“The object of The Corporation shall be to provide at the School an education of the highest class.”
Royal
These fine young people have set a wonderful example to their younger peers through their determination, hard work and outstanding commitment to making the most of every opportunity.
Sarah Kerr-Dineen, HeadThe aim of The Review is to take the School’s strategic objectives in turn and give tangible insight into how Oundle has provided an education of the highest class during the preceding academic year. It is also an opportunity to look forward and bear witness to the outstanding contributions of both current and departing pupils, all of whom make their mark on the School for the benefit of future generations.
It affords the Governing Body great pleasure to reflect on a year full of achievements and opportunities, from the inaugural Oundle Concert in the Amaryllis Fleming Concert Hall at the Royal College of Music to excellence on the sports fields and in public examinations halls. 17 pupils took up their offers to Oxbridge, and as I write, 18 Oundelians have secured theirs for 2024 entry. It is a distinctive characteristic of an Oundle education that these university offers, and indeed all those highlighted in The Review, reflect interests and abilities across the broad spectrum of both liberal arts and scientific disciplines.
As we continue to charter uncertain political times and a challenging economic climate, it is essential that our long-term planning and strategic vision serve to ensure the future health of the School. Pupil numbers remain strong and Project 24 bears witness to our continued commitment to a modern full boarding ethos, alongside our determination to ensure this environment offers unparalleled provision for our day pupils. The integrity of our admissions standards, coupled with our ambitious approach to opportunity and steadfast commitment to academic excellence remain valuable safeguards of the School’s reputation.
As my tenure as Chairman comes to a close after seven fulfilling years, I extend my best wishes to my successor, Tim Coleridge, who will assume the role this August. On behalf of the Governing Body, I express heartfelt gratitude to all the staff and supporters of Oundle, whose unwavering dedication continues to shape the School’s legacy. We embrace the future with optimism.
Mr Robert Ringrose Chairman of the Governing Body
“As my tenure as Chairman comes to a close after seven fulfilling years, I extend my best wishes to my successor, Tim Coleridge, who will assume the role this August.”
“Oundle is not a school that generates a particular type, or that forces round pegs into square holes. People are allowed to be whomever they wish, in whatever way they please.”
For me, the most important thing ultimately is people, and it is the collective people of Oundle School I would like to focus on, with all of their absurdities, contradictions and complications.
Everyone at Oundle is interesting, unique and cool –yes, everyone is extremely cool. By that, I don’t mean that everyone is fashionable, hip and rebellious but that everyone has a style and character which are unique and worth admiring. Admittedly, none of us are great to be around all the time. People have their bad days but if you are willing to focus on the good and try to understand and forgive, you will know more of the joy that being around the people of Oundle gives you.
The reason everyone at Oundle is so cool is that the School lets people be. I don’t mean that it lets us put our feet up and ignores us, indeed quite the opposite: Oundle tries to instil discipline and hard work, important qualities for our life ahead. Our tutors and teachers take a very active interest in our successes and failures. They do not, however, press people into a mould. Oundle is not a school that generates a particular type, or that forces round pegs into square holes. People are allowed to be whomever they wish, in whatever way they please. I am very grateful for this, as it isn’t true of every school and is why Oundle is so special.
The thing I will miss the most is being surrounded by people, each of whom is worth knowing. I hope that after I leave, I can find people who are just as comfortable with being as they are here.
Theo Turner (Sc 23) Head of School 2022 - 2023
“Oundle as a school, a town, and most importantly a community, has an inescapable warmth and spirit.”
Whether you started your Oundle journey at four years-old in Laxton Junior School or have joined us for Sixth Form, I’m sure you will agree that Oundle as a school, a town, and most importantly a community, has an inescapable warmth and spirit.
It is hard to select my favourite moments but some of my highlights have undoubtedly been playing amongst fierce and spirited girls in the Thommy Purbrook rugby match, enjoying the dulcet tones of my housemates in extravagant House shouts, and our field trips to various interesting places – not to mention all the pre-match singing on the bus on the way to fixtures. It is these moments that truly make our Oundle career so special.
It would, of course, be wrong of me not to point out the daily hard work of the teachers who encourage and provoke our young minds. I distinctly remember my father asking me why I wanted to study the ‘dead’ classical world and I quickly answered, ‘have you met the teachers?’ As for the leavers amongst us, I couldn’t be more grateful for your company. Whether I met you this year or fourteen years ago, my Oundle experience has been filled with laughter thanks to you all. I have no doubt that not too far from now, upon hearing a name, I’ll say proudly: ‘No way! I went to school with them!’
Hannah Boyle (L 23) Head of School 2022 - 2023
“Oundle is often described as highly academic but we are no hot house. Our pupils want to succeed but equally they take things in their stride and enjoy academic study for what it is rather than feeling pressured to perform.”
Dr Adam Baragwanath, Deputy Head AcademicIt is easy to forget the unfathomable disruption the pandemic wrought on our young people’s lives and educational experiences. For the 2023 cohorts, our Upper Sixth pupils were denied the opportunity to sit formal (I)GCSE examinations, while our Fifth Form cohort ended their time in prep school under lockdown. They subsequently began their time at Oundle in Covid ‘bubbles’, therefore missing out on the immeasurable learning opportunities gained from integration with older peers.
With the backdrop of Ofqual seeking to use the 2023 exam series to re-establish pre-pandemic grade distributions, and daily headlines throughout the entirety of August predicting a significant fall in top grades, it is fair to say that the results days were met with a large degree of trepidation.
Particularly given this challenging context, the results achieved by Oundle pupils in the 2023 exams were hard-earned successes, with results at A level topping those of 2019 by a number of measures. (I)GCSE results were higher than predictions and held weight with pre-pandemic norms. They stand as a testament to the dedicated efforts of our pupils and the unwavering support and belief offered by our staff.
The EPQ offers ambitious A level pupils a unique opportunity to explore their passions in depth, hone critical independent research skills, and distinguish themselves in the university application process.
Project titles this year included:
• What is an appropriate design for a spatially sustainable town home in modern Britain?
• Is a tax on anthropogenic carbon emissions a viable way to limit global warming to 1.5°C?
• To what extent are conservation strategies effective in resolving human-lion conflict in Kenya?
75
Lower Sixth pupils completed the EPQ with 67% achieving A*/A grades.
