12 Brenscombe, Granada, Morocco, St Ives and Snowdonia
16 Iceland
18 Kenya
VOICES
20 University or Apprenticeship
21 Being Dragged into Something
22 Rural Education
24 Chalkborads to Chatbots
25 Religion Under a Modern Eye
26 Religious Repression in Modern History
CHARITY
27 Annual Overview – highlights
28 Young Changemakers
PRE-PREP
30 Nursery Highlights
31 Reception Highlights
32 Year 1 Highlights
33 Year 2 Highlights
JUNIOR SCHOOL
36 Art: Highlights of the Year
38 English 40 Enrichment Activities
THIRD & FOURTH FORM
42 Art: Highlights of the Year 43 Library Sleepover
44 Highlights
46 Published Poets
LOWER, MIDDLE & UPPER FIFTH FORM
48 GCSE Art
49 Geography
50 Maths Challenge
51 Poetry Corner
52 Spoken Language Qualification
SIXTH FORM
52 A Level Art
53 Extended Project Qualification
54 Do Humanities Matter?
55 Love reading
56 Literary Corner
58 The Benefits of Surfing
59 Vinyl Revival
60 Beyond the Spotlight
61 Young Entrepreneurs Society
62 Crime, Drugs and Healing
DRAMA
64 Blue Stockings
66 Macbeth x Romeo & Juliet
67 The Wizard of Oz
MUSIC
70 Music Off the Scales
SPORT
72 Senior School
76 Junior School
80 Womens' Rugby
82 Exeter City Football Club
84 Ilmari Niskanen Interview
STAFF
87 Adieux
WELCOME
The joy of editing The Exonian largely comes from being able to showcase a spread of outstanding work from our extremely talented pupils, all across the age range, and sharing with you all the fruition of buckets of hard work, perspiration and inspiration. It is, of course, the people that make our collection of schools what they are and being able to do justice to the time and effort of every member of our community is impossible. However, we hope we have compiled and crafted here a record of the 25-26 academic year that gives you a glimmer of what makes Exeter School such a pleasure to be at.
Mr Seaton-Burn Editor
An introduction to The Exonian’s Inaugural Treasure Hunt
BY: LILY
Hidden in this year’s Exonian are 15 snails. Each is a photo of a real snail which can appear at any point in The Exonian. The first pupil to email reception@ exeterschool.org.uk with the correct locations of all of the hidden snails will receive a sweet treat! To build excitement here are my top three facts about snail life…
1. Snails are not herbivores but omnivores, meaning they don’t just eat plant matter but also proteins from animals and eggs!
2. Snails are located on every continent and island on Earth; this is because they are well adapted to a range of environments and might even migrate by bird!
3. Snails produce different types of slime to provide specific functions and one of these slimes help heal the snail if its body is damaged in any way!
Without further ado, let the snail hunt begin!
The Exeter School Magazine
Anya
Ashok
Ally
Ben
Andrew Benji
Felix
Sophia
Jasmine Tyler
Chelsea
Riko The Snail
John Will
Maria
Monty
Benjy
Emmie
Rowan
Lily Will
Cecily
FEATURES
History School: Exeter A Secret
An exploration of the school’s method of protecting and highlighting the importance of our past.
by LILY
Did you know that the school has a building for their archives? I didn’t, until I had to seek it out. My birthday had just passed and I had received a gorgeous record player. After about an hour of setting up the device you might be surprised to hear I was DYING to head to the tip. Yes, the tip (where people tend to dump useless junk). A record from the high street might bring you down about £60 but at any tip one working vinyl is at most £1! It was here that I found a vinyl record that was pressed for our school in 1970. The record plays beautifully and records a Christmas choral society concert. The vinyl itself is not in the best condition, it is warped and there are small scratches on the surface, but after a good clean these imperfections are what made the sound so beautiful and haunting. At the soonest opportunity I gave my vinyl to the school archives and received interesting information about the concert. Mr Fryer helped me find the date the record was pressed as well as the identity of some alumni recorded on the vinyl.
The conductor was Ivan Cole, a musician and long standing teacher at our school, Robin Stowell (who is now a professional violinist) was performing in the orchestra and Chris Gulley who was singing. I could now picture it. Christmas 1970, music ringing through St David’s Church, voices of people I will probably never meet but who walked the same halls that I do and had some of the same experiences I have had. I think it was at that point when I realised why the archives mean so
much to me. Honestly, I was needlessly emotional about it all. It felt powerful and, ironically, timeless. A conversation with the past, something more people should be involved in. I felt pride in my school despite only joining in Lower Fifth.
The following week I was invited to visit the archives and was immediately in awe. The building is split in half, on one side Mr White’s (our archivist) working space and the other a space for family and Old Exonians to look through school memories. The whole area is very comfortable and every space is crammed with relics of our school. We have a bound Exonian issue from 1881, countless awards and trophies, a wall of photos of each head teacher, and numberless photos of sports teams, drama performances, and trips. Some of these photos date all the way back to the 1890s.
You won’t be surprised to hear that after that initial visit I started to go weekly. For the summer term I spent my time in the archives hearing stories from Mr. White, helping by carrying boxes, and supplying KitKats. The time spent in the archives always seemed
to fly by and after a while I was a familiar face there. I got to learn that there was much more than just preservation being done but also answering questions from Old Exonians, or referring to the admissions books to determine who went to school here. The archives even has a bookshelf of Old Exonians’ published work honouring their achievement. I assumed people would already know about the archives. I later asked around my year and the year below and even the year below that, it seemed that because of Covid, people were not told about the school archives. And although Third Formers now visit, there is still a majority of pupils who haven’t had the opportunity to get involved. They might have seen the building but they kept walking. It became Exeter School’s secret history.
In my initial interview I asked Mr White how school pupils could get more involved in the archives and his response surprised me.
“We would like this. I’ve always wanted this.”
I really hope by the September term it will become a little more possible. I write this article not only to inform but also offer an opportunity to pupils of Exeter School. The archives and the art department will be collaborating for a project in September hopefully opening up such a special place. At the time of writing this article I am the senior prefect of the archives and I am beyond happy to show people around the archives. Email alumni@exeterschool. org.uk if you wish to visit the archives like I did myself.
Distinction in Extinction
The animals lost to human exploration
by FELIX
Everybody knows the story of the dodo: the small, bumbling bird lacking the power of flight that the Dutch colonisers found on the island of Mauritius in the 1600s. Famously, it went extinct just 80 years after the Dutch first found it (the word ‘dodo’ meaning ‘stupid’ in German, a rough translation as I’m tragically monolinguistic). However, they were far from the only animal that was lost permanently as humans expanded their horizons and started to explore the world around them. In this article, three of these creatures are brought back to life, if only temporarily, through the power of dodgy necromancy and a lot of caffeine on the writer’s part.
We begin our journey on the small, but incredibly biodiverse island of Madagascar, off the African continent. Granted international fame through their strangely cute behaviour and a multi-million blockbuster movie, the native lemurs of the island have gained a special place in the hearts of many across the globe. However, the modern iteration of these primates are much less impressive than they used to be a few thousand years ago. Back then, they were more akin to mountain gorillas. Surprisingly, the lemurs of over 2,000 years ago weighed somewhere up to 226kg, and were around 5 feet tall. At the time of writing, there are 17 identified extinct species of the giant Madagascan lemur, all of
which were herbivores. In terms of their physiology, their tails were much shorter, and their bodies were squatter and stockier, similar to a gorilla in many ways. As a result, these creatures were thought to have been somewhat slow and cumbersome, and when faced with human settlers, they didn‘t ‘move it, move it’ quite fast enough, and were hunted for their meat and furs. Although their numbers were already in decline before this point, in 350 BCE when the first human settlers arrived from the continent, their numbers dropped off entirely, and the giant lemur disappeared from the face of the planet permanently.
Our second animal is the largest of the lot, and the only aquatic one to
boot. The creature dubbed Steller’s Sea Cow, first discovered in 1741 by Captain Steller in the Bering Strait, has much in common with the more familiar manatee, with one notable exceptionthese creatures could grow to be up to 30 feet long, weighing over 26 tonnes. Just like manatees, these creatures were mammals, and thus had to resurface often to breathe. Due to their sheer size,
they had few natural predators, and their huge amount of blubber meant that killer whales struggled to drown them. However, all this blubber also meant that they struggled to fully submerge themselves in any meaningful way. This, coupled with their extraordinary size and slow speed, meant that it took humans just 27 years to wipe the Sea Cow out completely, with their meat, hide and blubber being deemed extremely valuable for long-haul naval expeditions.
The last creature is arguably the strangest - a bear over a foot longer than polar bears, weighing 450kg, and almost exclusively herbivorous. This strange juxtaposition of a creature is called the Atlas Bear, and it lived in the Atlas Mountains that gave it its name, stretching from modern-day Morocco to Libya. It is thought to be the only African bear subspecies that survived into the historic era, with all the others being wiped out by prehistoric humans spreading new disease and hunting methods out from Ethiopia.
As mentioned before, these bears were vegetarian, with the only meat they ate being carrion or small mammals, with little interest in anything else besides roots and bushy growths. Their numbers started to decline in the face of the Roman Empire, who hunted them for sport and use in their arenas, but their real descent into oblivion began in earnest upon the rise of early firearms, when hunting them became much more accessible and achievable. Due to their unusual diet, and close proximity, zoos in Europe and Africa also applied huge pressure on the bear population, which resulted in many being removed from the wild, leading to fewer mating pairs. The last Atlas Bear was shot and killed in the 1870s in the Tétouan Mountains, Morocco, by hunters, ending the last bear of the African continent.
Overall, this is just a small selection of the mass extinction that has been happening for thousands of years as a result of human activity that continues to this day. Scientific estimates place the number of species lost on a daily basis at 150, with some estimates ranging even higher. The planet is losing its biodiversity at an alarming rate, and it is down to us to haul the environment back from the precipice of our own creation. Many of them were here long before humans were, and hopefully they’ll still be here long after we have all gone.
Exeter School in the and Seventies
Eighties
Through
The 1970s – a decade which seems to struggle for cultural distinction in between the tiedye 60s and the neon 80s. An anomaly, almost. Before it, the sweeping social liberations of the Hippie Movement, and anti-Vietnam War protests. Afterwards; the dazzling materialism of the 80s. However, the decade was rife with cult-classic films, and bands that forever have a place in the Zeitgeist: from Queen, and Blondie, to The Godfather, and Jaws
During the 70s, Exeter School was still single-sex (barring the occasional A Level, and music classes, with St. Margaret’s), and was home to a number of boarders. The school, and its surroundings, were unrecognisable in many ways; the Daw Building was a series of wooden huts, and, looking over to Barrack Road, one would see “a battleship dominating the view like a cruise liner overshadowing Venice”. Lest to say, growing up at Exeter School in the 70s and 80s would have been a fundamentally different experience from today. That then begs the question: just what was it like?
by
Mr Davidson taught geography, a lifelong passion, at
the eyes of pupils and staff of the time.
TYLER, TOM and ROWAN
top: Hugh Clark, Phil Lake, Giles Emerson, Jamie Hay, Fran Sherman
Exeter School from 1976 until 2018, as well as being part of the RAF section of the CCF, running the lifesaving club, and much else besides! Mr Fryer has been with Exeter School since 1974 and has undertaken numerous roles, and continues to volunteer his time to this day. Both are invaluable members of the school community, whose decades of dedication and contribution have inextricably linked them with Exeter School. Kindly giving up their time to answer some questions on
school life throughout the years, Mr Davidson and Mr Fryer have provided just a snapshot of life here during and after the seventies.
Being asked for his fondest memories of his time at Exeter School, Mr Davidson writes:
“Being asked to set up and run Townsend House in 1982 was a real privilege. Advising pupils with subject choice, university application and many other aspects of school and home life was very rewarding and supporting them when needed. Memorable house meetings organised by the pupils included a visit from a python, a demonstration of a diving suit, and a jazz improvisation. Lifesaving classes were also great fun, especially the simulated rescues. Some pupils could have won Oscars for the quality of their acting as casualties needed rescuing, and some of the rescue methods, if sometimes bizarre, showed great use of initiative.
RAF Section leadership and initiative exercises on Dartmoor, Woodbury and around the school were most enjoyable.
Devised by sixth form NCOs and loosely based on ideas in popular TV programmes like the 1980s Now Get Out of That! and The Crystal Maze they enabled pupils to develop their resilience and leadership skills. In the classroom, making model glaciers from playdough with the Lower Fifth, the smarties development game and creating live action news stories as events unfolded were all memorable lessons.”
Mr Davidson, on the culture of the seventies, notes that:
“Growing up at the end of the 1960s it was a time of change and increasing freedoms for young people and pupils. In the 1970s some of these ideas permeated to schools, with the removal of school uniform in the sixth form, and the relaxation of some rules restrictions and the ending of certain forms of punishment. Pupils in the 1970s were more likely to challenge authority. In the 1980s, the learning environment became more purposeful, particularly as there were more opportunities in the school for all pupils to be involved in productive activities,
on the sports fields, in the CCF and in the expanding programme of drama, and music.”
Mr Fryer comments on changes to the school and its community throughout the years:
“I can say unequivocally that the school is an immeasurably more pleasant place to work nowadays than in the seventies, thanks to the ingenuity and tireless efforts of successive Heads, Bursars and Chairs of Governors who have steered development of the premises into the extremely attractive environment we enjoy today with its massively increased range of facilities since that time.”
Mr Fryer explained further that during the seventies there was:
“the need for the school to run from day to day on a shoestring, while major capital projects (e.g. the assembly/dining hall in 1964 and the original, very basic sports hall, since repeatedly remodelled) could only be funded by development appeals to parents and OEs for donations, supplemented by fêtes and staff revues on the principle that every little helps.”
Commenting on his view of the changes to Exeter School, Mr Davidson writes:
“The biggest change was the move to co-education. Girls joined the post A Level 7th form
in 1980 to do an extra A Level or try for Oxford or Cambridge and the CCF became fully coeducational from 1980 onwards. In 1986 the sixth form became co-educational. Full co-education started in 1997. The girls helped lessons to become more purposeful with fewer digressions about rugby or football! School facilities improved steadily from the 1970s. Major new assets included the sports hall in 1978, the new all-weather hockey, netball and tennis courts and the Goodall Building for CCF and maths in the 1990s, and the dance studio and multigym/fitness rooms in the 2000s. In 2017, the new indoor swimming pool replaced the much loved but cold outdoor pool. In the 1970s there was a large boarding house called School House. The era of boarders ended in 2000, and the dormitories and study row were converted into School House Library, to a very high standard giving the school one of the best libraries in the country.
School trips and expeditions abroad expanded in the 1980s and 1990s. The existing languages trips to Hildesheim and Rennes and occasional sports tours were joined by geography field trips to the Alps and Italy, regular summer sports tours, major expeditions to countries like Costa Rica and Peru, whitewater canoe trips to places like Nepal, music tours to Europe and Massachusetts, history trips to the Battlefields and Berlin, DoE expeditions, and theatre trips to Paris. Within the UK, residential trips included St Ives for art, MUN weekends and design trips to the Midlands. As well as being very enjoyable, these trips provided plenty of opportunities for character education. Over the years the school gained national recognition in several sports and in academic competitions. Since becoming fully independent, the school moved confidently forward, never losing sight of its core values and rich extra-curricular programme.”
All in all, the advice both Mr Davidson and Mr Fryer give to current pupils reflects the attitude of the Exeter School community to a T; that being, “get involved”. Both recognise the amazing opportunities pupils have nowadays, and encourage us all to take advantage of them. Looking back to the seventies, Exeter School has been transformed beyond recognition, with improvements to all aspects of the site, whilst never compromising its “strong spirit of enterprise.”
Many thanks must be given to Mr Davidson for his time, as well as Mr Fryer for his many, many insights into his time at Exeter School, and to Jamie Hay, for kindly allowing The Exonian team to use his photography for this article.
top: Summer Fete 1973, Jamie Hay and Nicola Gibbs (Maynard) above: Masters v Boys spectators
Space Documentary The Significance of Women in the
With the film and television industry continuing to grow each day, the importance of representative media and a space for women to tell their story is more relevant than ever. Recently we had the opportunity to speak to the Producer of the documentary Bad Host: Hunting the couch surfing predator’ and former Exonian, Holly Fathi. We spoke about what it’s like behind the scenes of such an emotionally in-depth filming process as well as what her role as producer entails. The documentary, broadcasted on Sky, is based on the story of a group of women preyed on by sex offender and police officer: Dino Maglio, who used the website ‘Couchsurfing’ to lure young women back to his apartment. Their heartwrenching, yet remarkable story of how they connected in order to finally bring him down, is a deeply inspiring addition to the world of documentary and a breath of fresh air, as an outlet for female voices in the industry.
When watching Holly’s documentary, it was clear that a genuine and fulfilling connection was present, not only between the women depicted
above: Holly Fathi
but between them and the crew. This connection was vital to the documentary and in my opinion, made it what it is, allowing the documentary to reflect the situation with greater emotional intimacy and effectively present the violence perpetrated against these women in a sensitive and meaningful light. Through watching the documentary and interacting with Holly, it is clear that it was created with real passion and talent, ensuring that the documentary lasts as a productive and memorable story
of justice and strength.
But the importance of documenting women’s stories runs deeper than just including women in media to increase diversity on set. Instead, the significance of documentaries, like Holly’s, reinforce the reality of being a young person travelling abroad for the first time and sheds a light on the emotionally encapsulating experience it is to be a 21st century woman. The point of this article ultimately is not to criticise a male dominated industry, but to encourage a connection and an enthusiasm around works like this, which are primarily directed and produced by women. Overall, the significance of women in the documentary space should not be overlooked, with ‘Bad host: Hunting the couch surfing predator’ being a prime example of the exciting works created by and featuring women, that have always existed, but now more than ever.
We are very grateful to have had the experience of talking with Holly, who we wish much success to in the future.
Delving into impressive stories of the past by EMMIE
TRIPS AND TOURS
Enjoy the array of astonishing sights and experiences our pupils enjoyed throughout the year on the coming pages with this selection of images hopefully capturing some of the magic for you. Our pupils have ranged all over Devon, the South West and even the globe, from Buckland Abbey to Lulworth Cove to Granada to Kenya. Each year, we usually zoom in on one trip in greater detail: this time we hope you enjoy the insights from our sixth form trip to the majestic Iceland. However, with this summer seeing our intrepid explorers off to explore the coastline of the Indian Ocean during their expedition to Kenya, we felt we had to do that justice too!
BRENSCOMBE
MOROCCO
SNOWDONIA
ST. IVES
Valhalla On board to
If the coach driver’s sign was to be believed, the sixth form geographers would have some time in Iceland…
by MR SEATON-BURN
ICELANDIC FUN FACT NO. 1
Sundlauger and the ‘swimming pool culture’ has such significance for Iceland that it has been nominated for UNESCO world heritage status for ‘Intangible Cultural Heritage’ (in the same way as the ‘culture of baguette bread’ has acquired this status for France).
