The Felstedian Magazine 2024-2025

academic aspiration | community | enrichment | global education | neuroinclusivity | sport | wellbeing and inclusivity

THE

Felstedian

2024-2025

THE 7 FOUNDATIONS of a Felsted Education Highlights of the school year

U15 Girls’ Cricket – County Champions 2024 September saw the U15 Girls bring home the county trophy, triumphing over challenging weather conditions as well as their opponents from Bancroft’s to claim the Essex county cricket trophy.

CELEBRATING THEIR VICTORY BACK (L–R): Una F, Florence B, Anya I, Olivia A, Amber M, Daisy S, Lucy C, Claudia F FRONT (L–R): Lulu Mc, Bea A, Adela F

In a Final delayed from the Summer Term, the two sides met on Felsted’s windswept main pitch and after winning the toss, the home side chose to bowl first. It was not typical cricket weather but nonetheless the girls battled the wind and adverse conditions admirably.

After such a favourable start to the game, they did well restricting the visitors to 71. Though wickets fell at regular intervals, it was our lower middle order who steadied the innings and allowed us to creep over the line. It was a brilliant day and one to be remembered.

Contents 05

From the Editor

07

Welcome from the Head

1 academic aspiration 08

2024 Exam Results

11

CSES success

20

European Day of Languages

38

The Roberts Society

39

National Debating Competition

43

Economics National Essay Competition

3 enrichment

43

Upjohn Declamation

24

Butler Lecture

46

Classics Trip to Rome

25

House Singing Competition 2024

70

Science Events

31

Chelmsford Festival success

73

BTEC Business Students excel

32

School production of ‘Sister Act’

84

Yr 12 Geography Trip to Dorset

40

CCF – a year in review

42

Duke of Edinburgh Award report

54

Felsted Musician of the Year 2025

60

Swing into Spring 2025

72

House Quiz Final 2025

76

Exploring Costa Rica –2025 Trip

15

Interview with OF Howard Dean

90

A Midsummer Night’s Dream

52

Felsted MUN 2025

95

Felsted DTE Manufacturing and Engineering students’ Italian Trip

82

Internationalism Dinner 2025

88

Round Square – our Argentinian visitors

A Year in the Life of the Library

106 Integration of international students

98

102 Cromwell Lecture 2025

4 global education

2 community 21

Jack Petchey Awards

69

22

School Fundraising Award

86

London Marathon success

26

Sixth Form Centre grand opening

87

Stocks’s 24-hr Charity Challenge

44

Volunteering at Felsted Mission

92

45

Manor’s ongoing fundraising

Elwyn House celebrates 125 years

50

Long-serving Staff

104 Supporting our charity partners

51

Remembering Reverend Bob Clarke

104 Celebration at the Mission

Felsted Senior Bake-Off Final 2025

110

64

Hampton Court Half Marathon

107 Common Room farewells Heads of School

Read on…

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Contents …continued

5 neuroinclusivity 36

Poetry by Cora

37

Making a Difference at the Powerhouse Games

49

The Challenges of Information Processing

85

Support for Learning

6 sport 30

Netball Successes

68

U15 Girls’ Indoor Cricket Champions

56

Cricket Tour to Sri Lanka

74

Felsted Rugby 7s in top form!

57

Felsted Horse Polo

80

Felsted Cricket scores high

63

Equestrian Success

96

Felsted Tennis flourishes

66

Boys’ Hockey Successes

97

Annual Polo Derby victory

67

Girls’ Hockey Stars

108 Sports Day 2025

7 wellbeing and inclusivity 14

Computer Science – eSports

27

Black History Month

28 The OF LGBTQIA+ Society Launch 29 Anti-Bullying Week 58

International Women’s Day 2025

59

Women in Leadership Conference

F RONT COV E R Hannah Page during her performance as Deloris Van Cartier in Felsted School’s production of ‘Sister Act’ in November 2024.

A keen musician, singer and dancer, Hannah is Felsted’s top IB performer for 2025 with an outstanding 43 points. Having joined Felsted in Year 7 as a Music Scholar, Hannah later received an Academic Scholarship in Year 9. Over her seven years, she has immersed herself in school life – performing lead roles in productions including ‘The Lion, The Witch and The Wardrobe’, ‘Oliver!’ and the aforementioned ‘Sister Act’, and earning ABRSM diplomas in Violin and Classical Singing, alongside Grade 8 in both Clarinet and Musical Theatre, and Grade 5 Saxophone. She has been a committed member of the Chapel Choir, orchestras and Steel Band, and has also contributed to wider school life through the debating societies, hosting the Round Square conference, Swing Into Spring, and participating in MUN. This year, she was selected from thousands to attend both the National and British Youth Music Theatre summer programmes.

ARTWORK: Creative work (non-exam pieces) by Felsted Art Students.

EDI TED BY Félix Sánchez del Río, fsr@felsted.org MAG A ZIN E CO N TR I BUTORS: Nichola Howorth, Jack H, Paula Emilia L, Katie L, Cora K C, Chris Townsend, Félix Sánchez del Río, Roslyn Marriott-Cox. P HOTO GR A P HY: Tom Soper, Felsted School Marketing Department, Félix Sánchez del Río, Geography Department, Classics Department, Economics and Business Department, History and Politics Department, D&T Department, Nichola Howorth. DE S I GN: robbie@robertareesdesign.uk

Felsted School, Essex CM6 3LL | 01371 822600 | www.felsted.org

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Editorial A Year to Remember It is with immense pride and gratitude that I welcome you to this new edition of our school magazine, The Felstedian, which this year is themed around our 7 Foundations: the strong threads of academic aspiration, community, wellbeing, sporting excellence, enrichment, globalism and the championing of neuro inclusive qualities, woven into every day at Felsted. In the pages that follow, you’ll find a vibrant tapestry of stories and achievements that reflect the energy, talent, and dedication of our students and staff. This year has been nothing short of extraordinary – marked by academic excellence, sporting triumphs, and a spirit of creativity and service that continues to define the character of our school.

First and foremost, we are thrilled to share that our school was named one of the Top 30 IB Schools of the Year – a significant milestone that reflects the academic rigour and perseverance of our students. Our exam results this year have been exceptional, with numerous pupils achieving top grades across both the IB and A Level programmes. This is a testament not only to the commitment of our pupils, but also to the tireless guidance of our teaching staff, whose passion and support have helped nurture such outstanding academic outcomes.

Of course, life at our school extends far beyond the classroom. Our sports programme has gone from strength to strength, culminating in an exhilarating Sports Day at the end of term. The event was a celebration of athleticism, teamwork, and school spirit, with students across all year groups giving their all in a wide range of events. Whether it was the fiercely contested relay races or the nail-biting tug of war, Sports Day brought our community together in the most joyful of ways. It was a fitting end to a year filled with sporting excellence, including regional successes in hockey, rugby, netball and cricket.

Beyond academic and sporting achievements, this year has also been rich with opportunities for students to explore their passions and develop new skills through our extensive co-curricular programme. The Combined Cadet Force (CCF) continued to offer invaluable experiences in leadership and resilience, while the Duke of Edinburgh (DofE) Award expeditions saw students trekking through some of the UK’s most beautiful and challenging landscapes.

The arts, too, have flourished. Our annual spring concert, Swing into Spring, was a resounding success, showcasing the musical talents of our jazz band, choir, and soloists.

This was complemented by the ever-anticipated Musician of the Year competition, which highlighted the

extraordinary talent of individuals from across the school. The performances were both moving and inspiring, and a powerful reminder of the importance of the arts in a well-rounded education.

One of the undoubted highlights of the year was our school production of "Sister Act", a dazzling and joyous rendition of the beloved musical. The cast and crew worked tirelessly to bring the show to life, and their efforts were rewarded with full houses and standing ovations. The production not only showcased the depth of talent among our students but also underscored the collaborative spirit that defines our school community.

Finally, we are honoured to include in this issue an exclusive interview with Howard Dean, OF, who went on to serve as the 79th Governor of Vermont and Chair of the Democratic National Committee. In this insightful conversation, Mr Dean reflects on his time here, his journey in public service, and the values that continue to guide him today. His words serve as both an inspiration and a reminder of the profound impact our school can have on shaping future leaders.

As you read through this magazine, I hope you will be as inspired as I am by the accomplishments of our students and the vibrancy of life at our school. Each article, photo, and reflection captures a moment in what has been a remarkable year – one filled with growth, joy, and the pursuit of excellence.

Thank you for being part of our community. Whether you are a student, parent, staff member, Old Felstedian, or friend of the school, your support and engagement are what make this such a special place. I look forward to another exciting year ahead.

Happy reading.

Félix Sánchez del Río Editor

T HE FELST EDIA N 2024-2025 | 05

Developing Character

Making a Difference 06 | T H E F EL STED I AN 2 024 - 2 02 5

Welcome from the Head I am delighted to write this introduction for the 2025 Felstedian Magazine. After the community spent time last year identifying the key features of a Felsted education it is very appropriate that this year, the theme is The Seven Foundations of Felsted. These draw together all the special things about a Felsted education that young people can expect to experience in their time at the school.

Of course, it is only appropriate that we start with academic aspiration. Every student should aspire to do their very best, and while exam results must not define us, working hard to do our best says a great deal about our character. We also want everybody at Felsted to develop as an individual, in a place that puts wellbeing and inclusivity at the heart of what we do. For many Felstedians, Sports are hugely important, but whether you are a star on the pitch, or someone who just wants to stay healthy, sport should play a positive part in your life, fostered in your time at school. We also want everyone to grasp the wide range of opportunities that the school has to offer, in Drama, Music, outward bound, public speaking and much much more, and even for those students for whom this does not come naturally, the challenge is to get involved.

We are so fortunate as a community to have students join us from all over the world, bringing together a rich mix of cultural diversity. What better thing to learn about while at school than how to value and appreciate all of this variety, to make friends, but also to prepare for life when the workplace will be multi-cultural and the future is genuinely global. We are also proud of our community and for many people who come to the school for the first time, this is what they feel most strongly about Felsted. This is garnered in our boarding ethos, where shared experiences, social time and fun bring together friends for life. Our final foundation is our appreciation and value for neuroinclusivity. No longer seen as a hindrance to progress, but a superpower to lead on creative thinking, at Felsted there is support, recognition and celebration of our wide range of learners.

When you put all of these together, I truly believe that Felsted is Developing Character and Making a Difference.

Chris Townsend

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academic aspiration | community | enrichment | global education | neuroinclusivity | sport | wellbeing and inclusivity

2024 Exams GC S E RESULTS Felsted pupils had plenty to celebrate in their GCSE exam results last summer, with almost 40% of all entries graded 9–7 (A*/A). More than half of all grades were 7 or above (A*/A) in a range of subjects including Art, Biology, Drama, German, Latin, Chemistry, German and TEP. These grades follow excellent results in this year’s A Levels and the International Baccalaureate Diploma Programme.

“Last year’s cohort delivered some very impressive results, and I am incredibly proud of them all” commented Felsted Head, Chris Townsend. “These outcomes were the product of a combined effort from

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our dedicated teachers, the commitment and support of parents, but above all, the students’ hard work and determination. I look forward to seeing their successes continue at Felsted.”

Among Felsted’s top performers was Music and Drama Scholar Eva C. Eva stayed at Felsted Sixth Form and was delighted with her results, commenting “I’m excited

The Seven Foundations of a Felsted Education

A LEVEL RESULTS

to be taking A Levels in Drama, Spanish and German and I then hope to go on and read Musical Theatre or Modern Foreign Languages at University.”

Another top performer Daniel S also stayed at Felsted and opted for the International Baccalaureate Diploma Programme. Daniel commented: “I’ve enjoyed all the opportunities I have had so far and looking forward to making new friends and mixing with the new international pupils.”

PHOTO

Felsted School was delighted to celebrate the exceptional achievements of its pupils in last year’s A Level examinations, marking another year of academic excellence and dedication.

With such impressive results, many pupils secured places at some of the world’s leading universities, conservatoires, and prestigious apprenticeship programmes, including Cambridge, Oxford, Durham, Edinburgh, the Royal Veterinary College, UCL, Exeter, Nottingham, and universities across the US and Europe, as well as top conservatoires such as the Royal Academy of Music, Royal College of Music, and Royal Northern College of Music.

63% of all grades awarded were B or higher, with a third of all grades being awarded A or A*.

Representing a very successful GCSE cohort on results day. (L–R): Logan C, Jemima B, Ben L, Evelyn S, Will B, Eva C, James D, Olivia F, Daniel S and Anais P

Chris Townsend shared his congratulations: “I was incredibly proud of the Class of 2024 for the hard work and

determination put into achieving their A Level results. It was really encouraging to see so many Felstedians going off to some of the best universities around the world, as well as taking up some very exciting apprenticeship opportunities and others heading out directly into the workplace. We look forward to seeing the positive difference they will make in the world.”

These results followed on from a strong set of International Baccalaureate Diploma results in July, where Felstedians achieved an impressive average score of almost 35 points, exceeding the global average of 30.3 and equivalent to 3 A*s at A Level per candidate.

Felsted A Level Key Highlights When A Level and IB results were combined for this year group, almost 40% of entries were graded at A or higher.

91 students took A Levels at Felsted in 2024.

63% of all grades were A* to B Many subjects achieved exceptional results; Chemistry, Music and Further Maths all achieved 100% A*-B, while Drama, Classical Civilisation, Art and Theology/Ethics/Philosophy all exceeded 80%.

Last year, Felsted’s top achievers were Ambrose Lusty with A*A*A*B and Prefects Niamh Westwood and Toby Stringer who both achieved A*A*A* and an A* for the EPQ. P H OTO Ambrose Lusty, former Year 13 student, who achieved an impressive A*/A*/A*/B

T HE FELST EDIA N 2024-2025 | 09

academic aspiration | community | enrichment | global education | neuroinclusivity | sport | wellbeing and inclusivity

2024 Exams IN TE R N ATIO NAL BACCALAUREATE DIP LOMA RESULTS Felsted was also delighted to announce excellent results in the 2024 IB Diploma Programme. Felsted pupils achieved an average points score of almost 35 points out of 45, exceeding the global average of 30.3 and in line with the UK average of 34.6.

58% of Felsted’s IB candidates achieved more than 34 points, equivalent to two A*s and one A at A Level and 17% achieved a world-class score of above 40 points, which is equivalent to four A*s at A Level.

“That was an excellent set of results from a really special group of students,” commented Chris Townsend. “These achievements will open the door to the world’s top universities and careers.”

With such impressive results, last year’s cohort secured places at some of the world’s top universities, including Oxford, Durham, Edinburgh and University of Amsterdam.

Felsted’s highest achievers with a top score of 43 points (out of a total of 45), were prefects Jemima Leigh (pictured below) and Isabel Wadley.

Felsted is in the UK’s Top 30 IB Schools Those exceptional International Baccalaureate (IB) Diploma scores achieved by our Sixth Formers in 2024 resulted in Felsted being named in the top 30 schools for IB in the country in January.

Rankings are published by IB-School.eu and Best-Schools.co.uk, which take into account scores achieved

by IB Diploma candidates around the world. Felsted was officially ranked 23rd in the country on this occasion.

58% I B ST UDE NTS AC H IE VE D MO RE T H AN 34 PO INTS O UT O F 4 5 IN 2024

“These achievements will open the door to the world’s top universities and careers.”

2025 Exam Results will feature in the next issue of The Felstedian magazine

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The Seven Foundations of a Felsted Education

CSES success for Daniel and Claudia Daniel S, Year 12 and then Year 13 leaver Claudia Murphy attended the Chelmsford Science and Engineering Society (CSES) Schools Technology Awards ceremony in July 2024 after their success at the June Exhibition.

Last year’s CSES (Chelmsford Science and Engineering Society) Schools Technology’ Exhibition was held at the Anglia Ruskin University on Friday 21 June 2024. Felsted School had a team from the Prep School and two students from the Senior School exhibiting their work in three different categories. Daniel S (Yr 11 then) displayed his project work containing the research, design and final prototype of his adjustable children’s tricycle, and Claudia M (Yr 13) had her purposebuilt redesigned engine trolley project work.

The exhibition was a success, with many students from other regional schools given the opportunity to talk about their products in front of industry experts and engineers.

The day ended with Daniel receiving the Students’ Choice Award after votes and nominations were contributed.

Both Daniel and Claudia were invited to the awards evening ceremony held on 11 July 2024 where they received awards and trophies for their excellent work.

Daniel received prizes for 'CSES Design Execution Award [Years 1011]’ and the CSES 'Students’ Choice Award’ and Claudia collected the 'CSES Engineering Project of the Year Award’.

PHOTO Daniel S proudly showing his CSES Students’ Choice Award

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Autumn Term

T HE FELST EDIA N 2024-2025 | 1 3

academic aspiration | community | enrichment | global education | neuroinclusivity | sport | wellbeing and inclusivity

Computer Science equipped with cutting-edge computers for eSports and beyond – BY MART I N W H I T E , H E AD O F CO MPUT E R S CIE NCE –

This year we had state-of-the-art computers installed in Pitteway, marking a significant upgrade to our computing resources and one that transforms our eSports programme and provides powerful support for Unity videogame design, CAD, and machine learning projects.

Our co-curricular students kicked off their eSports journey on the new computers with Rocket League, experiencing the impressive graphics. As Felsted eSports prepared for the next UK student championships, our new computers also played a crucial role in the competitive scene. The school competed in the following games: Rocket League, Overwatch 2, League of Legends and Valorant.

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But the impact of these new computers extends far beyond eSports, allowing us to use Unity, CAD, and build machine learning projects. Students can now use the high-performance hardware to create and develop complex videogames, allowing for the design of intricate 3D environments, realistic physics simulations, and seamless game mechanics testing. The powerful computing resources are also ideal for

machine learning and data analysis, supporting faster data processing and more efficient model training, which is crucial for allowing AI projects at A Level.

We’re excited about the vast opportunities these new systems bring and look forward to seeing our students thrive in both their competitive gaming and their Computer Science projects.

The Seven Foundations of a Felsted Education

Former Democratic US Presidential Candidate, Howard Dean, speaks to Year 12 Politics Student Howard Dean III (g66-67) was interviewed this September by aspiring journalist Jack H (Yr 12), who currently studies A Level Politics and writes for The Felstedian magazine.

Howard – who was the Governor of Vermont from 1991 to 2003, and Chair of the Democratic National Committee from 2005 to 2009 – talked about his path into politics whilst juggling a career in medicine, his thoughts on the current state of US politics and the upcoming election, and what he had hoped to achieve when he stood for the Democratic presidential ticket himself back in 2004.

after another and having to memorise them all! However, the quality of the education was very good, I thought.

Q

HD: I was a Political Science major

This was an excellent and inspirational opportunity for Jack. “I found the experience really interesting and speaking to Howard was definitely something I will remember,” he told us.

Here is the interview…

Q

How did you get into Felsted?

HD: There’s an organisation called the English Speaking Union which does exchange scholarships between all the English speaking countries and former British colonies. So I came on a ESU scholarship after I had already graduated from an American boarding school.

Q

What was your experience at Felsted?

HD: Boarding school when I was at Felsted was something more like the 17th century than it is today. I came back around 50 years later and it had completely transformed. For example, Felsted is co-ed now and I don’t believe they still have the thirty beds to a room routine! Follyfield had of course burned down since I’d left so I think that there’s almost no resemblance apart from the buildings

What led you to study Politics?

between the Felsted that I went to and Felsted now. I think that there are more day students now than there was before

Q

How does school in the UK compare to school in the US?

HD: The UK is much more rigorous. I enjoyed the teaching. I just had a fiveday visit from Roger Shotman who was in my group at Oxford from Felsted. He and I were good friends at school 50-something years ago. He’s been doing international development for the UN and others, lives in Bangkok and he came to the States. We had lots of time to revisit our days from Felsted and we were talking about some very good teachers that we had, none of whom are probably alive today, but I think the quality of the teaching was very good. I think the rigour was greater in England, but the only thing that I had trouble with was British history because it was one battle

when I got to college but that was only because History was too rigorous and when I went to college it was the Sixties, the Vietnam war… The Civil Rights movement was in full swing and, really, Political Science was a refuge for me rather than a choice.

Frankly, majoring in Political Science does nothing for people who want a political career. But it was quite close to History and you studied a lot about the politics of history and today you study more of the science and analytic content. If I had to do it again I wouldn’t major in Political Science, I would probably major in History.

Q

You switched to medicine after that, why did you do that?

HD: Well, I graduated from school with a First and then went to Yale, and in the Sixties it was impossible to fail because there weren’t grades. So, after that, my first job out of university was washing dishes and pouring concrete at Aspen, Colorado and skiing for 80 days. So it was a very different time than it is today and I was miserable doing that. I mean, I enjoyed it but I didn’t want to do that for the rest of my life! So I came back and got a job on Wall Street and it was the only thing I knew about. I had summer jobs and it was very interesting but I hated it. I had a friend who had gone back to college and had been studying as a physician and that inspired me. I was very good at T HE FELST EDIA N 2024-2025 | 1 5

academic aspiration | community | enrichment | global education | neuroinclusivity | sport | wellbeing and inclusivity Science when I was at boarding school, although I didn’t take a science course at Felsted and I didnt take a single Science or Maths course while I was at Yale either because it was the Sixties and there were no requirements of the sort. I even had one course when you could give yourself your own grade so it was a very different time but I loved Science at school and I had taken four years of it, and had done very well. So I went to Columbia’s General Studies, which is like night school, and I took Cloud Chemistry, Chemistry and Organic Chemistry and I liked them all. I got into medical school as a result of that and I really enjoyed practising medicine a great deal.

Q

You became a member of the Vermont House of Representatives, why did you decide to do that?

HD: It’s a bit of a long story but there is a message that luck and circumstance play a role in everything.

I was not at all involved with politics but I thought Jimmy Carter was a terrific president and I worked on his campaign locally, calling people up to the polls and that kind of thing. My mentors were two older women of my mother’s age who lived down the street from me and they propelled me into a political career as a result of going to the convention. That is what got me into politics. There was a seat that opened up in my district, so I ran for it and won. Until you get to be governor, most politics is part-time in Vermont. Therefore, I was able to continue practising medicine throughout all my political career until I became governor. It was a little hard juggling the two things together but my wife is also a physician and when we had two kids we split the practice with somebody else, while our children were very small. I would leave the legislature and come and see patients at night. I’d see patients on Monday when the legislature wouldn’t meet or I’d meet patients on Saturdays. Most people in the legislature have that career and then another career and you don’t make much money in politics, which is just as well.

Q

What does the job of being Governor of Vermont entail?

