an check to see if there is another planet like our own out there, perhaps Proxima b?

SEBASTIAN MUNDAY

Head of Geography

Where would you most like to live and why?

(This can be fictional!)

Hobbiton – the I’ve always admired the ecosustainability of hobbit architecture

If you had a time machine, what period of time would you travel to and why?

The 60s- the music/fashion/ culture

CIARAN O’ROOKE English Teacher

Which three books would you choose to have with you on a desert island?

When younger, I loved John Buchan’s The Thirty-Nine Steps, so this would have to be included for nostalgia. Then, probably The Great Gatsby’ and a John Le Carre novel, The Constant Gardener

What is the highlight of any school year for you?

It must be your last lesson with an Upper Sixth set. There is always a real sense of the journey they have undertaken and excitement for the future.

ZOE PHILPOTT

Sixth Form Assistant

If you were a superhero what would your power be? Why?

The power of flight, so I can zoom around quicker.

If you had a time machine, what period of time would you travel to and why?

The 90s so I could go to all the concerts that my parents wouldn’t let me go to!

EMILY HORN

PE Teacher

If you were a superhero what would your power be? Why?

The ability to talk to animals! I would love to find out what my dog was thinking every day! I have always hoped she would finally be someone who laughs with me and not at me!

If you had a time machine, what period of time would you travel to and why?

The best years of my life were spent with my amazing grandparents.

My Grandad sadly passed away July 2021 and I truly miss the days we would spend hours playing cards together, eating custard creams and listening to his remarkable stories.

MICHELLE MOSS Bursary Assistant

What is your pet hate?

Rudeness or a lack of manners!

If you were a superhero what would your power be? Why?

Kind and caring – people pleasing sounds good to me!

MILLIE NYE History Teacher

Where would you most like to live and why?

(This can be fictional!) Some remote Greek island, living my best Mamma Mia life.

If you had a time machine, what period of time would you travel to and why?

Ah, too many good answers. As a gender historian, I am conscious of the limitations endured by women throughout history, therefore I would say the 1980s as women had more freedoms, the music was incredible and I would actually be able to afford to buy a house!

HARRIET PAPPENHEIM Marketing Manager

What is your signature dish?

Salmon with salsa verde, roasted on tomatoes, garlic and herbs. It’s surprisingly easy but looks like it’s taken forever.

Where would you most like to live and why? (This can be fictional!) Probably Devon . . . in the middle of nowhere with enough space for plenty of horses. I wouldn’t mind better weather though . . .

BETHAN ROSE

Assistant Head –Character

Which three books would you choose to have with you on a desert island?

The Great Gatsby by F Scott Fitzgerald, The Secret History by Donna Tartt, Rebecca by Daphne Du Maurier

What is your pet hate? Seeing people on their phones in restaurants instead of talking to each other. Also, restaurants that only have electronic menus which encourages this behaviour!

ANNA BATE

Anna joined Exeter School in 2016 and over the past five years has been an outstanding technician, contributing a huge amount to the physics department and wider science depart ment in her very modest and understated way. Her expertise as well as positive and cheerful approach were greatly appreciated by everyone.

Her attention to detail and understanding of equipment ensured prac tical work ran smoothly, including managing the significant requirements needed for safe use during covid restrictions. She also often made better equipment than we could buy and significantly cheaper! We will all miss Anna in department but thank her for everything she has done for us and the pupils. We wish her well in her new role at the university and that her sourdough starter continues to thrive!

MR TUOHEY

JULIA BAWN

I have been very lucky to have had the opportunity to work with Julia Bawn. She has become a valued friend and I can safely say that I have enjoyed every moment working with her over the past seven years. She arrived at Exeter School as the Private Study Supervisor and within the week I realised that the skills and expertise as an ex-head of Biology and sixth form were going to benefit hundreds of sixth formers during the next seven years. Her care and

Fond farewells to exulted staff

compassion is a joy to see and the many hours (even before school) where she has worked her magic with the younger pupils and sixth form, improving their presentation skills, their knowledge of all things scientific, tweaking UCAS personal statements and generally encouraging and supporting them to become more confident and independent learners.