TICELANDIC FUN FACT NO. 2
In 1986 Reykjavik hosted the first meeting of USA president Ronald Reagan and the president of USSR Mikhail Gorbachev in talks that proved crucial in the steps towards nuclear disarmament. The initial plan had been to hold the talks in the symbolically free land that emerged from the fissures of the gradually moving tectonic plates.
clouds lift and the gentle glow of scattered civilisation breaks through, the true majesty of the country’s nature is revealed. This is no place for human arrogance and ignorance, no pretence of ownership over the untameable; this is a land of the startling and the subtle, a land of brooding, lurking, unfathomable power that speaks of a world beyond our control –but maybe not beyond our comprehension. Currently averaging a volcanic eruption every year, it is mere months since the last of the fresh lava was spat out at Fagradalsfjall yet it is testament to the adaptability and expertise of the locals that Iceland continues to thrive. Worldleading exploration of geothermal energy as showcased at the Hellisheidi Geothermal Plant, harnessing the power of the previously unreached depths, is just one example of such ambition and exporting of intelligence that elevates the nation from its humble global status.
he land of ice and fire: a land of sheer, blunt beauty filled with natural intricacy, tempestuous weather and, away from the reaches of Reykjavik, a sprinkling of urbanity amongst vast swathes of untouched land. Icelandic culture is littered with precise, inspired design that underpins a fragile sense of unity forged between the islanders and their surroundings, a sense of living with the turbulence and havoc that the volcanic eruptions unleash and respect for the unique challenges of inhabiting a land of volatility.
Meandering through its valleys and climbs, vast expanses emerge from dark, shifting storms of brief yet bitter strength, and as the
Straddling the Eurasian and North American tectonic plates, with the fissures to show for it, this truly is a land of boundary walking. This patchwork tapestry of contrasts can bask in light too, of course, and as the western coast unfolds, the country breathes out once more. The irrepressible bubbling of geothermal springs cast fleeting shrouds of mist; the basalt cliffs stretch for miles; mountains upon mountains echo in the still waters; and the poetically named fortresses of fire, the Eldborg craters, are the only visible hints of danger that lurked the land far before thoughts of Vikings threatened these shores. This side of Iceland, further from civilisation, consistently assails the eye with moment after moment of unparalleled beauty carved from the rock, forged by the fires, calmed by the icy shores. The
ICELANDIC FUN FACT NO. 3
The Althing, founded in Thingvellir in 930AD, can be considered one of the first national parliaments in the world. Exhausted from all this democracy, the first Icelandic ‘hot tub’ (ok, manmade geothermal pools) appeared roughly 400 years later in Snorrilaug.
Hraunfossar waterfalls stream from the Hallmundarhaun lava fields, the black sands of Buoaklettur beckon friendly seals and the gorges of Raudfelsdsgja, nestled near the Snaefellsjokul National Park, offer gateways into the crevices of the rock face guarded by the spirit of the halfgiant Bardar. In fact, Bardar’s domain spreads throughout the shadows cast by the imposing Stapafell over the settlement of Arnarstapi, his statue garlanded by the dancing of the ethereal northern lights that once offered the Norse settlers a glimpse of their Valkyrie warriors leading the way to Valhalla… just as, on reflection, the coach sign promised.
above: Sunset over lava fields left: Hallgrimskirkja church, Reykjavik below: Budir black church
Walking with
Warriors
From game drives in the Maasai Mara and expeditions across the Loita Plains and the Forest of the Lost Child, to white-water rafting on the River Tana and late-night campfires filled with Chinese Whispers, we experienced so much in Kenya and I can’t possibly fit it all in – but I’ll share some of my highlights.
by CONNIE
Our first days gave us a glimpse of what the rest of the trip had in store - we hiked up Mount Longonot and went on a boat ride on Lake Naivasha to see both the hippos and the abundance of bird life around. The first week of our trip was packed with different activities, with both cycling and trekking across the diverse landscape. This was one of my favourite parts of the trip. Throughout our trek we were guided by Maasai warriors whose stories, anecdotes and local knowledge brought the landscape to life. After our wonderful chef Chris had prepared dinner and we’d washed up, each evening we gathered around the campfire to sing, dance (and jump!) with the Maasai. It was incredible to hear their stories and to have such a rich cultural experience. Another highlight was definitely the wildlife and the incredible diversity that has been so well preserved in the Maasai Mara. Whilst seeing elephants in the wild had been a childhood dream of mine, the safari was definitely very different from what I had imagined. What struck us most was the overwhelming presence of tourist vehicles. At one point, we saw a sleeping lion boxed in
by around 20-30 trucks. Whilst this was hard to see, I know that it is important for people to see animals so they care enough to protect them.
Our early morning game drive at Lale’enok Research Centre was more what I was expecting from a safari. We saw fewer large animals and a wider range of smaller animals such as genet cats and bat eared foxes. The time we had a Lale’enok was fascinating. We spent time on traditional farms, engaged with their ecology research programmes and did a beading workshop with the Maasai ladies, who were happy to tell us all about their lives (and their roles) in the communitythey had plenty of questions for us too!
My final highlight was the white water rafting at Sagana.
There are a total of 50 national parks and reserves in Kenya; The largest and most magnificent park is Tsavo, which covers a whopping 22,000 km2, making it not only the largest in Kenya but one of the largest in the world.
I was definitely slightly nervous doing it the first time, hearing our guides talk about rapids like Sphincter Flexor and Can of Worms, but it was so much fun. Throughout the day most of us managed to stay in the boat apart from the boys who capsized going down St Joseph's at the top of the waterfall.
Looking back, the trip was the perfect blend of adventure, culture, and connection with nature and with people we hadn’t known before – an experience we will all carry with us for years to come.
The group developing their bushcraft left: Prepared for the trek below: Making a splash in the white waters
KENYA FUN FACT
VOICES
University Apprenticeship? or Degree
For many years, university has been regarded as the default route after secondary education and it’s a widely encouraged path. However, in recent years, degree apprenticeships have emerged as a compelling alternative –and for good reason.
When did degree apprenticeships first gain popularity?
Degree apprenticeships were introduced in the UK in 2015, as part of a wider initiative to bridge the gap between academic learning and vocational training. These programmes were designed to enable pupils to earn a full university degree while gaining valuable hands-on experience in the workplace. They initially catered to industries such as engineering, IT and finance, but have since expanded to include fields like business, healthcare, and digital technologies.
As concerns about rising tuition fees, pupil debt and graduate employability have grown, so too has interest in degree apprenticeships. With more universities and employers offering these programmes each year, degree apprenticeships are set to become an increasingly competitive and popular route into professional careers.
Challenging common misconceptions “You won’t have a social life.”
While it’s true that the social experience of a degree apprenticeship differs from traditional university life, it does not mean apprentices are isolated. Earning a salary provides the financial freedom to enjoy social activities outside of work and study. Many organisations offer vibrant internal communities, including
sports teams, office gyms, and social events. At JP Morgan, for example, apprentices can join a netball team that participates in international tours. Moreover, you can also attend parties and social events with local universities.
“You won’t be surrounded by people your age.”
Many employers recruit apprenticeship cohorts, meaning you’ll work and study alongside others at a similar stage in life. In addition, apprentices often attend university classes with peers on the same programme, creating a supportive and relatable network.
“It’s not a ‘real’ degree.”
This is simply untrue. Degree apprentices earn full BSc Honours degrees, often alongside industryrecognised professional qualifications. In many cases, they graduate with stronger CVs than traditional university pupils, having already built workplace experience and industry connections.
“Employers favour university graduates.”
Increasingly, employers value realworld experience. Degree apprentices often progress rapidly in their careers, having already demonstrated commitment, adaptability, and practical skills. Many go on to secure senior roles, challenging the outdated view that university is the only route to professional success.
Making the decision
Personally, choosing between university and a degree apprenticeship was not easy. For a long time, I believed university was the only viable path as I had been conditioned to expect. But as I researched my options, I realised that a degree apprenticeship aligned more closely with my goals.
If you have a deep passion for a subject and want to explore it academically and theoretically, university can be an excellent choice. It provides the opportunity to study, engage with expert lecturers and immerse yourself in a rich learning environment. However, if your primary motivation is to build a successful career, develop industry experience and graduate debt-free, a degree apprenticeship is well worth considering.
Ultimately, the key is to reflect on your personal and professional aspirations. University and degree apprenticeships are both valid pathways, what matters is choosing the one that fits your ambitions best.
And remember you can apply for both UCAS and degree apprenticeships. There’s no limit to how many apprenticeship applications you can submit – so keep your options open.
Challenging misconceptions about degree apprenticeships – a compelling post-18 option for pupils by JASMINE
NADIA BORMOTOVA
Being The Beauty of Dragged Along into
Something
People don’t like to leave their comfort zone. That’s fine. Of course it’s fine, everyone likes to be where they are comfortable, but why don’t we try harder? I, too, struggle to leave my comfort zone which is where being dragged along comes in. It is a beautiful process, one where someone metaphysically drags me along to something new. I shall share two main examples so that others may understand my belief.
by ALLY
The first dragging out of my comfort zone at Exeter School was adoption of a subject I had actually not really heard of, or considered for myself, prior to joining the school: classical civilisation. I had heard it was about literature, something I like to think myself sickened by, and I had heard it was about history, something I like to think myself married to. It was these clashes in thought that made the last minute adoption of classics akin to me being pulled out of my comfort zone; I had not considered taking it, not until I found myself unable to achieve the necessary results for my planned path of biology: it was after this realisation that two subjects laid themselves out for me, geography, something I was experienced with, and classical civilisation, something I was… well, not experienced with. I wasn’t sure what to choose: but upon being reminded of my many distastes in geography wherefore should I choose it over classical civilisation. I was dragged, more verbally pushed actually, into choosing classical civilisation. I ended up loving it. This makes the process sound negative, I was being pressured into doing something! However, that isn’t the entire point, instead I would argue from my own perspective that it had been a positive for me; I had never tried this subject before, yet it has been one of the utmost favourites of my current career at Exeter School. Therefore, I would claim that despite my reluctance, despite my dislike of the idea of not reaching my goal of
studying biology: this pillaging from my comfort zone has ended up with me being much happier than I likely would have been in biology because as it turns out, like children’s tales will tell you, love overpowers hatred.
The second dragging out of my comfort zone that occurred was the coercion into taking up The Exonian In one of the open days, I was faced with the proposition of either doing The Exonian or finding myself in a very confused position because I had no prior experience in a Cadet Force and was distinctly banned at my last school from taking up silver Duke of Edinburgh, well banned by myself, due to my failures in Duke of Edinburgh bronze. This meant that, upon the clockwork thoughts of my mother sitting next to me, a certain someone, (her) decided that I should do The Exonian. I agreed, simply because I had no alternative, and so from then on everytime the question came up the answer was hammered in further and further until even the idea of changing my mind would require breaking out of a mental prison a hundred times more secure than Alcatraz. I hadn’t originally wanted to do The Exonian, but perhaps that isn’t fair, since I hadn’t wanted to do anything for Friday 8. However, it turned out to be so much more gratifying than expected and I can hardly consider my past self in any way mentally adept for putting it into question. It has been amazing, the teachers of Seaton-Burn and Reynolds are inspiring and kind, the cake – not the most important thing,
but it's up there – is lovely and really supports our decision to do The Exonian, the act of writing an article grants us much more freedom than I originally thought and no matter your choice it is supported; though this could be because I didn’t actually read the information about The Exonian. As stated, it has been gratifying to attend and an overall wonderful experience; it has had its fair share of flaws. As such, to put it in essay lingo which I was told not to do, it is very clear to see that despite being reluctant to enter into the The Exonian fold; I have no plans to leave, and it has been extremely enjoyable. So, I must argue, that being forced into doing The Exonian has proved great and I was right to blindly trust the judgement of someone who knew me well, that isn’t the best idea for everything, but when you have no clue – it’s good to get a second opinion, like going to the doctor’s because your knee feels slightly creakier than usual.
In summary, if you skipped the rest of the article – rude: diabolical, I am someone who struggles to escape his own boundaries and make choices along the lines of progressing my own activities. In being pressured into doing things by others, I have been led to happiness in situations where I was stressed and, simply put, unhappy. It is beautiful to be happy, when you are worried about not being happy, simply because someone else wants to help you surpass your own limits and expectations.
Education
by ANYA
I’ve always been told that education is a privilege. However, like most western teenagers, there’s no doubt in the fact that I take it for granted, especially the education I have received for most of my life – the kind that wants to educate people, wants them to leave school knowledgeable and full of ambition for their future. The kind that leaves you with the genuine belief that they can make a difference in this world.
This belief, this self-assured confidence, is one that might be described as subconscious because whilst there are days I would much
rather be wasting away in bed than in a classroom, I know that I too am capable, if I applied my education, to change this world - even if only minutely. And so, when I was exposed to the reality of education for so many around the world - its inaccessibility and lack of standing - suddenly that privilege I may have turned a blind eye to for so long became so evident every time I cursed my homework or complained about exams and revision. I think about those children I met in a rural village in Punjab, India, who were so excited to show off their English to the foreigner. Whose ambitions were mostly their
own, with the occasional wish from generations before them.
In this village, Chamaru, the main source of income for many families will be from farming, for that is what the Punjabi people are known for. An agricultural education is therefore deemed far more important than an academic one, with the local government school often in low attendance. There were supposed to be around 100 children enrolled in this school, however less than half that were actually there when I visited at the start of their school year…
During my stay in the village I was
welcomed by the Sarpanch (the elected head of the village), who communicated to me through broken English and contextual Punjabi/Hindi, the struggles that the education system faced. A primary issue was the sheer lack of interest in parents educating their children, viewing their labour as more valuable, whilst also blindly believing that only the private schools were ‘worth it’ where their children would be taught in English etc. (there is a large focus in the village school to keep Punjabi alive). There is also the fact that many simply couldn’t afford it; the supplies, admission fees etc. isn’t a priority for where they should spend their money.
This wasn’t only apparent through the Sarpanch’s words but also from what I saw. A ten year old girl sweeping the courtyards during the school day… she explained her situation to us sheepishly; she was here working with her mother at the Sarpanch’s own house because her parents only had enough money for her sister’s education, and so this girl didn't have the money for the books nor admissions fee to attend the local primary school.
This kind of poverty wasn’t what shocked me, which might seem a terrible thing to say, but this was a common sight in India – one which I was expecting. What shocked me was that the barrier to her education, her future, was £10. That was all she needed to kickstart her education (and potentially get her out of this small village, which was still riddled with the caste system – as many of the rural villages in India are - and into a
world of opportunity)… £10 which in England might buy a couple pints.
When visiting the school I became aware of another issue - the lack of teachers (as well as the lack of pupils). There isn’t much desire to teach these children and unfortunately, with the way the world spins, desire is fueled by money. Whilst people here may complain that teachers are underpaid (which in our economy they may be) it's at times like these you may want to put yourself into the perspective of an average teacher in the government primary schools who receive only £2,500 per year. There are only twos government-provided teachers in Chamaru; the other staff’s salaries are compiled by various means including fundraising. Whilst this is only one village, one school in rural India, it
rings true of so many like it and so many in worse situations, so many that don’t receive any acknowledgement and don’t have such an education-conscious Sarpanch. India’s education system may even seem like a dream compared to other countries.
Education is generally also a key focus in western politics; manifestos would be incomplete without some mention of improving the education system through whatever means. However, as is evident around the world, many politicians overlook it, or even take it away - especially in the case of many young girls. United Nations experts headlined that “the world is failing - 130 million girls denied education”. South Sudan is one of the world's newest countries and ranked by the BBC as the toughest place for girls’ education, mentioning how “Almost three-quarters of girls do not even make it to primary school” - just another example among many of where the education system continues to fail. Putting our own education into a harsh perspective.
Essentially, my point is about perspective and the duality of the world. Whilst we sit comfortably and learn continuously, there are children across the world whose education is interrupted by conflicts and politics, children who beg their parents to allow them to go to school rather than work plowing in the fields. They crave this education that we so often curse.
Chalkboards Chatbots: to
AI and its uses in the classroom
In the last few years AI has experienced unprecedented growth, making its way into marketing, healthcare and even therapy.
by MONTY
With AI models like ChatGPT being able to outthink every pupil at Exeter School, what can be done to put this tool to good use? AI has always been feared in the movies with the basic plot of them taking over the world being utilised for years, this basic premise has caused some people to fear AI however in reality it can be one of the most useful applications at our fingertips. There are still a few ways AI can be harmful, however conquering earth isn’t on the list. It is very important that schools aim to both educate pupils on AI as well as utilize this new modern technology to aid learning.
Firstly, AI can be used in ways that can be seen as harmful. Using artificial intelligence to “cheat” in homework for example is a common issue associated with this technology. However this can usually be easily detected especially in essay based homework: teachers have been urged to instead allow pupils to use AI to create questions on topics they struggle with or to get specific, personalised help on certain subjects. AI can create an environment where pupils might become reliant on technology to do their thinking for them. Additionally, teachers and educational institutions are continuously working to develop methods to detect AI-generated work, which can lead to academic dishonesty consequences for pupils. Another concern is the potential decrease in critical thinking and problem-solving skills as pupils may feel less inclined to tackle complex problems themselves when they can easily ask an AI for the answer. This over-reliance on AI could lead to a future where pupils struggle
to develop essential skills such as independent analysis, critical thought, and intellectual curiosity. There’s also the risk of pupils using AI in a way that bypasses the learning process altogether, merely seeking out immediate answers without engaging with the material deeply.
There is of course an upside: AI can be utilised in ways that are incredibly useful in almost all sectors. For example, it offers personalised learning experiences by tailoring explanations to specific areas where pupils may struggle, making complex concepts far more approachable. When faced with challenging topics, AI provides detailed breakdowns and additional examples, alleviating much of the stress associated with studying. Additionally, tools like interactive quizzes and practice simulations make the learning process more engaging and dynamic, moving beyond the monotony of traditional study methods. AI also
significantly improves efficiency. For pupils it can simplify the process of finding reliable information or receiving immediate assistance, while for educators, it automates time-consuming tasks such as grading or lesson preparation. This creates opportunities for teachers to focus on individualised support and fostering deeper understanding in their pupils. Many sites have taken advantage of this newly available tool: websites such as Quizlet use AI algorithms to provide more relevant questions to pupils, aiding their learning as areas they struggle with most are targeted more effectively. As well as this, AI promotes accessibility, offering features like real-time translations for non-native speakers or text-to-speech capabilities for those with visual impairments. Overall, AI is a powerful tool that streamlines learning, expands accessibility, and makes education more inclusive and adaptable.
Modern Eye Religion Under the
Over the past few decades, may we have seen the traditional idea of religion morph, divide, and in some cases fracture? But perhaps its division is not so violent and devastating: perhaps we now observe less traditional affiliations, more focus on social justice, interfaith engagement and personalised spirituality.
by BEN
Generally speaking, the percentage of religious people is decreasing. However, the number of people who would declare themselves a dyed-in-the-wool atheist is also falling. In surveys we see a more ambiguous stance of people's own theological standpoint; in 2022 Humanist UK published their survey, “In most countries surveyed – including the U.S. – more people said the role of religion has decreased than said it had increased”. Meanwhile, “The Office of National Statistics shows the number of people identifying with 'No religion' jumped by over 8 million, from 25% to 37% between 2011 and 2021.” But what exactly does “no religion” mean? It seems to be more nebulous in the light of labelled stances, like ‘atheist’ or ‘methodist’. Is it that these people simply have no affiliation at all to any form of spirituality, or that they do not conform to any theologies on the pie chart?