The Life of Learning programme continues to stimulate the pupil body through the Assembly programme and Colloquium sessions for Academic Scholars. Assemblies offer an aspirational or topical educational message and this year placed emphasis on creative and, at times contrarian, thinking. Aspects included investing in the equity market and exploring different perspectives on the value or threat of AI.
Colloquium sessions for Academic Scholars extend beyond classroom material, often being interdisciplinary, and involve problem-solving or presentation tasks. Recent additions include sessions on George Orwell’s relevance in the current political climate and presentations by Lower Sixth pupils on the STEM topics of Epigenetics, Relativity and Neuroscience. Lower Sixth Scholars are divided into STEM and Liberal Arts cohorts, each with distinct programmes for specialisation and intellectual depth.
Fuelling intellectual wanderlust, Trivium is a unique programme for Third Form. Over the year, pupils enjoyed a rotation of teachers and specialisms, allowing them to indulge in a variety of topics from protest songs to Italian Cinema; Arabic Culture to Responsible Tourism; Chinese Architecture to the Olympic Games. Each topic unveils a new lens through which to view the world and the year culminated in the annual Connections Projects Evening, a chance for pupils to showcase their most creative work.
“I really enjoyed the emphasis on debate, it made you really think deeply about developing an argument and trying to sustain it.”
97 Lower Sixth pupils opted for one of 11 rigorous and intellectually challenging Quadrivium courses. Ranging from Strategy and Geopolitics to The History of Chemical Experimentation, and from The Suspension of Disbelief in Modern European Literature to Spiritual and Cultural Identities within the English Church, each bespoke course was designed by an individual member of staff with research interests outside their subject’s main curriculum. The level of engagement across courses was exceptional this year with many superb essays submitted and much impressive practical work carried out.
In Lent Term, pupils took their learning outside the classroom with an onsite ‘Whodunnit’ workshop. With an unexplained death, a gallery of suspects, and a maze of clues (including some cunning diversions), our Third Form became junior detectives. Assisted by a real-life pathologist and detective, they honed their observation skills, pieced together evidence and unravelled the truth. Hercule Poirot has nothing on the collective deductive skills of the Third Form!
Notable speakers included Dick Moore, who shared his personal journey of coping with the loss of his son to suicide while offering insights on navigating life’s difficult moments and Major Hugo Willis, who delivered our annual Remembrance Lecture, exploring Remembrance through the lens of the Afghanistan war.
Poppy Price (Sn) won the regional heat of the ARTiculation Prize 2023, progressing to the Regional Final with her presentation on Don McCullin’s photograph “A homeless drunk man on Brick Lane 1971”.
• Caleb Jelf (L) was awarded the prestigious Nicholson Engineering Award.
• Aidan Wong (G) and William Barbour (L) came in the top 9% of all entries in the UK Chemistry Olympiad.
• Priyanka Menon (L) won the Cromwell Association’s 2022 essay prize – the first female pupil to win for several years.
• Henrietta Newble (N) and Monty Drewett (L) were awarded National Arkwright Engineering Scholarships.
• Ed Dunning (B), William Caskey (L) and Mohamed Fadhul (Ldr) were awarded Gold certificates in the British Physics Olympiad. Ed and Will were in the top 7% of the country.
• 18 pupils were awarded Arts Exhibitions for contributions to the intellectual and cultural life of the School beyond the limits of exam syllabuses and any Scholarship Awards already held.
• Edison Wang (Sc) and William Barbour (L) were awarded Gold certificates in the UK Biology Olympiad, coming in the top 5% of participants nationwide.
• Gorngris Kositsakul (G) won a competitive place on a Summer School ‘High School Entrepreneurship’ at UC Berkeley.
Sam Cates (G) was awarded a Certificate of Distinction in round 2 of the United Kingdom Linguistics Olympiad, placing him in the top 22 competitors in the country.
Max Yao (C) was recognised as one of the country's highest performers in OCR’s 2023 GCSE Art and Design Fine Art exam.
• Sophie Bourne (L) was awarded ‘Best Speaker’ in the ESU Churchill competition.
• Mingyu Du (StA) and Oscar Kuang (Sc) were successful in the prestigious international John Locke Institute 2022 Essay Prize Awards in the Economics category.
■ William Caskey (L), Livy Jong (K) and George Fothergill (B) reached the Regional Finals of the prestigious ESU Mace competition.
■ Sam Cates (G) and Ethan Daugherty (Ldr) reached the amateur final of the Nottingham Union competition.
■ Eva Morgan (D) and Iona Morgan (D) reached the Oxford Union finals.
■ William Caskey (L) and Livy Jong (K) achieved some of the highest speaker scores in the Cambridge Union competition.
Being a Scholar at Oundle School is a prestigious and rewarding experience that goes beyond excellence in a chosen field. It is about being recognised for your potential, having access to unique opportunities, becoming a leader within the School community and benefitting from a close-knit community of like-minded peers who share the same interests and ambitions.
All Scholarships are won in open competition and can be underpinned by bursary assistance should financial circumstances require it. Children develop at different rates, meriting recognition at the appropriate time, and therefore we offer Scholarships both upon entry and throughout a pupil’s career at Oundle.
The national circumstances surrounding university applications and entrance in 2023 were a complex mix of factors. The number of applications to UK universities through UCAS was the second highest on record, driven by the growing popularly of higher education and increased deferrals from previous pandemic years. Against this backdrop pupils faced high levels of competition, particularly for the most popular courses and universities. We were delighted to see our pupils progress to a wide range of excellent destinations as they embarked on the next exciting step in their lives.
223 Applicants
Pupils applied to
91 different universities.
149 pupils took up a place at a Russell Group university.
The most popular university destinations were Durham, Bristol, Bath, Oxford, Exeter and Newcastle.
195 Upper Sixth 28 OOs
60 offers included the EPQ, up from 39 last year, reducing the typical offer by one grade if an A was achieved.
162 (73%) of pupils secured their firm choice university.
Business courses (inc accounting, agri-business and media)
21 pupils accepted places at overseas universities, including in Canada, Ireland, Spain, Germany, Hong Kong and Australia In the USA, destinations included Dartmouth, UPenn, UVirginia, Northeastern and Emory.