There are a few facts that you need to know about Julia: She is very clever.

She makes the most amazing cakes. She has a fantastic dog called Darcy.

She is a proud mum to three lovely children, two of them who share her title of Dr Bawn. I have met someone that can talk as much as me.

I will always be grateful to her for supporting me in the sixth form and I know that she is excited about starting her cakemaking business in the autumn. Thank you Julia, especially for just being you.

MRS MARSH

Geoscience event at Plymouth University and running virtual lectures with the Royal Holloway University. Through these events and his sound advice, a good number of our geographers have been inspired to further their studies in the subject at university level.

The Games department rate him as an excellent rugby coach with a carefully planned and calculating style likened to Sir Ian McGeechan, winning the 2022 Devon County Cup with his U14A team. His players have described him as ‘strict but fair’ and even, allegedly, guilty of ‘favouring the other team’, but this only reflects his passion for the sport and desire to draw out the very best from his team. James Bird joined us in 2017, slipping seamlessly into the Exeter School geography family and will be sorely missed as he moves on to Wellington School where he was himself a pupil.

MR HYDE

national recognition as our followers grew and grew and grew (quick plug: do follow us if you’re not already – @ exeterschooluk).

One of her major projects was our new website. When you look at other school websites our media wall is truly exceptional (https://www. exeterschool.org.uk/ media). The diverse range of amazing events, put on by colleagues across the school, has been expertly collated, promoted and celebrated by Karen. It is A* grade material, and it is consistently so, week after week after week. Karen’s apparently boundless energy in running from one photoshoot to the next keeps this fresh and engaging. Most pupils will know her as the lady with the camera, running around, asking them to tuck their shirts in, before taking their photos to help showcase their successes. The impact on pupils cannot be unstated here; seeing their achievements on social media, on the website or in the newsletter warms even the most hardened teenage apathy!

dance the whole Exeter School community have benefited from her artistic talent enthralling and engaging so many pupils. As a Teaching Assistant, Bryony has taken great care of our children inside and outside the classroom. But we could not keep her. Her reputation spread, leaking out of Exeter and into the wider environs, ending up in Taunton where she was snapped up by Queen’s College Taunton – for every Queen needs a fairy princess of its own.

So it is with a sad tear, that we wave goodbye to Bryony, as she steps into her pumpkin carriage and heads up the M5 to Taunton to take on the position of Dance Teacher and Coordinator. We wish Bryony all the luck and success in her new exciting job, but we know, of course, that she will make her own magic.

MS COX

Never say goodbye because goodbye means going away and going away means forgetting – Peter Pan.

JAMES BIRD

James is an unassuming man with an eye for detail and precision in his practice. His focus, commitment and determination is resounded in his profes sionalism as a teacher. His enthusiasm and curiosity for the subject, alongside high standards and expectations, have drawn out the very best in the pupils he teaches. He is a popular teacher who builds strong relationships with his classes and sees many opt for GCSE and A Level, who describe him as “spritely”, “super organised” and “never [teaching] a boring lesson”.

He has encouraged and inspired pupils outside of the classroom by running the Worldwise Quiz event with other schools in the South West, taking groups to the Girls into

KAREN BROOKES

-FERRARI

Karen joined us in 2013 in a new role for the school as our Communications Officer. Over the next eight years she expertly developed this role in her own image, into exactly what the school needed at the time.

Karen has been a passionate driving force in modernising and enhancing our communications, from carefully selected editorials in local magazines, to well-timed and targeted adverts to expertly written articles on our own website. Karen skilfully developed our social media presence on both Twitter and Instagram, achieving some well-deserved

Outside of all things communications, Karen has been a skilful cluedo killer, and a key contributor to the staff art show. Her artwork has been most impressive, often involving the whole family in typically creative ways.