In the past one hundred years or so, those who do put themselves under the basic and more popular forms of theology have struggled to live by the normative theories inscribed in their sacred writings. From Old Testament genocide of men, women and children (the midianites, Amelekites, battle of Jericho, and the city of Ai) instructed by God to heinous instructions such as that on the topic of slavery in the Book of Exodus, as well as what could be considered misogyny and promoting violence against non-believers (‘the sword verse’) in the Quran. So the question remains, how can this endure to a contemporary audience?
It started in 1542, when Nicolaus Copernicus theorised the heliocentric model of the solar system, disputed by the Catholic Church which held a geocentric view at the time (the Earth is the centre of the universe) and the sun being created after the earth. Famously supported by Galileo Galilei, the astronomer was placed under house arrest and silenced for his ideas until his death in 1642. It wasn’t until 1758 that the church accepted the idea of heliocentrism.
Later in 1839, when Pope Gregory XVI issued a bull in which he condemned slavery. All of these are examples of the more modern church directly contradicting the words of the bible. More recently, on the 25 September 2023, Pope Francis signalled the church’s openness to blessings of gay couples as long as they did not misrepresent the catholic view of ‘marriage being between one man and one woman.’ Since then, Pope Francis was reported using homophobic slurs in the May of 2024; following a public apology, he used the same term again in a closed door meeting with Roman priests in June 2024 (pride month).
Alternatively, more subcultures, or perhaps sub-religions, have grown simultaneously. Personalised theologies are on
the rise, that are often more skeptical of a higher power or an afterlife. For example, pantheism: the Oxford Dictionary writes pantheism is, “a doctrine which identifies God with the universe, or regards the universe as a manifestation of God.” They also often follow scientific methodology and practice, causing the ideology to flow over into mountaineers, philosophers and even scientists such as Dr. Michio Kaku, who co-founded string field theory. While we see many early pantheism ideas within stoicism, with Epictetus and Aurelius often mentioning a unity of a nature, pantheism arguably began with Spinoza, who said, “The mind of God is all the mentality that is scattered over space and time, the diffused consciousness that animates the world. Nothing in nature is random. A thing appears random only through the incompleteness of our knowledge. “I think that the writers of the Oxford Dictionary make the nature of pantheism sound too rigid, the word ‘pan’ stems from the Greek word, ‘pâs’, meaning all. Quite literally, welcome to all Gods, all denominations, all people. A worship and reverence of nature. Although pantheists often refer to nature as ‘God’, they often do not mean an omnipotent personal being or creator, we often hear physicists using the word ‘God’ in spite of their atheist beliefs, perhaps it is more nature, or a singular united system of life that they refer to. While pantheism never quite reached the popularity that it had potential for, it somewhat flirted with the mainstream as it seeped through literature in the form of romanticism. The Romantic period (1798-1837) explored a connection with one's own emotion, and often a deep-rooted reverence, fear and love for the natural world. Figures such as Mary and Percy Shelley, William Wordsworth and John Keats dominated this period of literature, and much of their work still holds for a contemporary audience, as well as other prominent poets and essayists directly declaring themselves pantheists, such as Walt Whitman and Ralph Waldo Emerson. Similarly, agnosticism, a more fluid form of faith, rose to mainstream prominence through its presence in art, science, literature and philosophy; great minds such as Jorge Luis Borges, Salvador Dalí, and Bertrand Russell. The belief has since seen a rise, the PRRI (public religion research institute) published a survey, “the numbers of both atheists and agnostics have doubled since 2013 (from 2% to 4% and from 2% to 5%, respectively).”
In all publications, it is almost impossible to choose an extract that may summarise what has been discussed here, but I thought it would be best to end with this quote from Walt Whitman in 1855 – “We consider bibles and religions divine – I do not say they are not divine I say they have all grown out of you, and may grow out of you still. It is not they who give the life, it is you who give the life. Leaves are not more shed from the trees, or trees from the earth, than they are shed out of you.”
Repression History Religious in Modern
Throughout the course of history, religion has been a core structure in human societies when understanding the complexities of humanity. Starting in the early 20th century, however, modern religious oppression became widely popularised, and used as a tool in many cases – encouraging the question, how can this be stopped?
by ANDREW
The first most prominent example of religious discrimination in the 20th century was that of anti-semitism. This became popularised due to the political beliefs of parties such as the Nazi Party in Germany and the Communist Party in the USSR. The Nazi Party blamed the failures of the Weimar Republic on the Jewish people, using the actions of Walther Rathenau to create a Jewish-communist conspiracy. Meanwhile, antisemitism became widely popularised in the Soviet Union due to the anti-religious views that Marxism espoused. This caused political condemnation of Jews in government, leaving them with little-tono influence on matters, and thus allowing the oppression of Jews within the union. In more recent times, elements of the political establishment in North America have made use of Christianity in order to gain popularity and pass legislation in the form of white Christian nationalism. In a more modern sense, the media and modern politics have been quick to generalise and stereotype many religious groups, prominently an often negative reflection of Islam. The actions of prominent political
figures such as Donald Trump have enabled islamophobic attitudes to become accepted despite their obvious generalisations. He has been quoted many times using islamophobic comments, and has used platforms such as X, formerly Twitter, to spread antiMuslim messages. He has also spoken on
those who follow Jihad, stating, ‘our country cannot be the victims of horrendous attacks by people that believe only in Jihad.’ In 2015, massively stereotyping all Muslims who follow Jihad as oppressive - a statement that is disproven through the definition of Jihad, which is to live a virtuous life through multiple struggles. However, the question still remains: how can this be prevented?
The issue of religious discrimination is a complicated one that will require many different efforts to repair. In the short term, however, there are a few key methods which would be vital in this. To acknowledge the unacceptability of the hatred directed towards these groups due to misguided or incorrect opinions on them, and to educate so that these views can be disproven. Countries such as India, England, Northern Ireland and the U.S have seen significant success through this, with campaigns being led in those countries to help educate on religious issues. Looking upon the failures of our past is also helpful - not allowing conspiracies to spread such as they did in the early 20th century will help disillusion anti-religious beliefs, and thus create a more accepting view on religion.
CHARITY
Charity Overview
2024-2025
by ESME
My name is Esme and I am one of the co-captains of Acland house, as well as the charities prefect. Our school this year has raised money for a wide range of charities, in particular the inspirational ‘Joy of Learning’, a small charity based in Uganda aiming to get young children into education. We also raised money and awareness closer to home, specifically for ‘Hospiscare’, including through the new Young Changemakers programme. We have worked alongside them to fundraise, spread awareness of their work, and enjoyed many workshops put on by their staff. I personally loved being a part of this amazing partnership.
Our charity representatives all developed new skills through our charity partnerships, such as teamwork and communication. Inspired to create our own event, we set up a charity
hockey match between staff and pupils, which revealed to us the stress of putting on an event and caused us to develop a new sense of respect for all the members of staff who organise events all over the school. We managed to raise well over £4000 for this amazing charity, and our sixth form team were honoured to present the bank cheque
to them at our leaving party in the summer. This money is evidence of the fantastic teamwork our school community shows, to group together to raise money for people who need support all over the world.
Charity fundraising total: £12,353.61
Young Changemakers
At the start of the 2024-25 academic year, the Young Changemakers programme was introduced to us, the Lower Sixth.
by ALEX and MRS CULLEY
This initiative was developed through collaboration with Hospiscare, a local hospice charity with an end-of-life care facility across the road from the school, as a way of training ambassadors to build knowledge and skills around the role of an end-of-life carer or fundraiser. A programme was put together to bring awareness and understanding of a topic that is not discussed that openly with young people and to enable us to be instrumental in planning and initiating educational fund-raising efforts for a local service. The programme also contributed to our holistic development and understanding of possible career pathways posteducation.
Over the academic year we experienced nine training workshops, led by professionals from Hospiscare, which focused on a broad range of skills. One of these workshops looked at clinical skills: caring for a patient, learning how to approach pain and trauma, checking blood sugars, blood pressure, and other essential skills. We completed another on communication: how to connect with new people under difficult circumstances and how to properly relay information. These workshops helped us understand the practical application of these skills, particularly with project management and event organisation.
One of our successful fundraising events was the junior school prechristmas reindeer run, raising £430. This was incredible as our first initiative, and we saw tangible results. In the spring term, we ran a staff vs pupil hockey match and cake sale, raising £1000. This was an excellent opportunity to raise awareness in a fun and spirited way, creating competition for a good
cause. It also developed our partnership with Hospiscare as their staff came over and supported our events, even joining in the reindeer run!
The programme has been an incredible way to contribute to something greater than ourselves and as ambassadors we have been given real responsibility. During the year, we met regularly in school to discuss issues raised at the workshops and to devise strategies for moving the project forwards. This has given us an impetus to keep going, knowing that Hospiscare are providing a valuable service, now and in the future, to raise awareness of something we all may need to rely on one day. Through this we have developed confidence, communication and presenting skills. We have learned to reflect and work collaboratively as a team. We experienced hard conversations, thought-provoking workshops and, overall, it has opened our eyes to the
importance of volunteers, and the importance of Hospiscare and its role in the community.
Going into the next academic year, we hope to inspire the next set of Young Changemakers to take our successes and achieve even more. We hope that this programme, and the lessons we have learned, will help show others the importance of Hospiscare and encourage more to become ambassadors and help as a volunteer. We also hope that with each new team of Lower Sixth pupils experiencing the programme, we will build a stronger partnership with Hospiscare and our local community and together we will be able to spread what is already an incredible message.
left and below: Lower Sixth pupils at Hopiscare
PRE-PREP SCHOOL
Highlights from the year
Welcome
Small footsteps echo, Joy springing from all around, Welcome to our school.
The fall of a leaf
To reveal the crisp promise Of new beginnings.
Nursery Highlights
“I loved going for a picnic on the moon!”
“I enjoyed watching the squirrels climbing the trees.”
“I love arts and crafts.”
“I loved going on an Autumn hunt and throwing the leaves in the air.”
“I like playing on the balance bikes."
“The trip to Dawlish Warren was so much fun!”
Reception Highlights
“We are happy with our beautiful writing.”
“In ment al maths, we used the iPads to help us learn about numbers.”
“We made a funny bones skeleton out of sticks.”
“It’s lovely to have a picnic snack outside!”
“It was so much fun coming into school when it was snowing!”
“Riding bikes wearing our new helmets and knee pads.”
Year 1 Highlights
“We enjoyed squirting the hose.” Class visit to Middlemoor Fire Station
Autumn walks around the school grounds in Science.
We love choosing books from the school library every week.
We have enjoyed yoga in the sunshine.
We went to World of Country Life for a fun school trip.
Year 2
Highlights
It has been a busy, productive and fun year in Year 2. Here are just a few of our many highlights!
The children in Year 2 have worked incredibly hard all year and produced some excellent work. We are very proud of the progress they have all made in all subjects.
Learning has been enhanced and enriched by trips to Exeter School for swimming and gardening, as well as class trips to the Sidmouth Toy Museum and Paignton Zoo, and a theatre trip.
Year 2 children enjoy leadership roles helping around the school. They have also taken part in charity fundraisers and theme days, such as World Book Day.
PE skills with specialist teachers from Exeter School.
Challenge Your Maths
This is one for those amongst you who fancy getting those mathematical cogs whirring: enjoy the opening five questions of the Grey Kangaroo Challenge, the round of the competition for our Lower Fifth pupils who qualified from the previous round. No cheating, but the answers are printed at the bottom of the page…
Here are the paper and solutions with explanations: https://ukmt.org.uk/free-past-papers/grey-kangaroo-2025
Hope
by BETSY
JUNIOR SCHOOL
Highlights from the year in the junior school
The fall of a leaf To reveal the crisp promise Of new beginnings.
In times of bad, I’m here. Nestled in the hearts of those who believe. I am the brightest star in the night sky. Smiling upon every dull face. I am the lighthouse guiding your ship to safety in the endless black seas. I am the fuel you need to keep your fire burning after long nights of restless sleep. So always be brave, and don’t forget I’m here to guide you.
Eva, Lower Two
Art Junior School
Our aspiring artists in the junior school have been busy this year, crafting chameleons, perfecting prints and eggstracting egg-cellent egg designs from their brains amongst all sorts of other exciting tasks. We present here some of the editorial team’s favourites, and congratulate all of the pupils on such meticulous creative work!
English
Another year of immersive, engaging English lessons has seen our pupils produce work of such thought, style and sophistication we had an incredibly hard job of selecting work to showcase here! We’ll let the words speak for themselves in these beautiful poems…
Betsy, Upper Two
Elliot, Lower Two
Stella, Lower Two
Vally, Upper Two
Lizzie, Upper Two
Autumnal Poetry
Enrichment Junior School
Junior School Science
From dissecting owl pellets to flowers to exploring the beauty of the Devonian countryside, our young scientists have had the best of years!
Drone Day
Robot Morning
Minecraft Magic: Egypt Project
THIRD & FOURTH FORM
Highlights from the year
Taryn, Fourth Form
Nostalgia
by ELOISE, FOURTH FORM
Bees.
And bending backwards on trampolines I think I know now, what it means to lose my balance. You waiting for me by the edge of your garden. One bashful smile; standing on your own two feet. Your name on my tongue, worlds between what we both want. Dolls.
The fall of a leaf To reveal the crisp promise Of new beginnings.
Tangled in the dark forestry herd of thorny vines; hostile to my hands, I begin to envisage the wonders of being insignificant, wincing; stinging, but I start to heal as the faint rumbling of nearby lakes undertow dissolves into a moment of silence, to behold your laughter. If the most beautiful feeling in the world,
had a face, it would be yours. Dirt.
And soil rubbing at the skin of our heels. Scaling trees in search of our distant place, where the euphoric golden lights will infiltrate your eyes and ignite the brightest star the world has ever seen. But now we’re on the ground. And the grass is kissing the palms of your feet. You pinch the hem of your skirt, and pinky promise that we’ll never grow up.
So I smile, and you do too.
Blue depths and swells of a blackening sky grow ashy to the touch, swarming your fingernails with inky smog, leaving us to wonder how it got so dark. You outstretch your hand and stroke my temple, cooing; “We are forever.”
Yet your fingers are laced with deception. And although your saccharine flesh and idyllically harmonised features complementing the pearly, sun-bleached locks of amber like to tell me the opposite, this love is lined with teeth.
And now, like some lump in my throat, all the unsaid words, and thrown away speeches, curl up by my feet, like a mutt in the bleak winter.
Then suddenly, reality is shaking me awake again, and I know nothing anymore, not even you.
Art
Joshua, Fourth Form
William, Third Form
Darcy and Daniel, Third Form
BloodyBloody Murder! Murder! Terror!
A review of this year’s Third Form library sleep over gone wrong from the extraordinary totally innocent Cate Darling!
When The Exonian approached me to write this piece I was not only perplexed but also dumbfounded as to why they should begin to assume that I, Cate Darling, the Cate Darling would want any involvement with the school EVER again. I certainly don’t want to be affiliated at all with The Exonian after they lied about me AND DRAGGED MY NAME THROUGH THE MUD with their so-called “exposé”. Though after a reframe of mindset I realise that the editors are just so below me and definitely less fortunate, so the horrible article was probably just jealousy. I am the bigger person so I forgave and forgot.
But *sigh* my unnamed publicist insisted that it would be good for PR.
Regrettably, I need to do this and appear in court. Do people not understand my dreadfully busy schedule?! Right, well, I don’t need to introduce myself as Cate Darling is a household name so let's just get to the meat of this issue. I obviously didn't commit the murder: it’s not my brand. I did, however, give a very inspirational speech on creativity to a keen group of pupils who will never amount to much compared to me, but they can try! The night was going well, each of the
children were rapt, hanging on my every word. I do pity them each with such bright views of their future success. I do hope each one gets published, and acknowledges me for the support and mentorship. Then it happened, Fred Sidmouth dead on the floor! I was, of course, rightfully frightened and incapacitated for the rest of the night. I do have to thank the pupil librarians here, I don’t remember their names but allegedly they helped solve the case. I might have been the next victim! And you all wouldn’t
receive any more mystical books! Despite their (alleged) success in arresting the villain I must say the security in the building itself is appalling! I was promised that no one would witness my breakdown in the staff only areas, but despite this, pupils were crawling all over the place. I even heard they hacked into security cameras with footage of me. I didn’t give consent for mere children to access such personal information! My lawyers will hear about this disregard for celebrity privacy. Mr Fred Sidmouth will be missed, but the tears did ruin my makeup… so no fun all around. My general thoughts of the event? I hear my dear readers ask. AWFUL. Bad for publicity, and at least five thousand pounds down the drain for therapy. The only benefit from the evening from my perspective was the pizza and even that wasn’t keto, could you imagine? I cannot lie to you all, I think that the school has fallen off since I was a much loved sixth former studying here. But, as I acknowledge the responsibility towards my fans that my success demands, I will let you in on a secret… Keep an eye out for my next best selling novel ‘Dead Man In Butterfield’ coming soon!
Love you all! But especially those of you who pre-order.
Third & Fourth Form
Highlights
Poets Published
Three of our extremely talented Fourth Formers became published poets this year, crafting beautifully reflective pieces centred on their childhood experiences.
Childhood Time Travellers
by ELOISE
I rested on the wooden bench in the rain, In my green leggings, and blue T-shirt, Because I hated dresses, I despised the intricate frills and the itching patterns, And the fact that only princesses wore them, I knew I was no princess And so wearing my pink dresses was always disappointing, No matter what I hoped I’d look like.
And I hid behind the pine tree, Whilst the other kids laughed and played And I wondered how tall I could climb, If I had someone to climb with, The branches were broad and rich maroon, Secure and safe to rest on, But would that be the case if I was conscious of the invisible friend next to me?
And my eyes stung when they named me dumb for my hair, So I wept in the bathroom, And snipped at the golden edges, Until I couldn’t cut anymore, my fingers bloody, my eyes puffy, I loved to read and learn, to run and to play, But when I looked in the mirror, I wanted to hate being smart.
I was told that I was loved, But never did I let myself believe such things, If I can’t love myself, neither can you, You aren’t allowed to, Your love is suspicious because I don’t deserve it.
I knew a girl back then, And once I knew her cheeky, hazel eyes, I search for them every day, But I find them in no one, For the truth is,
You can always return to the past, but there is nobody there anymore.
So I beg you, time travellers, Find the blonde, fun-loving, hazel-eyed six-year-old, And wrap your arms around her one last time.
Before she grows up.
Swimming Lessons
by LEIA
When I was three, I had swimming lessons
Puffy arm bands keeping me afloat
My podgy hands splodging pointlessly
Afraid but safe in my parents’ hands.
When I was six, I had swimming lessons
Circling around and around the pool
Clinging to the wall if I panicked
Skill-less but happy.
When I was eight, I had swimming lessons
Slowly separating from the wall
Widths across the pool
Each one harder but only a little away from safety.
When I was ten, I had swimming lessons
Going to my first competitions
Parents watching judgingly
The pressure building slowly.
Now that I am twelve, I have swimming lessons
Go faster
Breathe less
But I’m inhaling water I want to go back.
Friendship by HARRIET
As laughter filled the air, Joy filled me, The rain raged outside, Yet I’m here with no care for the outside, All I needed lay here, Before my very own eyes, All night was a peaceful battle, Hurricanes seethed, though I had what I needed, The most beautiful, noxious storm came with the Most captivating truth.