HD: The Governor’s job is basically like the CEO and the legislature is like the board of directors. They can constrain what you do and most 1 6 | THE F EL STED I AN 2 024 - 2 02 5

proposals have to be passed by the legislature but the governor has as much power as the other 180 legislature and the governor is sort of the pre-emptive policy maker. I would submit a number of things either through a budget or a programme idea to the legislature and they might alter it a bit but they mostly get passed.

Some of the things we did were quite remarkable at the time. I was quite close to Bill Clinton then because I helped him with the election process so he was quite good to Vermont as a result. Through a complicated waiver process we were able to ensure all children under the age of 18 in 1999 would get free healthcare. The US compared to the UK is quite backward in social care, in fact this was the first state to do this. The other thing I was able to do, after Bill Clinton left the presidency, was to enable Vermont to be the fourth state in the country to allow gay people to marry. It was quite difficult, even though Vermont is a progressive state, and there was major resistance to that. I would say those were the two things that I would like to be remembered for. I was quite conservative on money but very liberal on social issues. Vermont is a libertarian state and people want to watch their money but they also believe that the government shouldn’t tell them how to live their lives and that was consistent with how I governed.

Q

What’s your proudest achievement as Governor?

HD: Securing Health Insurance for all children would have to go to the top. I became governor by accident – I was seeing a patient in the office when I was Lieutenant Governor and I got a phone call. It was a quavering voice on the phone saying “I regret to inform you that Governor Snelling is dead” and that was the end of my medical practice, then and there. I happened to respect the governor greatly but he was part of a different party, he was a Republican and I was a Democrat. I hadn’t been included in any of his deliberations or programs or anything like that so I had to scramble to fill this giant void. He was also in his 5th term so he had been governor for quite some time. The first week or so was insane. I was being briefed about things I knew nothing about such as the banking situation and industry in Vermont and all this stuff. Finally, after 6 or 8 days I had a moment to myself

in my office and I thought to myself: “you never expected this, what do you want to do here?”. So I wrote down 5 things that were important. Land conservation was one, children’s healthcare and so forth. I tried never to leave the office without looking at that list and making sure I’d done at least one thing to improve what was on that list. The important lesson which I didn’t realise until much later was that one of the older governors who had been there for a long time in North Carolina took me aside once and said: “90% of what we do is urgent, which is certainly true, but 10% is important”. I think in any profession, in any job you ever have, everybody needs to write those 4 or 5 things because it’s so easy to get sucked into the crisis of the day.

For example, a student always has a crisis, a test next lesson or falling out with a friend or whatever it is, there’s always a crisis. But if you let your life get pulled in by crisis and urgency then you never get what your goals of life are. That’s hard to do though, unless you write them down and use them as a checklist every single day. Don’t go to sleep without making sure you do one thing that was on your very small checklist. That doesn’t mean you can’t change your checklist but if you don’t have one you’re likely to get sucked up into the crisis and urgency of the day.

Q

What made you run for the Democratic presidential ticket?

HD: I had been Governor for a long time and we have elections every 2 years so that is a lot of elections! I thought that it was time to go, as my party was a disaster. President Bush was lying about why we went to Iraq. I had been to college when Lyndon Johnson and Nixon lied about why we were going into Vietnam. I had seen it before when 55,000 Americans died because two Presidents lied about why we were there. I saw the same thing coming in Iraq and people in my party who were talking about running for President were afraid of going against the war. That was the first thing. The second was they were afraid of Bush who was a popular guy, and they didn’t want to criticise his tax cuts for the wealthy and not much for the middle class or poor people. I was really calling out my party on the things they were doing which, in my view, were not principles the Democratic party should be standing up for. I was an insurgent, basically.

The Seven Foundations of a Felsted Education

Q

How did you use technology for your campaign?

HD: We are sending 150 emails a day asking for money. I didn’t know how to do this but, because I was an insurgent, for a bunch of 20 year-olds I was their candidate and they knew how to do all of this stuff. All the campaign things you see today online came from that. It wasn’t because I was a genius, it was because all the 20 year-olds were geniuses, and they understood how to do all this. Let me say two things about this, one of them as an example of how powerful this is when you’re running for President: you’re basically on the road the whole time and the United States is a very big country. I got home for about a day every fortnight and half the day you see your kids and your wife.

The other half you have to go and thank everybody that works round the clock without much pay. I went to thank everybody one day and a kid around 16 came up to me and said, “I would like you to sit in front of this computer and have a ham sandwich”. I said “What?”. What they were actually doing was putting out a fundraiser

saying, “come join Howard Dean for lunch”. They did it because the US Vice-President at the time, Dick Cheney, was having a $25,000, $1,000 a dinner luncheon in South Carolina and they raised $525,000 in an hour and we raised $625,000 in an hour on the internet!

The second thing was that our campaign was incredibly badly disciplined. I’m not very disciplined and my campaign manager was not very disciplined either. Obama however was very disciplined, so after my campaign was over, the young kids who were so incredibly effective and remade every democracies campaign, started a website called Blue State Digital. Then I took over the Democratic National Committee over the objections of the Democrat traditionalists. I fired all the tech people because they didn’t know what they were doing. I hired all the guys at Blue State Digital and they redid everything at the DNC and fixed it up and brought it into the modern age. Then a candidate who was interested in running for President in 2008 started his campaign and hired

them all away from me, his name was Barack Obama.

Q

How do you think the internet has impacted subsequent elections?

HD: I think it has become a bad influence now, because you put up so much stuff there. The only thing I think I agree with Trump on is that there’s a section of the law governing communications called section 230, and it exempts carriers like Facebook and so forth from putting up things such as violence, and it shouldn’t exempt them. The internet still does have the things I hoped for such as instant communications with people around the world but it’s become a very dangerous place. It victimises people of all ages and I think there needs to be a significant look at how you regulate it. It’s always dangerous to regulate free speech but it’s also dangerous to allow the destructive nature of human beings to attack people less capable of defending themselves, especially teenagers.

Read on…

P H OTO Howard Dean, with a group of students during a visit to Felsted School in 2019

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academic aspiration | community | enrichment | global education | neuroinclusivity | sport | wellbeing and inclusivity I don’t know if you’re familiar with the Salem witch trials in Massachusetts, which was a colony of Britain, before the United States existed. There was a series of women who were burned at the stake, hanged or killed on the ground because they were witches.

This was nothing but gossip, there’s no such thing as witchcraft but these people were murdered. It’s exactly the same thing that goes on in the internet: people go on there for unscrupulous reasons and often reasons they’re unaware of themselves. They spread all these rumours and they can be very convincing. Rumours are convincing and people will do dumb things. There’s a long history of charlatans selling things that don’t work to people, long before the internet existed. The trouble is the internet has magnified that to a degree that’s unimaginable and governments are doing it to influence elections and so forth. Even if you wanted to, you couldn’t get rid of the internet. But there does need to be consequences for using the internet to lie. I think that that’s for the younger and future generations to sort out.

Q

How does the Democratic Primary process work?

HD: Well, there’s a five letter word for it: C-H-A-O-S. It works differently in each state and I would say our government structure is not ideal, but I don’t know any other country whose governing structure is ideal.

Unfortunately, when our constitution was written, roughly half the states were engaged in slavery. Most of the problems in our constitution, such as the electoral college, come from those who instituted that, in order to secede from Great Britain and to remain a unified country, slavery would not be abolished. So the electoral college was a way of giving smaller states with smaller economies enough power to offset the popular vote. We still do not elect people by popular vote, we elect them state by state and that has gone on since the constitution.

Constitutions are incredibly difficult to change so our system is confusing and chaotic but on the other hand if you look at the British system it is a little chaotic and confusing too as you get people who get assigned seats which are 1,000 miles away from their house.

I still do look to the Brits as being the country which has the most to say

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about democracy. I was incredibly impressed that your country was the first to get rid of your reliance on coal for the generation of electricity. So the Brits are still a very good example to the rest of the world but I think that Brexit has had the same kind of influence as Trump has on us, and you’re going to pay for that for a long time, which the public now understands. Farage is essentially Trump with a British accent! Still I admire the Brits enormously because they are the example that democracy should try to follow and I think the US could learn a lot from the system that you use.

the Democratic party which does not usually turn out so well. The other thing is that the smaller states have trouble raising money, so I went to every state, including fun places like American Samoa which is a really long way away, so they could have a tech operation. Some of them were already excellent at technology but just didn’t have the money. It became a national organisation instead of the Washington DC centric organisation.

Every time that we have a Democrat president it falls back but the goal of the fifty-state strategy has become ingrained so they know what they should be doing even if they are not.

Q

Q

What does the position of DNC (Democratic National Committee) Chair entail and how do you think you have had an impact on the party?

HD: The position of the DNC chair changes if you have a democratic president or not. When a democratic president is in charge, the DNC just becomes an extension of the White House political organisation and that’s all it is. If you don’t have a Democratic president then you have quite a bit of say over what happens. One of the problems with the Democratic party is that the IQ of the average Democrat is normally higher than the average Republican office holder. The problem is that because we think that we are smart we also think we are going to be right all the time. Well, you’re right when you can convince people and the biggest difference between the two parties here is that the Republicans understand when Carl von Clausewitz said “Politics is war by other means”, which is true. The Republicans get that and we don’t. So there’s a certain amount of truth in that between the Conservative party and the Labour party, which certainly had big problems before Keir Starmer got in charge. Our problem is that we’ve never put the resources in, we would run a political campaign every four years and then maybe a senate and house have their own separate organisations. There’s never been a National Democratic Party the way there needed to be, so the changes I made was to establish a 50-state strategy. Even in states where you thought there was no shot at ever, you still put resources in. So some day you would have a shot, otherwise the Republicans give you the message of

Do you believe politics globally has become more polarised?

HD: It becomes a lot more polarised particularly over issues which are used deliberately by the people that call themselves the Conservatives. Things such as immigration. It’s what I call ‘othering’ people: when you make another group into a group which is not quite normal or human and then you can pick on them and raise a certain amount of people who are already fearful about change. It’s what the Conservatives in the UK did with the Polish plumbers, which was one of the reasons why the UK got out of the European Union: scaring the hell out of people and pointing a finger at them saying it’s all their fault, which is obviously nonsense but its a incredibly workable and effective political strategy. It appeals to the very worst of us but it’s successful and that’s what happened in Poland. In Poland democracy has come back now which is extraordinary because normally when you lose democracy you don’t get it back for a long, long time. This doesn’t just extend to Europe, this goes on all over the world. For example, Narendra Modi (Prime Minister of India), for all his efficacy which people have welcomed, he is not much of a Democrat and he has persecuted Muslims, who are a significant minority in India. Because it hasn’t only happened in the Western World. Look at China: you could never accuse them of being a democracy but they did actually have elections that mattered. However, there were only 9 people who got to vote. It was the executive committee of the polit bureau. 3 votes from the army, 3 votes from the party and 3 votes from the

The Seven Foundations of a Felsted Education bureau. Term limits are crucial as most political decisions are about allocation and succession. The Chinese had success in dealing with the succession problem, they had a two-term limit, each term being five years. Xi Jinping got rid of that, which is going to be a big mistake because now there’s going to be a huge fight when he steps down and there will also be a fight on whether he should step down or not.

Deng Xiaoping fixed that problem when he acceded the premiership and those are the kind of democratic reforms where you can get backsliding in a nondemocratic country because there are normally some features of democracy in choosing the next leader, and the less democracy there is normally the less successful a country is. I support the two-term limit which was brought in after Franklin D Roosevelt’s presidency. I think though, the mistake was that we didn’t extend it to the Senate, and the House needs limits as well. If you make governing your career, that doesn’t serve the governed well in

a democracy, in my view. You really need to rotate through and have a wide variety of people who are able to be in government. It should also be parttime and nobody should be able to get rich by being in government.

This interview was conducted before the 2024 US election so I asked Howard Dean what he thought would happen with the upcoming election: I have no idea. Although I do think that Kamala Harris is a much better candidate than Joe Biden. In my opinion, Biden was a terrific president but he was just not a good candidate and frankly I think it’s time for my generation to get out of the way. The Baby Boomers are a very big generation and we’ve been in power for way too long and I think this election is when Gen Z needs to take over. I actually think you might because Gen Z is going to be the critical piece in the turnout of Kamala Harris. So this will be your first election in some way at

"… if you let your life get pulled in by crisis and urgency then you will never achieve your goals."

least in the United States. I think the election will be very close. Trump is bad for the country, look at the huge deficits under him. It’s pretty obvious that with Trump most Europeans look at him and scratch their heads as if thinking “ how can these things be going on in America? How can the same country that elected Barack Obama as the President of the United States elect Donald Trump?

P H OTO Mr Dean studied at Felsted in the academic year 1966–67

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European Day of Languages – BY F É L I X S Á N C H E Z DE L R Í O, HE AD O F MO DE RN FO RE IG N LANG UAG E S –

On 26 September 2024 it was European Day of Languages and Felsted School celebrated the occasion with a variety of activities.

The day before, all tutor groups participated during tutor time in the “Celebrity Multilinguists" Quiz, in which students had to guess the languages that some very famous people speak other than their native ones, with some very surprising revelations. Engagement with the quiz was great, and many tutors took the opportunity to talk to their tutees about their own experience with foreign languages and the importance of these in the global society we live in.

During the morning of the 26th, during the Chapel Service, 3 teachers from the Modern Languages Department, Mrs O’Brien (French), Mrs Hardy (German) and Miss Reddey (Spanish), each read a paragraph from the morning’s reading in the language of their speciality, while a translation in English was shown on the screen for the congregation to follow.

Throughout the morning, the School’s library was decorated with flags from the World and students were invited to go up and look at the really interesting displays of language resources there.

Posters about European Day of Languages were displayed around the school and many students were spotted proudly wearing the French, German and Spanish pins and badges that had been given to them in class.

With over 30 nationalities represented at Felsted, the MFL Department is fully committed to celebrating the diversity and opportunities that modern languages bring to the lives of our students.

P H OTO The Chapel readers on EDL (L–R): Krista Reddey (Spanish), Lois Hardy (German), Nicola O’Brien (French) and Olivia F (Spanish A Level student)

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Jack Petchey Achievement Awards recognise Felsted pupils’ commitment to Community – BY MELISSA CACACE –

Earlier in October, seven current Felsted students and one OF attended the Uttlesford Schools Award Ceremony to be presented with their Jack Petchey medallions.

Jack Petchey Awards are for students who have shown outstanding commitment to a particular area of school or community life. The Foundation was established in 1999 to encourage and reward young people who show effort and give to others.

Award winners included Lucy C, Tawana C, Anna W, Lois P, Giulia B, Julia Z, Evie T and OF Emily Salter.

Hannah P, Ariane J and Tom R provided some of the musical entertainment for the evening with a dynamic solo of the song ‘Sk8ter Boi’ (Avril Lavigne) from Hannah, and a beautiful rendition of the song ‘Opportunity’ (from Annie) by Ariane (accompanied by Tom on the piano).

Felsted’s crop of Award recipients this year were recognised for their

community engagement, which involved volunteer coaching at local cricket clubs, providing hockey goalkeeping coaching for younger students, supporting the CCF and leading significant events, raising funds for multiple charities through various activities including running half-marathons, supporting homeless charities, engaging with international charity initiatives, and demonstrating commitment to the Model United Nations programme by organising and leading conferences.

Their efforts highlight the positive impact they have made.

The Awards encourage and reward young people aged 11 to 25 across London and Essex who show effort and give to others, and Felsted School pupils are regular recipients.They were founded in 1999 by property

development entrepreneur and philanthropist Sir Jack Petchey, who had a close connection to Felsted in later life through his family members. As well as receiving a medallion, Award recipients are presented with a book and certificate and may choose how to spend a £300 grant to benefit their community.

Pupils of all ages at Felsted School are encouraged to engage with their communities. As well as initiating and running events to raise funds for local, UK and international charities, pupils give up their time for projects such as litterpicks, visiting local care homes and delivering homemade sweet treats as a thank you to local service people. Older students volunteer for local community support organisations, including helping out at food banks and night shelters.

PHOTO The Award Winners – Standing (L–R): Lois P, Giulia B. Seated (L–R): Lucy C, OF Emily Salter, Tawana C, Julia Z and Anna W

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Felsted’s fundraising wins ‘Independent Schools of the Year’ Award Felsted’s achievement in raising funds to support pupils from a wide range of backgrounds was recognised in the ‘Independent Schools of the Year Awards’ back in October.

‘The Development Award for an Outstanding Fundraising Achievement 2024’ is presented by Independent School Parent magazine to the UK independent school its judges deem has ‘demonstrated exceptional success in a creative, community-driven fundraising initiative that significantly furthers the school’s mission’.

A new initiative as part of Felsted’s fundraising programme has emphasised to its donors the lifechanging impact of education and, as a result, more than 10 places each year are made available free of charge and financial support is offered to qualifying pupils throughout the school.

“Our team has ignited community-wide conversations about philanthropy and the power of education,” said Kate Love, Felsted’s Director of Development and Alumni Relations. “We’ve made a conscious effort to take an inclusive and transparent approach to fundraising and its impact and have put ’giving back’ in the spotlight, because philanthropy for transformative bursaries is a demonstration of our school values in action.”

The ‘Independent School of the Year Award’ judges praised Felsted’s commitment to widening access to its education, driven by the generosity and engagement of its extended community.

The school’s fundraising and communication initiatives have resulted in over 340 donations to the bursary fund over the past year and the school’s first Giving Day in April 2024 attracted a majority of first-time donors.

‘Involving pupils, staff, parents and well-wishers, this community fundraising event alone was so successful that it tripled our donor base in 36 hours,’ said Kate.

‘The proceeds enabled us to make available an additional fully-funded Sixth Form place to a young

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person from our partner school, the Royal Docks Academy in Newham, East London.’

Fee assistance currently benefits a third of students at Felsted, at a cost of £2.9m, which is drawn largely from the school’s annual income and fundraising.

Felsted is committed to widening access to the school for students from a range of backgrounds and bursaries are allocated on a means-tested basis, with several 100% bursaries offered each year. Recipients include Sixth Form pupils from the Royal Docks Academy and others joining through the Royal National Springboard Foundation. HMC Sixth Form Scholarships are made available to pupils joining from Eastern Europe and in recent years free places have been provided to children relocating to the UK from Ukraine under the Government scheme. A small number of specific bursaries are funded by generous donors who are keen to give back to the Felsted community.

Felsted aims to foster a culture of charity and service throughout the school, encouraging its pupils to make a positive impact. Throughout the year, pupils lead fundraising activities such as sponsored trampolining, school fetes, bake sales, and various runs, including a 106km Ultra Marathon for SSAFA – the Armed Forces charity. They also volunteer locally and globally, helping at an East London night shelter and working with disadvantaged children in Mumbai and Malawi. In September, Head Chris Townsend and parent Simone Gubbins took on the Goggins 4x4x48 challenge, exemplifying the school’s core values and inspiring others to make a positive impact through fundraising and volunteering.

Other charity events carried out this year by individual students and Houses are to be found in throughout this edition of The Felstedian.

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PHOTO Felsted School was given this award in recognition of its outstanding fundraising efforts, such as Giving Day 2024, to which Garnetts House contributed with a cake stall

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Butler Lecture 2024 – BY E RIN W-N, YR 11 –

This year’s Butler Lecture on ‘The importance of the first 2000 days for lifelong health’ was delivered by OF and Governor Professor Lucilla Poston.

Professor Poston emphasised the importance of the ‘life course’ approach to health and in particular the first 2000 days of life. Lifestyle choices of the parent can have an impact on their child, both when they are young and as an adult. Both nature and nurture affect the phenotype. This means that not only the genetics of a person can affect them in the future and affect their probability of getting noncommunicable diseases.

A researcher that Professor Poston personally knew, Professor David Barker, observed that low birthweight was associated with increased risk of cardiovascular disease. This theory has been proved in many areas of the world throughout history and an example of this is the Dutch Hunger Winter 1944. As this famine was very extreme and the average diet was a sixth of the recommended calorie intake, many children born during this famine had a low birth weight.

Children who were born around the famine have a much higher incidence of adult coronary artery disease.

The importance of folic acid in the diet of the mother was also emphasised, and the direct effect on the genes of the foetus. This is an example of epigenetics, another being the modification of DNA of a foetus due to a mother smoking.

The lecture also considered the role of government initiatives to improve the health of a nation.

PHOTO Professor Lucilla Poston (centre) flanked by a group of sixth form students

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House Singing Competition 2024 This year’s House Singing Competition took place on Thursday 17 October.

The event is a real highlight and is arguably the best night of the school year. We were very lucky to welcome James Cairns to be our adjudicator and grateful for his perspective, positive comments and feedback.

The event started in Chapel with the Part Song Competition. The standard this year was very high and the school was treated to an hour of highly enjoyable performances. After much deliberation, it was announced that Thorne House won, with Garnetts winning the U6 House Competition.

We moved over to the LRH for the much anticipated Unison Song Competition. The atmosphere in the hall was electrifying and the event was great fun. Stocks’s House won the Unison Song Competition with Garnetts taking the U6 victory.

Ultimately, Garnetts House received the most points overall and were announced the overall winners of the House Singing Competition 2024.

“The house shout was a very fun experience and a great opportunity to connect with other people. Especially for us in Thorne, where everyone is new to the school.

Although it was a challenge to learn the moves and find good timings to practise when everyone was available, the house shout gave us a good chance to improve our patience and our collaborative skills while we were dancing. And in the end we really just had fun.”

Cora KC and Nina A, Thorne House P H OTO Garnetts House was the winner of the U6 House Part Song Competition. (L–R): Jasmine W, Olivia R, Hannah P, Ariane J, Amelie L, Anna B, Ava S and Isadora Z

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The Philipps Common Room: Sixth Form Centre Grand Opening On Tuesday 12 November 2024, Felsted School held the grand opening of the newly-designed and refurbished Sixth Form Centre.

Thanks to the generous philanthropic investment of the Philipps Old Felstedian Fund, this beautiful Common Room will provide current and future generations of Felstedians with an exceptional space for relaxation, socialising, and quiet study.

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Aptly named ‘The Philipps Common Room’, this space had a complete transformation over the summer of 2024, realised by local tradespeople and designed, and delivered, by Felsted parent Jessica Winstone-Adair.

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“Reclaiming Narratives”

Black History Month – R AK E S H PAT H A K , H E AD O F H ISTO RY AND E DI LE AD –

An important area of focus for the History Department since the start of the academic year was on making Black History Month as meaningful an experience for our pupils as possible.