She is a very hard act to follow; our loss will be her next employer’s gain. I wish her the best of luck as she leaves us for her next challenge.

MR BONE

SARAH COLDREY

BRYONY

BUCKINGHAM

We have been extremely lucky to have had Miss Buckingham as part of our team at Exeter Junior School. With a back ground and passion for

Sarah was appointed to a pilot position as ‘pastoral assistant’ to properly launch ‘Room 3’ – a new space on the lower corridor – in the heart of the main school. With the aim of providing an oasis of calm in a busy school, a listening ear, words of advice and an extra resource for the school’s safeguarding and pastoral care team, Sarah’s arrival in January 2021 unluckily coincided with a closed school site! Sarah was enlisted into supervision duties for the key worker pupils in school and was soon getting to know our pupils. When the site reopened (and year group bubbles were burst), Sarah could really get underway: ‘Room 3’

lived up to the vision and was much appreciated by pupils and staff. Sarah’s calm manner and years of experience of working with children proved invaluable through some difficult COVID affected times. Little did we know that behind this smiling façade lay the ambitions of a criminal mastermind as she climbed her way to the top of the staff contactless Cluedo competition the following Christmas! Sarah was a good friend to so many and her work ensured the success and continuation of this pilot wellbeing project.

MR HUGHES

has been popular and successful, and he forged productive relationships with his classes. Mark also oversaw the school’s squash programme having some notable success in national competitions, as well as assisting Mrs Marsh in the sixth form team and contributing to MUN. He leaves us to take on the leadership of the Modern Languages and Humanities Faculty at Exeter College, an impressive appointment in which we wish him every success.

MR TRELAWNY

ALISON ESCOTT

After eight years of expertly steering the art department ship, we bid our fond farewells to Mrs Escott who has been Head of Department since 2014. Mrs Escott has been a passionate leader; fired by her genuine love of her subject, she has ensured that pupils have had access to a broad and rich range of creative experiences. From running the St. Ives residential to mask making for the school productions, Mrs Escott has inspired pupils to become involved in art beyond the

to the ongoing success of the school’s alumni and development programme.

MR MACEACHARN

classroom. Mrs Escott has spent many late nights working with pupils in the run-up to exams or to help prepare for university interviews: we thank her for her hard work and commitment to her pupils. Her presence in the department will be missed greatly by staff and pupils, however we wish her all the best for her new role as Head of Department at Plymouth College. We promise we will try our best to keep your acrylic paints in colour order, Miss!

MRS RAFFERTY-WHITE

a theatre trip to see a magnificent RSC production of Hamlet at the Royal Theatre Plymouth or dealing with the distinctly unglamorous but essential work of standardising IGCSE coursework. He left to take up a position with the Deaf Academy, Exmouth. We wish him well.

MR DOBSON

RICHARD EVANS

MARK CONNOLLY

Mark Connolly joined us from Blackheath High School in London in September 2021 as a maternity cover for Mrs Sheehan. An experienced teacher of history and politics and a former head of department, Mark fitted into the school very quickly and was equally at ease teaching the Third Form or the Upper Sixth. His engaging and innovative teaching

KAREN DART

Karen joined the school in early 2013 and was instrumental, along with John Davidson, in setting up the school’s first alumni office. Karen was a tireless force in the office, organising events, managing the database, helping with mailshots and supporting the archives.

A keen photographer, she was often seen around the site, camera in hand.