This wasn’t over when the Weather shuffled to a misty morning, Nor will it change as we grow older, Or when they find home in other directions, This will never change,
Because this is friendship.
LOWER, MIDDLE & UPPER FIFTH
Highlights from the year
What are we made of?
by CAITLIN, UPPER FIFTH
And when the time rolls around to sit in the exam halls, in rows of perfectly aligned seats, you will hear the sound –a soft whisper of playground laughter making its way around your head on a string of buttercup chains.
Clutch onto them with finger-paint stains decorating your hands. Each word you write will brush away those days.
As you write, grasp the pen until your knuckles are white, like mourning dove feathers that smell of drowsy afternoons you spent wishing to be older.
Now we’re here, there are a million weights upon our shoulders, and there is no way to linger.
Caitlin
Let the pen rest on the paper. The sum of your worth does not lie between the lines, but somewhere outside –where the water glistens, and the dappled shade creates patterns on the ground.
The steps you leave behind are what we are made of.
Tilly, Middle Fifth
LOWER, MIDDLE & UPPER FIFTH
Art
Elisabeth, Middle Fifth
Arthur, Lower Fifth
Alana, Lower Fifth
LOWER,
Geography
Lower Fifth geographers put their research skills and creativity into practice with their post-exam project on issues affecting our oceans around the globe. We went fishing for some of their best work for your perusal…
Mary and Beth
Sophia, Iris and Matilda
Chloe, Mollie and Anna
Choice Indecision and the Paradox of
This year our Middle Fifth became our first cohort to attempt the Spoken Language Qualification, a chance to reward engaging speeches and exciting oratory.
by ANOUSHKA
Although a tall order for those less confident with speaking in front of others, the year group did exceptionally well as a whole, not only achieving outstanding numbers of merits and distinctions, they also built crucial skills of communication and spoken confidence. To give you a sense, we include here the start and end of a sophisticated, thoughtprovoking script that formed the base of an excellent speech.
So the topic of my speech basically stemmed from my inability to pick a concrete topic to talk about. I don’t know if anyone else felt this way when choosing a topic, like there were so many options it was just impossible to decide? Well, there’s a concept that might explain this indecisiveness. I actually think the word “indecision” is quite overused. We use it whenever we think we are unable to make a choice but the truth is indecision is a decision. It sounds counterintuitive and I’ll come back to it later to elaborate, but I want you to think about this and have it as an underlying thought throughout this.
The concept I referred to earlier, which could explain why we struggle to make certain choices, is something called the Paradox of Choice, theorised by a man called Barry Schwartz in 2004. We fundamentally believe that more choices lead to more freedom and more freedom leads to more happiness and satisfaction, right? Well the paradox states that too many choices actually can make us feel more trapped and lead to lower levels of overall satisfaction. [...]
So how can we overcome this paradox and trap of indecision? I think the first thing we need to do is
embrace the idea of imperfection. We often think that we’re spending time being indecisive because we’re looking for clarity, for the “best” option and while some decisions do need more deliberation and to an extent more choices can be beneficial, we still often end up wasting valuable time in searching for something that doesn’t exist. We must accept that no choice is “perfect”, every choice has some consequence that is out of our control, and once we accept this we can start to settle for the choice that is “good enough” instead of one that is “perfect”. Does it do what it needs to do without causing unnecessary discomfort for
anyone? Good enough. Make the decision and move on. This will help us become so much more decisive, reduce the time wasted in choosing even simple things and overall lead to more satisfaction and happiness with our decisions and within ourselves.
SIXTH FORM
Highlights from the year
Speed of Light
by LILY
It started moments ago, sun gazing and fictional tennis, Wind passing across unshaved legs, and blushing cheekbones. Paper and blank lines devalued in exchange for mud-stained clothes.
The currency of sugar passed between hands behind science, An exchange for more sweets at a later date. The exams, they advertised, the future, they warned.
Now, shoulders straight (pride) not just for photos. A buzz of responsibility and (you hope) respect. Old friends and new faces, a new theory of psychology. Mornings of sugar rushes and caffeine highs, some things left the same.
Screaming bank accounts finally just your own.
Soon routine will be broken, Structure disfigured, bus routes forgotten, Old games left in the stale air we previously travelled. Memories, only, of group work and class discussion.
Invaded by a new monotony. One-way window, half a mirror (half a life). Letters and senseless numbers…
The thing is, scientists sometimes miss the obvious. The speed of light has already been conquered by people.
Welcome time travelers, congratulations! You’ve reached the future.
Angelica, Upper Sixth
A Level
Art
Adria, Lower Sixth
Angelica, Upper Sixth
Grace, Lower Sixth
Emily, Upper Sixth
EPQ
The challenge of extending your academic horizons by
SOPHIA
The EPQ (Extended Project Qualification) is a great opportunity offered to sixth form pupils to complete alongside their A Level studies to allow them to develop a greater insight into a topic of their choice and what is required to research and write a dissertation, a skill that is highly valuable at university. In addition to demonstrating independent learning, it enables pupils to delve deeply into a chosen topic and develop their critical thinking abilities. The dissertation consists of a presentation, a written report, and a log of the planning and research process; here, we have nabbed a few extracts to give you a taste of projects from previous pupils:
‘To what extent could the genetic modification of crops be a sustainable and effective way to combat food security issues in areas suffering from drought?
In this EPQ, I define what genetically modified (GM) crops are and explore their relevance in combating food security issues caused by drought. I address how drought negatively affect plants and explore and evaluate different features that can make crops drought resistant in order to give a better understanding of the phenotypes that we may be able to genetically modify into crops to make them drought resistant. My main discussion confronts the economic, political, social and biological issues…’
‘To what extent do the works of William Golding and George Orwell present a doomed society?”
This project picks apart the works of William Golding and George Orwell assessing to what extent they present a doomed society. Four key novels provide the backbone to the dissertation: by William Golding, The Inheritors and Lord of the Flies. By George Orwell, Animal Farm and 1984. These books were selected due to the influence and effect they have had internationally on a broad range of people and areas including education and politics…’
‘How far will chemical forms of carbon capture and storage go in alleviating the chemical crisis in the next 20 years?
This dissertation will discuss the topic of how important carbon capture may be in the short-term future of Earth's fight against
the climate crisis. The reason for considering the short-term future of CCS over the next 20 years was predominantly due to the development of renewable energy sources, e.g., wind, solar, tidal, and hydroelectric, that will likely dominate the longer-term future of mitigating the climate crisis…’
‘What is the national, regional and global significance of Saudi Arabia’s economic and social reforms since 2016?
This project examines the socio-economic reforms in the Kingdom of Saudi Arabia (K.S.A) since the accession of King Salman in late 2015 and discusses the impacts of these reforms in a national, regional and global perspective…’
Matter? Humanities
by CECILY
The humanities are under threat in mainstream society. Many universities and higher education organisations are removing humanities degree programs and academic research projects are struggling for grants. Just this year Cardiff University is facing reductions and scrapping in modern languages, music, theology and religion and ancient history. Goldsmith University also saw academic staff striking in protest after they made cuts to the Black British literature and Black British history master's programmes. And many people would say for good reason.
Science and technology are dominating the world of education and most recently politics, tech entrepreneur Elon Musk becoming an integral member of the White House and the government pledging £21 million to be given to the NHS to diagnose and treat patients more quickly with AI shows that we cannot ignore the impact of STEM. However the STEM agenda is a force which could wipe out the importance of the arts and humanities in an instant. To first understand the weight of the arts and humanities, I interviewed my peers to gain insight into the impact of humanities at a foundational level.
Will, who studies all STEM at A Level, shared with me how he felt the humanities and STEM are more complimentary than we all think. He said that industries like farming ‘develop as new things are created and society changes’ showing the need to understand cultural approaches to develop industry and innovation. Tom, despite studying the humanities and drama told me that he would study physics if he could study a STEM subject. He said ‘physics would help me
understand the world around me’. This pointed out to me that humanities are not the only way to comprehend the world and in order to truly understand my question I needed to appreciate all forms of academic curiosity. Although I do value this interdisciplinary way to bridge the divide between science and arts, I do still feel that the genuine value of humanities is somewhat overlooked. Rowan, a humanities and languages pupil suggests ‘Science is creating things, there is intellectual freedom, interrogating and exploring comes from science’ which again reiterates the importance of shared understanding of disciplines, however Rowan discussed how history and languages are key in wider society. He told me that history is important to understand who we were in the past but that languages are what we explore and comprehend history through; he argues ‘history is distorted by the bias of writers so it is important therefore to think more critically’. I found this really helped to form my own opinion on the interdisciplinary nature of the humanities but also the
importance of critiquing ourselves and the way we approach problems past, present and future.
There was also a second level to my exploration of why we bother with arts and humanities. And for this I felt I needed to go back to my peers and understand why they value art and culture. Emmie, a humanities pupil said ‘without art you don’t have a purpose’. When thinking about all the art I consume on a daily basis I realised with help from these discussions that art is everywhere: in the buildings I walk past, in the clothes I wear, the books I read and the music I use to soundtrack my life, and therefore if it were to vanish, like Emmie says what would our purpose be? Once settling with my idea that art gives purpose I talked to English pupil John who told me that he feels literature gives perspective, he said, ‘It teaches us respect and to learn about other people’. Using this I finally started to understand that not only can art give purpose and be enjoyed on a surface level or through its original intention, but it is also made to be thought about
and learned from. Therefore my final discussion in search of evidence had to be from a teacher. If I was going to question what we can understand and learn from the humanities, I needed to ask someone who dedicated their career to teaching it. Mr Drew, who is Head of Classics, explained to me that he values the sciences in their ability to to teach us rules and parameterssomething humans tend to gravitate towards. Although he told me if he had to teach STEM he would teach chemistry purely for the fun of ‘blowing stuff up’, he also shared with me his thoughts on scientific thinking. He said ‘Romans and Greeks wouldn’t even teach, they would show you through action’ which to me illustrates that action and practical, scientific methods of understanding the world is not just a modern and dystopian idea, it's an ancient one, one that we have always used as humans. But when questioned on the importance of humanities Mr Drew explained how deeply embedded we are in language and culture; he stated ‘even if you think you’re studying language and culture you are also studying the humans behind them’. This resonated with me as I feel through my discussions and exploration I almost forgot the central and most fundamental point about the humanities. They have purpose and importance because we are the ones creating it. We create history, literature, languages and art. These subjects that seem sometimes pointless are actually the most incredible reflection of the human experience and we learn it because we crave it. Humans are social creatures and in the words of Mr Drew ‘Odysseus must get home’. Humans are not born for loneliness, maybe the humanities are important simply because they are the ones reflecting the thoughts and feelings we all communicate with and relate to. The humanities are the home for us after every technological mistake or scientific discovery, we come home to the humanities to record it through the passage of history. And so my conclusion will always be that as long as we are loving, emotional, creative humans we need the humanities because it's our namesake after all.
Rage, rage against the dying of the light
by JOHN, UPPER SIXTH
IMi amor, that’s what he called me, Before he left for the war. Mi amor.
That’s what he called me and everytime it made my heart soar. but not now. That was four years ago.
“My condolences”. The stone-cold soldier spoke. The emotion of a young boy far gone. The taste of sadness stung on my tongue, ears ringing with despair.
reduce our prejudices and reinforce our need for mutual respect. Reading connects all of us as a human race and for this reason, it is not just beneficial for individuals but absolutely vital to our entire society.
“My condolences”. The stone-cold soldier watched, as another life is lost. Not remembered. Not cared for. Oh I miss you. Mi amor.
ROSE - L5B
love reading, and have done my whole life. Delving into the worlds that storytellers weave is, for me, a form of magic. From the first folktales passed down by word of mouth, to the epic sagas of Homer’s Greek myth, to the intricate works of everyone’s favourite sixteenth century playwright, to Austen’s witty and powerful romances, to the thousands of books published every year in modern days, the art of storytelling is an integral part of being human. It is how we have deciphered some sort of sense in this crazy, unknowable world and how we have continually survived and thrived through the centuries. Again and again people have made literature new, reinventing how we tell stories into poetry, novels, films, plays, comics, videos, even music, and they continue to do so every day. What sets us apart is this ability to articulate our minds, to share with the world our unique thoughts and wild imaginations. It makes us human.
To read and engage with these stories is, in many ways, even more important than the process of writing them. Reading is our window into the vast, remarkable, and varied history of our world, but also into the depths of the human mind. It is the ultimate exercise in empathy, to put yourself in the shoes of people with lives completely different from your own, and find myriad ways to connect with them, to understand their joy and anguish, to feel their pain. As James Baldwin said “You think your pain and heartbreak are unprecedented in the history of the world, but then you read”. Being able to consider our own lives through the lenses of others and, in doing so, discovering more about our place in the world, is truly a gift. Understanding, through this process, our differences and overriding similarities with the rest of the human race helps inform our perspectives,
Yet, in recent years, this transcendent art form, while not dramatically vanishing (as many might have you think), is certainly undergoing a fundamental change. The modern world of technology, with its endless content at our fingertips, is rapidly displacing the need for traditional books. The slower paces of storytelling seem to be taking a back foot in a busy world where people rarely have the time, attention or energy to sit down and properly read. Meanwhile, digital forms of stories are surging, with films and TV series more present than ever in our everyday lives. More and more digital media is consuming our time and demanding our focus. TV adaptations are often much more popular than the books which inspired them; people are reading less and watching more, consuming more stories without the time to stop and process them, endlessly searching for the next dopamineboosting piece of content to devour. This is massively concerning: as our attention span vanishes, will the wondrous classic literature of the past also become historical artifacts of a distant past? If we lose these stories, these ruminations on the nature of the human race and our numerous pitfalls, are we doomed to repeat the same mistakes? This is why, I believe, reading in a modern world is more important than ever. Engaging with modern media is not bad, by any stretch of the imagination, but literature provides a form of insight and contemplation, of deeper understanding, which cannot be found elsewhere.
Literary Corner
Sparked by the burgeoning success and membership of our pupil-led Lit Soc, we invited pupils to submit poetry anonymously for publication, and these words of wisdom and introspection were our favourites…
To live, to live!
Perhaps to dream...
Along the banks of a brook called time Sits a man - smiling, Truly free.
Birds in the bush
Remember the smell of sunlight Slowly creeping through that old room, Which no longer has peeling walls? History is painted over history yet the past never changes. Just our memory of it. Laden branches whistling in winds Will be replaced with the crunch of fallen leaves. Blurry memories are reduced to vague static. The comforting drizzle warms me Although everything has now changed. My heart races at the sound of my childhood: the birds in the bush scream their harmonies.
This familiar feeling won’t leave.
It’s been here for a long time, It emerged once my childhood had ended, skulking like an injured animal it crept closer and closer. There is reassurance in how long it’s stayed by my side Like an old friend. I imagine Its warm flank and heart beating in time with mine.
The End
I have a story, One that could have been written by Ovid,
Without the mythical glory. Perched on the porch I once saw an orchid.
You must know how fickle they are, A living grave in cold and rainy England. I didn’t live very far From the harsh industrial land Where the lonely orchid stands.
The stem was surrounded by blood red bricks.
Buried by cruel advertisements. Hundreds of people pass Through the doors far too fast, Not affording glances.
I visited the poor orchid day after day. Worried the helpless plant might be afraid.
By the way it’s being used, For its beauty and abused. I just didn’t want it to go away.
Days to months to years. When finally the power dynamic shifted.
Despite all the times I feared, My little flower resisted.
The stem standing tall
When the wall was the one to fall. The flower will remain lingering, As the site holds new beginnings.
Chocolate Brown Rug
A baby fawn, bone still. Idle.
The rift in the bright green grass is its body.
The stillness of the sweet child fits its environment.
It sits in the foundation of a grave, Under a headstone it can’t read
It is so peaceful without a care.
Waiting for its mother it hopes is near. It jerks its head out of its curved form
To observe children stood at a distance. It clearly contemplates its options whether to run or wait for mum.
The deer’s stillness is no longer quiet; it's on edge.
Focus on the grass and you’ll see its subtle shaking.
The fawn born in the spring watches the families
Who mourn the bones buried in winter.
The baby stays still monitoring the mass of people.
It waits for minutes, still shaking.
The child is filled with relief at a familiar call
With as few shaky steps the deer leaps away,
With the grace of something with years ahead.
It leaves the graveyard feeling as if it has concluded death.
Ladoga
Ladoga – thus lapses yet another year into twilight. Leaves of amber, maroon, burgundy
Quilt Earth’s bare body: sundresses no more. Birch-taps run shallow. Arms - spindles. Cedar, pine: emeralds of Taiga Claw back ambition - retreat inwards. For Karelia’s breath
Whips southward - Neva bound. Waters - jet-gloss coated, Lap at memory.
And so, in time thoughts of summers Spent careless: mellow laughter by fires, Will wash smooth by Ladoga’s touch But a pebble more to join the shoreline.
Je m'assois à terre.
où nous nous sommes assis ensemble une fois. Je frappe le granit.
Et je demande : "Où es-tu maintenant ?".
Translation for closing Epigraph: [I sit on the ground. where we all once sat together. I strike the granite and ask: "Where are you now?"]
the words i’ll never say the heart aches for what it can’t have the mind dreams of a world it can only imagine the eyes, blinded by the light of a false sun the soul, living for a love that will never be
the breath I hold in every almost the pause before I say your name the nights stitched with silent confessions the days pretending not to feel
the distance, dressed in kindness the closeness, as fragile as glass I hold out my hand for your shadow I carry your smile like a secret and my silence, like an infinite weight burying you in the back of my mind
my heart is the fight I face inside life is the longing – meaningful, yet empty your eyes are the ones I see behind mine you hold my love that was never mine
Uprooting
‘I’m content here’ I implore, but my throat fights the sound. Roots wind through my chest, slither underground into tightly packed soil, holding me in place, That constricting sensation makes me feel safe. This tranquil, trance-like circle of my life, is twisted around me, like flesh on a knife.
‘My Home, here’, I repeat it like a chant, ‘and I’m happy’, I insist - but I glance up from the floor and there’s fire bu rning it all.
And the fire is insults, hurled through the kitchen, while I’m hugging my knees on the stairs, eyes glistening. And the fire is silence, the hope-barren home behind walls, where the absence of unity desperately calls.
And the fire is quiet rage, blackening the halls, and I want to roar that ‘this isn’t Home at all!’
but I’m here, still, like a curse I’ve been bound to this spot by coarse roots, sneering through the ground. Flames curdle my skin in a ritual dance, while I still call this Home, an unbreakable trance.
And the fire is tears, fast wiped out of sight, and I’m pulling from the dirt with all of my might, and I’m hacking through roots, but I just can’t quite free myself from this earth: my life-long plight.
And the malicious flames keep rising in height, and they’re blindingly bright, and I’m trying to fight, but my vision turns white, and I just can’t quite escape from this trance, gripping me tight, escape from my Home, escape from the light.
But the roots are burning, writhing and squirming, Retreating from the heat in absolute fright.
And I tear through their blaze, stumbling in a daze, then I’m running like water into the night, and the trance is breaking, and I’m almost escaping, free to the wind, almost, but not quite, because the flames are behind me still flickering bright, and my heart is in ashes, my soul is alight, and I’m fleeing desperately into the night
but I stop. I turn. I stare at the house and the fire, raging against the midnight sky.