This annual event always represents a valuable opportunity to find out more about Black British culture and history, which until relatively recently has often been marginalised or forgotten. The theme for 2024 was ‘Reclaiming Narratives’, encouraging us to think about Black peoples’ life-stories that have been lost, neglected or simply ignored. With this aim in mind, Year 9 historians made some innovative and informative videos about key figures from Black British history, ranging from well-known historical personalities such as Mary

Seacole to those who arguably deserve to be better known, such as Paul Stephenson, who passed away last year and who was a leading figure in the Bristol Bus Boycott.

In tutor groups, pupils were also invited to take part in a quiz, designed to get them thinking about the sheer range and variety of Black contributions to British culture and history over the course of many centuries. Mrs Howorth, the School Librarian, organised a wonderful display of relevant titles and reading, challenging all of us to broaden our intellectual horizons on this important issue. In addition, the

prefect team in Deacon’s House led a thought-provoking Chapel Service on how to overcome racial injustice.

I hope that, as a result of these events over the course of Black History Month, both pupils and staff were able to learn some new ‘golden nuggets’ of history and to reflect on the fact that Black History is for everybody, regardless of their ethnicity, as all of us can and should celebrate and recognise the Black achievements that have gone towards making us the diverse nation that we are today.

P H OTO The Deacon’s House Prefects team who gave a presentation about Black History Month in Chapel (L–R): Will B, Ben L, Daniel S, Mr Pathak, Jack M, Harry H, Toby F and George J

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The OF LGBTQIA+ Society Launch Old Felstedians, current and former staff, and friends of the Felsted community attended the launch of the OF LGBTQIA+ Society in London in early November.

The aim of this society is to provide social opportunities for our LGBTQIA+ community – such as informal drinks, dinners, talks, and events – as well as professional networking opportunities, in a safe space for everyone to be themselves. The society will also work closely with the school to support and develop its diversity and inclusion programmes.

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Felsted Head Chris Townsend said: “I am proud to support this group. In the past, I am sure that many of those involved will have encountered difficult times while at school. The fact that those attending are prepared to show their support, and meet together to inform our commitment to EDI, is something we should all celebrate.”

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PHOTOS OPPOSITE Many Old Felstedians from near and far, and of all generations, attended this wonderful launch event RIGHT Christian Anthony (fe96-03) (left) and Nick Spring (Former Head of HE & Careers and Common Room President, Staff 80-17), hosts and founders of this new society

Felsted School’s gratitude go to the hosts and founders of this new society, Christian Anthony (fe96-03) and Nick Spring (Former Head of HE & Careers and Common Room President, Staff 08-17), and to all of its new members and allies, for their support and enthusiasm for this exciting initiative, which will link with Felsted’s Pride Society for our current Felstedians.

“We were delighted to welcome so many Old Felstedians from near and far, and of all generations to a wonderful launch event. There was a real buzz in the air, and we look forward to many more such gatherings, as well as working with the school on LGBTQIA+ visibility.”

Nick Spring

Anti-Bullying Week – Felstedians Choose Respect Felsted School joined 1000s of schools around the UK in support of Anti-Bullying Week, from Monday 11 – Friday 15 November. This year’s theme was ‘Choose Respect’.

Felsted pupils were encouraged to take part in Anti-Bullying Week. This took the form of dedicated sessions, activities and special days designed to encourage pupils to stand up and 'Choose Respect’. It was fantastic to see students from each year group engage so positively with one another, and continue to strengthen our bond as a community. We hope this message has found its way beyond the walls of the classroom and that all of our Felsted families have found the time to celebrate their own individuality, and take joy in the uniqueness of others.

One of the highlights of the week was Odd Socks Day on Tuesday 12 November, where all pupils and staff were invited to wear odd socks to school, to demonstrate Felsted’s wider support for Anti-Bullying Week.

In the Senior School we held a special event to highlight that Felsted students ‘Choose Respect’. All senior students and Years 7 and 8 pupils were given the opportunity to join us in a collaborative digital art piece that demonstrates Felsted’s commitment to respect others, respect ourselves and be respected. It was impressive to see the school standing up and taking a stand against bullying.

PHOTO David D, Yr 10, says it loud and clear

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U14 Netball Successes – BY L I NDSAY K E AB LE , DIRE CTO R O F NE T B ALL –

It has been a very successful year for the U14 Netball team.

In September we welcomed teams from North West Essex to compete in the 1st round of School Nationals.

After a few schools were unable to compete, Felsted were left to play against local rivals Gosfield and Notley High School.

Felsted led the way in both matches, dominating both games and coming away with two very convincing wins.

It was great to see new combinations on court and all the girls performed phenomenally in the pouring rain.

Later that term, on Sunday 17 November, we took a spirited U14 Netball team to New Hall School to compete in the Essex County round of the England Netball School Nationals. Placed in a highly competitive pool alongside some of the region’s top netball schools, our team faced seven intense 15-minute matches, each offering a chance to showcase their incredible talent.

The midcourt "dream team" of Lilia, Sarah, Isla and Sienna, demonstrated exceptional skill and vision, while Freya, Layla and Evie, delivered a shooting masterclass.

At the same time, Emily and Emme were rock-solid in defence, making countless crucial interceptions. After

seven exciting, nail-biting matches, our team played brilliantly to secure the top spot in our pool.

In the semi-finals, we faced the formidable Southend High School. Rising to the challenge, the girls seized the opportunity and secured an 11-9 victory in superb fashion. Our defence, led by Emily and Emme, was outstanding, with their relentless pressure and vital interceptions. This hard-fought win earned us a place in the regional round of the Nationals.

The final match was against New Hall, one of the favourites to win the competition. While the girls fought valiantly and held their own against a strong opponent, we narrowly missed out on becoming Essex champions.

Nonetheless, the team’s performance throughout the day was nothing short of immense, and they represented themselves, the team, and the school, superbly. Freya R was named Player of the Final for her exceptional performance in both attack and defence. Her ability to transition seamlessly between the two roles played a pivotal part, and her contributions were instrumental in keeping us competitive throughout the match.

PHOTO The U14 Netball Champions (L–R): Layla E, Sarah H, Emme B, Emily H, Freya R, Sienna R, Isla W, Evie T and Lilia B

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Felsted Success at the Chelmsford Competitive Festival of Music, Speech and Drama 2024 – BY R AC H E L C L AR K E , ASS ISTANT DIRE CTO R O F MUS IC, FE LST E D PRE P –

The Chelmsford Competitive Festival of Music, Speech and Drama has been a prestigious event since the early 1960s. It started as a small piano competition for performers in the local community. It has grown to over 500 entries across every musical discipline and now includes Speech and Drama entries. It runs over two weekends in November, every year.

Many musicians over the years have gone on to greater professional heights and often return to the festival as the adjudicators.

This year, Felsted pupils (and a parent!) performed in the different classes and won certificates, medals and cups. Every pupil performed with confidence and musicality, and the adjudicators commented on how well each one had done.

Eva C, Yr 12, won the Brass/Woodwind Solo class for ages 14-16, on her alto saxophone, with a distinction. Eva was subsequently asked to enter the Chelmsford Rotary Club Young Musician competition in 2025.

Anna S O’B, Year 11, won the Solo Acting class for 14-15 year-olds with honours, and her song from Musical Theatre Year 11 class won also with honours. Anna was then asked to enter the Chelmsford Rotary Club Young Musician competition in 2025.

An amazing set of results from our Felstedians!

PHOTO Eva C, Yr 12, proudly showing her trophy and her certificate

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! t c A r te is S – BY CARLY BARTLETT, HEAD OF DRAMA –

November saw six performances of our Senior School production of ‘Sister Act’.

With over 100 students in our cast and crew, this was a huge show. We had students working on every aspect, from performing, lighting, sound and props, to stage management and costumes.

I am immensely proud of the enormous effort that our students put in and the support that they gave to one another throughout the process. The atmosphere backstage was a joy to see and the students made memories that will last a lifetime. The Felsted Team, in particular Mrs Macey, Mr Mann, Mrs Donaldson, Miss Moor, Mr Warns, Mr Vickers and Mr Thiselton, who made it all possible.

PHOTOS BELOW: Anna SO’B as Sister Mary Lazarus

Amelie L, Yr 13 “My favourite part of being in ‘Sister Act’ was getting to meet new people and experience new things. What I thought about being in an environment like this allows you to know more about the people around you and things that you would not have known before.

One of my biggest pieces of advice to anyone who is hesitant, is to just do it because if you don’t do it you will regret it. It is 100% worth it and it is such a shame that this will be my last show. I had so much fun preparing for my role and have no regrets. ”

Tilly C, Yr 9 “This was my first Senior School play, and I found the transition of going from Prep School to Senior School very easy and smooth. What I really liked was being able to work with people from different year groups, and I found that the environment was very supportive and friendly. The play had taught me about how everyone is important throughout the whole show despite maybe only having one line or two. It showed to me how everyone contributes to the play and how the play needs everyone together in order to become a whole.”

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OPPOSITE: TOP RIGHT: Henri Foulds as Curtis BOTTOM RIGHT: Ariane J and Tawana C in their roles as Sister Mary Clarence and Eddie

Lucas Y, Yr 10 “‘Lady in the Long Black Dress’ I would say has been the highlight for me in this year’s play. I had a lot of fun rehearsing and performing this song on stage alongside the other members of Curtis’s gang. What I would say if you are considering joining the play next year and are hesitant is that you should just do it. It is a lot of fun and you get to meet new people from other year groups, everyone is super supportive and will support you. My biggest takeaway from being in the play would be not to be scared of being on stage and just be yourself.”

Will B, Yr 12 “What I enjoyed most about being in ‘Sister Act’ was being able to sing and work together with other year groups as a community. In the process of preparing for the role of Eddie I worked really hard in rehearsals and a lot of singing in the shower. If I were to describe the atmosphere of ‘Sister Act’, I would say lively and friendly and I have definitely enjoyed being in ‘Sister Act’.”

Henry F, Yr 12 “I really enjoyed playing my character because of how through the character of Curtis it had allowed me to use very extreme self expression and energy. The play is such a great social opportunity, you get to meet new people and you all have a goal to work towards and achieve. What I’ve learnt from ‘Sister Act’ is that real friendship is what matters in the end and that life is about love for yourself and those around you.

I loved bringing Curtis to life and onto the stage and would definitely do this again.”

Read on…

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“Fabulous, Baby!”

Joseph C, Yr 10 “My favourite part of the play was ‘Lady in the Long Black Dress’, I thought it was really fun practising backstage and performing onstage. For anyone who is hesitant about joining the play, I would definitely say to just join the play because it is fun and you build friendships. My biggest takeaway from the play would be that teamwork is important in all situations and being in ‘Sister Act’ has shown me how vital it is.”

Charlie K, Yr 10 “My highlight of the play would be the scene where Curtis’s gang sneak into the church, I really enjoyed performing that. Being in the play in general was very enjoyable, it was hard work but it was all worth it in the end. The play allowed me to discover my ability to sing and perform on stage confidently.”

PHOTOS TOP: The nuns are about to wake up Deloris so that she can lead them in prayer ABOVE: The not-so-scary Gangsters (L–R) Charlie K, Lucas Y, Thomas F, Henry M, Red E, David D and Joseph C BELOW: “I’ve been thinking about you, since receiving your call…”

Mrs Donaldson “My favourite part of ‘Sister Act’ was definitely ‘Take Me To Heaven’, to me personally it has been the highlight of the show. However, the pinnacle moment for me was when the cast and crew took their bows, the stage was filled with joy and cheer. What I have observed was that being part of something like ‘Sister Act’ has allowed for younger years to be able to make their debut on stage and learn how to work with older years. I find this to be such an enriching opportunity for younger year groups because they are able to be in such a nurturing environment with so many role models. It has been an absolute pleasure after so many weeks of working to see it all come together. I think that being in a play like this is so special and will give people memories that they will remember for your whole life, also to be able to look back on.

Regardless of being a cast member, or even a member of the tech crew you are still crucial and vital in the process of.

It just shows how every single person in a big production like this harmonises together for a common goal.”

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Spring Term

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Poetry – BY CO RA K C, YR 12 –

Why do I write?

This is a selected collection of poetry that I wrote whilst I was in Felsted.

The poems are about things I see and feel and sometimes wonder.

Aside from writing in English, I also write in my native tongues; Spanish and French.

I. To Be A Cat To be a cat is to meow, To bake biscuits along a blanket, To jump onto high places, IV. Crows Yet, why do I act upon such imperative scrutiny?

Black feathers quilt your stretchy skin, Left only to mewl, With your beak you croak, Limited vocabulary, Tail split and elegant, Left only to articulate through my eyes, Much like your intelligence, Eidetic memory of my home, All as the moonshine unveils your candour within.

Is it truly mine?

Or is it my owner’s?

Advancing in surreptitiousness, Back to my territory – my den, To be a cat is to bask under various pools of light, V. Frigidity Aurora’s sleep, Naked trees grip and claw.

Eternal nonetheless calm, The cold and desperate air, Inanity of time, III. Stardust Which burn my lungs, Mere a concept, A thickened coat of ink plastered above, At each shallow breath I take, Is this what it is to be a cat?

Swallowing the fringes of stars I love, Perpetuating frigidity rips my core.

Bereft of space, And with aching temples, For you take place.

My eyes swell and narrow, Hanging a crescent rock, All as winter exhales frost, That I stalk, I inhale the burden of time.

II. A Flower’s Blossom Dazzle me with your might and light, So that you may crown the night, Birth of spring, Nebulae enlace, Persephone’s wake, In a celestial embrace, Amalgamated bloom, For I shall leap, Sepals shaping petals, Into a much comforting sleep.

Engrossing one another, With mutual harmony, VI. Swelter Vexing to the eye, Dry trees scorch and grasp, Yet clementing to the soul, The thick and hot air, Summit’s sun, Which sears my lungs, Bright and warm, At each profound breath I take, Daisies colliding into dehiscence, Fever aches at my core, Corollas dancing, And with dry eyes, Nature’s quietude, My vision tightens, Unfolding, All as summer exhales fires, And enchanting me with all of its magnificence.

I inhale the relief of time.

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The Seven Foundations of a Felsted Education

Making a Difference at the Powerhouse Games – BY C H A R L I E K NIG H T LE Y, DIRE CTO R O F S PO RT –

Felsted joined the Cambridge University Powerhouse Games on Friday 31 January.

Powerhouse Games, in a nutshell, is a multi-team event playing inclusive and adapted sport. All the activities are especially designed to be accessible and fun for everyone, old and young, with disabilities and none, sporty and not, and in so doing are wonderfully inclusive!

The object of the Powerhouse Games is to play sport together in a way that

encourages all from schools, universities, sports clubs, corporations and the local community to engage in inclusive sport.

Twelve pupils from Year 8 and 9 took part in six adapted sports, with each pupil joining a different team. The teams competed at Boccia, Goalball, Seated Volleyball, Seated Netball, Walking Football and Curling. The pupils were

excellent in ensuring all their teammates were part of the event and especially those who found some of the games more challenging.

It was great to be part of the 64th Powerhouse Games, having been part of the very first event, and we look forward to supporting this again in the future.

P H OTO Everyone, old and young, with disabilities and none, sporty and not, had fun at the Powerhouse Games in Cambridge

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The Roberts Society – a year in review The Roberts Society is a meeting for the academically curious and intellectually adventurous and allows students the opportunity to be challenged in their thinking with puzzles, games, quizzes and external speakers, to name some of the activities current members have taken part in.

The Society meets on Monday evenings in the Marshall Centre and in the Autumn Term members learned about cognitive science and how memory is linked to the learning process. They solved murder mysteries using logic, and earlier in the term started preparing to enter the Alan Turing cryptography competition with the University of Manchester.

As the Christmas holiday approached, they were preparing to welcome new Year 9 members, all Year 9 students having been emailed with The Roberts Society application form.

There are no academic entry requirements for The Roberts Society and all applications are welcome. The only requirement is that students enjoy trying something new and are ready for the challenge!

The application process is designed to encourage critical, creative thinking with questions to which there are no right or wrong answers, and the teachers running the Society, Mrs Barden and Mr Cudjoe, always look forward to reading the interesting, thoughtful replies as they come in. Successful Year 9 members were invited to join the Society from January, when Year 11 members were said goodbye to as they focused on their mock exams.

Although it was sad to say goodbye to the Year 11 members at the end of the Autumn Term, everybody was excited to welcome new Year 9 members to the first session of the Spring Term. Over thirty students completed an application form to join the Society, answering thought-provoking questions, such as: “How many tins of baked beans would you need to place a line of beans from the Hunt theatre to the

LRH?”, and “What is the most dangerous element in the Periodic Table?”. It was wonderful to read such well thought out, creative answers from the youngest members, who were well deserving of their places.

All members started the term by setting themselves targets for the spring, so that the teachers could support them to achieve their full potential whether that was an academic target within a particular subject, or something they would like to do outside of lessons. They then tested their codebreaking skills with the Alan Turing Cryptography Competition organised by the University of Manchester.

Amongst the other activities members enjoyed taking part in during the year, was British Science Week, which this time had the theme of ‘Change and Adapt’.

P H OTO A session of The Roberts Society in the Marshall Centre back in the Spring Term

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The Seven Foundations of a Felsted Education

National Debating Competition – BY B E N L , ME R C E DE S P L, DANIE L S AND H E LE NA M, YR 1 2 –

On Saturday 1 February, four L6 students travelled to the University of Nottingham for the Nottingham Schools Debate Competition 2025.

This was a great experience for all of us and we learned a great deal from it. As each of us had varying degrees of debate knowledge, we were not at all certain about what the day would look like, however it certainly met our expectations in terms of excitement and learning.

We split into debating pairs: Ben L and Daniel S; Mercedes PL and Helena M. Each team competed in four rounds of British Parliamentary debates.

Motions included whether we should replace juries with AI for trials involving celebrities and politicians, and whether ancient religious sites should continue to be used as tourist attractions.

A challenging opening motion was centred on “neediness” in interpersonal relationships and how

much it should be welcomed. Having competed in House debates in school, it was a great chance to expand our debating knowledge further and meet new people from other schools.

Mercedes and Helena made it into the Silver Final of the competition, having been placed sixth out of 54 pairs across the opening four debates. The final motion was a fascinating ethical question, involving a group of trapped people who kill one of their number to save the others. Daniel and Ben improved a great deal during their first debate competition, placing second and third in multiple rounds. We were supported by Mr Crossley throughout the day. It was a great experience and we all thoroughly enjoyed it!

P H OTO The Year 12 debaters (L–R): Ben L, Mercedes P L, Helena M and Daniel S

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CCF – a year in review – BY M A J H E AT H E R MO L L I S O N , FE LST E D CCF CO NT ING E NT CO MMANDE R –

The academic year 2024–2025 was exciting and eventful for the CCF. To start with, the 24-hour exercise took place at the end of September, and there was of course Remembrance Sunday. We also embedded the new Army Cadets Syllabus in the programme of training. All of this could not take place without the commitment of the cadets and CCF staff alike.

REMEMBRANCE SUNDAY

Activities such as stalking, camouflage and concealment, obstacle crossing, observation and first aid, were undertaken, as well as a night navigation exercise which was challenging but a real highlight.

We could not have been prouder of the 104 cadets and staff who turned out for the parade and services on Sunday 10 November. The cold, but thankfully dry, morning saw the cadets parade from the Armoury to Felsted Memorial, and subsequently to Chapel. For the first time, the colour party consisted not only of Felsted School colours, but included those of the Felsted British Legion as well, and an escort. The drill, particularly that of the colour party, was impeccable, and the message of remembrance was powerful and moving to all in attendance.

The Year 11 cadre completed blank firing exercises with the ambush and section attack stands, as well as learning about section battle drills and observation posts. They too completed a night time activity, completing a recce patrol and bringing back information about ‘enemy activity’. The activities of the enemy were rather suspect but highly amusing. The finale was a platoon attack carried out on their way back to base on Friday morning involving all Year 11 cadets and lots of blank firing.

24-HOUR EXERCISE On the 26-27 September, all cadets undertook a 24-hour exercise in Friday Wood, Colchester. All staff and students stayed out in the field overnight, the recruit cadre in tents and Year 11 under bashas (temporary 2 man shelters).

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Our new recruits were treated to some excellent training activities, delivered by the officers and the new Year 12 cadets.

FRIDAY TRAINING The delivery and preparation of Friday training involved a lot of additional planning and organisation by CCF officers due to the introduction of the new syllabus. There were lots of drills (in preparation for Remembrance Sunday), weapons handling instruction, navigation and military knowledge information delivered. The cadet portal was introduced and although there were still one or two kinks to iron out, once properly up and running this enabled cadets to track their progress through the syllabus. It also allowed cadets to see what exciting and challenging training activities were available to them beyond Felsted School.

The Seven Foundations of a Felsted Education

JUNIOR LEADERS In the Spring Term, Year 9 Junior Leaders and the CCF (Yrs 10-13) contingent were as busy as ever with their usual training sessions.

Junior Leaders had been finishing their rotation of training which included drill, shooting, weapons handling, first aid and drumming. This then led into preparation for the upcoming expeditions. The weather was looking to be good for a change! They were prepared to navigate, map-read and follow a route without getting too lost.

RANGE DAY The Year 10 -13 cadre had a busy training programme preparing them for the Range Day at the end of the Autumn Term.

Some great shooting was seen and marksman badges were awarded. The day included many activities; the laser quest, archery and fieldcraft elements were particular hits, as well as the shooting.

Read on…

PHOTOS LEFT: At the end of the Spring Term, cadets were challenged with the climbing wall BELOW LEFT: Happy cadets during the CCF Annual Warcop Camp at the end of June, (L–R): Olivia F, Joseph E, Phillippa L and Petra S BELOW: Cadets preparing for Range Day OPPOSITE: TOP: WO2 Peter McGrath BOTTOM: The CCF contingent marching through Felsted on Remembrance Day

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CCF – a year in review continued DUKE OF EDINBURGH AWARD A group of Year 10 cadets also went out to Rendlesham, Suffolk, to complete their Duke of Edinburgh practice ahead of the New Forest qualifying expedition in June.

They performed excellently! Some of the best we have seen. We had high hopes for them being successful in the summer.

As always, the end of the Spring Term year heralded the departure of the Year 11 and Year 13 elements of the contingent.

To round off our time with them, the cadets (and some staff) were challenged to climb the climbing wall. A fun and energetic afternoon was had by all. These cadets were also treated to open water swimming for their last CCF session before study leave and exams kicked in.

June was an exceptionally busy month for the CCF with twelve cadets on Silver DofE expedition and thirty nine on Annual Camp in Warcop. The weather conditions for the two events really couldn’t have been more different considering there were only two days between returning from one and heading out for the other.

A hot time was had on the CCF Silver DofE. The New Forest was beautiful, ponies and deer were in abundance and then there was the curious incident of the frog in a tent! The shade of the trees was very much appreciated by the two DofE groups after walking on the open ground.