Karen had a great way with the alumni, especially the older generation, and her energy and enthusiasm contributed

Mr Evans joined the English Department in September 2015. Until lately a prodigiously bearded fellow, his appearance lent him a vaguely Messianic presence, at least in the eyes of pupils. In test match bowling terms, he was not, perhaps, Jimmy Anderson but he was, certainly, the Glen McGrath of the department, possessed, in his teaching, with that meticulous, planned relentlessness which allowed him, so to speak, to put the ball in that same awkward spot just outside off stump, in the corridor of uncertainty, ball after ball, over after over, innings after innings, game after game. It’s quite a skill – and his classes benefited enormously from the care and drive with which he captained them. I am also grateful for his contributions as departmental assistant – whether by running

KARRIE-ANNE HANCOCK

Karrie-Anne joined Exeter School at the end of 2011. She was affectionately known by the pupils as ‘the lady in the glass box’, due to her prominent position in the Head’s reception area. As well as her role as registration secretary and school receptionist, Karrie-Anne got involved in many areas of life at school, including doing the hair and make-up for the numerous school plays, helping with Ten Tors and being part of the common room social committee. She is now working as a teaching assistant at a school nearer her home and is missed by all at Exeter School.

MRS LEACH

SEAN HEALY

In the firmament of the English Department, Mr Healy’s star burned brightly, if briefly. Like a steadfast comet, he plotted a measured course across the heavens, bringing the light of knowledge to hitherto darkened minds so that they twinkled with learning. His calm, patient manner wafted like a zephyr, inspiring confidence and enthusiasm in his young charges, and his careful, kind ministrations to his pupils earned him loyalty and respect. His star rose during lockdown, when pupils and staff were hung in lone splendour on the screens of iPads, and it is greatly to his credit that he quickly established the confidence of his pupils despite the deserts of vast eternity that distanced him from them. Sadly, at length, the gravitational pull of the country’s lodestar – London – drew him ineluctably back as he secured a position as Head of English at St. Dunstan’s. We wish him well.

MR DOBSON

JULIA HODGETTS

Julia joined us as a maternity cover having recently been Deputy Head at Box Hill School in Surrey. She was a lucky find and circumstances conspired to keep her here for almost 10 years. A highly experienced teacher of history and former head of department in a number of good schools both in the UK and overseas, her pupil-centred and innovative teaching have been key features of the success of the department in the last decade. An avid user of technology, Julia has produced and shared a wealth of resources, her various teaching packs being both popular and comprehensive in their coverage of a wide range of topics. Although she can be a formidable presence in the classroom and a firm disciplinarian, she is well-liked and children speak highly of her lessons, benefiting from the high standards of both behaviour and academic endeavour that she sets.

As Oxbridge Coordinator she has also played a key role in ensuring impressive numbers of our gifted and talented pupils have received the necessary guidance to enable them to achieve their dream of entrance to these elite institutions. Her knowledge of courses and colleges is impressive and she has been able to help pupils to make sensible choices in their

applications. She has attended countless open days, seminars and online training to keep this knowledge current and relevant in what is a fastchanging environment. She has also been a central pillar of the EPQ programme, utilising her considerable experience of IB examining in this regard.

She has also been a stalwart of the department’s field trips, most notably countless WW1 Battlefields tours and also on our most enjoyable Sixth Form visit to Belfast and Dublin. She took a lead on the Battlefields trips and her interactive demonstrations of casualty rates on the first day of the Battle of the Somme were highly instructive. Just as importantly, she has been tremendous company where her sense of fun has been much appreciated.

It will not only be in the history department that Julia will be missed; she has also been a great friend to many of her colleagues. She gives freely of her time and has helped many onto the next step of their professional journey with sensible advice. She is a popular figure in the common room and she will be much missed. I take some solace from the fact that despite commuting from Castle Cary every day she has stayed with us for so long. I am loathe to wish her a happy retirement because she has a number of exciting projects in the pipeline for life after Exeter School.

Julia, thank you for your service to Exeter School and the history department in particular. We are richer for knowing and working with you, and wish you every success and happiness as you move onto the next stage of your life.

MR TRELAWNY

BELINDA

JACKSON

Belinda has been our librarian for four years, and this is her Exeter School epilogue.