I listen to the crackle of the falling embers of my life. I’m burned. Charred. Awoken from a haze. Finally free. Uprooted. Left “Home” behind.
And I can’t quite help smiling, in the cool of the night, staring back into the fire, monstrously bright.
BEYOND THE CLASSROOM
The Benefits of
Surfing
Only 0.3% of the global population get to experience the euphoria of surfing. by WILL
Everyone knows that surfing is good for your physical health as it is a prolonged, moderately hard, cardiovascular activity. It requires you to paddle, increasing upper body and core strength. Surfing is also well known to be good for mental health. It provides a connection to the sea and nature, also when you are focusing on surfing it clears your head, making all your problems melt away. Whilst some consider surfing to be difficult, others argue that it is a challenge, that once it is conquered and understood, it provides great clarity and relaxation. Let's get down to the scientific facts. Ever since the 18th century doctors have been prescribing trips to the seashore. Endorphins are hormones generated by our nervous system, they manage our pain sensation and provoke a sense of intense happiness, that is very similar to medication morphine. Surfing has proven to aid the release of endorphins. As the physical exertion of the body instigates stress, the body releases endorphins to balance it. This means
“The release of endorphins is where the term ‘runner’s high’ comes from. When your brain expects a reward for completing a goal, and the goal is completed, dopamine is received. This means that when you put
in the hard work of catching a wave,
and finally succeed, dopamine is released.”
that once you have finished, you get a profound feeling of accomplishment and happiness. The release of endorphins is where the term ‘runner’s high’ comes from. When your brain expects a reward for completing a goal, and the goal
is completed, dopamine is received. This means that when you put in the hard work of catching a wave, and finally succeed, dopamine is released. Dopamine is dubbed the ‘feel good’ neurotransmitter. Other hormones such as serotonin, which moderates mood, adrenaline, which is caused by the exhilaration of riding a wave, and norepinephrine, which facilitates a state of concentration. This cocktail of hormones and neurotransmitters is why surfing is so well known as such a healthy, beneficial sport. As aforementioned, trips to the seaside have been prescribed since the 18th century, the reason for this I believe is negative ions. Places such as the sea and natural forests have a high abundance of negative ions, which is apparently good for you.
Also, if you don’t have a lot of mates, surfing is a great idea, as you can find many like-minded people who enjoy surfing, and protecting the environment. It also helps if you struggle to make friends as small talk is easy, with many conversation starters (e.g the waves, your surfboard etc.)
You’ve probably heard that surfing isn’t just about surfing, and it’s not. Having a group of friends who all enjoy competing in a sport where you get to be in the sun and on a beach is very much bigger than just the act of surfing. So in reality you don’t have to be any good to reap the benefits. You can still get that strong sense of achievement and companionship. Surfing is a full body workout, paddling, and then balancing after popping up on the board, it encourages flexibility, and surfers are very often known to have strong upper bodies. Not only all of this, it’s really great cardio, promoting better health and prolonging life. Over lockdown, I spent a lot of time alone, surfing, being an individual sport, I was able to keep up my physical fitness whilst not spreading the virus. More importantly, it gave me something to do, keeping me sane in a lonely time. Surfing gave me a conduit to focus my time, improve a skill, but more importantly, it gave me time to think about my life, what I wanted to do in future, away from any distractions such as social media.
Throughout my whole life, I've benefited from living near the beach; as we live in Devon I've grown up being in and out of the sea. Surfing has given me multiple friends, and a massive sense of community. It has taught me communication, perseverance and a respect for nature. After spending so much time in nature, I’m aware of its true value to us, not just as individuals but also as a population. Surfing has kept me active, it’s so varied that I don't get bored like I do with other sports.
Surfing is known throughout the whole world as an extreme sport, however there are many parts of it that not many know about that are incredibly good for the wider world. The Wave Project is a surf therapy charity that helps young people who have anxiety or other mental problems to help with calmness and making friends. Surfers Against Sewage is another charity based in the UK which is taking action against plastic and water sewage problems. It is one of the most well-known marine conservation and campaigning charities. They organise fundraising events, enter partnerships, and run numerous campaigns. They do lots of beach cleans, and are famous for their Million Mile Beach Clean. This campaign aims to mobilize 100,000 volunteers annually, to clean 10 miles of blue, green, or urban spaces. Clearly, then, the list of benefits is as vast as the ocean. Get out there yourselves and grab a board!
The Vinyl Revival
by ROWAN
Amere thirty years ago, the age of the vinyl was over: discarded as an overpriced, oversized danger to the environment, the world moved towards the CD. A decade or so later, streaming revolutionised the music industry, allowing listeners to pick and choose all music in human history for a few pounds a month. Yet in 2025, we seem to be evolving backwards. The vinyl industry booms once more - a quick visit to the music shop will see the walls adorned with a huge variety of vinyls, from classical music to gangster rap. Why the reversal?
The answer lies in a burgeoning love for the retro. In 2025, many look back to the culture of the 80s and 90s as a golden age of fashion and style. Who remembers eighties fashion without thinking of the glam rock icons like KISS, or the smooth leather jackets of George Michael? Music and fashion have been intertwined for decades. As people look back nostalgically, the vibrant cover of the vinyl plays a star role.
Disillusionment with the soulless, corporate leviathans of Spotify and Apple Music, and the disconnection between digital music and the listener creates a far less personal experience. People have lost touch with the satisfaction of truly owning an album; of visiting the shop and carefully deciding which new release to spend their hard-earned cash on. In the golden age, the album was more than a pleasure for the ears, but for the eyes – it was a piece of artwork to adorn your walls with pride.
As artists begin to profit as much from vinyl releases as from pitiful streaming revenue, the vinyl is being held in increasingly high regard. In 2024, the vinyl surpassed the CD as the most popular physical music medium. It would seem the golden age of music is not quite over.
Spotlight Behind the
Biopics redefining celebrity narratives. Have biopics changed the way we see celebrities?
by EMMIE
In the last 30 years or so, the film industry and the world has seen a stark increase in the idea of the ‘celebrity’. However it’s no secret that with the rise of the internet and social media we have become a lot more obsessed with the lives of famous people, but what has this meant for the way we see modern day celebs?
Being the biggest industry in the world, music may not need that much of an introduction. Nevertheless, in the past 20 years, hundreds of films concerning our favourite musicians have been produced. Whether it's NWA’s ‘Straight Outta Compton’ or Bob Dylan’s ‘A Complete Unknown’, the whole world seems to love knowing everything they can about the individual lives of famous people. So, it’s an obvious yes! Of course, as a collective, we have been changing the way we view celebrities, we’ve become way more obsessed. Maybe not all eight billion of us, but definitely an increasing number of young and middle-aged people. But is this a good thing?
There is no harm in the production of these films. In fact, the music industry benefits largely from them, encouraging newfound excitement around perhaps long forgotten artists, or a revitalised enthusiasm around our pre-loved celebs. ‘Rocketman’ did a fantastic job of this, putting Elton John on a rhinestone-covered pedestal and inspiring a new wave of fans. But was everything that happened in the film real? No! It is defined as a fantasy musical. So when we discuss the exciting new film about Elton’s life, do we really mean we're excited for
a wildly unrealistic movie, loosely based off of the life of a star we will likely never know or understand? If this were true, this doesn’t take anything away from ‘Rocketman’, being the great movie that it is. However, if no one realises that this film is, in fact, fictional, then how can it impact the way we view celebs?
Biopics are more often than not, fictional, or at least ‘based’ on a true story, so when we watch these films, it may be hard to separate an exciting storyline from the truth. Perhaps this is not such an issue when we think of music stars, but maybe when we start to fictionalise controversial historical figures, like Robert Oppenheimer. All in all, I would say that ‘Oppenheimer’ had a positive impact on its audience. It made people think introspectively about their own morals and challenge their own perspectives of the Hiroshima and Nagasaki bombings. However, presenting the story through the eyes of Oppenheimer may not be wholly correct, as it deifies Oppenheimer and raises him to ‘celebrity’ status, creating a strange link between fame and destruction, in this case.
So, some biopics give unnecessary glory to undeserved heroes and some are an overexcited estimate of someone's life. In the grand scheme of things, biopics aren't that bad, but they do change the way we think about celebrities. Therefore, we must take everything being said with a pinch of salt, remembering that what is presented through this medium is not fact, but initially and ultimately fiction.
Exeter School Young Entrepreneurs Society
Each year, the Young Enterprise competition challenges pupils to take on the role of entrepreneurs, creating and running their own small businesses. Over the course of the school year, teams design, manufacture, market, and sell their products, all while managing expenses and income. The competitors brought creativity and sustainability to the forefront with two products: Relique Jewellery and Exewicks Candles.
Relique Jewellery: Rings Repurposed from Vintage Spoons
Relique Jewellery specialise in transforming spoons into unique and high quality rings. The business identified sustainability as a core foundation for their ideas. With over two billion tonnes of metal waste generated each year, this was a key motivation for the sustainability element of the business.
Sustainability meets style
Relique Jewellery was founded on a simple but powerful idea: giving forgotten materials a new lease of life. By upcycling vintage spoons and forks into unique rings, the team is tackling waste while offering customers something both fashionable and meaningful. Each piece is handmade, making no two rings exactly alike.
A business with purpose
Beyond creating eye-catching jewellery, Relique is part of a wider movement towards more conscious consumer choices. “We wanted to build a brand that celebrates heritage and craftsmanship, but also promotes sustainability,” the team explained. It’s an approach that resonates with many, especially as awareness of environmental issues grows.
Community response
Since launching, Relique has sold their rings at school events and local markets, attracting attention for both their products and their message. The combination of sustainability, quality, and personal craftsmanship has proved a winning formula.
What’s next?
With plans to grow their presence and explore new designs, perhaps expanding into necklaces. The future looks bright for Relique.
“For us, it's always been about finding that balance between creativity and clear thinking. You need imagination to create something unique, but without strategy and structure, good ideas never go anywhere” – Alex, Director Business Strategy Relique
“You can’t control the wind, but you can adjust your sails.” – Miller, Relique Public Relations
Exewicks Candles
– “illuminate the moments, embrace the glow”
Exewicks Candles offer a range of handmade soy candles, focusing on unique scents or decorative elements that set them apart from commercial options, as well as cleaner burning than traditional paraffin wax.
Product development
The success of Exewicks can be traced back to its rigorous product development process. From the outset, great care was taken to test and refine candle combinations to ensure consistent colours, popular scents, and a clean burn – one of the significant advantages to using soy wax. This stage involved experimenting with various fragrance blends, wax-to-
dye ratios, and wick types to arrive at a product that not only looked appealing but also burned evenly and reliably.
Production
Once the ideal formulations were finalised, attention turned to the production process. The team at Exewicks perfected the technique of pouring wax at the optimal temperature, ensuring each candle contained a centred wick capable of supporting a clean, steady flame. This attention to detail was crucial in achieving a premium product that met the brand’s high standards.
Pricing and market position
Exewicks Candles were positioned at a higher price point compared to competitors such as Relique Rings. However, this was justified by the strong craftsmanship and the overall experience offered. Despite the premium pricing, Exewicks achieved higher sales volumes, reflecting strong consumer demand and perceived value.
Customer service
Customer satisfaction played a pivotal role in the brand’s overall success. Exewicks placed great emphasis on offering personalised service, particularly for repeat customers. Clients who experienced any issues with their purchases such as defects or inconsistencies were promptly offered refunds or exclusive deals. This contributed to sustained customer engagement.
Commercial success
Culminating in a highly successful sales run, Exewicks Candles emerged as the most profitable business in the competition, concluding the competition with approximately £950 in total profit. This achievement not only reflects the commercial viability of the brand but also underscores the effectiveness of its strategic approach across product development, production, marketing, and customer care
Healing and Drugs, Crime,
How we can use psychedelics
by BEN
Derived from the Greek words ‘psych’ meaning ‘soul’ or ‘mind’ and dēleín, ‘to manifest’, giving the meaning ‘mind manifesting’; psychedelic drugs have been a way of altering one’s conscious experience and becoming aware of the illusory nature of the self for many millennia. Now, we have empirical evidence from the lab that shows time and time again that psychedelics are far more than a spiritual experience, and are quite psychologically and neurologically beneficial indeed.
Some drugs are illegal, some are stigmatised, some are dangerous, though, perversely, those categories only partially intersect. Some drugs of extraordinary power and utility, allowing one to peacefully steward the contents of one's own consciousness with no apparent risk of addiction. The fact that we make room for prisons by its users in prisons by paroling (and/or forcing them to share prison cells with) murderers, rapists and child molesters is certainly one of the great moral failures of our time, and makes one wonder whether society is simply doomed. Meanwhile, the ad libitum use of tobacco and alcohol in almost every society on earth, which has ruined countless lives, is also perhaps one of our most potent societal disfigurements.
Psychedelics have been used by human beings throughout time, and we have found the usage of San Pedro and Peyote cacti (which both contain the psychedelic mescaline) goes as far back as 8,600BC in Peru and 14,000BC in Mexico." One is not hard pressed to see that psychedelics are everywhere; it has been integral to many societies around the earth, sometimes used as a sacrament and for ritualistic purposes, while great thinkers have used mind-altering hallucinogens to enhance their work, namely: Plato, Nietzsche, and de Quincey.
In spite of all this, they vanished from the Western world and fell into the taboo. Most of the research into psychedelics from the 1950s to early 1970s (particularly in the USA) often featured giving the participant a huge dose of LSD before locking them in a padded room. One of the trials to see if LSD can cure alcoholism quite literally included strapping people down to their hospital bed and administering around 800μg of LSD (usual dose is 25μg to 150μg) without any warning that their conscious experience will be profoundly altered. Such barbaric, subhuman, and obscene methods of experimentation somehow painted the way that modern society views psychedelic drugs. Here are a few headlines from the 1960s surrounding psychoactive substances: “Is LSD Dangerous?
PIRANKA
Yes, Is the Answer of Those Who Know”, “We're Continually Exposing Youth to Criminal Element”, and “Psychedelic Trip Horribly Dangerous”.
To be so mistaken in the medical industry made this line of research always doomed to be picked up again by modern neurological and behavioural scientists. For one, Robin Carhart-Harris, who predominantly works in psilocybin, points out the entropic brain, “can indeed index the intensity of a psychedelic experience from the degree of entropy induced in the brain when we sample ongoing electrical fields”. He continues, “We've also found quite recently that that effect predicts things downstream, including improvements in mental health outcomes that we see one month after giving psilocybin (...) those who had the biggest effect (of entropy) were those who improved most in their psychological wellbeing.”
The sober brainmind relies on internal predictive models to shape our perceptions (schemas). Consider optical illusions: they showcase how our brains craft the illusion of movement, even when it isn’t there. Such presuppositions become more deeply entrenched the more they are exercised; they can be about objects, or things about ourselves – negative selfschemas appear to precede and account for much of depression, among other mental health disorders. However, under the influence of psychedelics, the grip of these models loosens. This shift allows our assumptions about self and ego to fade, liberating us from negative thoughts and opening our minds to new perspectives on ourselves and the world around us.
Once it is over, the brain has become more sculptable (brain plasticity) after introducing such energy and entropy into the system. Eventually, it settles, and some of the original surface ‘imperfections’ are smoothed after something of heat and cool effect. Carhartt-Harris concludes that, ‘the ‘magic mushroom’ is not ‘magic’ at all, it is quite tangible indeed’.
I interviewed Aleksandra Wingert, at the forefront of psychedelic research at Imperial College London, particularly in microdosing, and is currently a PhD candidate aiming to investigate if psychedelics are a potential treatment for people with mental health problems, and can fix the lack of effective medication for mental health, most of which have not been updated in a long time. She says, “people are currently suffering with a lot of disorders and their doctors can only offer limited treatment that typically have 30-40% relapse rates. As opposed to having antidepressants like SSRIs every day, you could administer psilocybin for treatment and have similar effects to antidepressants in just 1 or 2 sessions. So this is what we’re investigating right now, psilocybin assisted therapy for depression and other disorders, too.”
‘Other psychedelics could also be used as well, like there are clinical trials with DMT, which has a much shorter (trip) duration’. DMT is a psychedelic drug of the tryptamine family that occurs naturally in many plants and animals, and can be found in the human cerebral cortex, choroid plexus, and pineal gland. Terence McKenna described it as ‘mercifully quick’ and delivers the most incredible descriptions, ‘it is a nearby dimension-frighening, transformative, and beyond our powers to imagine, and yet to be explored in the usual way.’
There are also trials with ‘5-MeO-DMT, which again has a very short duration, but it's a bit more emotionally intense,’ says Wingert. According to George Blackburne, this drug can ‘reliably eradicate the perception of time, space, and the
self’ and also appears to have serious effects on mental health and illness. Davis et al (2019) found that 80% of participants improved depression and 79% for anxiety in a group of 362.
‘When it comes to microdosing, I think we still don't have enough evidence to say whether it works or doesn't work in comparison to placebo because so far clinical studies have been done on quite healthy people and they did not find much effect (…) because people had high expectations, and when they compared the groups, both the placebo and microdosing group improved.’
‘But the problem was it wasn't tested in individuals who struggled with mental problems. So, we are currently running a double-blind study where we enroll people with mood disorders who are not on any other medication and willing to microdose for several weeks.’
However, ‘the majority of evidence is anecdotal’. With this, they conducted a ‘literature review of all the microdosing studies and to look for the studies in the most scientifically critical way, we had to put together all anecdotal studies and ranked them according to risk of bias in a pyramid of evidence. On the bottom, we put all anecdotal studies, then we had larger survey studies, then placebo-controlled survey studies, and then randomised controlled studies at the top of the pyramid. What we have noticed looking at all of these studies is that on the bottom, there is a lot of positive evidence, and while we go up the pyramid, there appears to be less and less improvement, and it is not that much better than the placebo when we compare the groups directly.’
‘But as I previously said, in those control trials (at the top of the pyramid), they only so far have tested healthy people, while those in the anecdotal branch are the people who need treatment and have problems. This is also something that I noticed in my study (underway), the people that sign up are people who have some issues, they need a solution, but the solution is not available, and they either found antidepressants ineffective or that they could not put up with the side effects.’
As my final question, I asked Aleksandra if we should legalise psychedelics outside of a medical setting for recreational purposes, and after a transient thoughtful pause, she outlines, ‘practically, this is going to be very difficult, you know even rescheduling psychedelics because currently they are a schedule one, meaning LSD, psilocybin, and MDMA are considered more harmful than heroin which is a schedule 2. This makes it tricky for people to see the medicinal potential of these drugs. If we collect enough evidence to convince regulators that ‘hey, there is a therapeutic potential’, they might be willing to reschedule it (...) but this is very tricky to do because given the amount of research that has already been completed and regulators still not being convinced, degrading it to schedule 3 and 4 could be particularly difficult. So, I don't know if it would be beneficial to reschedule it, if it might be similarly accessible to for example cannabis. If someone has some psychotic tendencies and they use it in the wrong setting, they might have a bad trip, and when using psychedelics in a higher dose, they need a certain level of preparation and integration. So, for that reason, I would have a very cautious approach, and say that as much as I think they should be rescheduled to be used for medicinal purposes, there could be a danger from the ease of access.