–––––––– I would like to end this report by thanking the Year 13 NCOs for their sterling service to the training over the last couple of years. The smooth running and delivery of training activities could not happen without them. We wish them every success in the summer and in their future endeavours. Thank you for your service!

PHOTOS TOP: A group of Year 10 cadets also went out to Rendlesham, Suffolk, to complete their Duke of Edinburgh practice ahead of the New Forest qualifying expedition in June RIGHT: Taking a break during the Duke of Edinburgh practice. (L–R): George B, Sebastian J, Thomas F, Joseph C, Harry M and Charlotte H

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Pupils shine in Economics National Essay Competition – BY R I C H AR D CAST LE , H E AD O F E CO NO MICS –

Two of our Economics pupils successfully entered the Institute of Economic Affairs Monetary Policy Essay Competition this year, focusing on how central banks, including the Federal Reserve and the People’s Bank of China, use monetary policy tools such as interest rates and quantitative easing to influence macroeconomic factors like GDP growth and inflation.

Aitian H particularly focused on how lower interest rates make borrowing cheaper, encouraging spending and investment which boosts economic growth. However, in crises like the 2008 financial crisis and COVID-19, cutting rates did not always work as expected.

In the 2008 financial crisis, consumers and businesses were hesitant to borrow and spend due to economic uncertainty, limiting the impact of lower rates by the FED, hence leading to a further risk of deflation. In contrast, during COVID-19, government stimulus payments increased consumer spending power, which, combined with supply chain disruptions, led to rising inflation.

Sunday S’s perspective focused more on the concept of quantitative easing and how increasing the money supply

through the purchase of bonds stimulates demand and therefore boosts asset prices.

She developed this argument further by linking monetary policy with fiscal and supply-side policies. In this way, depending on consumers’ marginal propensity to consume, economic growth is likely to occur which in turn will reduce unemployment and improve efficiency. But this may come at the cost of widening income inequality and increased inflation.

Both pupils made the link between the need to use both these monetary policy instruments to maintain economic growth during a downturn in the economy, and also cleverly evaluated that its success depends on timing, economic conditions, and complementary fiscal policies.

Upjohn Declamation In February we had the annual Upjohn Declamation, a public speaking competition that was founded in honour of Baron Upjohn back in the 1960s, and has continued up to this day. There cannot have been many occasions when the standard has been higher. With nine sixth formers putting themselves forward to take part, six qualified for the final with a wide range of topics and different approaches. Speaking to an audience is a tough skill to master, and to have to speak to your peers is even more challenging. Speakers were confronted by an audience of

PHOTO Aitian H (3rd from the left) with her trophy. With her, other participants in the competition (L–R): Logan C, Helena M G, Bobbi Davy, Mercedes PL, Chris Townsend and Ben L

Felsted’s Sixth Form. From the start, the quality was exceptional, and in the end, after much deliberation, our lead adjudicator, Governor Bobbi Davy announced that Thorne’s

Aitian H was the champion, speaking on the topic of 'Perfectionism is the Culprit, not you’. Aitian spoke without notes, and captivated her audience from start to finish.

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Charity Events Volunteering for the Mission Community Lunch – BY E MMY F, N AO B I C, DANIE L S , LO G AN C, DIMA M, Z AH R A A, PO LINA K, YR 1 2 –

In February we travelled to East London to volunteer at the Felsted Mission.

When we first arrived, we were given a historical rundown of the church and how it is connected to the school. Everyone working at the Mission welcomed us warmly, then we were put to work right away helping with decorating, cleaning, setting up, and cooking jacket potatoes for the community lunch.

As people started to arrive, we served tea and coffee, and had some lovely conversations with the community.

We interacted with the inclusive art table to create some beautiful artwork. Afterwards we went for a walk around Customs House and got to learn all about the buildings. We came back to the church and ended the day with thanking the staff for having us.

The community meal was the highlight of the trip – we helped prepare and serve food to those who came. Both carers, and those being cared for,

appeared happy and comfortable, and all were made to feel welcome. The staff who work at the Mission were kind, engaging, and showed warmth and respect to everyone who arrived.

Overall, the conversations we had were enlightening, broadening our perspectives and making us all more aware of and grateful for our own privilege. We left feeling fulfilled and eager to return the next time to keep helping those most vulnerable in society.

PHOTOS LEFT: Felsted volunteers Nina A and Zahra A making lunch BELOW: Members of the Charity Team helping decorate the hall where the Community Lunch was going to be held OPPOSITE: The Manor House Charity Team

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Manor’s ongoing fundraising efforts make a difference – BY MANO R, L6 –

During the course of the week before the February Half Term, the Manor girls sold Valentine-themed sweets to raise funds for our House Charity – Farleigh Hospice. This incredible charity exists to meet the needs of local people affected by life-limiting illnesses, and to support those who have been bereaved. Through the generosity of fundraisers, the charity provides a range of high quality services, totally free of charge.

Overall, we raised £92 from selling sweets and were fortunate to receive generous donations from both staff and pupils who were keen to make a difference.

Alongside this event, two representatives from Farleigh Hospice visited Manor on Tuesday to thank us for our charitable efforts, and to explain how the

money we raised is put to good use. We also presented Farleigh with a cheque for £4,060, representing the total funds raised by Manor in 2024! This visit not only gave us a valuable insight into the dedicated services that Farleigh provides, but also inspired us to continue raising money and surpass last year's total.

IN 2024

£4,060 WAS RAIS E D BY MANO R H O US E FO R FARLE IG H H OS PICE

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Classics Trip to Rome 2025 – BY B E AT R I C E M Y R 12 , PH O E B E H AND JAS MINE W, YR 1 3 –

During the February Half Term, Year 11-13 Classicists and Latinists visited Rome, arguably one of the most beautiful and fascinating cities in the world! We were initially meant to travel in October Half Term, but our flight was cancelled after a long 10-hour day at Gatwick Airport. However, Mr Quinlan was able to reorganise the entire trip for February Half Term (making this trip his 8th visit to Rome!).

The trip proved to be extremely fun and enlightening for the entire group, even for those whose classical knowledge was limited to just Latin – we learnt a lot about the Ancient World during our 3-day trip.

MONDAY After a long travel day, we finally arrived in Fiumicino Airport and took a coach into the centre of Rome, accompanied by a tour guide who gave us information about the city, telling us that all the little water fountains you come across in the centre have drinkable water, and you can fill your bottles from them. She also told us that the Italians use ‘ciao’ for almost everything … so if in doubt, say ‘ciao’!

e m o R

When we arrived at the hotel, we had our delicious first dinner waiting for us.

This consisted of a first course of lasagne, then burger meat and potatoes, and finished with a classic Italian tiramisu!

We all then had an early night ahead of our 7.45am breakfast the next day.

TUESDAY Our first stop of the day was the San Clemente Mithraeum, an ancient underground temple to the god Mithras, located under the Basilica di San Clemente – a beautifully decorated church. A tour guide, Rosa, took us through the Mithraeum, which had two underground levels and taught us all about what was worshipped there. The people who met at the Mithraeum were part of a cult dedicated to the mystery religion centred on Mithras, and if history had taken a different course,

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Mithraism might be the Christianity we know today!

On our way to the Pantheon, we stopped at the Largo di Torre Argentina, the famous location where Julius Caesar was assassinated in 44 BC. His death holds a lot of significance – as a dictator for life, he was eventually betrayed by his ‘allies’, Cassius and Brutus, for having too much power. His death triggered more civil wars and led to Augustus

becoming the first Emperor of Rome.

Nowadays, the site stands as the ruins of the Theatre of Pompey and a cat sanctuary, so we did a bit of catspotting whilst discussing the importance of Caesar and his assassination.

Then we arrived at the Pantheon, which is an extremely impressive structure and made us all reflect on how intelligent the Roman race was, especially in their architecture. The

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PHOTOS ABOVE: A visit to Rome is never complete without a photo in front of the Spanish Steps OPPOSITE: Felsted Classicists visited the impressive and ancient Pantheon

Pantheon is a temple dedicated to all the gods (“pan” meaning ‘all’ and “theos” meaning ‘god’) with a hole in the ceiling – the ‘oculus’ – which is as wide as it is tall, and is the only source of light in the building. The open-air feature acts as the connection between the temple and the gods. Our visit to the Pantheon left us all wondering how they actually built it!

Our final official stop of the day was the Ara Pacis, which now stands in a museum across from the Mausoleum of Augustus. The Ara Pacis is a key source for both A Level and GCSE classicists, which made it a prominent stop on our trip that we all enjoyed and found fascinating. The architecture reflected classic Roman pro-Augustan propaganda, making the Roman Empire appear peaceful and prosperous. This is shown on one of the reliefs where a procession of Roman people queuing to see the altar is depicted on one of the

sides, acting as a prediction, or a ‘hope’, as to how the Roman people would react to the new monument. As an A Level classicist, I found it particularly interesting to see the images that we have studied face to face, and thoroughly enjoyed discussing and debating them with the others.

We then wandered to the Piazza Navona, where we saw the Fontana dei Quattro Fiumi (Fountain of the Four Rivers), which depicts the four ‘great’ rivers of the world: the Ganges, Danube, Nile, and Río de la Plata. Mr Quinlan surprised Jasmine and Phoebe as our Latin teacher from L6 was in Rome with her family! It was so lovely to catch up with her and meet her family.

After dinner, we walked to the metro station and stopped at the Trevi Fountain, where Mrs Clark threw a lucky coin into the fountain, and we

stopped off at the Spanish Steps for a quick climb and photo. These weren’t on the official itinerary but were good to tick off the ‘Rome list’!

WEDNESDAY On Wednesday, the group headed down for a delicious Italian breakfast consisting of baked delicacies and delectable drinks, in particular the coffee! The first stop of the day was at the Arch of Constantine which was not only relevant to Classics and Latin students in our group but also the TEP students, as he was the emperor who converted the empire to Christianity in AD312. This is where Mr Masters’ expertise came in handy, as he educated us on Constantine’s life and times – this was an extremely insightful look at debatably one of the world’s most important emperors.

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Next up was the pinnacle moment of the trip, the Colosseum! Here we enjoyed going back and forth trying to get in a queue (you can take a Brit out of Britain but not Britain out of the Brit)! Once inside, after having our bags checked, Mrs Clark talked to us about the history of one of the Seven Wonders of the World. This was fascinating, as although everyone knows the Colosseum, much of its history is not common knowledge and this made it interesting to all.

After the Colosseum and getting many photos for Instagram, we journeyed to the Roman Forum where, on the way, we managed to catch some rain. Out came the rain coats and we went on to the Forum where we had a quick break before heading in. The Forum was magnificent with so many contrasting structures from different points in Roman history – the teachers were fountains of knowledge taking us around and informing us about places such as the Palatine Hill, Temple of Vesta, Arch of Titus, the Via Sacra and, a special treat, Augustus’ very own house!

Following on from the Forum, we walked to the Temple of Hercules the Victor and the Temple of Portunus, two important temples for the GCSE and A Level Classicists to admire, and where the teachers informed us about their importance in Roman history.

THURSDAY The final day came around, and even though we were dreading the end of the trip, we still had a day filled with excitement. We began by taking a stroll to the Forum of Augustus, a key A Level Classics source that perfectly represents the leadership of Augustus and paints him as a new founder of Rome. Whilst not much of it remained, it was an interesting site to discuss, particularly as it became relevant to modern history. Mr Quinlan described how Mussolini built a road for his own personal gain through this site, which was originally created for the people.

We then proceeded to yet another GCSE and A Level source, the iconic Prima Porta Statue of Augustus, an effective piece of propaganda that encapsulates his military success, pragmatic leadership, and divine connotations. Seeing a replica of this impressive statue in person was a brilliant experience and allowed us to be transported to the Roman Empire, viewing such propaganda through their eyes.

Continuing this marvellous journey along the Via dei Fori Imperiali, we saw yet another impressive piece of propaganda, Trajan’s Column, which conveys all of the successes of Emperor Trajan, whom many believe to be the greatest Roman Emperor of all time (we beg to differ). The column

was very interesting because it didn’t show images of conquest and military success but, rather, mercy towards his enemies. It is a really effective piece of propaganda because, whilst Trajan expanded the Empire to its greatest extent, he isn’t depicted in a ruthless and savage way.

With our walk along the Via dei Fori Imperiali concluded, we made our way to the Capitoline Hill Museum. Having climbed the stairs for what felt like an eternity, we arrived at this iconic museum to complete a scavenger hunt that Mr Quinlan had kindly prepared for us. This allowed us to see all of the iconic and important pieces at this museum, including a bust that appealed especially to the A Level Latinists. Mr Quinlan guided us through the museum (very patiently) until we reached the bust of the one and only Marcus Tullius Cicero. Whilst this was undoubtedly the highlight of the museum, we also saw statues such as the Dying Gaul and the Capitoline Wolf, an iconic depiction of the young Romulus and Remus. Once we’d marvelled at these incredible works of art (and taken a selfie overlooking the Roman Forum), we made our way to our final lunch in Rome. After that, we got on the bus and made our way to the final stop – the Catacombs of San Callisto. This part of the trip provided a stark contrast to the lively city of Rome by showing us the sombre death and burial process of Ancient Rome, and providing us with some history about early Christianity. This was a really interesting environment to look around, and trying to scare each other was even more fun.

And thus, our Rome trip came to a close. Having waited many months for this trip, it really lived up to our expectations. We saw so many interesting sites, learned a lot for our GCSEs and A Levels, and grew closer to friends throughout the entire trip.

It could not have been possible without the hard work of Mr Masters and Mrs Clark, who helped the trip go smoothly, and of course Mr Quinlan, who worked so hard for us to be able to go on this trip.

PHOTO Elisha P taking a selfie with (L–R) Mr Quinlan, Petra S, Oliver B and Jack G

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The Challenges of Information Processing – BY J E F F H I P K I N , H E AD O F S UPPO RT FO R LE ARNING –

Information comes at us in lots of different forms. It can be spoken, written or visual, and it might be in an email, on a website, in a textbook or in the form of verbal instructions.

Some learners can process information more easily than others, and some students might find that they can receive information and efficiently remember, manipulate and retrieve information.

In some cases, processing information can present specific challenges.

Neurodiverse learners or those students with learning differences, might face barriers as they endeavour to process, understand, remember and retrieve information. Some learners have differences around, for example, working memory, focus, pace and processing text.

Processing and remembering large amounts of information at one time can be overwhelming for some learners, and so, here in the Support for Learning department and through our Individual Education Plans (IEPs), we support a range of students across the school in this area. Having reflected on effective ways to support information processing, I have distilled these into the 5 following approaches: 1. Students can be encouraged to break-down written information into smaller ‘chunks’. This reduces the cognitive load and allows for deeper thinking.

An example might be focusing carefully on one paragraph at a time in an anthology text or on specific page numbers.

2. Recording information in different formats, or in a multi-sensory way, helps to make an imprint on the memory. For example, using a flow diagram to remember a process in Science or a sequence of events in Geography, or a model to understand atomic structure.

3. Students can tackle a longer prep or more complex task by breaking it down into short targets. This can help to improve focus and motivation, and avoid information overload.

4. Going back over and reviewing ‘chunks’ of information and learning helps to move information into the long term memory.

5. Attention to information is key and setting up an environment that helps with focus will assist.

As Kofi Anan, former Secretary General of the United Nations wrote: ‘Knowledge is power. Information is liberating.

Education is the premise of progress, in every society, in every family.’

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Long-serving staff make Felsted a family Since it was founded over 460 years ago, Felsted and its pupils have really benefited from extremely committed and very loyal staff.

In 2025, Felsted’s Head Gardener, Nick Day, will be celebrating his 50th work anniversary of continuous service. Nick joined the school in 1975, and tending the 90-acre campus is the only job he has had ever since.

When he is finally persuaded to put down his secateurs and raise a glass to celebrate his fiftieth year at the school, there will be plenty of cheer!

But he’s not the only member of staff to devote almost their entire working life to Felsted with continuous service. In fact, this year the school will be marking one 25-year anniversary (Ian Plumb – Carpenter), no fewer

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than three 30-year anniversaries (Alexandra Simpson – Science Teacher, Felicity Wright – Music Teacher and Janine Plackett – Music Teacher) and one of 40 years (Kim Harvey – Matron).

Felsted staff are an integral part of our school community and they bring the warmth, comfort and care that helps us to provide an award-winning boarding experience for so many young people from around the globe.

At this moment, more than a third of the school’s dedicated staff team have given at least 10 years’

The Seven Foundations of a Felsted Education

Remembering Reverend Bob Clarke – BY IAIN GWYT H E R (FO RME R H O US E MAST E R O F E LWYN’ S , AND FE LST E D STAFF ME MB E R FRO M 1 9 86 -201 3) –

Reverend Robert M Clarke (known to his colleagues and friends as “Bob”) died on 6 February 2025 in Oswestry having suffered from heart issues and dementia for a number of years.

continuous service, and the top 20 longest-serving staff members have racked up more than 618 years between them, including: Kevin Cresswell (Grounds), Dominic Pannell (Catering), Lorraine Wilks (Catering), Christopher Wood (Music), Amanda Bassett (Domestic Services), Caroline Miller (Teaching Assistant), Charles Ellis (Music Teacher), Nicholas Lockhart (Grounds), Steven Baker (Catering), Carolyn Phillips (HM and Teacher), Julia Groves (Teaching Assistant), Lorraine Wells (Domestic Services) and Mark Coombs (Catering).

Times (and education ministers) may change, and pupils may grow up and head off to university or take gap years overseas, but a long-standing and incredibly loyal staff base means that Felsted will be forever Felsted.

Arriving in Felsted as Chaplain in 1981, Bob soon became a very influential member of the Common Room and, within three years, took on the role of Housemaster of Manor House – the VI Form Girls’ House in the village. A year later he took on the mantle of Housemaster of Deacon’s House, until he moved on to become a Prep School Headmaster in the Midlands in 1992.

Bob was a respected schoolmaster with boundless enthusiasm. His attention to detail was outstanding and his signature handwriting summed him up – once seen, never forgotten! Bob gave his all in everything he did. His sermons were meticulously researched and timed to the second.

His role as Master-in-Charge of Tennis would find him on his hands and knees removing dandelions to ensure the Chapel Courts remained immaculate. For pre-season training, Bob would take the tennis squad to

Club La Santa in Lanzarote, linked with his good friends, Alan Lerwill (Felsted staff member from 1976-1996) and Alisdair Thomson (Felsted staff member from 19762015), and their athletics squad.

Cherished by the boys of Deacon’s House, Bob always prioritised their wellbeing, whilst expecting the highest standards of dress and behaviour. He found it incredibly difficult to relax, preferring to end his daily routine with nine holes of golf at Towerlands before Chapel, and then burning the midnight oil at his desk.

Treasuring his memories of the village and the school, Bob was frequently asked to return to Felsted to perform OF marriage ceremonies in the School Chapel.

His life was an inspiration to everyone he came into contact with and he will be deeply missed. Our prayers and heartfelt thoughts go to his ever-supportive wife, Kate, and their children, Emma and Michael.

PHOTOS ABOVE: Kim Harvey, Stocks’s Matron, who has worked in Felsted for 40 years

‘Garde Ta Foy’

LEFT: Head Gardener, Nick Day – 50 years of continuous service

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5 2 0 2 N U M Felsted – BY CAT JAMES, HEAD OF MUN –

Ending the Cycle between Poverty and Conflict: Breaking the Chain.

During the weekend of 2-3 March, we played host to 20 visiting schools and 265 ‘delegates’, who came to Felsted representing their United Nations member state, to discuss global issues that require significant attention in order to make the world a better place. Lois P and Tawana C, our Secretaries General, worked tirelessly, together with our 21 Chairs, 23 delegates and 37-member operational team, to make this conference the success it was.

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We stayed with the theme of conflict, which was part of last year’s theme, as little improvement to the existing conflicts have been made. In fact, with the problems in Gaza, it has become worse. We felt that poverty is often both a cause and result of conflict and consequently committees discussed topics relevant to this theme. For example, in the Security Council, where the most experienced delegates reside,

they considered ‘Climate induced poverty and its role in increased conflict/ terrorism’, while in ECOSOC they discussed measures to manage the impact of economic infrastructure as a result of conflict.

All committees did a fantastic job of encouraging lively debate; listening to diverse cultural perspectives and attempting to come to some middle ground between an eclectic range of

views. Diplomacy requires sensitivity, mutual respect, reflection and compromise, if resolutions are ever to be achieved. Unfortunately this is not being practised by our world’s politicians, but witnessing our students in action, I have hope for the future.

A key moment for me was listening to Mark Cutts, a Conflict Mediator and Old Felstedian. He reminded us of our fortune to have an education, a right withheld from girls in Afghanistan from the age of 12, and lamented over the current trend in which people prefer to be entertained by shock tactics, than listen to facts and the truth. We listened to his own journey towards his current role and the many scenarios he has experienced in Sudan, Myanmar and Syria, to name but a few. The audience was captivated by his words and teachers shared with me the many conversations held in minibuses as schools departed from day one.

We supported the charity YoungMinds, and Julia Garden spoke to us about the work and help she and her team provide for young people in crisis. We were able

to raise some funds through sweet sales, some lovely merchandise and a raffle for some highly valued FelsTed ‘AmbassaBears’ (#FelstedMUN), but our ultimate aim is to raise awareness of this brilliant charity that serves our young people.

FelMUN’25 was a resounding success and we are greatly looking forward to repeating the experience next year.

P H OTOS TOP LEFT: (L–R) Phoebe H, Ava S, Julia Z and Alana A P, all from Garnetts, members of the Human Rights and EcoSoc committees TOP RIGHT: Maxime G, Yr 13, during one of his interventions ABOVE: The MUN conference was held in an excellent atmosphere of collaboration LEFT: The MUN is an opportunity for students of different year groups to work together. In the photo, Mercedes P L (Yr 12) and Sebastian J (Yr 10)

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Felsted Musician of the Year 2025 The Felsted Musician of the Year competition was once again a huge success, with 40 Senior School musicians performing across eight categories throughout the day, including brass, woodwind, voice (classical and show), percussion, guitar, piano and strings.

Winner and runner-up prizes were awarded for each class and the winner was then invited to perform in a special Finalist’s concert that evening.

Our adjudicator for the day was Christopher Borrett (MA Oxon), a choirmaster, singer, composer and teacher based in East Anglia.