Over her short time with us she has shown herself to be an innovative, considerate and a deeply, deeply passionate librarian. Her impact in such a short time has been most impressive. The library is a jewel in the Exeter School crown and it’s not just the architecture: it is the feeling, it’s the ethos, it’s the quiet, focussed, but also friendly atmosphere - and that is down to Belinda’s expert stewardship. She takes time to create amazing displays to excite and entice pupils to experiment with their reading; to choose books they might have otherwise skipped over. My personal favourites were her recent Netflix-inspired Bookflix, and her creative ‘Travel the world with a book’, post lockdown.

She has also used the library to promote issues close to her own heart – with carefully crafted considered displays on topics around diversity and inclusion, including Black Lives Matter, International Women’s Day and LGBTQI+ themes. Pupils love her reading groups, and she has taken the school’s involvement in the Carnegie awards to the next level with in-house awards evenings attended by pupils, staff and parents.

Belinda showed her typical dedication and flexibility during the second lockdown in the spring. She was key to our key worker programme, which she took on in her usual gusto, transforming the library into a safe space for key worker children. In typical Belinda fashion, she used the

opportunity to talk about reading wherever she could. Post lockdown, bubbles were the order of the day – Belinda’s click and collect library service went down a storm. She bought a special trolley, to help, and her own step counter went through the roof as she moved around from quiet room to quiet room, dropping off and collecting books for pupils.

The golden galleon in a Gringotts vault full of amazing activities has to be Harry Potter night. These have been amazing. Many staff, either through a love of Harry Potter, a love of Belinda, or both, have been keen to help out. Belinda’s own performance as the sickly sweet, evil Professor Dolores Umbridge was a sight to see, and genuinely quite disturbing! The great hall, the leaky cauldron, the forbidden forest: all amazing! Culminating with pupils sleeping in the library for the first time in 20 years, the nights were an incredible experience.

In all she has done in her relatively short time with us, somehow Belinda bottles brilliance before distilling it amongst staff and pupils alike. She has been an outstanding librarian and passionate advocate for reading. I wish her the best of luck in her next adventure, her next chapter.

MR BONE

Ali Marsh leaves us after 19 years of service... 57 terms! During that time, she has shown herself to be a wellliked and well-respected colleague and a much loved member of staff to the pupils.

Staff are often known by their initials.. whether it is on a pigeon hole or in emails so I asked some sixth formers if they could sum up the essence of Ali using ‘AJM’. This is what came back:

• A Jot Mad

• At (times) Justifiably Mad…

• Always Just Mum

I think they nailed it.

Ali has always had a real sense of fun in school and the desire to ‘spread a smile’ to all those she encounters throughout the day. Whether it is just a passing smile or kind word or a full-on conversation the effect is still the same .. you feel happier and supported. Standing in the sixth form common room and watching, you could see this magic happening every minute of the day. Like a magician spreading gold dust, she would weave her way across the room, working her magic. Underpinning everything was the belief that nothing was too much trouble and that everyone deserved her time. The introduction of the bacon butties for sixth formers made everyone feel special and part of a senior family.

A Jot Mad… I love this! Ali has

never said no to ‘fun’ and the leavers’ annual slip and slide and Lower Sixth fun Olympics are much-loved events in the unofficial calendar that pupils look forward to. On sports tour the call for compulsory dancing on the dance floor saw all tourists, pupils and teachers, flooding the floor and dancing to the classics: painful for anyone watching but, for the tour party, it was amazing fun!

Ali has always known her mind and not been afraid to stand up for what she believes. When I arrived at the school eighteen years ago it only took a couple of weeks before I was confronted by Ali who demanded that the senior girls needed a tour as one had been promised but planning up to that point had fallen through. So, we got our heads together, and a short time later the senior girls went on a memorable hockey tour to Germany. There have been countless moments and events that she has driven through, with a need to get it right and give pupils the best experience possible.