Stockings
“So giving our girls an education won’t only mean better nurses and teachers. It’ll brighten the world for our sons and daughters for generations to come”
Iwas lighting two different performances of Blue Stockings, a matinee and an evening performance. Blue Stockings was performed in the Butterfield Hall with no infrastructure to hold our typical lighting rigs; the solution was seven tripods with heavy lights attached, these would have to be recentred at the beginning of each performance. The amount of safety tape I used on loose wires was quite frankly unheard of; occasionally I would even have to add more tape in the intermission. I loved working with the lighting crew for this performance so even when we came across challenges the whole experience was really fun: I can’t wait to do it again next year!
Sophie Upper Sixth:
What has been your favourite part of being involved in the play this year?
Definitely the people. The drama department has been such a supportive community for myself throughout my time at
by LILY
the school. I’m incredibly grateful to have been part of Blue Stockings but I’m also very sad that this was my last school play! Performing with such a lovely and talented cast, many of whom I’ve been close to since our first performance together in Middle Fifth, has made this experience even more special, Blue Stockings will always be such an important memory.
Are there any challenges you have had to overcome playing your role?
The play is set in a very different time, 1896, which meant that as a cast, we needed to immerse ourselves in the context of the time whilst also making the story resonate with a modern audience. The struggles Tess faces – fighting for equality and recognition – still feel incredibly relevant today. However, Tess’s battle for a recognised degree represents a profound challenge faced by women of the 19th century, one that paved the way for future generations and one that I cannot relate to. I felt it was important to portray her determination
authentically, especially as her story represents the real struggles of women during this time. I truly felt the whole cast bring Blue Stockings to life.
Mr Harknett:
What is your favorite part about being involved in the play this year?
My favorite thing about this year was the challenge. It’s the fact that we’re working in a space that we’ve never used for performances before, being in the Butterfield Hall, working in a type of staging that we’ve only done once before, working in traverse in a space that’s not a theatrical space and it keeps me sharp when I’ve got to think creatively. Like, how am I even going to get power here? Because we literally have to ask those sorts of questions. And that to me in a weird way is the fun. It’s the challenge of it; also I always want to talk about the amazing team. Getting people rigging that was brilliant, because we can so rarely do it because of health and safety. Being able to challenge you guys, that's great, it means you guys are stepping up and that's super exciting. Shout out to my tech peeps!
Are there any challenges you would rather not have to deal with?
I would have loved to not deal with projection. It was a small moment at the beginning and the end and it occupied far too much of our head space. Although it made sense to use it, it added a lot more complexity for not as much creative gain as the rest of the tech.
If your involvement in the play were a fish, what fish would it be?
A sturgeon.
Mr Brough:
What was the most gratifying moment of the play? It is always hugely satisfying to be able to give so many pupils the opportunity to get on stage. We have so many talented performers and limited opportunities to get people on stage to have their moment in the limelight. So many of the pupils are excellent performers – I want to give anyone a moment to shine, but there are only so many ‘chunky’ parts in the plays; I am always keen to have multiple casts in order to give as many people a decent role as possible. So it was fantastic to see the younger cast match the mature and sophisticated performances of the Upper Sixth.
Why did you choose Blue Stockings for this year’s play? It is always hard when choosing the ‘straight play’ due to the language, gender split and number of characters involved. I was recommended this play to read by Mrs Gibson and it immediately struck a chord. I felt like it was very relevant and topical in the modern climate.
Lower School Production
Macbeth Romeo & Juliet
‘Out, out, brief candle! Life's but a walking shadow, a poor player, that struts and frets his hour upon the stage, and then is heard no more. It is a tale told by an idiot, full of sound and fury, signifying nothing…’
by MR SEATON-BURN
Despair, fear, uncertainty… No, we’re not talking about the reaction of the Third and Fourth Form dramatists when told they would be putting on a full-scale production of two of Shakespeare’s finest works with just a week of rehearsals. Grappling with the bard’s harrowing tale of madness and misery, the cast led by Cam and Xylina (Fourth Form) captivated with performances of insight and confidence before the tone shifted to that of love and romance – briefly! Louis (Third Form) and Everleigh (Fourth Form) played the titular roles with poise and maturity, reflecting real engagement with the famous tale of Verona’s young lovers. The whole production team, led once more by Mr Brough and Mr Harknett and including a wide range of lighting and staging crew from across the two year groups, deserve enormous praise for an outstanding double bill of drama of the highest quality.
The of
Wizard OZ
“Your land is over the rainbow way up high, where the prairies meet the sky, where the grasses often sway”
LILY and MRS. WOPSHOTT
by
Iwent to see the Wizard of Oz recently and loved the singing, the set and all of the incredible acting. The junior school has some great Upper Two actors who all performed amazingly in this year's production. I asked Mrs. Wopshott all about the behind the scenes of the play.
She writes:
Putting on the production of the Upper Two play, the Wizard of Oz, has been a journey full of creativity, teamwork, and fun!
It began with Ms Cox running a detailed audition process where the children showcased their acting and singing skills in front of an audience. Once the parts were cast there was a read-through of the script, where pupils had the chance to explore different characters and get a feel for the story.
Over the following weeks, pupils worked on learning their lines, practicing their stage movements (blocking), learning the songs and dances and developing their characters. It was fantastic to see the change from a stage full of Upper Two children to them becoming Munchkins with high pitched voices or witches with evil cackles and pointy fingers.
The wonderful team of staff at our school collaborated on creating props and backdrops, showing impressive initiative and imagination. Mr Saunders and his talented team made some amazing gates for the Emerald City team, a tower for the
wizard and even a crystal ball that lit up! Mrs Handley and Mrs Russell created beautiful poppies and painted a gorgeous backdrop including a yellow brick road. The junior school is very grateful for all of their help and support.
At the beginning of June, Mrs Wopshott and Mrs Pettet took over the rehearsal process, helping pupils to improve their
projection, timing and expression. Music and dance continued to be rehearsed with excellent support from Mr Titchin and the music department, adding energy and excitement to the performances. Siblings joined in from other classes and made cute mice or evil monkeys to add to the atmosphere of the show.
As the big day approached, full run-throughs helped bring everything together, giving pupils the chance to polish their performances and build confidence. The cast were very grateful to Miss Smith for setting up the lighting and special effects and to Mr Gaskill for running the technical elements of the shows in rehearsals and during performance week.
Parents and school provided eye-catching costumes and the characters really came to life. There were a few glitches such as Benji getting stuck in the wrong Tinman costume and the lion not fitting his mane but all were ironed out with teamwork and creative thinking.
By the time of the performances, the casts were ready to shine. A particular mention must be made to the children in the ensemble who performed six shows in a row. The rehearsal process not only prepared them for the stage, but also built skills in communication, responsibility and resilience.
The Upper Two play has truly been a celebration of talent and teamwork! Well done to them all.
MUSIC
Musical Talent off the Scales
With around 500 individual music lessons happening each week it is no surprise that the music school is one of the busiest (and noisiest!) buildings within Exeter School.
by MRS DALDORPH
Many of the teachers see their first pupils at 8am, with lessons continuing throughout every day, along with music class teaching to pupils from Form One up to Upper Sixth by Mr Tamblyn, Mr Davies and Mr Titchin. It is one of the few parts of the school which is used by all ages, meaning that the youngest musicians are inspired to continue making music by regularly hearing (and often playing with) more experienced pupils.
Break, lunchtimes and after school are peak times, as this is when the 20+ ensembles rehearse. Ranging from Sizzling Strings and Swunk to Symphony Orchestra and ‘cello Ensemble to Chamber Choir, there are groups to meet all tastes and musical genres.
All the practice and rehearsals pay off when it comes to performing in the many concerts that are organised throughout the year. In 2024/25, 13 informal concert afterschool events provided regular opportunities for pupils to gain confidence and experience in solo performance and were the ideal preparation for ABRSM or Trinity music exams. Our series of Chamber Concerts are geared toward smaller ensembles in intimate venues such as the school chapel, Sidbury Church and St. Luke’s Chapel, Heavitree. In addition, there are a number of concerts which involve over 150 pupils playing and singing in the larger groups, and it is these experiences of christmas concerts, charity concerts and jazz suppers that are often referenced by alumni as highlights of their time at Exeter School.
Senior School
Sport
The 2024–25 academic year has been another outstanding chapter in the sporting life of the school. From the first whistle in September to the final fixtures in July, our pupils have demonstrated commitment, resilience and sportsmanship across a wide range of disciplines.
by MR GIBSON
Whether competing at elite levels, representing their teams with pride, or simply discovering the joy of playing sport and the camaraderie involved, this year has been a celebration of everything sport can offer. The house sports events, with pupils competing for the five newly formed houses, were also fantastic events as pupils represented their house with great enthusiasm. A huge thank you goes to the staff and coaches who continued to inspire and support the pupils, creating opportunities for every pupil to thrive. As we reflect on the achievements, milestones and memorable moments of the year, we do so with immense pride and gratitude.
Rugby
All four of the schools’ core sports of rugby, hockey, netball and cricket continued to flourish. The school rugby season was one to remember and the 1st XV enjoyed a truly remarkable season, winning 14 out of 15 matches. The standout moment of the season was, without doubt, a record-breaking 55–31 victory over local rivals Blundell’s. The senior squads also embarked on a successful senior tour to Portugal during October half-
term, which featured a high-performance training camp and a memorable win against the Portuguese national runners-up.
Individual accolades were plentiful, with several players earning representative honours. From academy selections to national Lambs tours, South-West division U18s and county U20s finals, Exeter School rugby was well represented. The Upper Sixth leavers were exceptional role models, with the captain Ollie leading by example throughout the season. His performances earned him a rookie contract with Exeter Chiefs at the end of the season and a place in the England U18 squad, where he gained caps against Georgia, France, and South Africa. Nate also impressed as part of the Chiefs academy setup and, along with Joe, they were able deputies for Ollie.
While the 1st XV rightly drew much attention, rugby flourished across all age groups. Over 200 pupils from U12 to U18 represented the school, with the first-ever U16B team playing regular fixtures. The U14s finished runners-up in the Devon County Cup, and the U13s had an outstanding season - losing just one match and winning the Mount Kelly 10s tournament.
The year concluded with a superb showing at the Rosslyn Park National 7s, where the senior squad reached the semi-
finals of the Vase competition, emerging from a field of over 250 schools. It was a fitting end to a year that showcased the depth, talent, and passion for rugby at Exeter School.
Hockey
Both the girls’ and boys’ hockey seasons were epitomised by teamwork and growth as well as some outstanding performances. The girls’ season began with a memorable preseason trip to Pennywell Farm, where Mrs Hayden led a unique bonding experience involving tractor challenges and piglet cuddles. While unconventional, the trip laid the foundation for a season built on unity and spirit. The team’s journey was defined not just by results, but by the joy of playing together and the strength of their camaraderie, reminding us of all what it truly means to be part of a team. Across the school, girls’ hockey participation soared. Over 70 fixtures were played during the term, with a deliberate focus on including emerging players in formal matches. This inclusive approach helped widen the participation base and nurture future talent, ensuring that hockey continues to thrive at all levels.
In national competitions, the girls’ teams made their mark. The U16s impressed with a strong run, travelling far and wide for fixtures that created lasting memories. The U14s came close to reaching the national finals, falling just short in the West Finals semi-final, while the U13s also narrowly missed out on a final spot against tough opposition, clear signs of the depth and promise within the squads.
The boys’ hockey programme had an exceptional year in the national schools' competitions. All teams progressed to their respective West finals, showcasing strength and consistency across the age groups. The U12s finished as runners-up while the U13s secured a commendable third place. These achievements are a powerful indicator of the quality and potential within the boys’ hockey set up and bode well for the future of the sport at school.
The school's links with ISCA Hockey Club continue to flourish, with youth teams regularly using the school pitch after hours. More pupils are joining the club and competing in the ladies’ teams, reinforcing the strong link between school and community sport and providing valuable opportunities for continued development.
Netball
It’s been a fantastic year for school netball, marked by outstanding participation, competitive success, and a vibrant sense of community across all age groups. The season began with national competitions during the autumn term, where our U19, U16, and U14 teams proudly represented the school. This early momentum carried through into the spring term, which truly started with a bang as we hosted pre-season tournaments for both the 1st and U14 teams. It was a pleasure to welcome so many visiting schools to our site and showcase the strength of our netball programme.
Throughout the year, participation levels were exceptional. From A to C teams in the U12 to U14 age groups, to six senior sides competing regularly, the depth and enthusiasm across the squads were remarkable. Impressively, nearly every girl in Lower Fifth represented the school in netball at some point during the year, a testament to the inclusive and encouraging environment fostered by our coaching staff. Across all fixtures, the school achieved a commendable 65% win ratio.
In national competitions, our teams continued to shine. The U14A team reached the semi-finals and the U16A team made it to the quarter-finals of the ‘Sisters in Sport’ national plate competitions.
Beyond school fixtures, it was pleasing to see so many pupils engaging in competitive netball outside of school. Several girls were involved in pathway squads, with six representing Team Bath on the England Netball pathway. Notably, Eva was selected for the Team Bath U15 National Performance League short squad, and Nell earned a place in the Team Bath U19 National Performance League team, an outstanding achievement for two talented young players.
This summer term will be remembered as one of the sunniest on record, and fittingly, it provided the perfect backdrop for a glorious season of cricket. Over the course of just ten weeks, an incredible 125 fixtures were played by 12 boys’ teams and 7 girls’ teams, an extraordinary achievement, especially considering the demands of exams, Ten Tors and residential trips.
The 1st XI, a young and developing side, showed great promise. Winning half of their matches across various formats, they progressed to the south-west knockout stage of the national T20 competition, defeating Bristol Grammar School and Blundell’s before falling to a strong King’s side. Captain Freddie led by example, balancing his cricketing commitments with three A Levels, achieving three A grades, proof that with dedication and excellent time management A Levels and cricket can go hand in hand. He, along with Josh and Nate, made significant contributions throughout the season and debutant George (only Lower Fifth) is one to watch in the future, featuring in all 13 1st XI matches.
A special mention goes to Mo (Middle Fifth) who had a standout term, juggling school cricket with representative duties for Somerset and his club. His debut for Somerset’s 2nd XI and selection for the ECB South-West team at the prestigious Bunbury Festival for the second consecutive year marked him as one of the school’s brightest talents.
The girls’ teams also shone brightly. Both the U15 and U13 teams were crowned county champions, a testament to their skill and teamwork. Thea and Lottie, fresh from touring Sri Lanka with the Devon U15s, returned to school cricket with confidence and flair, particularly with the bat. There was also tremendous talent on show in the junior teams and an excellent day of cricket for the 1st XI who were invited to compete against Blundell’s and KES, Southampton, in a mini festival.
The U13 boys’ team continued their winning momentum from rugby season, claiming the county cup, the MK 6s title, and reaching the West finals of the Bunbury U13 tournament. The U15 and U12 boys’ teams also reached their respective county finals, narrowly missing out on silverware but gaining invaluable experience.
Perhaps the most encouraging sign for the future is the sheer enthusiasm among junior players. The school could have fielded C teams at both U12 and U13 levels weekly, highlighting the growing appetite for cricket. This enthusiasm extends beyond school grounds, with many Exonians, past and present, playing high-level club cricket over the summer. Four 1st XI players featured in the Devon Premier League during the final weekends of the season, while the same number represented clubs in the Devon Women’s League. Exonians also made their mark in senior county competitions and even on the national
stage, scoring centuries and taking wickets for Somerset in the T20 Blast and One Day Cup. Cricket at Exeter School continues to thrive as a truly co-educational sport.
The Wider Picture
The schools’ other competitive sports, football, athletics, cross-county, squash and swimming, all made their mark as well. This season’s football journey was defined by resilience, character, and a strong finish. The 1st XI deserves immense credit for the way they responded to the loss of their captain and central figure, Dominic. His absence was deeply felt, but the squad showed maturity and unity in adapting and pushing forward. After a tough defeat to Taunton in February, the team regrouped and delivered some of their best football in the final four matches. The highlight came in the ISCA League with a superb 2–1 victory over Blundell’s, where the game plan was executed with precision and determination. A special mention goes to Jess, who represented Exeter City Women in their inaugural season at national tier three level, a fantastic individual achievement.
In the pool our school swimmers showcased impressive commitment and competitive edge. The U13 girls’ relay team
lit up the English Schools relays finals, finishing a superb 10th nationally, complete with painted faces and team spirit. Meanwhile, the U13 boys stepped up in style, winning their age group against Taunton School in the final gala of the season. Across the season, pupils broke school records, proving they are a very talented group and getting stronger and faster each year. Special recognition goes to James, Evie, and Holly for their exceptional performances outside of school, all while maintaining dedication to school swimming despite demanding schedules. In an action-packed year there was even time to play a water polo match with the senior water polo team making waves in their fixture against West Buckland, demonstrating skill and teamwork in a fast-paced match.
Cross-country running saw excellent participation and standout performances across the first two terms. A total of 38 pupils represented Exeter School at the Exeter Schools Cross Country Championships, with 24 qualifying for the Exeter vs East Devon Championships a few weeks later. Seven runners progressed to the Devon Schools Championships, showcasing the depth of talent across year groups.
At the national level, Penelope and Rory represented Devon Schools at the English Schools Championships held
at Ardingly Showground. Rory delivered an exceptional performance, finishing 3rd in the Inter Boys with a time of 14:37, while Penelope placed a strong 30th. Rory’s season culminated in a remarkable achievement, representing England Schools at the SIAB International in Scotland, where he claimed 1st place at Callander Park. His success highlights the growing strength of cross country at Exeter School and sets a high standard for future athletes.
Athletics has enjoyed a fantastic time, with high levels of engagement and some outstanding individual and team achievements. The after-school club saw particularly strong attendance from Third Form and Fourth Form, with over 30 pupils regularly taking part – an encouraging sign for the future of the sport. Fixture participation was equally impressive, with around 40 pupils competing in each major event, including the Exeter Schools Athletics Trials, Blundell’s Athletics Meet, and the Exeter Inter-Schools Championships. From these, 17 pupils qualified for the Devon Schools Track and Field Championships, and four progressed to the SouthWest Championships. At the Mount Kelly Trophy, fewer than 40 pupils represented Exeter School, while 19 qualified for the National Prep Schools Athletics Championships in Birmingham.
Two standout athletes, Rory and Penelope, went on to represent Devon Schools at the prestigious English Schools Track and Field Championships in July. Becky also had a superb season, winning both the 400m hurdles and shot put at the Devon Championships, and qualifying for Nationals in September after placing fourth in the South-West Combined Events.
There were successes and awards away from the school programme with Exonians excelling in their chosen sports outside of school. Pupils performed on the national stage in rowing, sailing, equestrian and gymnastics and we are very proud of all of their achievements.
This year, our pupils truly embodied what it means to be an Exonian, showing pride, commitment, and character both on and off the field. Our Year 13 leavers leave behind a lasting legacy and will be greatly missed, having contributed so much to school sport. Over 250 guests joined us in March to celebrate their achievements at the annual Sports Awards Dinner. Among the many honours, the prestigious Mason Cup, awarded to the top male and female athletes who have excelled across all three terms, was deservedly won by Jess and Nate. Both were outstanding role models throughout their time at school.
Above all, sport should be enjoyable. We hope everyone involved this year looks back with pride and fond memories, and for those returning, we look forward to another exciting year of Exeter School sport.