The results were as follows: BRASS John Crittall Memorial Prize for Music: Brass 1st place:

Jemima B

WOODWIND Hugh Macmillan Prize for Woodwind 1st place: Eva C 2nd place: Lula R 3rd place: Roberta D Highly Commended: Aurelia R & Sunday S VOICE (CLASSICAL)

STRINGS John Crittall Memorial Prize for Music: Strings 1st place: Petra S 2nd place: Shiro G 3rd place: Olivia R Highly Commended: Beatrice M & Ben L VOICE (SHOW) Pat McLeod Prize for Music: Show Voice 1st place: Olivia R 2nd place: Hannah P 3rd place: William B Very Highly Commended: Anna SO’B & Eva C Highly Commended: Jemima B, Charlotte B, Erin M, Clara M, Ben L, Amelie L, Tabitha R, Gabriella T, Jasmine W & Lucas Y

Musician of the Year 2025: Julia K

John Crittall Memorial Prize for Music: Classical Voice 1st place: Anna S O’B & Hannah P 2nd place: Gabriella T 3rd place: Aoife S Highly Commended: Palak R PERCUSSION Prize for Percussion 1st place: Julia K 2nd place: Bobby S GUITAR Donald Prize for Guitar 1st place: Tilly C 2nd place: IBK F 3rd place: Aurelia R Highly Commended: Joseph C & Tjark v L PIANO David Waddell Piano Prize 1st place: Aitian H 2nd place: Lucas Y 3rd place: Evie S & Tom R Highly Commended: Eva C, Polina K, Gavish S & Petra S 54 | THE F EL STED I AN 2 024 - 2 02 5

PHOTOS ABOVE: Musician of the Year 2025 – Julia K OPPOSITE CLOCKWISE FROM TOP LEFT: 1st Prize Winners: Aitian J, Eva C, Jemima B, Tilly C, Anna SO’B, Olivia R, Petra S and Hannah P

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Cricket Tour to Sri Lanka During the February Half Term, both our boys’ and girls’ 1st XI cricket teams embarked on an unforgettable 10-day tour to Sri Lanka, immersing themselves in the culture, and making meaningful connections, as well as playing some outstanding cricket.

The tour started in Colombo and, after a first day of training and acclimatising, both the boys’ and girls’ teams played their first matches. They were very physically demanding, with both teams facing tough opposition on the field, but the most challenging aspect was undoubtedly the intense Sri Lankan heat and humidity, as well as how pitches behave differently in Sri Lanka. With temperatures often soaring above 30°C, every match became a test of endurance – especially for 40 over games.

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The teams both played 6 games, 3 in Colombo and 3 in Galle, including the girls playing the Sri Lanka U19 national team and the boys playing a number of provinces!

Both teams learned to adapt to the conditions, staying hydrated, conserving energy, and pushing through fatigue. The matches tested our players’ cricketing abilities – with many individual and team highlights for both boys and girls. While they didn’t always win, the experience of playing such competitive cricket in these extreme conditions was invaluable, and

has set Felsted up nicely for the upcoming season.

Outside of the matches, Felstedians formed good connections with members of the opposition after the games, as they shared a soft drink with them, and gave and shared kit. They also explored some of Sri Lanka’s most iconic landmarks. A highlight was the visit to the Lotus Tower, the tallest structure in Sri Lanka, where they enjoyed panoramic views of Colombo and the beautiful coastline. It was a breathtaking sight, and the team took in the vibrant city from above.

The Seven Foundations of a Felsted Education Following this, our cricketers visited the local markets and watched as the boys bartered for replica Sri Lanka Cricket shirts! Another key highlight was the visit to the turtle sanctuary where both teams managed to learn about the different species of turtles, and even got to release baby turtles into the sea, which was truly a once in a lifetime experience.

However, a very memorable part of the tour was when they visited the Foundation of Goodness charity.

This organisation helps to support communities affected by the devastating 2004 tsunami. They had the chance to meet children with special needs, many of whom had been impacted by the disaster.

They spent time playing games and interacting with them, learning about the resilience and strength they’ve shown in the face of hardship.

Learning about the tsunami’s aftermath was eye-opening. They were deeply moved by the stories of survival and recovery, and left with a profound sense of gratitude.

This visit reminded the young Felstedians that we have a responsibility to give back to those in need. The opportunity to contribute, even in small ways, to the Foundation of Goodness was something none of them will ever forget.

Our 10 days in Sri Lanka were a perfect blend of sporting challenges, cultural exploration, and personal growth. The tough opposition they faced on the field pushed us to be better, while the experiences off the field taught us lessons in empathy and resilience that will stay with them forever.

The trip was a reminder of the power of sport to unite people from different backgrounds, and the importance of giving back to the communities that need it most.

Felsted Horse Polo: SUPA Winter Championship Ben H, Mikayla I-W, Dixie Z, Seraphina H and Alicia L-S represented Felsted School at the SUPA Winter Championship this year.

Felsted As (Ben, Mikayla and Dixie) narrowly lost their first match against Harrow As, 1-2, but won all of their other chukkas. This resulted in them being awarded 2nd place overall in the tournament. Felsted Bs (Seraphina and Alicia, together with a pupil from Haileybury) were also successful, with two wins, one draw and a 1-0 loss, resulting in them being awarded 2nd place overall for their category of the tournament.

Communication was a key strength for the Felsted As, leading them to use more complex plays during the matches, which the umpire and spectators picked up on and commented on. The Felsted Bs put into practice excellent defence work, and both Seraphina and Alicia scored goals across four 4.5 minute fast-paced chukkas.

During the prize giving at the SUPA Winter Championship on Sunday 2 March, Ben H

was announced as one of four players selected by international real estate agents, Prestige & Village, for one week’s coaching and play experience at Al Habtoor Polo Club in Dubai this April (13-20 April). This experience culminated with a test match for the PV Youth Dubai Cup, featuring the four players against Al Habtoor's Junior Team.

The selection was based on sportsmanship and horsemanship, as well as playing skills. This was determined through the application process as well as through assessment by the officials who watched all of the matches at the SUPA Winter Championship. Caroline Grayson, School Manager at SUPA said, “This is a unique opportunity for committed SUPA players to benefit from polo coaching and competition overseas, and will also offer the opportunity to learn important skills off the field as visitors to an international club.”

PHOTO

PHOTO

The Sri Lanka tour was a mix of of sporting

Ben H (second from right) was announced as one of four players selected by international

challenges, cultural exploration and

real estate agents, Prestige & Village, for one week’s coaching and play experience at

personal growth

Al Habtoor Polo Club in Dubai

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International Women's Day 2025 – BY R A K E S H PAT H AK – H E AD O F H ISTO RY AND E DI LE AD –

This year, the Felsted community marked International Women’s Day in a number of different ways.

The Library team organised a brilliant display of female authors and the Art Department publicised the work of female artists from around the world such as Frida Kahlo, Maggi Hambling, Cai Jin and Amrita Sher-Gil. In tutorials, pupils engaged with a picture quiz, designed to get them thinking about twenty women who have changed the course of history. Some of these women are very well known but some have arguably been neglected or consigned to the margins, and deserve to be much better known by us all. Through the lens of these twenty women’s lives, we hoped to get Felstedians thinking about the barriers that women have had

to overcome, and the ways in which they have nevertheless succeeded in shaping political, literary, musical, sporting and scientific developments over the centuries.

of staff are held in high esteem! Some of the most interesting, thought-provoking and genuinely inspirational comments about a range of different female role models are shown below.

The EDI Committee also organised a lunchtime event in the LRH foyer where pupils and staff were asked to write a Post-it note about the women who have most inspired them. By the end of lunchtime, over one hundred pupils and staff had taken part in this initiative.

A brief glance through what had been written showed that our female members

Overall, it was wonderful to see so many pupils and staff getting involved in celebrating women's achievements.

ST UDE NTS AND STAFF TO O K PART IN T H E INIT IAT IVE IN A S ING LE LUNCH T IME

women have Q Which most inspired you?

‘My mum – she is a strong woman who’s been through so much and still has such patience and grace. She’s made me into the strong woman I am today.’

‘All of the women who fought to be recognised in Science.’

‘My grandma who was a lawyer in the 1970s.’

‘Carol Ann Duffy – feminist poet.’

‘Mother Teresa – actions speak louder than words.’

‘All working mums!’

‘Rosa Parks – she tried to change the world.’

‘My sister – she went back to uni as a single mum of three – showing how it’s done!’

100+

‘Greta Thunberg – amazing activist !’

‘The Afghan women’s cricket team – standing up for gender equality and showing strength in adversity.’

PHOTO Pupils and staff were asked to write a Post-it note about the women who have most inspired them

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The Seven Foundations of a Felsted Education

Women in Leadership Conference – BY LO U I S E S CO F I E L D, DIRE CTO R O F PRO FE SS IO NAL G UIDANCE –

‘There will always be someone who can’t see your worth.

Don’t let it be you.’

In March, a group of young women from Years 11 and 12 went to St Joseph’s College for an inspirational Women in Leadership Conference. During the course of the evening we heard from women working in diverse areas such as Law, Finance, Media Tech, Entrepreneurship and AI. Our key takeaways were:

d’ ‘Stay connecte

rth’ ‘Know your wo

‘Support each other’

‘Discover your voic e’

Students really enjoyed the evening and look forward to the next conference!

PHOTO A table of Year 11 students at the conference (L–R): Maia T, Palak R, Ulgen B, Amrit T, Amelia R and Erin W-N

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! e m i t w o h S Swing into Spring 2025 On Friday 7 March the Felsted community came together to celebrate Music and its positive impact on the world around us. Musicians from Year 5 to Year 13 put on a concert that focused on Equality and Diversity, showcasing music from composers and performers who used their influence to deliver messages of hope and social progression.

P H OTO Vocal performances were breathtaking throughout the event. (L–R): William B, Hannah P and Olivia R TOP: William Warns, Director of Music at Felsted School

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P H OTOS “Like the sweet song of a choir”... Prep School students also participated in ‘Swing into Spring’ BELOW: The steel drums band is a classic whenever music is played in Felsted BELOW RIGHT: Eva C, Yr 12, gives it all

real gospel energy. The concert continued with a celebration of Jazz, Soul and World Music. The Year 8 and 9 Steel Bands were joyous in their delivery, and the Prep Jazz Band included an amazing series of jazz improvisations. The finale saw the Senior Jazz Band in fine form with guest vocalists from the Sixth Form leading from the front with a series of show stopping performances. The final song, 'I Feel Good!' by James Brown, encapsulated the positive energy of the entire concert and reinforced the message of positivity, love and equality.

The LRH was packed with an appreciative audience of pupils, staff and parents. Felsted's major ensembles performed challenging repertoire from composers that included ColeridgeTaylor, Gershwin, Bob Marley and Stevie Wonder. The Felsted Orchestra opened the show with Copeland's 'Fanfare for the Common Man'. The Senior Steel Band were outstanding with their tribute to 'The Jackson 5', and the choirs impressed with music from Bob Marley and Leonard Bernstein.

The first half finished with the combined choirs singing 'Lean on Me'. This performance featured solos from Prep and Senior pupils, 4-part harmony and a

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P H OTOS ABOVE: (L–R) Lottie B, Connie W, Shiro H, Jemima B, Palak R, Olivia R, Savannah vV BELOW: Gavish S, Yr 9

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Amelia’s International Equestrian Success We are thrilled to share the incredible achievements of Amelia K, Yr 12, who in March returned from a four-week equestrian tour in Spain.

Her adventure began with a significant adjustment to her new surroundings, but she approached it with determination. In her first week, she placed 3rd in the 1.20m class, making her the only GB rider to be placed in the top eight. It was a proud moment for her to see her name on the big screen with the GB flag.

As the second week unfolded, Amelia continued to strive for improvement with every round. Her hard work paid off as she secured a win in the 1.20m Open class. Competing against seasoned riders, Amelia's victory was particularly special as she was the youngest competitor in the group.

The competition progressed, and Amelia continued to shine. The final week of the tour was a fitting climax to Amelia's journey. She stepped up to the prestigious 4* 1.35m Grand Prix. This class was the highest she had ever competed in, both in terms of height and level; international competitions are rated from 1* to 5*, with the star level reflecting the complexity of the course and calibre of the riders.

Riders at the 5* level typically compete professionally, including at the Olympics – so Amelia was up against some extremely tough competition!

Amelia’s performance was outstanding; she rode a clear first round and qualified for the jump-off, where the fences were raised to a maximum of 1.45m. Once again, Amelia rose to the challenge, delivering another clear round. Although she didn't make the podium due to some incredibly fast times, her placement in such a high-level competition was a remarkable achievement.

Throughout the tour, Amelia's confidence, composure, and sportsmanship were evident in every round, and she should be very proud of her accomplishments and the way she handled the pressure of international competition.

PHOTO A moment of national pride for Amelia and Forked Lightning

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Felsted Senior Bake Off Final 2025 – BY DIANE G UE RRE RO –

The challenge in this year’s Bake Off was to make eclairs. Pupils could be creative and choose any kind of filling, icing and decoration. The creativity and thought the pupils had put into choosing their recipes was evident. Thabi C and Mani K of Follies went for a 50/50 split with some of their eclairs having a raspberry cream filling, and the rest having a lemon curd/cream filling. Dan S and Ben L of Deacon’s opted for eclairs with an orange cream filling. Garnetts produced a classic chocolate eclair with the addition of strawberries in the cream, while Tonia D and Bea M of Stocks’s went for a more unusual choice of apple and custard cream filling with a salted caramel crunch icing.

PHOTOS ABOVE: Daniel S (left) and Ben L, both Yr 12, Deacon’s, winners of the Felsted Senior Bake Off Final OPPOSITE: TOP: Bea M (left) and Tonia D, Yr 12, from Stocks’s, really enjoyed the Bake Off MIDDLE: Thabi C (left) and Mani K, both Yr 10, Follyfield, made lovely raspberry cream and lemon curd eclairs BOTTOM: Choux pastry skilfully made, ready for the final creative stage

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The Seven Foundations of a Felsted Education

Judges for the final were Head, Chris Townsend, and Neil Doyle, Owner/Director of restaurant The Spotted Dog, Bishop’s Green, Barnston, Dunmow.

Comments from the judges were that, despite it being very busy with lots of participants and spectators, there was a very calm atmosphere in the kitchen, with everyone aware of and respectful of others. Comments were made on the superb presentation shown, with Stocks’s and Deacon’s highly commended for the thought that had gone into the inspiration behind the presentations of their eclairs.

When it came down to taste, it was an extremely close competition – judges said they would have liked more flavour of raspberry and strawberry coming through in Follies’ and Garnetts' eclairs, while the custard in Stocks’s eclairs had made the choux a little soggy. Both judges, however, commented on how everyone had mastered the tricky task of making choux pastry which was light and delicious. In light of this, Ben and Daniel of Deacon’s were declared the overall winners this year.

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Boys’ Hockey Successes Senior Boys Hockey teams completed a successful season in 2025, reaching the quarter finals of two prestigious competitions: The England Hockey Cup and the Independent Schools Hockey Plate.

EN GLA N D HO C K E Y CUP TI ER 2 – QUARTER FI NAL Felsted's U18A team’s journey in the quarterfinals of the tournament was filled with drama, resilience, and a thrilling second-half comeback.

The match began with a tough start as we found ourselves 1-0 down within the first two minutes. Magdalen College (Oxford) applied early pressure, catching us off guard.

By the time the half-time whistle blew, the scoreline was 3-0 in favour of Magdalen College. Despite the setback, the team regrouped and came out with renewed energy in the second half.

An early goal from Magdalen College, even with them down to 10 players, seemed like it could seal our fate.

However, Felsted refused to back down. The team slowly began to find their rhythm and pushed forward, eventually bringing the score back to 4-4, creating a sense of optimism and excitement.

With both sides battling fiercely, Felsted defended wave after wave of shots, determined not to let the game slip away. Unfortunately, despite the

spirited fightback, Magdalen College managed to find the back of the net once more, securing a 5-4 victory.

While the result was a disappointment, the team's performance in the second half was nothing short of remarkable. The fight and determination shown after being 3-0 down at half-time demonstrated the true character of the team. It was a thrilling game that kept spectators on the edge of their seats, and though the result wasn’t in our favour, Felsted’s comeback will certainly be remembered as one of the most exciting moments of the season.

PHOTO Some of the players who made it to the quarter-finals (L–R): Finn B, Will F, Gus P, James M, Freddy P, Sebastian S, Myles P, Theo M, Ralph P, Henry C, Thomas A, Finley LH

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IN D E P E N D E NT SCHOOLS HOCKEY PLATE Felsted’s 1st XI hockey secured a hardfought victory over Ipswich in the Independent Schools Hockey Plate, with a 4-3 win in a thrilling match that saw both teams battle until the final whistle.

The game was a tense affair, with momentum shifting throughout, but, in the end, the determined performance was enough to see Felsted through to the quarter-finals of the Independent Schools Hockey Competition.

The match began with both teams testing each other out, but it was Ipswich who took control early on. A well-taken goal put them 1-0 up, with the team looking sharp in their attacking play. Ipswich responded with a solid defensive setup, making it difficult for Felsted to extend their lead.

As the game progressed, Felsted managed to build on their momentum, pushing further ahead to make it 3-1. Key passes and fast breaks put Ipswich under pressure.

However, Ipswich wasn't going to go down without a fight. In the final minutes, they pulled one back, narrowing the scoreline to 3-2. This goal added to the tension, as Ipswich mounted a late surge in search of an equalizer. But the Felsted boys held firm and, with moments remaining, they managed to slot in a fourth goal, sealing the win at 4-3 and ensuring their place in the quarter-finals.

The victory was hard-earned, with every player contributing to the win. The defence was resilient, the midfield worked tirelessly, and the forwards showed clinical finishing when it counted most.

The quarter final took place on Wednesday 19 March vs Sandbach School but Felsted unfortunately lost on flicks in a thrilling quarter-final clash at home. The crowd were out in full support, creating an electric atmosphere.

Felsted made a strong start with a quick breakaway goal that saw them go 1-0 up

early in the match. However, Sandbach responded quickly, showing their resilience and levelling the score. By halftime, the game was finely poised at 2-1 in favour of Felsted.

The second half saw Felsted soaking up a lot of pressure from Sandbach, who pushed hard to get back into the game.

Despite Felsted’s efforts, Sandbach equalised, bringing the score to 2-2.

With both teams battling fiercely until the final whistle, the match was decided in the flick competition. In the end, it was Sandbach who triumphed, securing the victory.

While the result didn’t go Felsted’s way, it was a great team effort, with the boys working tirelessly until the very end. The performance was full of determination and skill, and they should be proud of their efforts in a hard-fought quarterfinal.

Girls’ Hockey Stars East Region County Hockey Bea M and Lula R (Essex) and Lola S (Herts) represented their respective counties at the East Region U17 County Hockey Finals at Redbridge.

Essex were runners up, with Bea M as their Captain, one point behind Herts, who were the overall winners, with Lola S as their Captain!

Congratulations to all three girls and their respective teams on their success beating Beds, Cambs and Suffolk!

PHOTO (L–R): Lula R, Lola S and Bea M, Yr 12

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U15 Girls’ Cricket Indoor County Champions Felsted’s U15 girls’ Cricket team were crowned Indoor County Champions on Wednesday 19 March.

This U15 girls’ indoor tournament was a thrilling success as the team remained undefeated across all three games, showcasing impressive teamwork and determination.

PHOTO The happy champions (L–R): Annie B, Emily H, Una F, Olivia A, Freya R, Millie S and Lucy C

The tournament saw a mixed start for our team. After losing the first game, the girls bounced back with an impressive win in the second game, progressing to the finals day in March at UEL based on run rate.

Freya R was the top run scorer, playing a key role in the team’s performance. Emily H retired unbeaten in the winning game, showcasing her skill and composure. A standout performance came from Lucy C, who bowled brilliantly, taking three wickets in her final over of the day. Overall, the team grew stronger throughout the tournament.

The girls built momentum as the day progressed, finishing strong to claim the county championship. Liv A, captaining the team, led by example both in the field, with her tactical decisions, and with her destructive

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batting. Her leadership was pivotal in keeping the team focused and cohesive throughout the day.

The team’s bowling attack was particularly formidable, with Lucy C and Millie S standing out with some exceptional spells. Both bowlers consistently troubled the opposition, making vital breakthroughs and putting the team in a dominant position in every game. In the final match, the team faced a tough challenge but rose to the occasion. During our batting innings we had three girls retire (Liv A, Annie B and Lucy C), and won by a convincing 53 runs in an 8 over game.

With this victory, the team headed for regional finals in April. The girls have proven this year they are in excellent form. Their confidence and skill have undoubtedly made them strong contenders in the regional competition.

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Charity Event Felsted runners raise thousands in Hampton Court Half Marathon

On 23 March, a team of 9 staff and 16 students set off early in the morning to take on the challenge of running the Hampton Court Half Marathon.

For all the students, it was their first half marathon and, despite the early start, there was a sense of anticipation on the journey to what was once the home of King Henry VIII. There were almost 5,000 runners participating on the day, and the Felsted team stood out with their 'team kit'.

The start was a bit chaotic, with several waves of starters supposed to be setting out in pace order, but this didn't quite happen.

From the start, Mr Entwistle (supporting Magic Bus) led the race, not just among the Felsted contingent, but ahead of all 5,000 other participants. He raced home in just over 71 minutes to win the race. Not far behind him came Mr Williams (supporting Farleigh Hospice). This was even more impressive as the pupils from Mont's and Manor had persuaded Mr Williams to help his fundraising by running dressed as a banana. He finished first in his age group category, and 18th overall.

After the two elite runners raced home, there was a steady stream of Felsted runners across the finish line, with Taras P (for Felsted Mission) leading the student

runners, and Lola S (for Teach Uganda) the fastest of the girls, although this was much more about personal challenge.

The pupils made Felsted School incredibly proud of their commitment to this challenge, with many weeks of training leading up to the event, and they should all be hugely proud of their achievements. In total, the group raised over £11,500 for the eight school charities The runners were: Henry F, Charlie HD, Maya B, Lola S, Lula R, Taras P, Dima M, Ava S, Ben L, Toby F, Sophia M, George J, Harry R, Fin Le H, Nicholas M, Fritz P, Chris Townsend, Luke McIlvenna, Elliott Grant, Noel B, Amanda Little, Ashley Munns, Joe Andrews OVE R and the aforementioned Richard Williams and Joe Entwistle.

£11,000 WAS RAIS E D FOR T H E E IG H T S CHOOL CH ARIT IE S

PHOTO The proud Hampton Court Half Marathon team

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Science Events Science is Fun!

– BY L AU R A B ARDE N, H E AD O F S CIE NCE –

Our Department has been very busy this year planning exciting activities aimed at making Sciences accessible to everybody.

Earlier in the Spring Term, we celebrated British Science Week by inviting fifty prep school students to spend the day as forensic scientists.