Recently, travelling to King's Hall in Taunton, I was driving the minibus and Ali was on the sat nav. She declared early on in the journey that she had been there many times and didn’t know why she was using a sat nav. I remained quiet and drove. In Taunton, when the sat nav gave instructions to turn right, Ali declared that it was wrong and I should turn left… I timidly agreed. What became apparent was that had we turned right we would have arrived at Kings Hall within

two minutes. Turning left we were treated to a tour of Taunton and a twenty minute detour to Kings Hall… following the sat nav. After a few moments silence Ali stated ‘Well, I never knew it was that direction!’ … I smirked and we never spoke of it again…

At (times) Justifiably Mad… As a PE teacher Ali has the ability to be heard and gain control of a room with ease. The Wednesday sixth form shout sees a couple of hundred sixth formers talking and then with a short ‘request’ from Ali fall dutifully silent. Walking down to the astro turf she has always shown the ability to break off a conversation and then shout across the fields to ‘politely’ request that girls do not cut across the grass but rather use the path. There is never any doubt that the girls have heard as they jump out of their skin at the voice and scamper off the grass. That voice can easily be heard across the fireplace .. across Heavitree and out towards Tiverton! Always Just Mum… throughout my time in the PE department I was always keen to ensure we worked as a family, working and supporting one another. Ali has always been the mum – looking out for us all and looking out for us as individuals and not just colleagues. She has always understood the need to value people and her care and compassion will be greatly missed.

MR MASON

TOOTS

MCKINNON

It is with great sadness that we say goodbye to the lovely Toots, who although she has only been with us for a short while, has had a huge impact on the whole school community. The humour and joy that she has brought to the whole school is going to be very much missed by staff, parents and pupils. Nothing is ever too much trouble and the high-vis vest bustling around the school with the sound of the whistle not far behind will, as I have already said, be very much missed. Good luck in Ireland or should I say good luck Ireland…Toot Toot!

MRS VAN

continued to provide a high-quality service, and they demonstrated supreme flexibility during all the challenges and new requirements imposed by the pandemic.

Outside of her department, Rachel has immersed herself in Exeter School life, supporting numerous trips and activities, and frequently attending the full range of school performances.

Rachel has been a dedicated and most effective reprographics supervisor. She is now returning to the classroom as an art technician, a role where I have no doubt she will also excel. I wish her the very best of luck.

MR BONE

member of the Oxbridge preparation team, as well as running sports teams.

Within his maths teaching, Steve is a strong advocate of teaching methods supported by research and is also a dedicated member of the technology for learning committee. He is both innovative and organised and pupils have all really appreciated his ‘high challenge, low stress’ approach. Word has got round about the quality of his teaching and his lessons have been observed many times by teachers from all areas of the school. He has instilled confidence in those who find maths a difficult subject as well as challenged prospective Oxbridge mathematicians in advanced problemsolving club.

pirouette, she has tutored her Upper Two form with her usual attentiveness and sensitivity and taught English, drama, history and RS across the school. Always a willing helping hand to assist with productions and drama clubs, Rita has once again illuminated all that she has touched, delivered with humour and expertise. Rita juggles grandparenting duties and festival attendance alongside her teaching roles and we look forward to staying in touch and hearing all about her explorations and merriments in the future.

MRS HARDY

on the map, and with his kind demeanor has made the department what it is today. His knowledge is incredible, sharing it with both the pupils and staff alike, and organising extra curricular clubs such as F1 in Schools and Greenpower. His impact within the CCF has been immense, along with his tireless energy and commitment - I am sure his team will agree. He has been a pivotal guide to all things DT and I would like to applaud him for his dedication, integrity and – above all – being a great communicator and friend. Whatever he chooses to do in the future, steel, wood, acrylic and many other materials will be the source of his endless innovative and creative designs.

MR SAUNDERS

RACHEL

MILLER

Rachel joined us back in 2017 as our reprographics and library assistant and soon rose through the ranks to be our reprographics supervisor from 2019.