Junior School
Sport
by MR DUTCH
We have had another exciting year of sport in the junior school, marked by enthusiasm, commitment, and many successes worthy of celebration. With so many highlights and achievements throughout the year, it would be impossible to mention them all in this report. What follows are some of the standout moments from another exciting and action-packed year of sport at Exeter Junior School.
Hockey
The girls’ hockey teams enjoyed a brilliant year at Exeter Junior School. The U8s had a fantastic season, with a focus on developing their core skills, and learning the key principles of the game. The girls put these skills into practice on multiple occasions in fixtures and festivals with other schools. The U9s impressed throughout the year with their excellent play and enthusiasm, where they impressed in a series of fixtures and festivals. Both the U10 and U11 squads worked hard in training and fixtures, steadily improving their skills and teamwork. A standout moment came when the U11 girls secured first place at the Devon Finals tournament hosted at Blundell’s, earning them a well-deserved spot in the West of England finals.
The U8 boys had an excellent season, with their progress clearly on display during a competitive triangular away at King’s Taunton and Blundell’s. The U9s continued to build on last year’s development, showing improvement in key areas such as possession and ball control. A particular highlight came when they hosted West Buckland, producing an exciting performance and scoring some superb goals. The U10s relished the challenge of a triangular against Blundell’s and St Peter’s, where they dominated possession and rounded off the day
JUNIOR SCHOOL SPORT
with a convincing victory over Blundell’s. The U11 boys had a strong season, reaching the semi-finals of the Devon Hockey Tournament and only just missing out on qualification for the West Finals. Another memorable moment for the U11s was an away triangular at Taunton against King’s Taunton and Blundell’s, where they delivered an inspired and polished display to round off a successful season.
Rugby
The rugby season at Exeter Junior School was fantastic, with every age group showing excellent progress and development. The fixtures began with a strong start as the U10 and U11 boys travelled to Queen’s College, Taunton where they produced some impressive performances that set the tone for the term ahead. Another highlight for these age groups was a large block fixture away at Taunton. Against tough opposition, the boys rose to the challenge, representing the school brilliantly and securing victories in many of their matches.
Our younger teams also enjoyed a memorable season. The U8s showed remarkable improvement, particularly as many were new to the sport at the beginning of the year. They quickly
grasped the key skills and concepts of the game, allowing them to shine in a number of fixtures and festivals. Their rapid progress is a credit to their enthusiasm and determination. The U9s stood out for their fearless tackling and physicality, qualities that made them a real challenge for their opponents.
Netball
It was a brilliant year of netball at Exeter Junior School, with players developing a wide range of new skills and enjoying plenty of match experience across the season. The U8 and U9 girls began strongly with a home fixture against Mount Kelly, where they set the tone for their energy and enthusiasm on the court. A highlight of the calendar was our annual U10 and U11 tournaments where we welcomed local schools for a competitive afternoon of netball that showcased the talent and teamwork of our players. Many girls also had the chance to take part in the Busy Bees tournaments, which offered a fun and inclusive environment to mix with pupils from other schools while experiencing the excitement of tournament play. Other memorable fixtures for the U10 and U11 teams were against Wellington and Taunton, away at Wellington, where the girls showed incredible teamwork and determination in a tough set of matches.
Cricket
This season was an outstanding one for cricket at Exeter Junior School, with many of the U8 and U9 matches featuring boys and girls playing together, creating an inclusive and exciting introduction to competitive cricket. The U8s and U9s began their fixtures with a lively away match at West Buckland, where the high level of bowling and batting were on display for the parents who came to watch. Another great afternoon was at Mount Kelly towards the end of the season, where the pupils demonstrated all their improved game understanding in a competitive set of matches.
The U10 boys had an enjoyable season, beginning with a competitive fixture against Blundell’s Prep that provided valuable lessons which they applied throughout the rest of the term. Another highlight came when the U10 A and B teams travelled to Wellington for an afternoon of cricket, with both teams playing exceptionally well, fighting hard in a nail-biting
JUNIOR SCHOOL SPORT
end to the match for the U10A team.
The U11 boys had a strong year, a team full of talent and energy, and a great understanding of the game. The boys had their first T20 match against Taunton in the first half of term, where they played with determination and learnt valuable lessons about the importance of protecting their wicket and building an innings. The Devon Finals took place in the second half of term, where the boys finished with a commendable second place.
The U11 girls made outstanding progress throughout the season, growing in confidence and skill with each match. They took part in numerous hardball fixtures against a range of other schools, demonstrating excellent teamwork, focus, and determination. Many of the girls developed new skills and refined existing ones, allowing them to contribute significantly with both bat and ball. Their dedication and resilience were clear in every game, as they worked hard, supported one another, and scored consistently in many of the matches.
Overall, the season was a testament to their commitment, enthusiasm, and the steady improvement they achieved as a team.
Athletics
During the summer term, all pupils in the junior school took part in athletics as part of the PE lesson curriculum. They had the opportunity to try a variety of running, jumping, and throwing events, focusing on developing their technique and skills. A team of pupils were selected to represent Exeter Junior School at the Mount Kelly Athletics Meet in June, where they competed admirably and represented the school with great pride, picking up many medals and winning the overall Girls’ Team event!
Following the regional round, several pupils qualified for individual events at the National Prep Schools’ Athletics Finals: Evie (1500m and Long Jump), Barnaby (1500m), Ruby (800m and Discus), Ottilie (200m and High Jump), and Otto (200m). In addition, the girls’ relay team – Leonie, Hermione, Ruby, and Ottilie – also secured a place at the national finals.
These finals were held at Alexander Stadium in Birmingham, where the pupils enjoyed an incredible experience competing against some of the very best young athletes in the country.
Swimming
The swimmers at Exeter Junior School had an outstanding year. The season began with swim trials in September, which once again attracted over 100 pupils and demonstrated the sport’s popularity across the school. The swim squad trained consistently each week throughout the year up until the May half term, showing dedication and commitment to improving their skills.
The squad competed in two galas against Taunton School – one at home and one away - giving the pupils valuable race experience in preparation for the IAPS regional competition. We also welcomed Trinity School for a gala at Exeter, providing many pupils with their first taste of competitive swimming.
The regional qualifying round at Millfield School was a particular highlight of the season. Our swimmers delivered excellent performances, with their hard work and perseverance on full display against some of the best young swimmers in the country. It was a fantastic day of competition and a fitting culmination to a very successful season.
Football
Football at Exeter Junior School continues to grow in popularity, with all pupils showing great passion and enthusiasm for the game. The U10 and U11 girls demonstrated their skills in fixtures against St. Leonard’s, winning all three matches with confident and impressive performances across both age groups. The U11 boys took part in the EFL Kids Cup, progressing through the first round to reach the local area finals in January. In a thrilling day of matches, they advanced to the final of the Plate competition and emerged victorious in an intense penalty shootout! Once again, the pupils at Exeter Junior School have shown their versatility, sporting ability, and adaptability across a wide range of activities throughout the year.
House Sports and Events
As always, our whole-school sporting events at Exeter Junior School are a real highlight of the year, bringing pupils together in a spirit of fun, teamwork, and friendly competition. The house swim gala provided a fantastic day of swimming, with every pupil taking part and proudly demonstrating the skills they had developed in their PE lessons. The house cross country was another exciting competition, with pupils showing determination and resilience as they completed the challenging long-distance circuit.
Sports day offered a perfect finale to an excellent year of sport. Pupils enthusiastically competed across a range of track and field events, displaying both effort and house pride. The staff were impressed at the level of determination shown during the day, with pupils putting in all their efforts to support their teammates. Sports day was a perfect way to create a memorable and inspiring conclusion to the school’s sporting year.
Women’s Rugby: The Future of A
Game on the Rise
With insights from Exeter Chiefs Women and a wider look at the challenges, progress, and hopes for women’s rugby – and how schools, clubs, and fans can help shape its future.
by CHELSEA
With the 2025 Women’s Rugby World Cup coming to England, there’s never been a better time for clubs and communities to help grow the game. Every new team, every training session, and every supporter plays a part in building that future.
Women’s rugby has made serious strides over the past decade, with participation, viewership, and global recognition all on the rise. According to World Rugby, female participation has jumped nearly 30% in the last five years, with over 2.7 million women and girls now playing worldwide. Alongside participation, there has been an increase in attendance. The 2022 Women’s Rugby World Cup in New Zealand drew over 140,000 spectators across the tournament, with a record-breaking 42,579 fans at Eden Park for the final; while, this year’s World Cup, held in England, has already sold over 200,000 tickets.
Professional wages for professional players
It’s brilliant to see women’s rugby getting the recognition it deserves – but there’s still more to do.
To learn more about where women’s rugby stands today and what the future could hold, I interviewed Steve Salvin, Head Coach of Exeter Chiefs Women, and New Zealand born firstteam player Liv McGoverne. Their insights gave me a deeper understanding of the progress, challenges, and hopes for the game.
One of the biggest challenges in women’s rugby is the clear gap in player salaries and financial support. Even at the top level, many players make significant sacrifices to pursue their passion. Unlike their male counterparts, many female players still hold full-time jobs alongside their training and match commitments.
“If you play at the top end of the women’s game, you’re fortunate if you’re making a living,” said Steve. “Players make huge sacrifices because they love the game.”
“It’s got better, but funding is still a huge barrier. A lot of us
balance rugby with other commitments because we have to,” said Liv McGoverne.
While progress is being made with professional contracts and more funding for teams like the Red Roses and the Black Ferns, there’s still work to do globally to ensure that players can focus fully on their sport without financial worry.
Representation and media coverage
Women’s rugby has seen a surge in spectatorship, with record-breaking attendance at international tournaments and increased TV coverage. The 2022 Women’s Premier Cup Final, held at Sandy Park, hosted a crowd of 2,500 spectators, while the Exeter Chiefs Women played Harlequins Women at Twickenham as part of "Big Game 14" in December 2022 and admitted 15,400 fans. This set a new world record at the time for a women’s club rugby match.
Broadcasters and sponsors are beginning to recognise the commercial potential of women’s rugby, but continued investment is needed to build on this.
“There just aren’t as many pathways for girls as there are for boys,” said Liv. “That’s changing, but we need more marketing, more hype, and to build a fanbase from the ground up.”
Representation matters. Athletes like Liv, who inspire younger players while competing at an elite level, are helping to change perceptions.
“We play the game because we love it, but we also want girls to see it’s for them too. The more people that come to games or even just give it a try, the better,” Liv added.
Social media campaigns, sponsorship deals, and documentaries telling the stories of female rugby players are changing the conversation and encouraging more girls to give the sport a go.
The younger generation
The future of women’s rugby starts at our level – in schools, clubs, and communities where young girls are inspired to pursue the game.
“It’s those first experiences that matter most. If a girl’s first
“We play the game because we love it, but we also want girls to see it’s for them too. The more people that come to games or even just give it a try, the better”
rugby session is positive, she’s more likely to stay with it. That’s why clubs and schools are so important… they’re where future players and fans are made,” said Steve.
“Schools and clubs can make all the difference. Without them, we wouldn’t have the next generation of players coming through,” Liv added.
Funding for school rugby programmes, youth development, and local clubs can create a strong pipeline of talent. Removing barriers to facilities and coaching is vital for making the sport as accessible as possible to young girls.
As we look ahead to the 2025 World Cup and beyond, it's clear that women’s rugby continues to grow. But it needs all of us: coaches, players, schools, clubs, and fans. By showing up, speaking out, and supporting the game at every level, we can help build a future where women’s rugby is not only equal… It's inspirational.
Thank you to Steve Salvin, Liv McGoverne, and the Exeter Chiefs Women for sharing their time, insights, and passion for the sport.
Chelsea with Exeter Chiefs Women�s Head Coach, Steve Salvin
Chelsea with Liv McGoverne
How
Exeter City
Administration
To become the most successful fan-owned club in the country by
BENJY
Few fans in the world of football can claim that they own 100% of their football club. Arguably the best example of fan ownership in England is Exeter City. But there was a time before fan ownership, an era of fraud, magic and … Michael Jackson? At one point it seemed that the Grecians were going to cease to exist. So how have we got to where we are now, 21 years on from The Supporters Trust taking over?
The Exonian spoke to Giles Ashman, lifelong Exeter City fan and Chairman of the Supporter’s Trust, former junior school history teacher and Head of Senior School Football, about his memories of this period in the club’s history.
“From when we got relegated in 1994, the club was generally on a downward spiral. The 2002-2003 season was where everything reached a head.”
In 2003 the club officially went into administration, but the storm had been brewing for a long time. Under the management of Terry Cooper, Exeter won the fourth division title in 1981, the only league title in the Club’s history. Cooper’s side eventually won the league a staggering 10 points clear of second placed Grimsby Town. Things were looking up on the pitch with striker Darran Rowbotham scoring 30 goals in the League and Cup competitions. But the club’s off-field affairs told a different story. In November 1994 administrators
came in to run the club. St James Park was sold to Beazer Homes, and it seemed that Exeter City would never be heard from again.
But then the City Council stepped in. Buying the stadium back from Beazer Homes and leasing it back to the club helped save the Grecians, who eventually came out of administration on August 1, 1996.
However, in the words of Ted Lasso, “It’s the hope that kills you,” and this proved to be the case (almost) with Exeter City. Magician Uri Geller visited the club in 1997. Geller placed crystals on the goalposts in an effort to use psychic energy to aid the Grecians in their game against Chester City. Needless to say, Geller’s strategy didn’t pay off and Exeter lost 5-1.
In 2002 things took another turn for the worse. Club owner Ivor Doble was looking to sell the club, and he appointed John Russell as chairman and Mike Lewis as vice chairman. Russell claimed he had the assets to cover the club’s £4.5m debt (spoiler alert, he didn’t). In Ashman’s words, “It was said that they [Russell and Lewis] would take the gate receipts down to the pub.”
The pair appointed Uri Geller as co-vice chairman, who then invited Michael Jackson, of all people, and magician David Blaine to St James Park. Jackson spoke on AIDS and Malaria and was then invited to be an honorary member on the City board.
The 2002/2003 season was one of the worst in the Grecians’ history. Throughout the season the Grecians appointed three different managers, and at one point it seemed that they were going to appoint … Paul ‘Gazza’ Gascoigne. May 2003 saw City be relegated to the Conference for the first time in 83 years. Police raided the club and arrested both Lewis and Russell (whilst Geller, Jackson and Blaine were nowhere to be seen at this point). Administrators
were pitching their tents again, and club owner Ivor Doble could smell trouble. Doble contacted the Supporters’ Trust, and the organisation took over in late 2003. They received a much-needed cash injection when Manchester United came to town for a televised FA Cup replay in 2005: “The FA Cup replay against Man United… wiped away the club debts and saved the club.” (quote from Mr Ashman).
Following this positive start, the over 20 years of the Supporters’ Trust being in place has seen the Grecians rise from the non-league to League One, and with a good young squad under the leadership of Gary Caldwell things are looking up for the Devonshire club.
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“Magician Uri Geller visited the club in 1997. Geller placed crystals on the goalposts in an effort to use psychic energy to aid the Grecians in their game against Chester City. Needless to say, Geller’s strategy didn’t pay off and Exeter lost 5-1. ”
Interview: Exeter Cityʼs
Ilmari Niskanen
Picture this: You have been at your local club for 7 years, and you are within touching distance of winning your club’s first league title in 43 years. You (the league leaders) are playing the team in second place, and all you need is a draw to win the league, whereas they need a win.
by BENJY
And then, in the 51st minute, you are on the right-hand side of the box, you look up … and lash the ball into the top left-hand corner of the net. This was the situation Ilmari found himself in, to help his side win the Finnish first division.
When talking to Ilmari, you can tell he has an immense passion for the game. With a glint in his eye, he recalls his time at Finish Giants KuPS. Growing up in Finland, football was Ilmari’s passion. He started playing aged five and looked up to his father Jari Niskanen who also played football at a much lower level. Football is not a big sport in Finland, so Ilmari and his father often watched Premier League games, and in particular Manchester United, “I really love Wayne Rooney, he was by far my favourite player.” And the reason that Ilmari loved Rooney as a child was not just because of his brilliance with the football at his feet, but also his passion and attitude in every game he played. And you can see that watching Rooney has had a lasting effect on the Finnish international. The immense passion for the game and a brilliant attitude on and off the pitch is something that you can see in Niskanen as he charges down the wing every week for Exeter City. In his own words, “That is the one thing that I always value in a player,
not just the skills or anything but the heart that you are actually showing.”
Making his senior debut aged just 15 in the Finnish 3rd division, Niskanen scored 9 goals and assisted a further 10. At 15, the same age as the youngest ever Premier League player, Ilmari Niskanen had directly contributed to 19 goals in a single season. But the road to professional football is never smooth; injury problems hit Niskanen like a tonne of bricks. A year after his first season, Niskanen was hit with some terrible news. He had picked up a stress fracture on his lower back, leaving him out for 6 months. After finally returning, he was then hit with another injury, the same one leaving him out for
another 6 months.
And just when things couldn’t get any worse, a brain tumour was found and he was out for another 4 months. Any other teenage footballer would call it quits after this kind of ordeal, but not Niskanen. He was ‘saved’ by his hard work, motivation and desire to pursue his dream of playing football abroad.
With injuries and trauma behind him, Niskanen began to start playing regularly for his local team in the Veikkausliiga. Throughout his 7 year spell at KuPS, Niskanen grew into one of the best in the division, winning the league with KuPS in 2019 in dramatic fashion, as mentioned earlier in the article.
His success in Finland earned him a big move to Ingolstadt 04 in Germany. But his two years in Germany were stark contrasts of each other. A club that fell from the Bundesliga in 2017 to the third tier of German football in 2020, it was a great and much bigger club than KuPS. Despite getting promoted in his only season in Germany, as the club finished 3rd, Niskanen doesn’t look back on his time with Ingolstadt very fondly. “I think back on that maybe I should have waited a bit and see if there had been other options,” he told The Dugout
The summer of 2021 saw Ilmari make his second transfer in as many years, this time to the Scottish Premiership as he signed
Niskanen playing for Finland
for Dundee United. In Ilmari’s words, “To be fair I really love them [Dundee United]. I really love my time there. I spent two years [there]. The first season was really good personally and as a team, we finished fourth, and got European football as well. Then the second season was [the] complete opposite, horrendous from the start. We were never really able to turn things around during that year and [we] ended up being relegated which is easily the worst moment of my footballing career so far.”
Following relegation with Dundee United, Ilmari had a host of clubs after his signature. And then, on 15 August 2023 (my birthday), Ilmari put pen to paper with Exeter City Football Club, partly persuaded by manager Gary Caldwell, but also by Finland team-mate Vil Sinisalo. The goalkeeper was on loan from Aston Villa at the time, and his heroics in goal not only kept Exeter in League One but also earned him a big-money move to Celtic in the last summer window.
Last season for Exeter was an up-and-down one. A great start was quickly overshadowed by not winning in 13 league games. You’d have thought that a run like this would have crushed the morale of a dressing room, but this was not the case. It was obviously tough in the dressing room, and there was also a lot of frustration. As Ilmari points
out, during this nightmare run Exeter played some good football and it tended to be goalscoring problems that cost the team the three points. But in the end, the run ended and the Grecians built up some momentum that Gary Caldwell’s men have taken into this season.