The excitement continued with the annual science assembly at Stewart House for our youngest Felstedians.

We started with magic wands, made volcanoes and toothpaste for

elephants, before finishing with launching rockets to the roof!

In March we held an exhilarating science experience day, welcoming nearly 50 pupils from six local schools. The young scientists were immediately plunged into an exciting mystery: everything was ready for the Head’s birthday party, with decorations up, presents

wrapped, and candles on the cake.

But at 3pm, disaster struck!

Someone had climbed into the Head’s study and stolen his birthday cake. The empty plate was later discovered in the store cupboard of the science department.

The pupils were tasked with helping the police process the evidence and

PHOTOS Science Experience Day 2025 left students from many different schools inspired OPPOSITE: Laura Barden, Head of Science, helping a Prep School student during Science Experience Day

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find the culprit. Throughout the day, they transformed into real-life detectives, testing food and soil samples, and conducting fibre and fingerprint analysis to crack the case.

The event was a fantastic opportunity for the students to learn about the practical

application of science in the real world. They thoroughly enjoyed working together in teams, collaborating to piece together clues and uncover the mystery. The schools in attendance included Barnardiston, Widford Lodge, Coopersale Hall, Howe Green House, Flitch Green Academy, and Felsted Primary School.

The day was a resounding success, leaving the pupils inspired and eager to explore the wonders of science further.

In the Summer Term, all of our Year 10 scientists took part in the National Scientific Thinking Challenge and Year 12 chemists entered the Cambridge Chemistry Challenge.

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House Quiz Final 2025 Since October, we were treated to a display of excellent general knowledge in the Junior and Senior competitions. After two very competitive semi-finals, March saw the Finals Week of the traditional House Quiz!

PHOTO Mont’s and Manor Teams compete in the Juniors’ Final (L–R) Felix S O’B, Bertie H, Gavish S, Arjan C, Palak R, Amrit T, Anna S O’B and Amelia R

In the Juniors' final, Manor (Palak R, Amrit T, Anna SO’B, and Amelia R) met Mont’s (Felix SO’B, Bertie H, Gavish S, and Arjan C). Both teams played incredibly and kept Dr Strong and Mr Maude-Barker on their toes! Mont’s started the scoring with a perfect round on words that begin with the letters 'cart'. Manor caught up and then took the lead with perfect rounds on French verbs and spellings in English.

Mont’s intercepted the next starter question before scoring another perfect round, this time on films. Starter questions and their bonuses went back

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and forth between the two teams, leaving the score tied at the end of time. The tiebreaker question was on which Jane Austen novel was originally titled First Impressions, and it was this answer (Pride and Prejudice) which earned Manor the win 340-330.

In the Seniors’ final, Mont’s (James D, Will B, Seb S, and Ash B) met Windsor’s (Hugo D, Rayan M, Joe B, and Maro I). Windsor’s made a strong start with a perfect round on words made from the letters of chemical symbols. Starter questions and their bonuses alternated between Mont’s

and Windsor’s, though three perfect rounds in a row (on “Looney Tunes” characters, words that begin with “ber”, and terms in biology) gave them a significant lead. Windsor’s perfect round on elements in the periodic table began to lessen the gap, as did their correct answers for starter questions. Windsor’s was well on their way to a comeback, but the timer went before they were successful. Mont’s won the Seniors’ final 320-280. Both the Juniors and the Seniors received their trophies at Lists at the end of the Spring Term.

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Felsted’s BTEC Business Students excelled in their exams Back in March we were delighted to announce the outstanding achievements of our BTEC Business students in their latest set of exams. Demonstrating exceptional dedication and hard work, our students achieved remarkable results in Unit 3, which focused on ‘Personal and Business Finance’ and constituted a third of their final grade.

In this latest round of exams, an impressive 38% of our students earned a distinction, equivalent to 48 UCAS points (at A Level). Additionally, 85% of our students secured at least a merit, showcasing their commitment to academic excellence.

BTEC qualifications offer a unique advantage by allowing students to stagger their examinations. This approach enables them to concentrate on individual topics, providing opportunities to resit exams and improve their results up to two times throughout the academic year. This flexibility is instrumental in helping students achieve their best possible outcomes.

Joanna Peddy and Aarti Mohindru, Felsted’s BTEC Business Teachers, expressed then their pride in the students' accomplishments: "We are extremely proud of this year’s cohort for their incredible hard work. They are coming towards the end of the course and only have the final piece of coursework on work experience to submit. With continued dedication to the subject we are hoping for some excellent final results this August. These achievements mark a significant step forward in their educational and career journeys."

PHOTO Some of the successful students BACK ROW: (L–R) Finnley B, Johnathan G, Mason M, Rocco S. FRONT ROW: (L–R) Kanayo A I, Julia K, Jasmine H, Tiegan T and Olivia K

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Felsted’s Rugby 7s in top form!

The quality of the Rugby 7 teams this year has been staggering to see, and it was great to see the Felsted boys display their skills in two particular competitions: The Perse Tournament and the Rosslyn Park National Schools Sevens.

U15 R UG BY 7 s – THE PERSE TOURNAMENT

U15 Rugby 7s win The Perse Tournament The U15 7s squad headed up to Shelford RFC for The Perse 7s in March to kick the Exeat off in style. Harry C, Alfie H, Austin H, Jack B, Toby C, Max OS, Alfie W, Harvey M, Freddie D, Harry H, Sebastian J, Kabir S, Charlie F and Captain Jack R made up the squad.

The team played 3 group games against St Alban's, The Perse and The Leys. The squad had a fantastic evening and despite the regular rotation of players through the matches the defensive structure stayed strong and Felsted turned defence into meaningful attacks time after time. The squad dominated the group games, but had to work hard

against some excellent opposition who equally gave their all in the matches.

The scores were: Felsted v St Alban’s: 22-12 Felsted v The Perse: 31-10 Felsted v The Leys: 33-26

Jack R led the squad with a calm assurance and allowed all the players to flourish at some point during the evening.

The coaches worked hard to keep the structure as players got tired.

Felsted made it through to the final against The Perse and won the match 33-12, claiming the overall tournament victory.

PHOTO The U15 squad that won the Perse competition Top row (L–R): Harvey M, Max OS, Charles F, Sebastian J, Alfie W, Jack R, Austin H, Alfie H, Toby C, Harry C, Kabir S Bottom row (L–R): Freddie D, Harry H and Jack B

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R O SSLY N PA R K NATI ONAL SCHOOLS SEVENS The final week of the Spring Term was a busy and rewarding one for our Rugby Department, with our U14, U16, and U18 teams all taking part in the prestigious Howden Rosslyn Park National Schools Sevens.

This historic tournament, which dates back to 1939, has grown into the world’s largest school rugby competition and is widely regarded as the pinnacle of the 7s season, with over 15,000 boys and girls competing throughout the week.

Our 1st VII were the first to compete, entering the U18 Vase Competition. Out of 258 schools playing on Day 1, the team

progressed to the final 28 on Day 2 – a fantastic achievement in such a competitive field. Next up were our U14s, who took part in the Cup Competition.

With 280 schools involved on Day 1, they too advanced to Day 2, reaching the final 28 and narrowly missing out on a place in the Quarter Final. The U16s were the last of our Senior School teams to compete.

They delivered a strong performance,

winning two out of three matches. This was especially impressive given it was only their second tournament of the season, and they showed great promise as the day progressed.

This tournament marked the conclusion of a fantastic 7s season for the school, which included 13 tournaments, over 50 matches, and close to 1,000 points scored across our U14 to U18 squads during the Spring Term. The boys showed commitment, resilience, and sportsmanship throughout the week – they were a real credit to the school both on and off the pitch.

Felsted School’s dedicated rugby staff’s hard work and organisation made it possible for our teams to take part in these tournaments throughout the term.

PHOTOS ABOVE: The U14 team that took part in the Howden Rosslyn Park National Schools Sevens.

(L–R) Eymen A, Rory H, Buddy O, Austin S, Tylan M, George D, James B, Austin W, Hugh H, Oscar G, Sami M E LEFT: The U16 Rugby 7s’ team talk prior to a home game last November. The squad for the National competition included Ralph P, Nihaal S, Emil A, Noah LC, Nikolai V, Leo S, James M, Zach H D, Sean C, Ben W, Joseph E, Jack R and Tom K

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Exploring Costa Rica – 2025 Trip – BY PAULA E MILIA L, YR 1 2 –

From 2–16 April, a once-in-a-lifetime opportunity arose to embark on a journey to Costa Rica, a country renowned for its rich biodiversity and unique landscapes. It accommodates around 5% of the earth’s biodiversity, of these 2.5% are native to the OSA peninsula.

We landed in San José and then headed over to the peninsula where ten unforgettable days were spent in nature and engaging in various conservation projects.

has such a huge impact on the taste.

We were also told that drinking coffee is an important part of Costa Rica’s culture, but without any milk and sugar.

On our way to the conservation camp we spent one day in Monteverde. One of the highlights of the trip was zip lining through the canopies of Monteverde. High above the ground, we rode through the treetops, taking in some breathtaking views of the cloud forest when it cleared out.

When we arrived on the Osa Peninsula we took many opportunities to learn about biodiversity, sustainability, and the importance of conservation which was the heart of our trip and our commitment throughout the next 10 days where we were involved in many projects.

Each activity was designed to deepen appreciation for the natural world and highlight the delicate balance that sustains it.

A visit to a coffee farm in Monteverde provided another memorable experience. Learning about the complex process of coffee production was fascinating. I had no idea how many different types of coffee there are and how the way coffee is made

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Therefore we engaged in eDNA sampling, collecting water samples to monitor local biodiversity in a small river near our camp. Other methods to monitor wildlife and its movement through the land or even overseas were camera traps that we set up, we

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even caught a tapir. For birds there were portable cameras that charge by small solar panels. Drone flying also offered a chance to capture great views of the landscape and caught the attention of a group of curious monkeys.

On another day we went to the nursery where we saw a big number of the native trees of the peninsula.

Moreover we took part in planning replanting forests and creating wildlife corridors for the animals to pass and go from lowlands to higher regions Without disturbing the agriculture.

These hands-on experiences reinforced the idea that every small

action contributes to a larger impact on the environment for better and for worse.

Nearly everyday our group did long and exciting walks through the forest around the camp with the hope of seeing as many animals and plants as possible. That included especially the different monkey species, birds and various amphibians and insects. And we always discovered something new on our way which made the iNaturalist challenge, where the incredible biodiversity encountered was documented, even more exciting.

Read on…

PHOTOS Chilling in the breathtaking scenery of the Osa Peninsula coast ABOVE RIGHT: Enjoying delicious coconuts in the conservation camp OPPOSITE: TOP RIGHT: The group getting ready for one of their exciting walks through the forest around the camp BOTTOM LEFT: The group getting ready to zipline in Monteverde

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Exploring Costa Rica continued

As the journey came to an end, reflections on the profound impact of this trip on understanding conservation and the importance of protecting the planet emerged. Costa Rica’s natural beauty and commitment to sustainability left an indelible mark, inspiring all of us to advocate for environmental responsibility in their communities. This trip reminded everyone that preserving biodiversity is essential for the health of the planet and future generations.

“… every small action contributes to a larger impact on the environment for better and for worse.”

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Summer Term

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Cricket scores

Felsted named one of country’s best cricket schools Towards the end of 2024, Felsted was selected by the world’s longest established cricket magazine, The Cricketer, as one of the country’s top 100 independent senior schools for the sport, while Felsted Prep has made it on to the list of the country’s top 50 prep schools.

For inclusion in the prestigious Cricketer’s Schools Guide’s special 10th anniversary edition this year, cricketing schools were judged against an extensive set of criteria, including ‘a compelling commitment to cricket in the curriculum, facilities, fixture programmes and coaching’. The 2025 issue also features the top 20 all-girls' schools for cricket and, for the first time, a specific section listing the top 25 state schools.

“Cricket is very much an integral part of sport at Felsted, so it is very gratifying for the school to continue to be recognised

by The Cricketer,” said Felsted’s Director of Cricket Jason Gallian, a former professional player for Essex, Nottinghamshire, Lancashire and England "We are consistently providing pathways into professional cricket for the most talented young players alongside

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encouraging pupils of all ages and abilities to be involved and enjoy the game," commented Felsted’s Head of Girls’ Cricket Lissy Macleod, who represented Birmingham Phoenix in last year’s The Hundred and won the Rachael Heyhoe

Flint trophy with Sunrisers. Lissy also signed a professional contract with Essex which further enhances Felsted’s links to the professional game.

Felsted’s first cricket pitch was opened in 1805 and since then the school has produced many first-class and international cricketers, notably Derek Pringle (Essex and England), Nick Knight (Essex, Warwickshire and England), John Stephenson (Essex, Hampshire and England), and current professional players Jordan Cox (Essex, Kent, England U19), Grace Poole (Essex), Emma Jones (Essex) and Jessica Olorenshaw (Essex). Director of Cricket at the school is Jason Gallian (Essex, Nottinghamshire and England).

Felsted’s Head of Girls’ Cricket is Lissy Macleod, who plays professionally as captain of the Berkshire county side, Sunrisers, and for Welsh Fire in The Hundred.

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high

Cricketer of the Year – BY AMB E R M, YR 1 1 –

On 3 October, my cricket club (High Roding Cricket Club) hosted their awards ceremony for this year’s cricket season and I was lucky enough to pick up three awards.

I’ve been playing for High Roding for a number of years now. Last season I played in both the U15s and the ladies’ team, competing in T30s.

Many current pupils play cricket at a high level, including 12-year-old Felsted pupil Mia R who plays for the Essex county side and was named Essex Cricket Under 13 Lightning Player of the Year 2024, after a highly successful season, and also 15-year-old Amber M, who was voted Girls’ Cricketer of the Year and Coaches’ Cricketer of 2024

by High Roding Cricket Club, for whom she plays in both the U15s and the ladies’ teams, competing in T30s.

Cricket is hugely popular at Felsted.

Girls and boys are introduced to the sport at the age of eight and coaching continues throughout the school, with elite pathways including individualised training and nutrition programmes for talented athletes. There is a full fixture list for boys’ 1st, 2nd and 3rd XIs, and the U14/U15 A and B teams, as well as the girls’ 1st and 2nd XI, and U14/15 A and B teams. Every year a match is played against an MCC team on the school’s famous main pitch – ‘The Front’ – and Felsted also competes in the national T20 competition.

“Our aim at Felsted is to widen access to cricket for many more boys and girls,” said Felsted’s Head Chris Townsend. “We are proud to be a Performance Hub for Essex Women, running regular coaching sessions. It’s such a great sport and we are excited to be developing more and more young players.”

have been so supportive and encouraging to me. I am so grateful to them for voting me Girls’ Cricketer of the Year and Coaches Cricketer of 2024. I am looking forward to the next season.

Both teams have made me improve in a number of ways, both in my bowling and batting and also in pushing me to my best ability. These teams have created many opportunities for me, and the coaches

PHOTO Amber M proudly showing her awards

Charlie Knightley – Over 50s Cricket World Cup Felsted’s Director of Sport, Charlie Knightley, was selected for the England Over 50s Cricket squad for the World Cup played in Sri Lanka last February.

Before departing for Sri Lanka, Charlie said "I feel very honoured to have been selected for a second World Cup and look forward to trying to retain the trophy. I spend a huge amount of my time as Director of Sport and PE teacher selling the importance of investing in sport for life and I hope this shows that sport is for all".

Charlie was already part of the winning World Cup squad in South Africa in 2023, and was hoping for further success in 2025 but Pakistan won the competition this time.

PHOTO Charlie Knightley, Director of Sport at Felsted School, with the trophy he won in 2023

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Internationalism Dinner 2025 On Saturday 22 April, pupils and staff connected with internationalism gathered to celebrate the global, outward-looking culture of all those at Felsted at the annual internationalism dinner.

The aim of the event is to celebrate the diversity of our Felsted community, and to acknowledge the engagement and contribution of pupils and colleagues with the IB and traditional boarding, as well as acknowledging students’ curiosity and consistent engagement in international activities such as Model United Nations, the Charities team and Language Ambassadors amongst many others.

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The event was wonderful and began with an hour of entertainment in the BKA, where there were pupil run stalls and activities sharing culture and fun. The henna station and turban stall were popular amongst guests. Another highlight being the performances and opportunity to learn to salsa. At the formal meal, the Internationalism Competition prizes were awarded to Alivia W, Ava K, Amélie A-H, Manuella K and Kiki F, with first place going to Tallula C.

P H OTOS The aim of the event is to celebrate the diversity of our Felsted community ABOVE: Ava P (left) and Grace M, Yr 12 BELOW: Tallula C won the Internationalism Prize OPPOSITE: The Internationalism Dinner is a celebration of cultural diversity among the students

Other highlights included Anna W’s rousing support of the MUN, Sunday S’s folding fan dance ‘A Message to the Moon’, and more wonderful singing performances.

The night culminated in a medley of national anthems, during which guests stood up for their respective anthems, and we danced the remainder of the night away with a disco for the Sixth Form pupils. The large committee of pupils that organised and ran the event made it a very special occasion.

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Year 12 Geography Trip to Dorset – BY ALICE MCCAUG H E RN, H E AD O F G E O G RAPH Y –

In April, A Level and IB Geography students undertook a fieldwork trip to the Dorset coastline, designed to enhance their understanding of coastal systems, geomorphological processes, and human-environment interactions. The trip formed a vital component of both courses’ fieldwork requirements, giving students the chance to collect primary data and critically evaluate coastal management strategies in one of the UK’s most iconic coastal landscapes.

After travelling from Felsted, we began with a cruise around Poole Harbour, during which students were introduced to key coastal features and processes which are part of their case study. As one of the largest natural harbours in the world, Poole provided an excellent example of low-energy coastal environments and sediment deposition. The cruise route included a close pass by Old Harry Rocks, where students could see close up this famous chalk stack formation, and recap about the processes which helped form it.

At Swanage, students conducted a detailed investigation into the

effectiveness of coastal management techniques. Divided into fieldwork groups, they collected data on groyne effectiveness, helping them to understand the impact this management has as well as getting inspiration for their own NEA. The next fieldwork site was Knoll Beach, part of the Studland Bay sand dune system. Here, students applied ecological field techniques to assess sand dune succession, including vegetation surveys, soil analysis and changing slope. This formed the essential data for the IA.

PHOTOS A group photo under a gloriously blue sky in Dorset ABOVE: Waterproofs were swapped for sunglasses and suncream!

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The final stop was the iconic Lulworth Cove, a classic example of coastal erosion in a concordant coastline setting. Students explored the influence of geology, as well as practising their field sketch skills Alongside the intensive, fieldwork-rich experience, there were evening prep sessions that not only supported academic learning but also helped to develop independent research skills and geographical thinking. Of course there was also time for relaxation, bargain hunting in the charity shops and eating lots of ice-cream in the glorious weather!

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SFL: Books, VE Day and Accessible Learning – BY J E F F H I P K I N , H E AD O F S UPPO RT FO R LE ARNING –

In Support for Learning lessons, students in Year 9 this year read ‘Resist’ by Tom Palmer. The book is set in the occupied Netherlands during the Second World War and focuses on the work of the resistance. The book has been helpful in developing a range of skills and making links across the curriculum.

The book itself uses a dyslexia friendly font, pastel background and double spacing, and this helps learners to process the text. As students read the book in small groups, they discuss and widen their knowledge and understanding of key terms and themes, and develop the skill of summarising.

Students benefited from the multisensory approaches and, for example, they performed sections of the book using the parallel play script.

They also used their creativity skills to craft their own newsletter with the imaginary aim of improving morale in the occupied Netherlands, as in the book. Students also employed ICT skills to compile the newsletter with the use of a template.

This multifaceted engagement with the book enabled students to better understand and empathise with the events of VE Day. The book itself covers the liberation of the Netherlands on 5 May 1945 and so students were better able to place VE Day and its significance in context.

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Charity Events Felsted family London Marathon success Many members of the Felsted family completed the London Marathon last April with some incredible times.

U6 pupil Harley P made his marathon debut, running for The Seafarers' Charity, and raising over £2,600.

–––––– For Head Chris Townsend, who was fundraising once again for the Lord's Taverners, it was his second marathon of that week, having completed the Boston Marathon on the previous Monday.

He commented: "After Boston, my legs were not as good as they might have been, and I needed a couple of stops to gather myself, before getting over the finish line in 3:31 – my slowest marathon yet, but probably the one for which I have had to work the hardest.”

–––––– OF Martha Little (fbn12-24) completed her marathon, alongside mum Amanda, raising vital funds for The Lullaby Trust.

He commented: “Although the miles were a challenge, the crowds helped lift my spirits. Despite the challenging weather, the months of training paid off and got me to the finish.”

–––––– OF Ella Brown (gn08-11) raised £2,300 (so far) for the RNLI. She commented: “I was a lucky recipient of a ballot spot for the 2025 London Marathon. It was an amazing day and the crowds throughout were incredible, providing so much support. Lots of smiles at the start, and the end – the middle was a bit more challenging!

Would 100% recommend it as a once-in-a-lifetime experience, and great to raise some money for the RNLI.” ––––––

She commented: “Thank you to everyone who cheered us on and supported my mum and me running for The Lullaby Trust. It was an amazing experience and so special to run alongside my mother. We finished with a time of 3.43.05! Thank you for helping make a difference.”

––––––

OFs Archie (fhc09-16) and George Halls (fhc07-15) both ran for the British Heart Foundation in memory of their mum, with Archie clocking an incredible time of 2:51. They were joined by Tom Latham (fhc07-15), also a former Deacon’s boy.

OF Anthony Hickling (fec02-16) raised over £1,000 (so far) for Ambitious about Autism.

OF President Jeston Na Nakhorn (e85-90) was also a finisher, in a little over 4 hours.

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Stocks's 24-hour Charity Challenge – BY LO R E N W I L L I S , HM STO C KS ’S H O U S E –

! d e k n Gu

Stocks’s House took on an extraordinary challenge in May, coming together to complete a 24-hour Go Kart Challenge in support of the house’s charity, Teach Uganda. The energy, determination and spirit shown by every member of the house was a true credit to the girls and demonstrated our house motto: Unitas Vires Est – Unity is Strength.

The challenge began at 11am on a Friday, with teams of pupils taking turns to keep three pedal-powered go karts continuously circulating the Stocks’s roundabout for a full 24 hours. As the sun set, the roundabout came alive with floodlights and the sounds of karaoke, as supporters sang out into the night while the karting continued at full pace.

Those on night shift duty headed to bed early, ready to rise for their middle-of-the-night slots. Despite the chilly darkness and tired eyes, the pedallers of the early hours showed incredible positivity and kept the wheels turning.