Durham 27
Bristol 18
Oxford 14
Exeter 13
Newcastle 13
UCL 9 KCL 8
North West 8
Manchester 4
Keele 1
Liverpool 1
Chester 1
Lancaster 1
West Midlands 3
Warwick 2
Coventry 1
Wales 6
Cardiff 3
Aberystwyth 1
Cardiff Met 1
Swansea 1
South West 48
Bath Spa 1
UWE 1
Bristol 18
Bath 15
Exeter 13
Edinburgh 7
Scotland 10
Edinburgh 7
Aberdeen 1
Glasgow 2
North East 40
Durham 27
Newcastle 13
18
Oundelians received Oxbridge offers in the 2024 round of university applications.
Yorkshire and the Humber 13
Leeds 6
York 4
Leeds Beckett 1
Leeds Conservatoire 1
Sheffield 1
East Midlands 12
Loughborough 8
Nottingham 3
Lincoln 1
East of England 7
UEA 4
Cambridge 3
London 28
UCL 9
KCL 8
Imperial 6
LSE 3
SOAS 2
South East 33
Oxford 14
Oxford Brookes 10
Reading 4
Surrey 2
BIMM 1
Hertfordshire 1
Southampton 1
Oundle's teaching body is made up of professionals who care deeply about their craft. This edition we feature an interview with Morwenna Chapman, Director of Teaching and Professional Development.
What is your role?
My role is to support teachers to develop their practice using evidence-informed approaches which positively impact pupils’ experiences and outcomes. No matter what stage of their career a teacher is at, there is always something new to be learnt and the privilege of observing others regularly leads me to evolve my own practice. Teaching is both an art and a science. It requires knowledge, expertise and research, which is why professional development is so important. Equally it involves creativity, skill and intuition, which is why maintaining teacher autonomy is also crucial. Finding that balance is essential to engaging and motivating pupils. My role is to support teachers with a broad range of opportunities for discussion and to enable meaningful debates about academic research and pedagogy so that we can all remain reflective and ambitious.
What is the impact on learning?
We want Oundelians to have a broad and deep range of knowledge that they’re able to take into their future lives: to be able to converse, to engage in debates at university and to be genuinely interesting and interested people. This requires a genuine, nurtured interest in learning for learning’s sake which facilitates a more effective application of knowledge. Our responsibility is to ensure our pupils are able to learn independently in the most efficient way possible. Recently for example,
Morwenna Chapman, Director of Teaching and Professional Development
we have made a concerted drive to embed retrieval practice, the art of drawing information from your long-term memory, into the lives of our pupils. Most pupils can be successful in a test by cramming the night before, but when it comes to an intense period of public examinations, not only does this prove more difficult to sustain but it really only benefits the results, not the pupil’s long-term learning.
Why is continued professional development so important?
We’re professionally trained. As a profession, we need to be continuing to develop our practice in the same way that doctors and nurses continue to train throughout their working lives. It is important to feel that we’re not the same teachers that we were last year. There is great satisfaction to be had in trying something new and seeing the impact that it has on pupils’ progress. The pupils we have today are different from the pupils that we had ten years ago, or ten years before that, because the environment that each cohort grows up in changes in terms of cultural, social, economic and political context. Developments in technology, such as AI for example, give us pause for thought in reflecting on how we refine our practice. We need to be able to evolve with the times in a considered manner, with a mind always to consistency and quality.
Why is autonomy in the classroom important?
Oundle pupils experience a range of different teaching styles and study a broad curriculum. Our teachers love their subject and have the autonomy to teach in a style that best suits the children in front of them. We are open minded: we share lots of knowledge about different methods and pedagogy and we observe each other regularly, which often fascinates the pupils. They will ask "why is x/y/z teacher here" and then they start to appreciate the role-modelling of learning that they’re seeing. We want to develop as teachers, and I think that inspires pupils to realise that there is always room for refinement, no matter what stage you are in your life. Each year, we have 15-20 new teachers to join us, with different degrees of experience from various types of schools. All of them will comment on how positive the staff body here is, how supported they feel, how much they’re enjoying the breadth of experiences that they’re having and how wonderful our pupils are.
Finally, can you share any upcoming plans?
Teachers at Oundle are really busy people. The nature of being a boarding school means we are here for the pupils across the seven-day week: on the sport pitches, in the Houses, in the classroom, running electives and societies and ensuring we are being tutors as well as teachers. We continue to develop a menu of professional development (PD) opportunities, from Teach Meets and Bite-size PD Sessions to Book Club. We are also currently developing our new teaching and learning podcast, which can be listened to while driving home or walking the dog: more information to come in due course!
Our co-curricular programme stands as testament to the School’s commitment to deliver a broad education that fosters not just academic excellence, but also well-rounded, engaged individuals prepared for the challenges and opportunities of the world.
There are three main strands running through the co-curriculum: leadership and adventure; creativity and culture; and service to others.
172 Bronze participants
T52 Silver participants
he Duke of Edinburgh's Award continues to thrive, cementing our position as the largest DofE Centre in the Central England Region. A new practice expedition model puts the focus on training, with pupils having the chance to learn and develop their navigational skills in the relevant terrain, under the instruction and guidance of a staff leader, before putting their skills to use for themselves. This model of a training/practice expedition has proven hugely successful, with the pupils showing significant development in their skills from the beginning to the end of the expedition.
54 Gold participants
14 Oundelians were invited to Buckingham Palace Garden in May for the Duke of Edinburgh’s Gold Award celebrations.
From stomp rocket darts to sunrise strolls with dinosaurs, the charitable heart of Oundelians is as strong as ever, with the majority of fundraising activities organised by the pupils themselves.
The annual Charities’ Fair raised £1834
A mixed hockey match in aid of the Marafiki Trust raised over £1500.
The annual Thommy Purbrook rugby match raised £1706 for the endowment fund established by Thommy’s parents. This fund supports children to take full advantage of the opportunities that Oundle has to offer.
Aidan Wong (G) swam determinedly for the Turkey-Syrian earthquake appeal and Georgina Lo (N) and Bea Salmon (W) championed 'Hope into Action', housing a refugee family in the local area.
Thanks to superb organisation by Lower Sixth Form pupils in Wyatt and New House, dinosaurs walked around Oundle in a 'dawn dressup' for JDRF diabetes research, raising an impressive £6388.