Reprographics is one of those essential school services that operates behind the scenes. It is fundamental in facilitating functions across the school, from producing trial exam papers, to posters for performances to spare stationary for pupils (and staff!). An efficient reprographics department is a key cog in the Exeter School machine, and it is a testament to Rachel’s skilful and professional management that reprographics has run so smoothly. Rachel and the team have kept smiling,

STEVE PARRY

Steve Parry is, without doubt, one of the most engaging and effective teachers of mathematics you could hope to work with or be taught by.

He has been a calm and caring teacher to pupils of the full range of age and ability over the last six years and an excellent member of the maths department. Staff, parents and pupils alike will be sad to see him go.

Steve is a strong supporter of Amnesty International, running very popular letter writing sessions regularly and encouraging and supporting those in our community to be compassionate members of society and, most importantly, to be willing to stand up and do something about the issues they care about.

Steve has taken on many other roles outside of the mathematics department in his relatively short time here. He has run the coasteering trip for lower fifth, been an excellent Deputy Head of House in Daw, a caring sixth form tutor and a knowledgeable

Many of you will know that Steve likes to record quotes from his classes. These little anecdotes can be found all around the walls of his classroom and will really make you smile and, most of the time, laugh out loud. This is very fitting of someone who takes such an interest in everyone he engages with.

Although we are sad to be saying goodbye to Steve, we are equally pleased that he is able to pursue his and his wife Clare’s dream to return to Wales to live and to enjoy everything this has to offer.

We very much hope to see him again, perhaps for a half a pint and a quick Kit Kat.

Take care and keep in touch, Steve. You’ll be missed.

MRS CARTWRIGHT

JO RAWLINGS

Jo was one of a kind who, over the years, got to know everyone on site, and built a strong rapport with both staff and pupils alike. The nature of her role was quite diverse, from writing the daily menus, serving on the counter at lunch, catering for match teas and other functions, being an allergen champion -making sure pupils were very well looked after - to mopping floors. With Jo it was always service with a welcome and a smile, and we will miss her very much.

MS HENDRICK

GRACE SAIL

RITA PETTET

After bidding a temporary au revoir to Mrs Pettet back in 2019, we were overjoyed to welcome her back to the junior school family this academic year. With a spring in her

MARTIN ROSE

Martin: a man of steel, wood, acrylic and all things that can be designed and built. We joined the school at the same time and my rookie knowledge needed to be embellished - luckily, I had Martin. He has, without doubt, put the DT department firmly

We have been extremely lucky to have Grace with us in the junior school as our gap student for the year. Grace has been nothing short of amazing and has been a real asset to the TA team; she will be sorely missed. Her creative talent has not gone unnoticed and Grace has helped out in many areas of the school in particular with Mrs Handley in art and also with the many sporting events that have taken place. As Grace ventures on to Edinburgh University to study French and philosophy we wish her all the best, knowing very well that Grace will fly high there. Edinburgh University are gaining an amazing pupil and wonderful human being, inside and out. It has been such a joy to have Grace with us this year and we will miss her very much. Thank you so much Grace, for all your hard work.

BRYONY BUCKINGHAM

HANNAH TRIMMING

Hannah Trimming joined us in September 2017 as a teaching assistant, and during her 5 years with us, offered fantastic support to the staff and the junior school children. Bright and very sporty, Hannah is a real ‘Swiss army knife’ colleague who can turn her hand to pretty much whatever the school requires. The younger children have benefited from her support for Mrs Handley in maths lessons, where she provided high quality individual and group support, and there must be hundreds of junior pupils, past and present, who have benefited from her tennis expertise during lunchtime clubs across the road at Victoria Park Tennis Club.

As a member of our wonderful TA team, Hannah worked hard during play and lunchtimes to assist the children in the development of their social skills, and team leader Amanda Buckingham was always impressed with her care, warmth and support around school, particularly in the playground. The pupils responded well to Hannah’s calm, clear, and concise instructions and other TA’s appreciated her great organisational skills and attention to detail.