At 11am on the day after, Saturday, the house gathered together to celebrate the successful completion of their challenge. There was a great sense of pride, achievement and, of course, a few tired legs! The camaraderie shown throughout the event truly captured the essence of what Stocks’s House is all about.

The day before the karting began, Stocks’s also hosted a ‘Slime the Teacher’ charity event. Pupils were invited to purchase buckets of slime to douse a brave line-up of staff – all in the name of raising funds for Teach Uganda.

Leading the charge were Mr Bury and Mr Bury Jr, who set the tone with good humour and lots of green goo. In fact, one enthusiastic group decided they couldn’t get enough and brought a whole dustbin full of slime to tip over them!

Soon after, the Stocks’s House team – Mrs Willis, Mrs Macey and Miss McCaughern – bravely stepped up, followed by Stocks’s Tutors Mr Cudjoe and Mrs Rudd, who also took their turn in the slime zone. Mr Barrett, Mr Masters and even the Rev completed the line-up of willing volunteers. A very special thank you, too, to Matron, who manned the BBQ across both events – her delicious food kept everyone fuelled and played a big part in the success of our fundraising efforts. It was a weekend full of laughter, leg-power, slime and song – all for a fantastic cause.

All proceeds raised went directly to Teach Uganda, supporting education and opportunities for young people.

P H OTO Nothing could save Mr Masters from getting gunked at the Stocks’s fundraising event

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Holy Trinity College, Argentina – Round Square Visit In a celebration of community action, collaboration and the spirit of service, Felsted, together with students from Round Square schools across the globe, participated in the Round Square Day Global Challenge 2025 – a fundraising effort in which we collectively aimed to travel 24,901 miles (40,074 km) by 5 June 2025. Each Round Square school was encouraged to cover at least 100 miles (161 kilometres) and raise funds to support International Service Projects and Bursaries.

To help us achieve our 100 miles, we welcomed 50 students from Holy Trinity College, a Round Square school from Mar del Plata, Argentina, to spend the day with us. Together, we engaged in a range of activities promoting Round Square IDEALS (Internationalism, Democracy, Environmentalism, Adventure, Leadership and Service), including a hike in the beautiful countryside around our school campus.

P H OTOS The students of Holy Trinity, Mar del Plata, paid a visit to Felsted School’s Art Department

OPPOSITE: ABOVE: Family photo!

BELOW: Naobi C, Yr 12, was offered the traditional drink of mate by our Argentinian visitors

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The hike was 3.49km and we had 70 students participating – which means they covered 244km (152 miles)! This was a fantastic achievement and a great opportunity for the students to work together and learn more about each other. Indeed, we look forward to welcoming back a group of Holy Trinity students to our International Summer School this year.

Read more from our students about the day:

The Seven Foundations of a Felsted Education

– BY H E NRY F AND ALE XANDE R B , YR 1 2 – “On Wednesday 7 May we had a visit from the students of Holy Trinity College in Mar del Plata, Argentina, as part of our role as a Round Square member. This was an enriching day that taught us about a culture that we did not previously have much experience of.

We began with an assembly introducing Holy Trinity students to the world of Felsted. We then socialised with them in the coffee

shop before taking them on a Duke of Edinburgh activity. This experience allowed us to showcase the rich countryside around our school as well as practice putting up tents.

We then took them on a tour of Felsted where they learnt all about the life we have to offer whilst they shared elements of their culture in the form of a regional tea. Later on we moved on to a debate on

Artificial Intelligence, whilst having a chance to talk to our visitors. After that we listened to a talk by Dr Aric Sigman, an expert on the topics of screen use, digital dependency and online behaviour. The day was closed with an assembly for us by Holy Trinity College, and then we said goodbye. It was an excellent day where we learnt a lot and got on great with our guests, showing the value of the Round Square Ideals!”

– BY A I T I A N H , Y R 12 – “Overall, it was incredibly insightful to experience Argentinian culture and customs, such as their national drink ‘Mate’. Although it was of great taste, personally I found it shocking how everyone drank from the same straw.

Nevertheless, their welcoming nature and friendliness really warmed all of us, and made it easy to interact with them. For this reason, I do hope they come and visit us again as we really enjoyed their presence at Felsted, especially as we learned a lot about their religious practices, lifestyle and shared values.”

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Years 9 & 10 perform ‘A Midsummer Night's Dream’ – BY CARLY BARTLETT, HEAD OF DRAMA –

Between 13–16 May, 50 Year 9 & 10 pupils staged four fantastic performances of Shakespeare’s ‘A Midsummer Night’s Dream’. The production was hilarious and pupils impressed each audience with the challenging feat of learning hundreds of lines of verse. Directed superbly by Mrs Donaldson, this RSC one-hour edit really was a fun way for our actors to explore this wonderful play. With so many students involved, there were some incredible performances from four different casts, both comedic and heart-warming.

P H OTO Tabitha R (centre, standing) in her role as Peaseblossom, flanked by (L–R) Esther L as Cobweb, Lilia B as Mustardseed, Alfie B as Bottom, Connie W as Titania and Charlotte G as Moth.

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The Seven Foundations of a Felsted Education

P H OTOS TOP: Kitty McB as Quince and James S as Flute MIDDLE: Shiro G as Titania BOTTOM: Freya R as Helena and Tylan M as Demetrius

Mr Thiselton, Mr Kirby, and our brilliant student theatre crew were involved throughout the entire rehearsal process, building and painting the set, operating lighting and sound, and welcoming our audience every night. Many of these students have worked on several shows now and play a vital function in the smooth running of each production.

Aurelia R, who performed Puck, relayed that "Everyone worked tirelessly throughout every rehearsal, learning blocking and lines to meet the deadline of our first performance night. Riddled with nerves and excitement, we did our best on opening night and it only got better as we all became comfortable performing in our respective characters.

The environment and positivity was better than anyone could have imagined as everyone moved through nerves and put their all into every performance and rehearsal. Rehearsals were electric and it was amazing for the Year 10s as it was our final 9 and 10 play; from Puck to Helena, through Lysander to Bottom, we put in our all and had the best time as a result."

Furthermore, another of our actors who played Puck, Savannah vV reflected "The hard work everyone put into it was amazing. The costumes looked absolutely fantastic and showed the characters well. To show up to the rehearsals and learn the extremely hard Shakespearean lines took up a lot of time but everyone managed to do it. The teachers, the crew and the pupils tried their absolute best and definitely didn’t disappoint. The performances were on Tuesday, Wednesday, Thursday and Friday and every performance was outstanding. I performed on Friday so on Tuesday and Thursday I was part of the audience. People were laughing loads and impressed at the lines and acting that was happening. I speak on everyone’s behalf when I say it was thoroughly enjoyable and an experience I will never forget."

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s ’ n y Elw “Your Room, My Room” Generations of boarders have passed through Elwyn’s doors since the Rev Richard Frederick Elwyn established the House in 1900, guided by the house’s motto, ‘Virtute Vivat Vir’ – ‘May the man live by virtue’.

Among Elwyn’s celebrated alumni is former England International cricketer turned journalist Derek Pringle (e74-77), who in 2025 returned for a nostalgic visit in celebration of Elwyn’s 125th anniversary. Derek’s guide was Lewis T (Yr 12) – a Sports Prefect studying Business, History, and PE, and the current resident of Derek's old study room. As they toured the House, they discovered a number of differences – and surprising similarities – between their experiences.

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The shared predicament of having to make friends from scratch sparked an immediate rapport between the two Elwynians. Derek had moved from Nairobi knowing just one student, while Lewis was the only one from his school to move to Felsted. "I never got homesick, though," Lewis shared, "you make friends quickly at Felsted" – a sentiment that clearly hasn't changed since Derek's time. "You have to learn to be independent quite quickly but then you're all doing it together, so it's a good laugh," Derek reflected warmly, grateful for the lifelong friendships forged within Elwyn’s walls.

Pointing out Lewis’s smart attire, Derek recognised that the house tie's colours had evolved from maroon and golden yellow – inspired by Rev Elwyn's Cambridge sporting tie – to today's blue and yellow. “Presentation was always important in those days,” said Derek, “and it appears that hasn’t changed.” This prompted a chuckle, as Derek recalled his Assistant HM pulling him from cricket practice – only to send him to the barbers in Dunmow. His long locks remain in evidence in the 1976 cricket and hockey team photos.

The first stop on Derek’s tour was the kitchen, which was the dining room in his era. "Our food was always so much better than in School House," Derek recalled with pride. Lewis described a foodie favourite for current boys is Matron's fortnightly breakfast feast – a table laden with sausages, bacon, and all the ‘Full English’ essentials. Then there’s the occasional 'nacho mountain', where the table is covered in foil and piled high with Doritos, cheese, and sour cream, which lasts only a few minutes. Laughing about the contrast, Derek, reminisced about the simpler fare of plastic bags of milk from the ‘house cow’, and trolleys stacked with bread and margarine.

Walking through the house, Derek marvelled at the transformation. The living room – now a bustling common room for Years 9-10, and the hub for house assemblies and quizzes – features a large television complete with Sky Sports. This luxury stood in stark contrast to Derek's days when watching TV required submitting a chit to The Bury, where the sole television resided. "I only ever bothered when the Ashes were on," he admitted. Lewis grinned as he showcased the games room, complete with a projector for video games, a dartboard, a football table, and a mini-arcade.

Standing in the doorway of Lewis's room, memories flooded back for Derek. "This housed four people as a study room in my day," he explained. The dorms were upstairs. "Once you got up, you didn't see your bed again until bedtime,” said Derek. “Even on Sundays, we had to be up for Chapel at 9am!" When asked about how he used to spend his leisure time, Derek's eyes lit up. "Music was everything to us," he said. Each room had a sound system, with Led Zeppelin, King Crimson, and Genesis often blaring through the halls. "I've heard a couple of those," remarked Lewis – much to Derek's dismay, who immediately insisted Lewis educate himself on 'the greats'. "I blame Felsted for my record collecting addiction," Derek confessed, still an avid music fan.

As the conversation turned to sport, Lewis mentioned Felsted's senior cricketers were currently touring Sri Lanka. Derek smiled, "We went to Eastbourne. We were given a little freedom, but if we pushed it too far in the pub, John Cockett made sure we knew about it."

His tale of a rugby injury that confined him to the Sanatorium – or ‘San’ as it was then known – for two weeks drew a sympathetic nod from Lewis, who noted how today's technology keeps students connected to schoolwork through Google Classroom – a concept that was unimaginable in Derek's era.

Finishing the tour, they visited the 'cook hole,' where current HM, Elliott Grant, shared tales of Sixth Formers attempting to microwave entire pizzas, while Derek remembered one of his classmates taking it a step further by attempting to cook a pig’s heart taken from biology class! Derek also pointed out where he and a friend had carved their names into the wall – nearly landing them in serious trouble with the then HM, David Waddell.

After an afternoon of sharing stories of shenanigans and camaraderie, Derek left Lewis with some heartfelt advice: "Embrace it all – it's over before you know it."

The conversations between Derek and Lewis reflect Elwyn’s’ enduring legacy. Despite technological advances and changing times, its essence remains unchanged: it’s a place where young men discover their independence, forge lifelong friendships, and make memories that will last a lifetime.

PHOTOS BOTTOM: Derek Pringle OF flanked by Elwyn’s Housemaster Elliott Grant (left), Lewis T, Yr 12, and Assistant Housemaster Adrian Pask TOP: Felsted 2nd XI Hockey Team in 1976. Derek is fifth from the left on the back row – the tallest of all the boys!

INSET: Derek, prior to his ‘advised’ trip to the barber (see article above)!

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Elwyn House Charity Run – BY E L L I OT T G RANT, H M E LWYN H O US E –

As part of The Elwyn House’s 125th Anniversary celebrations, our spirit was on full display last week during our highly anticipated Charity Fun Run, with students and staff coming together in support of our house charity, Magic Bus. The event saw Elwyn House split into three teams: Team Logan, Team Dima, and a formidable(ish) Team Teachers – all competing in a challenging 12.5-mile relay race around the school running track.

The competition was fierce from the outset. Spectators were treated to an exciting back-and-forth race, with the lead changing several times. In the end, it was Team Logan who powered through to claim victory, finishing one lap ahead of Team Dima and two laps ahead of the Teachers, who gave a valiant performance with far fewer numbers!

The enthusiasm and generosity of everyone involved – runners, organisers and supporters – made a real impact.

It was a fantastic day full of energy, fun and fundraising – a true reflection of what Elwyn House is all about.

The event was not just about competition – matron’s tuck shop and an ice cream van were on hand throughout the afternoon, keeping runners and spectators well-fuelled and refreshed. The sun even made a welcome appearance, adding to the upbeat atmosphere.

Most importantly, the Fun Run helped raise a significant amount of money for Magic Bus, a charity that supports education and life skills development for children living in poverty.

PHOTOS A view of Prysties during the charity event ABOVE RIGHT: A moment of the relay race ABOVE: Good humour and camaraderie were present during the charity race

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academic aspiration | community | enrichment | global education | neuroinclusivity | sport | wellbeing and inclusivity

DTE Manufacturing and Engineering Trip to Florence During the May Half Term, a wonderful group of Year 10 GCSE and Year 12 A Level students travelled to Florence in Italy, to look at the work of others and different types of manufacturing processes in the industry.

The final stop after lunch was at Ferrari for another guided tour through the history of prototyping and development.

This is another successful company that offers bespoke services and customisation combining automation and hand craftsmanship. The evolution of Ferrari’s Formula 1 one racing cars was on display, highlighting their individual and team successes in the competition.

On their first full day, there was a short local walk into the city centre of Florence for a guided tour at the famous Italian designer Salvatore Ferragamo museum. Students were informed of his passion and enthusiasm for design in his early teens, and his life dedicated to developing innovative shoes.

The afternoon was spent observing the local architecture including the Ponte Vecchio Bridge and the influence of Renaissance throughout the city. There were some breathtaking reveals from street view, to small details on furniture and displays.

The day after, saw an early wake up for a long coach journey to Modena with the aim of comparing manufacturing processes in the industry through the car making companies. First stop was the Pagani factory for a guided private tour of the only place in the world where the Pagani craftsmanship and bespoke services to a highly profile clientele happens. No photographs or video recordings were permitted of course. No two Pagani cars are exactly the same in the world. Each one is uniquely handcrafted using the processes of lamination through advanced carbon fibre

construction; they are differentiated by custom paint jobs, interior configurations and individual owner preferences.

The final day, with temperatures reaching 30°C, involved a visit to the province of Pisa for a self-guided tour of the leaning Tower of Pisa and Cathedral.

The walk up the steps was particularly tricky on the leaning side, however the views from the top showing the landscape in the distance was worth the challenge. The cathedral was another monumental piece of craftsmanship with intricate details and highly decorative features.

The museum displayed the range of cars designed and produced by the company.

Next stop was to look at the incorporation of automation at Lamborghini. Unfortunately, the factory is not open to the public on weekdays.

However, the showroom demonstrated examples of the cars they have with some legacy models also on display.

Overall, the trip to Florence was both thoroughly enjoyable and academically enriching, offering a wealth of inspiration and insight for our GCSE and A Level students' projects next year. With so much to reflect on and take forward in their studies, it was a truly valuable experience that combined learning with lasting memories.

P H OTOS TOP: A group photo in front of the Salvatore Ferragamo museum in the centre of Florence ABOVE: Liv A (left) and Tilda K posing in front of an impressive Ferrari vintage model

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Felsted Tennis 2024/25 flourishes in the summer sun – BY ROSLYN MARRIOTT-COX, DIRECTOR OF TENNIS –

Felsted School’s tennis season was marked by sunshine, sportsmanship, and standout performances – both from current students and returning alumni. The annual matches against the PSOBLTA team and the OFs/Mothers’ teams proved once again to be spirited showcases of competitive camaraderie.

VICTORY FOR PSOBLTA IN CLASSIC SUMMER SHOWDOWN The PSOBLTA team enjoyed a glorious afternoon of tennis on Saturday 21 June, taking on the Felsted School Boys’ 1st VI on the grass courts under blazing sunshine and 29 degrees. In a reversal of recent years, the PSOBLTA side, featuring a strong lineup including former OF captains : Charlie Broom, Richard Morley-Jacob, Jason Mittag, Max McIlvenna, and players Bruno, Dan and James, claimed a convincing 9–3 victory over the school team.

Richard Morley-Jacob OF says, “As always, the match was played in excellent spirit and to an impressively high standard.

A huge thank you goes to Felsted Director of Tennis Roslyn Marriott-Cox and to the catering and grounds staff for ensuring the day was as enjoyable off the court as it was on it.”

FELSTED 1st VI GIRLS EDGE OFS AND MOTHERS IN NAIL-BITER 5-4 Midweek, the heat stayed on as the Felsted Girls’ 1st VI took on a combined team of mothers and OFs in what turned out to be a thrilling contest.

The stage was set for the annual student/parents tennis match in the magnificent surroundings of the Fosters Chapel grass tennis courts. The Wednesday evening fixture featured OF past captain Frankie Broom and Isla Insley teaming up with their parents against a sharp and determined school side. The large parasol gently fluttering in the evening breeze ensured that the array of refreshments and snacks stayed out of the still glowing evening sun. Enthusiastic student supporters gathered on the fringes of the courts to eagerly anticipate the sporting spectacle.

This year, the girls narrowly turned the tables on last year’s result, winning 5–4 in a closely fought battle. Thank you to Jeff Hipkin who looked after the 1st VI senior girls this year.

PHOTO A match against New Hall in March

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Beyond these celebratory social fixtures, Felsted’s senior tennis teams also performed strongly in the national Schools Tennis competition (formerly Aegon Tennis) for Year 11–13 players.

The Seven Foundations of a Felsted Education

The Senior Girls reached the third round, eventually falling to a strong side from Queenswood after a hard-fought match. The Senior Boys impressed throughout, notching wins over King Edward Grammar, New Hall, The Leys, and Brentwood, before narrowly losing 6–7 to Hills Road Sixth Form College in the national final – an outstanding achievement.

ETON 2024 BOYS’ CHAMPION WINNERS At the end of June, we were off to Eton to play the ISTA Eton Tournament. This tournament we won last year, so we were defending champions. We took four boys and four girls to represent the school in U15 and the U19 Competition.

FELSTED FAMILY TENNIS TOUR AND SCHOOL TENNIS TOUR Mallorca was the place for the Felsted family tennis tour in September 2024.

Lots of tennis was played with the 36 participants from Felsted. We use these tours to check out the accommodation, courts for future tours for the Felsted pupils. Over the years we have been to Girona 2022, Algarve 2023, Mallorca 2024 and this year we will be going to Zel, Costa Brava in September 2025.

Victory for Felsted in Annual Polo Derby The Schools’ Day at Silver Leys Polo Club on Sunday 25 May was a spectacular event, bringing together players and spectators for a thrilling display of skill and sportsmanship. It was particularly rewarding to see both the Old Felstedian (OF) team and the Felsted 1st team secure victories, demonstrating their determination and resilience.

The Felsted beginners also fought hard, gaining valuable experience and making strides in their development.

Miss Simpson, Director of Exams and STEAM Pathways, has played an integral role in the development of Felstedian and Old Felstedian polo.

Reflecting on the aforementioned OF match, she remarked: "It is wonderful to see the commitment to the OF team over the years. This highlights how a sport introduced at school can remain a meaningful part of life for years to come."

The current pupils’ 2025 tour left in July for sunny Mallorca.

INDEPENDENT AND PUBLIC SCHOOLS OLD BOYS’ LTA (IPSOBLTA) AND INDEPENDENT SCHOOLS TENNIS – OLD GIRLS (ISTOG) School leavers are encouraged to join the IPSOBLTA (boys) or ISTOG (girls).

These fantastic alumni associations offer an attractive fixture list of matches against universities, clubs and schools and are a great way to keep your tennis going beyond school and to stay in touch. Matches are good fun, and membership is free for the first five years after leaving school. Please contact Adrian Blackman (ajblackman@ reeds.surrey.sch.uk) if you are interested in joining IPSOBLTA (boys) or Kerry Watts (kerrymwatts1@gmail.com) if you are interested in joining ISTOG (girls).

PHOTO The 1st Team winners (L–R): Ben H, Monty T, Mikayla W and Seraphina H

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A Year in the Life of the Library – BY NICH O LA H OWO RTH , LIB RARIAN –

Our vibrant Library Committee convened throughout the Autumn and Spring Terms. This year’s Reps were: Katie C, Eman J, Anne M, Polina K, Cora K C, Liv R, Clementine W, Harriet W, Mae P, Amelia R, Anna S O’B, Charlotte B, Guanyu C, Miles C and Connie W. Alongside their standard tasks of promoting Library acquisitions and activities in their Houses, the Reps also designed creative writing competitions for the Year 9s to try out in their English classes, shared what they were reading for ‘World Book Day’, created ‘Guerrilla Love

Poetry’, helped to host the Cromwell Lecture, wrapped Christmas ‘Mystery’ books, written book reviews, decorated the Library Christmas tree and supported the Harry Potter night. Many thanks from the Librarian for being such a great team this year!

N ATIO N A L P O ETRY DAY COMPETI TI ON Our first event of the year was the Poetry Competition and a celebration of the best poems on National Poetry Day in October.

This year was made extra special by the introduction of a ‘Poetry Pharmacy’ in the Library. Pupils were able to take a ‘prescription’ for ‘Courage’, ‘Hope’, ‘Being Brilliant’ and feeling ‘Moody’ among others, and read an excerpt from a poem that might provide a cure. With thanks to the ‘Emergency Poet’ for this concept. The Pharmacy is now a permanent feature in the Library.

Here are some of our favourite poems from the competition:

Year 9 The cat’s swimming race Two cats sat on a plank, One had stripes, but one was blank, One was called ‘one two three’ ‘Un deux trois’ was the other cutee, They had a swimming race to the river bank Who won the race I hear you say, It was one two three, But why you say, It’s not because he practised in a fish tank But only because un deux trois cat sank!

Eva R, Yr 9

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Counting Sheep I must be honest Counting sheep Will never help Me fall asleep It’s not the counting That’s the cause Nor is it their Annoying “Baa’s” It’s just I know A thing or two About sheep, and Its frankly true That sheep don’t walk In single file They herd into A great big pile And counting them Is one big mess So that’s what keeps me up The stress!

Freya R, Yr 9

The Seven Foundations of a Felsted Education

I looked for synonyms of counting, in desperation Amongst the words I found was consideration, Does this have any clout? Does this bear weight? I thought I concluded It does not amount to anything, it comes to nought.

One bright day, the sun was high, Fifteen players, oh my, oh my!