The Combined Cadet Force (CCF) programme has embraced a packed schedule of activities and opportunities for cadets of all ages and interests. We remain the largest school CCF in the country. Wednesday afternoon training sessions, led by our capable Sixth Form cadets, have provided a vital platform for honing leadership skills and fostering teamwork. Away from School, our cadets have tackled every challenge with dedication and enthusiasm.
■ After a two-year hiatus, the annual ski trip returned, providing a perfect blend of adrenaline and camaraderie in Siviez.
■ Field Weekends have tested cadets in diverse environments, from scaling the peaks of the Peak District to exploring the vast expanse of Thetford Training Area
■ Successful Army and RAF Summer Camps took place, while Royal Navy Cadets participated in the Britannia Royal Navy College Summer Camp
■ A team of our Lower Sixth braved the unforgiving terrain of the Brecon Beacons in the prestigious national competition, the Cambrian Patrol.
■ Fourth Formers embarked on a poignant journey to the battlefields of the Somme
■ Crosby House was victorious in the newly designed March and Shoot Competition.
The Inspecting Officer at the Annual Inspection Parade was Air Commodore Andrew Hine. He presented the Major David Dew Memorial Cup for commitment to the CCF to William Barbour (L) and the David Hicks Prize for outstanding leadership and service to the CCF to Jude Sale (StA).
The CCF Marching Band performed to the crowds at Franklin’s Gardens, led the Queen’s Platinum Jubilee parade and delivered a moving performance at our memorial service for Her Majesty The Queen.
Congratulations to our CCF Contingent Commander, Andrew Mansergh, who was promoted from the rank of Major to Lieutenant Colonel at the start of 2023.
Following 14 years of Regular Service with the Royal Marines, Andrew joined Oundle as CCF Contingent Commander in 2013, heading up the largest single organisation in the School.
The opportunities presented to our cadets are thanks to the actions of many, but all take place as a result of Andrew’s leadership, energy, vision and constant commitment.
Our focus remains on enhancing the whole School sporting experience, maintaining equitable opportunities for boys and girls and striving for continued success. Support of our most talented athletes and teams also remains undiminished.
■ The biggest OO sport weekend to date saw the School win back the Spragg Trophy
■ Basketball continues to grow in popularity, with a girls’ team being fielded for the first time.
■ 1st XI boys’ hockey recorded a 60% win ratio, enjoying an excellent run in the School National Knockout Cup
■ Three boys’ squads and one girls’ squad competed at the Rosslyn Park 7s tournament; the 1st VII Boys and U14 Boys qualified for the knockout rounds.
■ Tennis enjoyed a 62% win ratio and cricket 57% in the Summer Term with live-streamed girls’ and boys’ cricket captivating the School community.
■ Performance and competitive swim programmes saw School records tumble and success achieved at the Bath and Otter Cups and Whitgift Cup.
Football enjoyed a 60% win ratio across 70 games. Two girls’ squads now play regular fixtures, and the boys’ 1st and 2nd XI dominated their respective ISFA Mercian Leagues.
■ The Oundle Boat Club enjoyed success at the Isle of Ely Head Race with a 1st and 5th place for two J16 in the Men’s Coxed Four Open Category, beating older competition. The J17 girls’ quad achieved third place. The girls’ J18 squad comfortably won the B2 event at the Newark Head.
The U15 netball team won their county cup competition.
3rd Form
98%
4th Form
93%
5th Form 87%
Lower Sixth 78%
Upper Sixth 79%
Girls’ hockey and boys’ rugby started the year with successful pre-seasons; 22 teams played across each sport with 120 matches and 200 matches respectively.
■5 girls were selected for the England Hockey Talent Academy
■1 girl was selected for the U18 Loughborough Lightning rugby
■5 boys were selected for the Northampton Saints Elite Academy and 10 for their Developing Player Programme.
■5 pupils represented Northamptonshire in the English Schools National Championships
■1 boy was selected for National Lambs rugby
■1 boy was selected for the U16 Scottish Exiles Rugby Performance Pathway.
■15 players were selected in the Northants County Cricket Pathway and 3 on the Emerging Players Programme.
■1 boy represented U14 Yorkshire County Cricket
■1 girl was selected for the Loughborough Lightning Netball Player Performance Pathway and 5 for their Netball Academy Hub
■ U18 England Rugby: Billy Pasco (F)
■ Great Britain Equestrian U18 Concours de Dressage International: Eliza Ireson (L)
■ Youth GB Children on Horses Youth Nations Cup: Sienna Lanni (L)
■ U17 Pentathlon GB: Joseph Pickering (L)
■ English Schools Athletics Championships: Nwando Ifeacho (W) Selorm Agroh (C)
In May, the Prep Schools’ Triathlon welcomed over 900 Year 3 - Year 8 pupils to Oundle, with the event raising over £88k for charity.
The golf squad reached the HMC area final, fuelled by the opening of new OO-supported golf simulators
■First and Second Form embarked on a successful sports tour to Jersey
■Oundle hosted the Regional and National Schools England Netball finals, alongside multiple regional and national Fives Championships
■Several pupil-led events took place across the year, including a charity hockey match, a 24-hour swim, a 24-hour row, a charity weightlifting competition and the annual Thommy Purbrook memorial match
■Partnership links with Northampton Saints Rugby, Northants Cricket and the England Hockey Talent Academy Pathway all enhance our Sport Scholarship and dedicated athlete programme offering.
In summer 2023, our boys’ rugby and girls’ hockey teams embarked on an unforgettable tour to South Africa. Fantastically competitive matches in Cape Town, Pretoria and Johannesburg formed the foundation of the trip, which also included mountaintop ziplining, a sobering trip to Robben Island, views from the top of Table Mountain, Boulders Beach’s famous penguins and shark diving and whale watching at Hermanus. Pupils spent time with the Winnie Mabaso Foundation, learning about its incredible work, and the tour was rounded off with a safari at a bush lodge.
ReLoaded: Introducing has become a popular evening for our brilliant bands to try new material.
Oundle School’s Music Department continues to be a vibrant hub for young musicians, boasting an impressive 940 pupils learning instruments, 52 committed and enthusiastic music teachers and a calendar brimming with performances, competitions and events. Within the walls of Gascoigne, musical talent flourishes at every level; from the tentative steps of a beginner to the refined artistry of a seasoned scholar.