Hannah was always keen to help with games fixtures. Whether it was umpiring cricket matches, or officiating at hockey and netball, her instinctive knowledge of the sports enabled her to take on a valuable coaching role, too, which was a fantastic support to Kate Wright and the girls’ games staffing team.

We wish Hannah all the very best and we hope that she will remain in touch with us in the future.

MR WOOD

SORCHA TUCKER

We bid farewell to Ms Tucker after three terms as Acting Head of Art. Ms Tucker joined Exeter School in the midst of the January lockdown in 2021 and pupils quickly came to learn that she had much enthusiasm for her subject, quick wit and a very questionable music taste (yes, she did play Barbie Girl at full volume). Ms Tucker will be missed by staff and pupils and we wish her well in her new role at Colyton Grammar School.

MRS RAFFERTY-WHITE

To try to condense more than three decades worth of Guy’s contributions to the life of Exeter School into a few short paragraphs is no easy task. It is impossible to do justice to what he has achieved during this time, though, to coin a familiar phrase, Exeter School is where he has pretty much done it all.

The First XV reaching the last 16 in national competitions on two occasions emphasised the way he has inspired teams to play to their potential and achieve recognition and success in highly competitive tournaments. Such successes have required him to spend many a cold autumn evening on the training pitch and weekends travelling far and wide to fixtures.

IAN WILKINS

Ian Wilkins joined us from Marlborough College in September 2019 with a wealth of subject knowledge and a passion for both fine art and photography. He has been a wonderful colleague in the art department.

He has a calm and cheerful disposition and the Upper Sixth fondly referred to him as “The BFG” (Big Friendly Giant).

In his time with us, Ian launched a Lower Fifth photography club and supported numerous drama productions with costume and prop sourcing, in addition to the excellent support he gave to all art department activities and events, such as open studios and the GCSE residential trip to St Ives. Staff and pupils alike will certainly miss his gentle humour and unflappable approach and we wish him well in his new appointment as Learning Officer with Make Southwest in Bovey Tracey.

MRS ESCOTT

Back in 1990, the start of his Exeter School career was a family affair as Guy joined the department where his future father-in-law taught, in the place his future wife, Allison, had attended in the sixth form. As a maths teacher, his patient and committed approach has helped pupils of all abilities and of all years to prosper – not bad given his background as an engineering graduate –though his talents were never unleashed on further maths A Level!

Heading Goff House for almost 20 years has left more than a school full of pupils grateful recipients of his pastoral care, wisdom and bad jokes. Very much pupil-centred in approach, Guy acted as an empathetic and professional advocate for all. Sadly, the one accolade never attained in his time was the House Cup. Coaching basketball, the cricket Second XI for more than a decade and being central to the rugby First XV set up for half of his school career has enabled Guy to make the most of his own passion, knowledge and skills.

At some stage, a huge number of pupils have been part of a Willson-featured or inspired school trip. From cycling in northern France, to being part of the very first school expedition to Costa Rica, or skiing down mountains all over Europe, Guy’s efforts have helped create many fond memories. Since 2008, he has been the brains behind a series of long-haul sports tours with a charitable focus, including to South Africa and Argentina. The thought, time and attention to detail he has invested in these experiences have been immense and all focused on his desire to give pupils a rich and valuable experience that they will cherish in future years. When you do the maths, these trips probably add another full year to his teaching career!

Over the years, Guy has worked hard to build a strong sense of community amongst the staff through social occasions or on the cricket pitch or golf course. Such efforts have made colleagues more like friends who work together, rather than colleagues who are sometimes friends.

We wish him our very best as he begins his retirement and hope that he will stay in touch!

BAKER

Heads of

Newman

Olney Emily OʼConnor

Jerreat Toby Collins