With a whistle blow, the game began, Let’s count the try’s, here’s our plan!

I looked once more and it told me to enumerate them all, To find their sum and I took up the call I made a tally, worked it out and totted up Calculated the total, but still no luck

1 ball thrown, a pass to you, 2 defenders trying to tackle you.

3 quick moves, the prop’s fast, Can he score? Let’s hope it lasts!

The last time I checked it offered me esteem To think, to feel, to be, to deem It makes me think of what counts for me And what counts are my friends, my pets, and my family.

4 the fans cheer, waving their flags, 5 for the team in their bright new rags.

6 tries are scored, oh what a sight, Will the fly half kick it with all his might?

Constance W, Yr 9

7 minutes left, the score is tight, The players push with all their might.

8 passes now, they work as one, A perfect play, it’s just begun!

Year 10 Another day – sonnet He counts the cracks on the end of his shoes, the passing cars and turning heads, another day that is yet to come, is another day he will lose, Yet again he sleeps on the city’s pavement beds.

He checks his lightweight cup of coins, but there’s only a dull and rusted few, he can barely keep his head up, every hour, prolonged, like something overdue the litter gathers, one by one it lands he makes a mental note, a ritual to stay sane, with every dawn and dusk, he feels life’s slipping hands yet still he counts, to dim his constant pain.

For in the counting, he sees a light, a hope that pulls him through another night.

Adam B , Yr 9

I don’t know how to feel, as the months drag on, one snowflake then two, I count to forget my heart ached, as snow scattered the lawn Waiting, but the whole time you were absent, I would look up into the stars, counting Three, four and five shining in the night sky, I see myself in the window frowning, I feel nothing as the many days fly by I walk along the concrete counting my steps, My shoes created a rhythm, six, seven eight I sat alone as I ate my warm crepes The sun gleamed again, was this my fate? it’s been nine days since I last thought about you But ten long years since I last saw you too.

Amelia H, Yr 10

Anya I, Yr 10

Of Trees and Birds Counting We count the days as shadows bend and break, Each dawn a whisper lost within the stream, The hands of time, relentless, never quake, Yet life dissolves like fragments of a dream.

Each numbered hour slips through unseen cracks, A quiet toll, unheard but ever near, The seasons shift, leave patterns in our tracks, Their silent march is both beautiful and drear.

Yet in the counting, something stirs within, A deeper pulse, a rhythm seldom told, For as we measure what has always been, The soul discovers time is never sold.

So let us count, not fearing life’s decay, But feel eternity in each brief day.

You dared to wonder how many trees could Be on the entire planet? This, our world?

I sit beneath the oak pondering good Questions, then I look up at unfurled Nature, listing all the birds that come and Sing. Two blue tits, six no seven bramblings, A little flock of chiffchaffs roosting bundEd by ideas soaring eagles kings Of skies like Richard first, roaring lion.

Sweet kingfisher, only him at the course, Watching the dinner, waiting to dive in, Under willow tree, happy no remorse.

You dared to wonder how many trees could Be on this whole wide world? I think I would.

Harry M, Yr 10

Winter C-W, Yr 10

Read on…

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Now close your tired eyes and go to sleep lay down your head and have sweet dreams with me.

Drift off to sleep as we count to ten sheep, don’t stress my child, as sweet things you’ll soon see.

Rest your mind and let all your fears go, As we watch the sheep leap over the fence.

In this idyllic world the clouds, like dough.

In this one motion there is no suspense, They are leaping, graceful, like young gazelles.

Their cotton wool, spun soft by God’s hands.

The gentle clanging of St Clement’s Bells, All your dreams are washed up on dry sands.

1, 2, now 3 more, can you hear their cries?

I’m sorry my child, please dry your young eyes.

Don’t forget to breathe in for: one, two, three Hold for three, then out for three: seven, eight, nine.

I look out at the crowd, I just feel free, I see my mother, shivers descend my spine.

I feel young again, in my lounge-singing, My dreams have come true, singing to hundreds.

Who thought that my fans would begin chanting, People say my singing gives them shudders.

I have healed people with my awesome tunes, As did my favourite singer, Billie.

Whilst families dance around with balloons.

Now, I stand here whilst people chant ‘LILY’.

My name is Lily, don’t forget because I have worked for ages for this applause.

Emmeline P, Yr 10

Charlotte H, Yr 10

Year 11 The Equation of Life One heart pounding, falling out of my chest, Two hands quivering on my thigh; Three beads of cold sweat rolling down my neck, Four chimes of the clock.

One step out the room, Two voices calling after me, Three thoughts of what I could have done.

One day, Two days, Three days, Four days, waiting in anticipation.

One opening the cold plain white envelope, Two parents craning their necks to get a glimpse, Three aunts and uncles on the phones in deep anticipation.

One long day, one shadow becomes longer, Later, two shadows combine to become one; One addition becomes three, Soon three becomes four.

Four years till school, Three years of good friends; Two years of study, One final push.

Three years more, Two hands on a scroll, One graduate is ready!

Four decades of loved labour, Three additions; Too much fun, One hand held.

Three lifetimes of love, Two hands holding in the sunset, Gone with one final breath.

Amrit T, Yr 11

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Retainers of the warrior class One sun rises marking dawn, Two hands each and swords are drawn, Three samurais stand like glowing brass, Retainers of the warrior class.

Four girls sing bearing woven baskets, Five dead weep in wooden caskets, Six lives left incomplete, The first only knows untruth and deceit.

Seven men trained in armour and etiquette, Eight years spent declining the decadent, Nine synchronised pulses ring through the covers, The second only knows ambition and honour.

Ten youth banter around local yards, Eleven seniors stand as careless guards, Twelve strikes down with bloodied hilts, The last only knows resentment and guilt.

One sun rises marking dawn, Two noble sacrifices have been sworn, Three blades leap to meet a mark, Only one remains as the lowly lark.

One man stands in shedding daylight, Two strands of hair wisp past his eyesight, Three solemn sighs dealt with agonising gasps, The retainer of the warrior class.

Palak R, Yr 11

READING FOR PLEASURE – THE READING CHALLENGES Helping pupils to develop their personal reading journey is one of our key objectives. The ‘One Year’ reading challenge encourages pupils to reflect on what they are reading and why.

The Challenge asks them to read different authors, experiment with different genres and consider how reading can enhance their understanding of the curriculum. At the time of writing we have had nearly sixty pupils receive awards and over 350 books recorded! Pupils are also engaging with ‘Read Around the World’ and ‘Well Read With Felsted’ – both of which encourage wider reading with a global perspective.

The Seven Foundations of a Felsted Education INFORMATION LITERACY

GUERRILLA LOVE POETRY

WORLD BOOK DAY

The new Year 9 pupils were given the opportunity to visit the Library during either a History, Classics or Geography lesson. The pupils enjoyed creating posters about a non-fiction book that they had selected, evaluating the Table of Contents, Index, Bibliography and facts from the books. They were encouraged to give a mini presentation at the end of the lesson to share what they had found out about their chosen book.

The Library just can’t ignore the opportunity to spread poetry around the School and Valentine's Day provided the perfect excuse. Guerrilla poetry involved creating poems in unconventional ways (perhaps in Origami, or a fan, or a bauble, on a piece of wood etc.) and placing it in unconventional places – hidden around the School. All pupils who found a poem were able to claim a sweet surprise from the Library.

World Book Day provided an opportunity to take a snapshot of our reading community, highlighting the incredibly diverse reading that our pupils and staff engage with. The classroom corridor was lined with information about the books – ranging from Cantreras: ‘Fruit of the Drunken Tree’, Sylvia Plath’s poetry, ‘How Westminster Works’ to Agatha Christie’s ‘Five Little Pigs’ and Stephen King’s ‘The Shining’. The pupils also enjoyed a ‘Book Title’ emoji quiz during their tutorials.

The Sixth Form pupils continue to make use of the Library books and digital resources to complete their independent research for EPQ and Extended Essays (IB). Particularly important sources of information include books, academic articles (from JSTOR and Google Scholar) and Massolit (video lectures).

HARRY POTTER EVENING Harry Potter evening is always a popular event and this year was no exception.

Over twenty pupils arrived for an evening of silly games and serious quizzing.

CHRISTMAS MYSTERY BOOKS Our Library Committee members busily wrapped up books for Christmas for loan to pupils over the Christmas holidays. The borrowers didn’t know what they were getting, simply relying on the cryptic clues on each parcel. The Christmas Mystery Book scheme has run for four years now and is increasing in popularity, a fun feature on the Library calendar. This year the books were delivered by Rudolf… safe from the Library ‘Elf on the Shelf’.

P H OTOS ABOVE: Guerilla Love Poetry was organised to celebrate Valentine’s Day

CROMWELL LECTURE 2025 – OF JONATHAN LEEDER TEAM GB Full report overleaf.

BELOW LEFT: The Library had its own Elf on the Shelf at Christmas this year BELOW RIGHT: The Library was beautifully lit to celebrate Harry Potter Evening

After passing the Owl Post, The Cupboard Under the Stairs and Moaning Myrtle in the places of ‘convenience’ pupils entered through platform 9 and ¾ to the world of Hogwarts. Butterbeer (better than Harry Potter World apparently), themed cakes and tangerine golden snitches were served, while pupils took selfies with Hedwig and various other props. Magical events such as pinning a sock on Dobby and ‘niffling’ golden coins all scored points for the three teams: Gnomes, Hippogriffs and Bowtruckles.This was followed by a highly competitive quiz whilst bravely guzzling Every Flavour Beans. The Hippogriffs were triumphant and were awarded with muggle chocolates and pens.

Read on…

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Cromwell Lecture 2025 – Jonathan Leeder, Team GB – BY LIV R , Y R 13 AND E MAN J, YR 12 –

P H OTO OF Jonathan Leeder during the Cromwell Lecture

On 30 January the Grignon Hall was overflowing with students and teachers who came to listen to OF Jonathan Leeder’s talk about his work in high performance sport during the past five Olympic and Paralympic Games. It turned out to be an amazing presentation.

The talk had invaluable information covering a wide range of topics and therefore engaged with a broad audience. The talk began with a description of Jonathan’s education and career since leaving Felsted and then moved on to describe the attributes required to become an elite athlete.

The bottom line is that genetics can only take you so far, it is also essential to have drive, resilience, regulation, conscientiousness, confidence and openness; attributes that are clearly applicable for success in all walks of life.

The understanding of nutrition and advanced training regimes has led to huge advances in sports performance, and Jonathan emphasised that

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training regimes must include the correct balance of rest and exercise – too much or too little of either being detrimental.

He discussed the way technology and science have revolutionised sports, which was insightful and informative for many students who are taking sciences. Marginal gains can be achieved through the development of advanced sports technology and cutting edge innovations, such as those which might improve aerodynamics (as in cycling) or help the avoidance of injury (such as shin pads); a further example he gave is the use of a heated kit in the pommel horse event which ensures that an athlete’s muscles are at optimum temperature.

The talk included several examples of athletes showcasing their exceptional talents and attributes previously mentioned, some of whom Jonathan Leeder has personally worked with.

Olympic athletes are ordinary people with extraordinary goals. Many athletes overcome mental and physical obstacles to achieve their goals, and can prove to be national role models who inspire us with their resilience, hard work and determination.

The sheer volume of questions after the lecture indicated the engagement of the audience. It was also a testimony to Jonathan that we had his former Felstedian PE teacher, Jani Lambeth, bring a cohort of pupils from Charterhouse School to attend the lecture.

The Seven Foundations of a Felsted Education

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Charity Events Volunteers’ Celebration at the Mission – BY RE V. NIG E L LIT T LE –

Supporting our Charity Partners

Early in June, some of our Prep and Senior students came together at the Felsted Mission Church in East London to celebrate and give thanks to the volunteers who give their time so generously to support this important charity.

– BY T H E S E NI O R C H A R I T Y T E AM –

What would you do if, tomorrow, you no longer had a place to call home?

Most of us would turn to family, a close friend, or someone we trust for support. But what if there was no one – no safety net, no familiar face, no door to knock on? Maybe you’d try to find a job.

But without a fixed address, even that becomes nearly impossible.

For an 18-year-old young man, who we are calling Rahim to respect his privacy, these questions aren’t hypothetical – they’re his everyday reality. The phrase “what if?” has become “what now?”

Rahim carries his home in a backpack and hope in his pockets. Just months ago, he was studying mathematics and computer science at college, filled with ambition and promise. But a toxic home life forced him to move away from everything – his education, his dreams, and his stability.

Now, Rahim spends his days in parks, libraries, and temporary shelters – places that offer a moment’s rest, but no real refuge. He has no permanent address. No consistent support system. Yet despite everything, he hasn’t given up.

And neither should we.

Rahim is a young man who we met on our trip to the Night Shelter at the Felsted Mission. He is just like us, yet in such different circumstances.

The volunteers at the Felsted Mission, in Newham, London, are determined to help Rahim and people like him.

The event included a buffet lunch for nearly 100 volunteers and guests at the Mission, prepared and served by the Felsted Catering Department and our Year 12 students, while our Year 8 pupils performed a fabulous music recital, with each pupil also performing a solo to a packed audience who very much enjoyed the musical offerings from our talented Prep pupils.

This was the first time we were able to put on an event of this type, to show our appreciation for the volunteers at the Mission who do so much for so many. It was a joy to be able to entertain, serve, feed and encourage them – and they encouraged us also. It was a fantastic celebration – several of our Felsted staff and pupils were really moved by the day, and we very much hope to be able to do this again in the future.

P H OTOS ABOVE: The Felsted Mission is supported by a team of committed volunteers, from both the students and the staff body RIGHT: Rene Hauret, Erin M and Nina A giving a helping hand at the Mission in June

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The Seven Foundations of a Felsted Education

Some of the Year 12 students who helped on the day reflected on the experience as follows: NINA A: On Tuesday 3 June, myself and other Felsted pupils went to the Ascension Church in East London to help at the Community Lunch. It was a day for Felsted to appreciate the many volunteers whose amazing efforts make the many projects at the Mission possible.

As it was a day of celebration, we were joined by members of the Catering Department and some of the Prep musicians. There was a concert at the start of the day during which the Prep pupils played various instruments and sang some beautiful songs. The Catering Department prepared an afternoon tea of finger foods and cakes, and our pupil team were the waiters, looking after the guests and volunteers – this gave us the opportunity to be able to talk with everyone while we served them, which was such an enriching experience.

After cleaning up, we headed out to the docks area and Excel London, where he heard about the history of

the area and how the Felsted Mission came about. We also learnt about the Mission’s involvement with asylum seekers in the area and how they try to help them. It was a really nice experience as we had a big team and everyone was excited to help out.

ANAIS P: I found the trip to be extremely eye opening as we took part in setting up the Mission church for the celebration afternoon tea. We set up the area, making the tables look lovely with tablecloths, napkins and plates.

Myself, Emily and Evelyn also got the opportunity to create a welcoming poster with details about the concert, the lunch and afternoon tea. Following this we began to welcome people and invited them to watch the Year 8 performances which we all found to be a lovely touch to the day.

After the musical performance, we served the meals to the tables of guests. We were able to get to know the incredible sense of community at the Mission and also the care the

people at the Mission have for one another. Overall it was a lovely experience – especially as we were able to volunteer and help out, but also learn about the history and importance of the Mission.

EMILY S: The trip was such an enlightening learning experience and it was lovely to see everyone gather together and be united by their huge sense of community. It was very interesting to talk with the individuals who attended the celebration and ask them questions about themselves. I’m so glad I volunteered to take part in this experience at the Mission and to help others and learn about their lives.

DANNY B: I genuinely found it humbling and thought-provoking to meet the guests of the Mission and to hear their stories and their strength, and to see the warmth they had for one another. They’ve faced difficulties and differences, but everyone was brought together through friendliness.

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Integration of international students A fifth of Felsted pupils come to us from beyond the UK, making our community rich and vibrant. Pupils develop an understanding of a wide variety of backgrounds and cultures and have the opportunity to live and work alongside people from all over the world.

In the article below, Paula Emilia L, Yr 12, writes about what being an international student in Felsted means to her:

Since I was 14 years old, I wanted to go to a boarding school. When I came to Felsted in summer 2024, there were so many new things. It was not just the different timings and subjects or that I now wear a uniform.

It was also that I met a lot of new people from different countries but with the same ambition as me. The attitude here in school is always positive and encouraging. Another big change is the completely different approach to learning that makes it so much more efficient and less heavy.

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Moreover, the school offers so many opportunities to express and find your interests or expand your horizon in academics. I could hardly decide what I should try out first. Of course I also had a few concerns, especially language-wise. Luckily not for long.

One huge reason for me to go to a boarding school was that I will get the chance to become more independent and learn how to live on my own. But at the same time I was never alone and got help of any kind whenever I needed it. Last but not least, the fact

that I live with many different people my age gives me an international view on global themes that are very important for us. I benefit greatly from my decision to come here, and although there are some course materials I have to catch up with, I would make the decision over and over again. My experiences at this school after just one term were full of diversity, adventure, fun, surprises and inspirations.

Paula Emilia L

academic aspiration | community | enrichment | global education | neuroinclusivity | sport | wellbeing and inclusivity

Common Room Leavers At the end of the Summer Term, the teaching community at Felsted School got together to give a heartfelt thanks to a few members of the Common Room who will be starting a new chapters in their professional lives in September, away from Felsted: Carolyn Phillips, Sarah Barrett, Adrian Pask, Alice McCaughern, St John Lambert, Tabitha Underhill, Luke Bury and Shirley Tan. There are 2 leavers we would particularly like to mention: Mrs Carolyn Phillips and Mrs Sarah Barrett.

celebrate her role in the house at some point early in the next academic year.

Sarah has spent 23 remarkable years at Felsted and is set to begin an exciting new chapter as Deputy Head (Pastoral) at Ipswich School. To celebrate her exceptional contribution – both as a driving force in the Sports Department and a much-loved Housemistress to generations of Garnetts girls – more than 50 Old Felstedians and colleagues, past and present, gathered in London on 19 June for a special farewell celebration. We wish Sarah every success in her new role and extend our heartfelt thanks for the lasting impact she has made on so many within the Felsted community.

Carolyn has been at Felsted for many years and in 2009 accepted the invitation to be the founding Housemistress of a new Girls’ Day House – Manor. Since then, she has provided the consistent foundation for more than a thousand young women as they have set out on their time at Felsted. Sadly, her health has kept her away for what would have been her final term in house. The Felstedian would like to wish her a full recovery and we hope that the whole school community will be able to P H OTOS

ABOVE: Carolyn Phillips, 15 years Housemistress of Manor House, who retired at the end of last academic year BELOW: Sarah Barrett’s farewell in London was filled with laughter, shared memories and deep appreciation.

Some guests even flew in from overseas to be part of the occasion

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y a D s t or Sp 2025

Felsted School’s Sports Day is a lively and muchanticipated event for students from Year 9 to Year 13.

This year it was held on Wednesday 2 July and it is always an event that brings everyone together in a spirit of friendly competition and celebration.

Students competed in a variety of athletic events, including javelin, discus, long jump, high jump, and several track races. Relays and the crowd-favourite tug of war added extra excitement to the day. As always, it was a chance for students to showcase their skills, cheer on their peers, and enjoy the outdoors. Sports Day was a fun, energetic way to close the school year on a high.

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The Seven Foundations of a Felsted Education

PHOTOS ABOVE (CLOCKWISE FROM TOP LEFT): Sports Day is a display of a wide range of athletic disciplines like javelin; Maxime G and Felix S having fun on the sidelines; Ready to go on their marks; The support of housemates plays a very important role in victory in the Tug of War competition; Everybody, like Kiki F in the photo, takes Tug of War very seriously!

RIGHT: After 2 weeks of almost tropical temperatures, the weather gave us a break but it takes more than a bit of rain to ruin the spirit of Sports Day BELOW: A view of Prysties during the Tug of War OPPOSITE: LEFT: Tylan M, Yr 9, showing off his speed at the junior relay race RIGHT: With their shouts of encouragement, drivers harmonize the team’s joint traction power and help teammates to keep going in this tough competition, as is the case with Mont’s boys in the photo

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Farewell to Heads of School On 3 July, during the U6 Speech Day and Prize Giving ceremony, tribute was paid to all members of the School Prefects body and, in particular, the Heads of School Olivia Rees and Tawana Chuma, who gave a heartfelt speech at the end of the event.

Early in the year, when they were appointed Head Boy and Head Girl, they introduced themselves to the Felsted Community with the following letter: “We would like to talk to you about a few of our aims and hopes for the year ahead. With a large Prefect body our main aim is to lead by example, embodying all the expectations that the school already upholds, making ourselves known to all the pupils and being positive role models around the school.

be shared with us. In the meantime, feel free to talk with house staff or one of us about any ideas you may have.

In addition to academics, we acknowledge the significance of extracurricular activities within Felsted. Sports, arts, drama and other co-curricular activities improve physical and creative abilities and develop crucial life skills such as teamwork, discipline and perseverance.

As Heads of School it is important to us that we keep and further our connections with charities and other communities so that we can learn and keep educated on what is going on outside of Felsted, whilst also furthering our connections with the Prep School, becoming more collaborative.

As said before, there are a large number of prefects. With this in mind we hope to demonstrate how diversity and collaboration within a year group inspires many great ideas that can then also be pursued. We want to keep all the students involved and informed with all the great decisions that the prefect team comes up with.

We recognise that you might be sitting here thinking about some ideas or things you would like to change or improve at Felsted as well. The prefect body is there to be a voice for you as well, meaning that any ideas that are mentioned to us we will listen to. We hope to organise more opportunities where your ideas can

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students. This peer-to-peer learning environment will not only improve academic performance but also promote a strong sense of community and mutual support throughout the school.

We understand the importance of creating a safe and supportive environment within our school community. We will ensure that everyone feels valued and heard, recognising that we are unique and have different talents, interests and aspirations. By fostering an inclusive and supportive environment, we believe we can bring out the best in each other.

As Heads of School, our vision is to create a connection between the senior and prep schools by organising and participating in some joint activities.

Additionally, we plan on implementing a tutoring system where senior students can mentor and support younger

We will collaborate with the coaches and club leaders to organise workshops and activities that cater to our diverse interests and talents. Through these activities, our goal is to inspire you all to find and develop your own interests.

We are looking forward to serving alongside all of you. If you have any questions or suggestions, please feel free to reach out and talk to either of us.”

Reflecting on their early words, it is clear that both Olivia and Tawana have been excellent role models for all students at Felsted and we want to thank them for their hard work and dedication, and wish them all the best in their future endeavours.

Garde Ta Foy!

Felsted School, Essex CM6 3LL 01371 822600 www.felsted.org