■ Congratulations to all Hepburn participants, notably Arun Burman-Roy (L) who won the Bateman Cup, Marcus Ho (StA) who was runner up, and Max Ren (Ldr) who was Hepburn winner.
■ Congratulations to Max Ren (Ldr) who secured an Organ Scholarship to University College, Oxford.
House Part Song remains a highlight of the musical calendar, this year narrowly won by Wyatt, while Sanderson won the House Song and Sidney best boys. Kirkeby scooped the overall win.
■ Summer provided many wonderful music-making opportunities: May Madrigals atop Cloisters; the Summer Concert, the Music Theatre Competition and the delightful Music into a Summer’s Evening
■ Choral focuses included music provision for every Sunday and a Choral Evensong at Girton College Cambridge. Schola Cantorum combined a performance with the Peterborough Cathedral Choir and Youth Choir for an Evensong in the beautiful Peterborough Cathedral.
OSCAR Radio is more than just a School radio station. It is a vibrant hub where pupils hone their skills, get creative, and entertain the community. This year saw a surge of updates and exciting new projects including a revamp of the OSCAR website and logo. Visit the link to explore the diverse content from Desert Island Discs to live debates from the Debating Society, Live Lounge Takeovers and the ever popular Scrum and Bass!
https://www.oscar-radio.org/
Our full, 90 pupil-strong Marching Band provided exceptional performances at our coronation celebrations, on Remembrance Sunday, at Franklin’s Gardens and at Pass Out Parade.
150+ music events
170 practical music exams including 33 Grade 8s, and 8 diplomas
The Jazz Bands were on fire with their unleashing of four Jazz Concerts.
A year of collaboration between the department and the prestigious Royal College of Music culminated in a magical performance at London’s Amaryllis Fleming Concert Hall. 180 pupils, nurtured through workshops and masterclasses, shared the stage with RCM musicians, creating an unforgettable evening of music.
The concert began with a flourish with Max Ren (Ldr) conducting the Chamber Orchestra. Following Pavel Fischer’s Moravian Folk Dance with RCM’s Emma Purslow, and Britten’s Frolicsome Finale, Marcus (StA) was the soloist in the Saxophone Concerto. To close the first half, the Chapel Choir took to the stage. The Symphony Orchestra opened the second half, followed by an Organ Symphony. The Drumming Corps and the Wind Orchestra marked a shift in gear before the evening was rounded off with some jazz classics performed by OSJO1. It was an evening testament to the transformative power of music.
Kirkeby House: Men on Boats by Jaclyn Backhaus, directed by Jenny Lin (L6) and Arya Samrai (L6).
Visitors to the Stahl have been treated to a splendid array of work this season, from Russian naturalism to science fiction, and from absurdist comedy to Shakespeare. Audience figures have been strong across School, House and professional productions.
Professional work continues to be an important feature of the Stahl programme, significantly adding to the local arts scene and allowing pupils to experience professional theatre productions on our doorstep.
■ An enthusiastic 24-strong cast of First and Second Form pupils performed The Phantom Tollbooth by Susan Nanus.
■ School House performed Welcome Home, Captain Fox, directed by Kit Chatterton (L6).
■ Success by Nick Drake was performed by Third to Fifth Form pupils.
With a revamped foyer, the introduction of energy-efficient LED lighting, a meticulously refurbished auditorium and notable workshop enhancements, the Stahl now provides an enhanced experience for its audiences as well as a professional setting where pupils can excel in both performance and in the technical aspects of theatre.
A fresh, 50s set version of A Midsummer Night’s Dream concluded the School season.
The National Youth Theatre and the National Youth Music Theatre are two highly prestigious theatrical institutions, attracting applications from thousands of young people from across the country each year. We were thrilled that two of our Drama Scholars auditioned successfully. Sam Pegge (C) performed in the NYMT's When I Grow Up concert in London, whilst Kitty Charlton (K) took part in a two week Intake Course with the NYT over the summer. Congratulations to them both.
Laundimer House: Agatha Christie’s Witness for the Prosecution, directed by Max Ren (U6).Every year, pupils give their thoughts and feedback across all walks of School life. Results are compared year on year, shaping strategic planning and areas for focus. They are shared with pupils through a series of Assemblies with the Head as well as through key initiatives led by individual staff.
Enjoyment of School and feeling safe
Feeling that pupil opinions are valued and listened to
Knowing where to go for emotional support
The most positive responses include
Responses showing increased satisfaction include
Being encouraged to be independent
Being given individual help by teachers when needed
Being known and supported by their Tutor
Being able to develop new interests and pursue chosen areas
Being given the chance to take responsibility
Kindness and care for each other amongst pupil body
Inclusivity as a community Catering across the Houses
Trust in staff when help is needed
Appreciation for their Tutor
In today’s complex world, where the journey through adolescence can be challenging, conversations around mental health are more important than ever. We spoke with Natalie Jarvis, our Mental Health Lead, who shared her insights into the work of the Emotional Wellbeing Team, and highlighted how important it is to create an environment of openness and collaboration when it comes to mental health and wellbeing.
What brought you to your role at Oundle?
I trained as a paediatric nurse and started my career in A&E, dealing with a broad range of cases. I quickly recognised that admissions relating to mental health issues were quite high and a significant proportion of these were young people. I learned a lot of skills through my masters in Child and Adolescent Mental Health and a decade of experience in the NHS CAMH service, however it was the sharp end of mental health and I wanted to do more at the early stages. I joined Oundle with a focus on preventative care, psychoeducation and pupil wellbeing.
What role does the Emotional Wellbeing Team play in supporting pupils?
We serve as a vital space for pupils to seek support for various challenges they face during adolescence. We provide one-on-one therapeutic talking support, addressing emotional needs, sometimes using craft and art as well. We also link with the Health Centre and Learning for Life programme, promoting health education and reducing stigmas around mental health. The idea is to get involved early and start the conversation.
Who makes up the Emotional Wellbeing Team?
The Emotional Wellbeing Team consists of myself, a School counsellor, Jo, and two therapeutic mentors, Denise and Anne. We believe in having a diversely trained team to cater to the unique needs of each child.