Frustratingly for Ilmari, he missed out on a place in Finland’s Euro 2020 squad. It is clear when speaking to him that Ilmari is very frustrated that he couldn’t play at the tournament, but that frustration has been turned into motivation. While understanding the difficulty of the task, Niskanen has a clear ambition to reach the upcoming World Cup. But this is a good Finland team, they beat France 2-0 a few years ago, where Ilmari played a French forward who he told us is the best he has ever played against: Marcus Thuram.
And the Finnish have some quality players: Rennes Glen Kamara; Norwich legend Teemu Pukki; Leverkusen’s shotstopper Lukas Hradecky, Celtic’s wonderkid Vil Sinisalo and, of
Quick-fire questions:
Favourite Food? Salmon soup
Favourite Movie? Lord of the Rings, and Harry Potter
The following question was not planned but came up at the mention of Harry Potter.
Favourite Harry Potter character(s): Ron Weasley, Hagrid and Neville Longbottom.
Favourite TV Show: The Office (the American version).
Favourite Song: In The End by Linkin Park. Empire State of Mind by Alicia Keys. Karma by Taylor Swift.
Favourite Holiday: Road trip to the Isle of Skye, Scotland. Messi or Ronaldo: Both, but Messi is slightly better.
Best Friend in football: Viljami Sinisalo, Celtic goalkeeper and Finland international.
Best friend at Exeter City: Shaun Macdonald, Exeter City
goalkeeper.
Best trainer at Exeter City: Jack Aitchison.
Best player at Exeter City: Pierce Sweeney. One word to describe Exeter City manager Gary Caldwell: Genius.
Best player you’ve played against: Marcus Thuram. Best player you’ve played with: Glenn Kamara.
Niskanen celebrating course, Ilmari Niskanen.
So what does the future look like for Ilmari? Here’s what Ilmari had to say, “Yeah, I want to play in the highest possible level where I can and, yeah, I really hope that will be with Exeter City. I really hope we can push for promotion this year. We know as a group of players it’s gonna be really difficult. But we definitely believe that it is possible. Playing in the Championship with Exeter City would be amazing.” There is clear ambition here, a man who has dedicated himself to football and who has found a home at Exeter City where he can play his best football.
Ilmari Niskanen has had an up-and-down career, from winning the league in Finland to being relegated while at Dundee United. But with a starting place at Exeter City and with the Finland national team, the future looks bright for the KuPS legend.
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Learning: AI and the Supercharger or Shortcut? Future of
Is there a middle ground?
by MONTY
Today, pupils are told not to copy AI generated essays, but can there be a solution where generative AI can be a tool for teachers, not an enemy? Imagine having an AI tutor in every classroom: well, Estonia is making that a reality! By September 2025, all secondary school pupils and teachers will get access to ChatGPT Edu, a special model of ChatGPT designed for learning. As part of Estonia’s AI Leap 2025, this project will help pupils with studying, teachers with lesson planning, and even cut down on boring admin work. Estonia is leading the way in making AI a normal part of school life, proving that it's one of the most forward thinking countries in the world. It is unknown whether this will catch on or whether it will be a failure but it is exciting for the future of education worldwide.
Another big player in the AI world, Google’s Gemini, has secured deals with schools in the USA and is making its way into the classroom. Albuquerque public schools are using Gemini to create and improve lesson plans. Google claims it can do the job in a twelfth of the time a human takes, freeing up time for the teacher to help the pupils and improving their work-life balance. This cooperation has earned a grant of $100,000, further showing how these sort of education and AI partnerships will shape the future of education. AI-powered tools like chatbots and language models can assist with tutoring, making education more available to pupils anytime, anywhere. It can adapt lessons to fit each pupil’s needs, helping struggling learners catch
up while allowing advanced pupils to move ahead at their own pace. Teachers can use AI to automate grading, create interactive lessons, and even get insights into pupil performance, saving them valuable time.
Marking public exams
Early level research has been set in place to push for the implementation of AI marking. Vision Marker, a company set up by Barry Lambert, a man who has helped produce 50 GCSE papers, and his son Dr James (who has a PhD in Machine Learning), promise that AI will be the dominant force in this field for years to come. On their website they promise, “At Vision Marker, we are on a mission to revolutionise the way exams are marked. Our vision is to create a world where assessment is accurate, efficient, and fair.” Currently they are only operating with 25 schools who use their AI marking technology for marking and offering feedback on practice papers. AQA’s Head, Colin Hughes, claimed that last November they discussed the matter of AI marking but a large factor of its refusal was a negative public perception. He is quoted saying, “It’s fundamentally the same issue as driverless cars”, pushing the idea that the technology is there but the major roadblock lies in the general sentiment that AI software cannot be relied on and that it could make mistakes. A recent study showed that AI chatbots can generate incorrect answers up to 60% of the time, a worrying statistic if children’s futures are dependent on them.
Practice and revision help
There is now an abundance of AI-driven tools on the web specialised in different subjects by using an advanced algorithm to provide detailed feedback on strengths and areas for improvement. AI can be used to simulate exam conditions or can create a game-like experience for a more fun and exciting study session. Tilf.io is a tool that lets pupils upload English Literature essays and receive instant feedback from the system based around the curriculum. This would be really helpful for tough essay subjects that may be ambiguous to mark yourself, offering a useful real-time feedback. Revisely is another program which allows you to create flashcards and quizzes which learn from the questions you get right, and uses spaced repetition to create long term memory links. Utilising AI to skip the gruelling task of entering all the information before revision can start is a time saving tool and would definitely incentivise more pupils to spend time reinforcing their knowledge.
Conclusion
While AI brings clear benefits like faster marking and consistent feedback, it’s still a long way from replacing the human touch. Creative answers and complex ideas need the kind of understanding only experienced examiners can provide. Instead of fully taking over, AI could work alongside teachers to make marking more efficient and accurate. AI tools are great for practice at the moment and will only get better as innovation and the world of tech moves on. I believe the future is being set to incorporate this into daily school life and if we don’t act soon we will be left behind.
STAFF
Adieux
Fond farewells to exulted staff
PETER ADCOCK
Peter has been part of Exeter School for over thirty years, most recently as our junior school accompanist, providing inspirational and thoughtful piano and organ playing for ensembles and whole school performances. Peter has used his calm, caring, and reflective spirit, sparkling enthusiasm, and wicked sense of humour to transform every performance he’s accompanied – taking them from great to absolutely unforgettable. His skill, sensitivity, and unwavering support have enriched and brought music to life, giving every young performer the confidence to shine. An alumnus of the school, Peter has performed far and wide, recording multiple CD’s as well as piano and organ pieces for the soundtracks of international computer games such as Rollercoaster Tycoon and transcribing and arranging music for orchestras and events such as the BAFTAs.
These musical talents were noticed early when Peter was a pupil, with Dr Simon Foxall
commenting in The Exonian that "1983-4 has … been an annus mirabiis for Peter Adcock. Disaster struck on 13 December when the two girls due to play the outer movements of Mozart’s A major piano concerto collapsed with a mysterious illness. Peter, only fourteen at the time, was originally expected to play the slow movement only, but prepared the rest of the concerto with two hours' notice and performed the whole work to tumultuous applause the same evening. At Easter 1984 he managed to obtain one of the highest conceivable marks in Grade VII flute and his viola playing continues to improve at an alarming rate."
Peter will be deeply missed for his exceptional talent and dedication, both at the organ and the piano. Peter’s presence has been a cornerstone of the junior school musical events, and his absence will be felt by pupils, staff, and audiences alike. We wish him the very best for his retirement.
MR TITCHIN
LIZ CORTEN
After six incredible years working together, it’s hard to put into words just how much Liz has meant to me and to our junior school team. As my PA, she’s been the backbone of our daily operations – always organised, always calm, and always one step ahead. Liz has a remarkable ability to keep everything on track, from managing my schedule to ensuring the office runs smoothly. Her presence has brought a sense of order that we’ll deeply miss. Beyond her professional excellence, Liz has been wonderful with the children – kind, patient, caring and always willing to help a parent find their child’s lost item, even if it means venturing into the depths of the boys’ changing room. As Liz steps into retirement, I hope she knows just how appreciated she is. Her dedication, grace, and good humour have left a lasting mark. While we’ll miss her dearly, we’re excited for her to enjoy this next chapter – filled with relaxation, adventure, and many holidays. Liz will be a hard act to follow, and the whole Exeter School community wishes her all the very best in her retirement.
MRS VAN SCHALKWYK
KATIE JONES
Since joining the school in 2003, Katie has been a vibrant and inspiring presence, bringing energy and enthusiasm to every lesson. She has taken on many roles with tireless dedication, whether teaching geography, science, or art, supporting pupils as a form teacher, or leading on the games field. Katie has always given her all. Her exceptional organisation and leadership have made school trips truly unforgettable. A special mention must go to her contributions to residentials – Katie has been the heart of countless adventures, encouraging children to step outside their comfort zones, take risks, and create lasting memories. Katie's upbeat energy and infectious laugh have left a lasting impression on both pupils and staff. On every residential, she brings excitement, fun, and laughter, brightening any room she enters. Her positivity and warmth have made her not just a dedicated and hardworking teacher, but also a valued friend and colleague.
Katie will be dearly missed in the junior school. We are so grateful for her years of service, spirit, and inspiration. While we are sad to see her go, we wish her all the best for the exciting new adventures that lie ahead.
MRS RUSSELL
JOE LAPENNA
Joe leaves us after a decade of calmness, kindness and lost clickers. Joe first joined us back in spring 2013 and since his first day, he has been an essential part of our IT support team – the calm voice at the end of a frantic phone call, the patient presence in a technology emergency, and the quiet problem-solver who made so many things "just work."
Joe’s kindness and patience are what have made him such an effective and appreciated member of our school community. When you’ve just dialled the IT extension in a moment of tech-induced panic, and Joe arrives calmly within seconds, there’s no judgement – just a quiet flick of a wall switch, a subtle smile, and the reassurance that everything is under control. His grace under pressure has become legendary – especially when, say, it’s the fourteenth time in September that the projector “won’t work,” only for him to turn it on again. Surely, no one deserves the honorary title Saint Joe, Patron Saint of Projector Power more than he does. And even when summoned to the main hall for the third time in a week because someone (again) has wandered off with the presentation clicker, Joe responds with his trademark good humour.
Joe’s talents have gone far beyond patiently saving us from ourselves; sometimes it is the actual technology that fails! His technical knowledge and instinct for practical fixes have often been the difference between a lesson succeeding or stalling. Even on the penultimate day of term, he swooped in during a Dowrich House rehearsal to resolve an audio issue with a clever and creative fix. Most of the pupils would not have even noticed; but he was there to ensure their rehearsal went off without a hitch. His contribution during our post-Covid IT
strategy development was invaluable. Joe's ideas, occasionally offbeat, often helped drive the team forward; he was always focused on making things easier for staff, with attention to the little details that made a big difference.
Outside the realm of IT, Joe is a passionate cyclist – completing epic journeys like LEJOG and JOGLE, raising money for charity. Many of us will also miss chatting to him about vintage video games, music, and all things Star Wars (he’s one of the few who can explain the correct order to watch them in). We will miss Joe, and we wish him every success and happiness in his next chapter.
MR BONE
AILSA MCGREGOR
In her short time with us, Ailsa has revolutionised my perception of HR. Far from just processing forms, she's transformed the department HR into a dynamic force driving the school forward.
With her extensive practical and professional expertise, Ailsa quickly became an indispensable resource for support and advice, both within our school and across the local independent school network. She has overhauled our processes, significantly improved recruitment, developed a comprehensive people strategy, enhanced our appraisal system, and reduced outsourced legal costs. Ailsa has also masterfully navigated complex personnel challenges with a thoughtful, supportive approach, achieving positive outcomes for everyone involved.
On behalf of myself, the governors, head, senior leadership, and the entire school, we extend our heartfelt thanks to Ailsa for her exceptional contributions.
MR MACEACHARN
Twenty-two years and 222+ field trips later, Helen Sail waves farewell to the Exeter School community. Over the years she has been an outstanding teacher, geographer and colleague – an integral part of the geography department as well as the school’s wider pastoral system, nurturing, challenging and inspiring pupils.
Helen led the department from 2007 to 2018. During this time she oversaw significant curriculum development, embracing change whilst keeping the fundamentals of teaching relevant and fresh. Academic rigour and a genuine desire to teach young people about what matters most in the world were mainstays of her classroom. Geography fieldtrips will certainly feel the absence of her vast wealth of local knowledge and attention to detail.
She stepped down as HoD
to focus on the pastoral side of school life, founding Dowrich House in 2018. Current and former pupils reflect fondly on the pride and care she had for pupils in her house. Helen led board game and Warhammer clubs, giving hours of her time to pupils who needed a calm and safe environment to thrive. Numerous former pupils attribute these spaces to the development of their resilience and confidence whilst at school.
Helen’s legacy will be long-lasting in school and in the wider community. Understandably, her departure will be most acutely felt by those whom she has worked alongside most closely, in the geography department and the Ten Tors team.
We wish her all the very best in retirement and thank her for the years of selfless devotion she has given to the school community.
MR MUNDAY
HELEN SAIL
LOUISE SIMPSON
This summer, Exeter School is sad to say farewell to Louise Simpson as she moves on to become Chief Executive at The British School in the Netherlands. Her five-year tenure has coincided with a period of considerable change across the educational landscape, both globally and nationally and we will miss her good humour, enthusiasm and boundless energy.
Louise joined Exeter from St Paul’s School in São Paulo, Brazil, bringing international experience and an extensive background in school leadership. She joined at the height of the Covid-19 pandemic and began her headship navigating the operational and academic complexities of remote learning and school closure. Despite these challenges, she ensured that continuity of learning and pupil
support remained central to the school’s response.
As Exeter School’s first female Head, Louise introduced a new strategic focus, including an emphasis on character education. She oversaw the development of character and practical wisdom lessons, embedding this strand into the school curriculum and bringing to life the school’s identity as ‘A School of Great Character.’
In 2021, Louise led the acquisition of The New School in Exminster, now renamed Exeter Pre-Prep School, expanding the Exeter School family to over 1,000 pupils and extending the age range down to 3-year-olds.
Louise’s tenure also saw continued developments to the site. The pedestrianisation project with the new main reception area transformed the way parents and visitors accessed the
school and dramatically improved both pupil safety and the space available to them during the school day.
As well as the focus on character and the physical infrastructure, Louise also reengineered the way pastoral care is delivered in the school. With form tutors, heads of year and heads of section, interwoven into a vertical house structure, pupil wellbeing is front and centre of what the school does.
Her leadership has also emphasised pupil voice and engagement in the wider life of the school. Assistant Head (Sixth Form), Luigi Chu, comments:
“Something I’ve really enjoyed about working with Louise is how much she supports her staff and how consultative she is. Something that sticks with me is how, when I’ve gone to her with ideas or questions, she’s asked me, ‘what do the pupils think?’ and this has reminded me to go and speak to them and to make sure that we listen to their voice and try, as often as possible, to incorporate that into our plans.”
For many pupils, her presence and involvement in co-curricular life have also been mentioned. Sixth Form pupil Lily reflects:
“I remember when I first got here in Lower Fifth, I immediately felt the sense of community. Exeter School is such a special place for me, and I am very grateful for Ms Simpson who brought us all together. She’s been to most of my performances, which helped me feel pride in my work and encouraged many other pupils as well.”
As this chapter in the school’s history ends, it offers a chance to pause and take stock. Louise’s time at Exeter School has seen the school successfully navigate significant change, expand (with the pupil roll growing from 930 to 970 under her watch), sharpen its focus, and prepare itself for the inevitable future challenges. With its 400th anniversary on the horizon, the school could not be in a better place. Thank you Louise!
MRS HODGETTS
LEDA TROTMAN
We say “au revoir” to Leda this term. Leda joined us in 2020, with an international résumé that includes Malaysia, Jordan, Oman, and a deep-rooted passion for language learning and teaching. She joined us in the midst of our covid recovery; masked classrooms, and year-group bubbles. In a subject where seeing how words are formed is vital, Leda and the MFL team showed remarkable resilience and adaptability through it all.
Since her arrival, Leda has not only led our MFL department with expertise and seemingly boundless energy, but she has made a deep and lasting impact on our wider school community. She has brought vision and innovation to the teaching of modern foreign languages. She’s introduced new courses, encouraged thoughtful reflection on pedagogy, and worked tirelessly to align the French, German, and Spanish programmes at KS3.
More importantly, Leda has always worked to bring language learning to life. Whether through immersive lessons, culture-packed activities, or unforgettable school trips, she’s shown pupils that languages are not just subjects – they are experiences. If you were lucky enough to travel to Granada or one of the many French destinations she organised, you’ll know exactly what that means. Here are just a few of the comments shared by pupils:
“It was honestly the best week of school I’ve ever had. The Alhambra was breathtaking, the food was amazing, and seeing the staff dance was… traumatic but unforgettable!”
“She is the reason I love
languages. I want to study Spanish at university now – and that’s down to Ms Trotman.”
“Ella es la mejor maestra que he tenido.”
(She is the best teacher I have ever had.)
Leda has shown pupils not just how to speak another language, but how to understand different perspectives – a lesson that extends far beyond the classroom.
During her five years with us she has shown an incredible desire to make a real difference in the lives of young people – and she’s done exactly that. Furthermore, she has shown a genuine love of learning. Leda is the embodiment of a lifelong learner. From earning an A* in GCSE Italian in 2007 to constantly seeking new ideas and learning from everyone around her –pupils, new teachers, and seasoned colleagues alike – she models the curiosity and growth mindset we hope to inspire in every pupil.
Thank you, Leda, for your warmth, your patience, your energy, your humour and your unwavering dedication to promoting the power of languages.
Gracias. Merci. Danke. And most of all, good luck. MR BONE
FIONA TURNER
It’s hard to put into words the impact Fiona has had on Exeter Junior School over the past 11 years. From the very beginning, there was something extremely special about her way with children. Instantly, you could see that she didn’t just work with children: she understood them, encouraged them and had a natural ability to draw out their unique qualities with her own kindness and patience.
Fiona has been a pillar of our school; a presence we have relied on in every imaginable way. Whether it was accompanying school trips into Exeter, chasing down the ever-elusive lost water bottles, meticulously caring for our library or bringing her remarkable talent to spelling interventions, she has given herself to every aspect of school life, always with quiet determination.
existed. She could track down a missing blazer as if she had a sixth sense and calm an upset child with a quiet magic (think Madame Pamplemousse!)
Over the years, our communication has become almost telepathic, a seamless understanding built on trust, shared experience, and fluent teacher/TA language. She has never wanted recognition or applause; she has simply loved to do a job well. And she has done it brilliantly.
Fiona will be sorely missed, by the children, by the staff and by me personally. But this isn’t goodbye, it’s most certainly au revoir. We know that Fiona will always be a part of our community and we are beyond lucky to welcome her into our army of volunteer readers – you may even spot her sitting on the library chair over the coming years and the library will forever be ready to wrap her in a hug whenever she returns.
In our busy jobs, we sometimes forget that we make a difference. But, Fiona, for more than a decade, you have made a difference, quietly, gracefully and with unwavering dedication. Exeter Junior School is a better place because of you.
From all of us, thank you.
MRS HARDY
Fiona has been the steady guiding hand, the watchful pair of eyes on the playground, always the voice of reason in moments of chaos and the person who could see the humour even in the most unpredictable situations. I can’t count the number of times Fiona solved a problem before anyone else even realised it