How are pupils introduced to the Emotional Wellbeing Team?
All new pupils visit the Clayton Rooms, where the team is based, upon joining Oundle. We want them to familiarise themselves with the space, creating positive associations. It’s a deliberate strategy to make them feel comfortable and welcome, and yes, there might be some free sweets involved! We want to engender positive associations so that if they do need support in the future, we are a known and friendly team.
"Our approach is proactive, focusing on mental health rather than just responding to mental ill health."
The physical environment sounds important. Can you share the thought behind it?
The environment plays a significant role in wellbeing. In the Clayton Rooms we aim to create a comforting and private space, away from the hustle and bustle. Soft furnishings, warm lighting, and artwork contribute to making it a sanctuary for exploring emotions. We’re not hidden away in an old cupboard somewhere and this sends an important message to pupils: your wellbeing matters and we place real importance in being open and supportive about that. Being above the Health Centre works brilliantly – body and mind care in one building! How does the self-referral system work?
The self-referral system empowers pupils, although they can also, of course, be referred by a Tutor, Matron, or other trusted members of staff. We really want pupils to feel comfortable taking charge of their wellbeing by reaching out when they feel the need. The confidentiality of these sessions is a priority, creating a safe environment for open and honest discussions. The balance around this bit can be tricky – of course we will intervene if we feel a pupil is at risk – but otherwise, we maintain confidentiality until they feel ready to share more.
Finally, how does the Emotional Wellbeing Team fit into Oundle’s broader approach to mental health and wellbeing?
Our approach is proactive, focusing on mental health rather than just responding to mental ill health, and providing tangible resources for navigating the complexities of adolescence. We foster a sense of community and shared responsibility for wellbeing, working closely with pupils, parents, School staff, the School nurses and GP as well as outside agencies, to ensure pupils have a broad support network. To make a real difference, it is essential that our approach to wellbeing is holistic.
Oundelians do. It is part of what makes them special and what marks them out in later life. In the spotlight this edition are Electives, which take place on Tuesday and Thursday afternoons during ‘Vols’ time, generally between 5pm and 7pm. Pupils sign up for six-week courses and can choose either to keep trying new activities throughout the year or seek to hone a particular interest or skill. They can also use this time to pursue personal projects, such as vehicle restoration in the Patrick Engineering Centre or workshops in the Stahl Theatre.
■ Over 40+ Electives are available throughout the year, ranging from cultural and creative to intellectual, spiritual and physical.
■ No year of Electives is ever the same and pupil ideas are always welcome. Drone Racing, Jewellery Masterclasses, Fashion Textiles, Birdwatching, Astronomy, Golf Simulator sessions and Chemistry
Cosmetics: Bathsoaps and Bombs have all been added recently to the programme.
■ Senior pupils keen to share their passions can also lead Electives. Last year, under Rory MacPhee’s (B) expert disc jockey tuition, a keen group of pupils successfully DJed a whole set at The Berrystead disco.
■ ‘Vols’ time is also an opportunity for pupils to drop into academic departments across the School for one-to-one academic advice and support.
“I was initially considering reading Law as a degree and was looking for ways in which to enhance my personal statement. Mrs Byatt suggested running an Elective and so I introduced ‘Crime and Law’, roping in some friends to help. It was a brilliant experience: we designed a murder mystery challenge based around a specific case and tasked pupils with a variety of roles from barrister and defendant to judge and jury. I had to research all the elements of law in order to run the Elective, which really helped my own development. I Iearnt lots about managing different people across different age groups and also had to practise my public speaking skills which supported my Theatre Studies A level. The pupils really enjoyed it as something totally different to their normal School life and I found it really rewarding to see them blossom.”
Khayali Kanabar (Sr)“Art, especially ceramics, has always been a hobby of mine. I find working with clay and glazes really relaxing and through running an Elective, I can share my passion with pupils and get to know them in a different environment. From their point of view, I think they find it interesting to see that a Maths teacher does actually have a creative side! This year we started off with our younger pupils making ceramic tiles and using coloured glazes to create Madala patterns, requiring a compass, ruler and protractor – thus intermingling the mathematics within art. With the older pupils, we make coil pots, vases and mugs – or at least we try to! An Elective isn’t about being brilliant at something, it’s about having a go and trying something new – maybe even just sparking an interest which may stay with them for life.”
Ally Strachan, Teacher of MathematicsTO BE ASSOCIATED WITH THE VERY BEST OF 21ST CENTURY BOARDING AND DAY EDUCATION
Agyemang
Nowhere is immune to instances of discrimination. As a School community, it is how we respond to these incidents and foster an inclusive culture which are the true measure of who we are and what we stand for. For this edition of The Review, we had the pleasure of speaking with Mirabel and Elijah, who have been instrumental in developing ‘Open Space’, a sanctuary for candid conversations that is playing a pivotal role in promoting inclusion through dialogue.
Open Space was born from an appreciation that some pupils, particularly those in younger years, were struggling in moving from predominantly non-white areas to Oundle. “It’s often the challenge of articulating experiences that holds people back so we wanted to create a haven where we can share experiences and have open, unburdened conversations. Open Space is a place to get things off your chest and chat stuff through,” says Mirabel.
Open Space is open to all year groups and pupils are able to drop in and out of sessions. “We meet weekly in Old Dryden and you can come to talk about your experiences or you can speak about things that are completely unrelated to race,” explains Elijah.
Central to the success of Open Space is its confidentiality but also the direct connection to the School’s Leadership Team. “We work closely with Mrs Watt, the Deputy Head. She deals with any disciplinary aspects, which means our roles can be more focussed on the social aspect. We aim to help empower others to address issues effectively while maintaining friendships and respect.”
Through open discussions, the group has grown in confidence and is cultivating a culture of respectful dialogue, transforming potentially divisive encounters into opportunities for understanding of different perspectives. “We call people in, not out,” shares Mirabel. “It’s important to initiate conversations that can encourage learning and empathy rather than simply saying something isn’t acceptable.”
“There’s definitely been a shift from a potentially more accusatory approach to a much kinder way of dealing with incidents," reflect Elijah and Mirabel.
"It’s rewarding but also healing, knowing that we’ve had a role to play in addressing and preventing issues arising. If we can help the whole School community have a greater appreciation of different perspectives and experiences and if we can give pupils more confidence through these sessions, that is satisfaction enough.”
"Open Space is a place to get things off your chest and chat stuff through."
Ah, Saturday night. An opportunity to catch up on your favourite boxset; invite friends round for a game of pool; go for a pint at the pub. Sound familiar? Well, it’s also how Saturday nights work here at Oundle, a seven-day-a-week boarding school. When I first made the move to boarding, I was rather cynical. What on earth would children do at school on Saturday nights and Sunday afternoons?
Six years on, I am a convert to full boarding, for three reasons:
The breadth and depth of opportunity
There are activities on offer almost round the clock. After lessons or sport, pupils can create art in paint studios or create music in one of the many orchestras and ensembles; stretch their minds in academic surgeries or stretch their legs at the gym; try out new skills in elective clubs or further old skills.
The friendships developed
Living with friends means our pupils can socialise within minutes of School commitments ending. Indeed, much of the socialising happens at weekends. Friendships are fostered over board games and sports matches; bonds are strengthened through baking and crafts; and camaraderie is created during House swaps and trips out. They won’t be best friends with everyone of course, but friendships developed here will last for life. And along the way they will learn to live alongside people different from them, developing tolerance and understanding of others.
The independence fostered
Being at School 24/7 means that our young people have to find ways of occupying themselves outside of the times activities are organised, and to balance downtime with being busy. Boarding school provides a great combination of support whilst encouraging independent organisation and planning. It really is the best of all worlds.
Dr Laura MacKenzie Housemaster
“I love the independence that boarding brings and all the extra opportunities outside of School hours.”
Poppy, Wyatt“Boarding for the first time this year was an incredible experience for me. The bonds that I have created are some of the best.”
Sophie, New House
“We do loads of activities as a House: a highlight for me is a House swim down at the river followed by a barbecue in the summer.”
Julian, Crosby
Boarding is a core part of our identity and our full boarding ethos ensures boarders and day pupils alike benefit from the wealth of opportunity offered across a seven-day week. But what makes living here as a boarder so special? We posed this question to pupils across various year groups and were struck by these key themes emerging time and time again.
Downtime with friends
There’s always time to relax and have fun with your friends, whether it’s playing games, watching movies, hanging out in cafes in town, going for a walk by the river, or just chatting in dorms.
Independence
Being a boarder helps you learn to manage your time, homework, laundry, and other everyday tasks. In turn, this helps you become more self-motivated, sufficient and above all, independent.
“As well as having a lot of fun, I have learnt about how to live with different people, to make compromises and to look after other people’s feelings.”
Toby, St Anthony
Building bonds and tolerance
Living, eating and sleeping together for five plus years creates incredibly strong bonds with your Housemates who become like family. Life-long friendships are made and you learn to compromise, respect others’ differences and develop empathy with people from different backgrounds and cultures.
House traditions and events
Each House has its own unique traditions and celebrations, from Secret Santa and Valentine roses to inter-House competitions and themed events. These (much lauded) experiences create lasting memories and strengthen the House bond.
House trips and experiences
House trips, such as watching a musical, a city daytrip, meals out, bowling, paintballing, activity days or just going to the cinema are great fun and bring you together socially as a House.
Inter-House competitions
These are instrumental in instilling a sense of pride in representing or supporting your House, creating friendly rivalries and adding a fun and competitive edge to School life.
Variety of opportunities
Being in School on evenings and weekends means innumerable opportunities beyond regular School hours. Whether it’s sport, House trips, clubs, electives, charity events, socials or access to departments and staff at weekends, you have every chance to explore your interests and discover new ones – there is something for everyone.
Christmas
A wonderful time to be a boarder apparently, with in-House awards, Secret Santa and numerous festive activities before heading off in different directions for Christmas. Almost every pupil we spoke to raved about House Christmas dinners!
“My favourite thing about boarding is the interaction with the whole House, such as playing football on a Sunday. It gets everyone involved, no matter your ability, and you always have a smile on your face at the end.”
William, Bramston
“One of the best things about boarding is not having much ‘alone time’ – you make such amazing, lifelong friends and there is always a happy atmosphere back at House.”
Ruby, SandersonThe Governing Body remains committed to offering value for money by ensuring efficiency and sound financial management, whilst securing its core objective of providing an education of the highest class.
Key to Oundle’s financial strength are income generation beyond fees and the growth of the Foundation’s endowment fund. Both remain priorities for the Governors and the Strategic Plan has highlighted areas where additional income might be gained. A sum equivalent to 8-9% of fee income is provisioned for bursaries and legacy scholarships to the families of children who would most benefit from an Oundle education. Financial assistance is planned to grow to 10% over the coming years.
The consolidated accounts for the year ending 31 July 2023 showed that the total funds held by the School are £134,835,000. The Governors have set a minimum level for liquid assets of £4,000,000 (defined as cash at bank and in hand and bonds with a maturity of less than one year), equivalent to six weeks’ expenditure, which has been achieved at the year-end. Liquid assets at 31 July 2023 were £9,929,000, meaning this target was exceeded. The need for day-to-day working capital is met by careful management of short-term liquid resources.
"Every effort is made to review operating costs and to ensure value for money. The aim is to limit as far as possible the growth in fees, whilst ensuring that standards are maintained and a small surplus generated to invest in the capital development programme."
In order to increase the limited sums ascribed from fee income to the School’s strategic development and to provide extra resources to set against ongoing operational costs, the School engages in further income generating activities. These activities complement the School’s wider objectives and are run by Oundle School Enterprises Ltd (OSEL), the trading arm of the School. All profit is directly gifted back to assist with bursaries and future developments.
Activities primarily include:
• Letting out accommodation and facilities, mostly during the school holidays
• Opening up Oundle School Sports Centre and sports facilities on a commercial basis.
* The Schools refers to both Oundle and Laxton Junior School ** This includes all income from School subsidiary companies
The Corporation of Oundle School comprises Oundle School and Laxton Junior School, as well as the separately governed Oundle School Foundation.
The performance of the Oundle School Enterprises Ltd (OSEL) contracts over the summer months confirms the industry’s return to pre-pandemic levels. The request for more capacity next year, along with approaches from other English as a Foreign Language (EFL) companies underlines the strength of the Summer Junior EFL market. We opened our doors in October and December in response to demand and ran successful Northants Saints rugby courses, along with an elite GB Triathlon group.
The large British English Olympics group was unable to fulfil its pre-pandemic commitments and did not come to Oundle in March, however clients and courses at Easter filled the gap and increased the scope of income with groups requesting repeat business. The summer holidays were busy with a successful residential Engineering Course run in conjunction with Swansea University and a new EFL company bringing record numbers. Further business development has seen a signing with Go4Locations, a location scouting company.
The Sports Centre exceeded its financial targets for the year, increasing its forecasted income to benefit the School’s costs for sport. Highlights include:
■ The launch of the Golf Simulator Suite in The Acre, an installation supported significantly by OO income, which has proved popular with the community and pupils alike.
■ We now have 759 Sports Centre members and teach 740 children in the Oundle Otters Swim School
■ The implementation of Swim Tag, My Zone, and InBody have been beneficial products aiding retention and income throughout the year.
■ The new Health and Wellness Suite provides physio and rehabilitation to pupils and also the commercial market.
■ The NHS “Activity On Referral” scheme resulted in an increase in demand for the Sports Centre.
This financial year has yet again served to demonstrate the tremendous commitment and support of Oundle’s community of OOs, parents, and friends. We received more than £1.42 million in gifts, including over £652,000 to support general bursaries and a further £660,940 in specific bursary funds. We are extremely grateful for the generosity of our supporters and the difference that they make to our pupils, both current and generations to come.
Looking ahead, we will be focussing our fundraising efforts on supporting the next stage of Project 24, an ambitious ten-year programme that will culminate in the creation of a new girls' boarding House in the heart of the town, which will facilitate the refurbishment of the whole boarding estate.
The new building is to be named after the trailblazing Head, David McMurray, who introduced co-education to Oundle. McMurray House will be a celebration of 35 years of co-education, as well as of boarding in its vision and design. The core aim of this project is to bring girls' boarding into the heart of Oundle town, by developing the site of the former Oundle Primary School. This will be transformational for our pupils and it is with deepest gratitude that we have already received a gift of £250,000 from a current parent towards this project.
Our aim is to provide an education of the highest quality and we believe we have a moral, social and educational responsibility to ensure that this is made available to as wide a range of children as possible. Our means-tested approach is underpinned by three pillars:
1. To make an Oundle education accessible to families whose income and assets would otherwise make this impossible
2. To work with youth charities and Multi-Academy Trusts to place children at Oundle, offering up to 100+%, where additional support and the funding of extras may be appropriate
3. To support current families if their financial circumstances change unexpectedly to the extent that they are no longer able to afford the fees to which they are committed.
We are proud to offer bursaries and encourage families to pursue this route should such support enable their child to come to, or remain at, Oundle. While a pupil must comfortably satisfy the academic entry requirements, bursaries are not dependent on scholastic merit. Priority is given to those who are likely to gain most from an Oundle education and who will contribute fully to the life of the School.
In the year ended 31 July 2023, the value of means-tested bursaries totalled £3.4m and represented 7.3% of gross fees.
Total Value: £3.4m
146 pupils received bursary funding across both Schools.
100% 33 pupils
81-99% 11 pupils Average 64%
51-80% 44 pupils
0-50% 58 pupils
75+ Pupils
50+ Pupils
25+ Pupils
0 Pupils
Oundle School’s pupil body composition in 2022 remained largely unchanged. Boarding and day pupils maintained their established balance, with approximately 75% and 25% of the total respectively.In 2022 enrolment increased slightly with a total of 839 boarders and 301 day pupils, a combined total of 1140. The gender ratio remained steady at 40:60 girls to boys. Oundle continues to attract boarders from across the UK and the globe, including 19% international pupils and a significant expatriate community.
OVERSEAS HOMES OF BOARDERS
Overseas countries 48
Foreign nationals 19%
Expatriates 7.5%
In 2022 we published Project 24, our tangible commitment to investing in those things that matter most to us and to securing the long-term security and success of the School for both current and future generations of Oundelians. The realisation of Project 24 over the coming years will steer our strategic development and enable us to maintain our vision of education in a changed and ever-changing world.
Sarah Kerr-Dineen, HeadThis year has seen the fruition of many aspects of Project 24. Scott House, our junior day House, has been extended while Laxton has been refurbished and divided into two separate but linked day Houses: Sadler and Laxton. Two Acre has been transformed into day dining space, enabling the day Houses to eat together as individual Houses. Graduated boarding has been introduced to The Berrystead, our junior boarding House, while Saturdays for our youngest pupils have been transformed through Omnia.
We are now applying for planning permission for McMurray House, a new girls’ boarding House, which will be located in the heart of Oundle town. The existing New House community will move into McMurray House once completed, enabling the commencement of a large refurbishment package of works across the whole boarding estate. We look forward to sharing more details with our community in due course.
A central stand of Project 24 is a commitment to enhance our day and boarding provision at 11+. Recognising the need for a more tailored experience for our youngest pupils, who can find a six-day week with Saturday lesson a little overwhelming, last year we embarked on a journey of consultation, research and planning. The outcome was Omnia, a distinctive programme crafted to provide academic enrichment and foster character traits through a unique, skillsfocused curriculum exclusive to Oundle.
Learn more about the exciting adventures that Omnia offers here.
Sustainability remains high on our agenda. This year saw us awarded Silver Accreditation by our partner, Investors in the Environment (iiE), and we are now working towards Green Accreditation. Key areas of focus this year included:
We now measure food-waste per kitchen and per dining room, right down to per pupil. We also measure the carbon impact of ingredients and meals, using the data to help pupils make informed decisions. We are gradually installing new meters to track electricity use building by building and are continuing to move to LEDs across the School site.
Each week, pupils and staff work together to recycle, repair and re-purpose uniform to prevent any item going to landfill. A new three-step approach means that all School uniform and sports kit can either be sold through the pre-loved uniform shop, donated to designated charities or shredded and recycled into insulation blocks if end of life.
Our porters’ delivery vehicles are now fully electric, with more to come across the School as we replace our older fleet.
“Witnessing the worsening effects of climate change and being aware of the constant influx of news regarding endangered species made us want to do something for the environment. By joining the Green Team, we could not only do our bit but also contribute to the School’s goal of becoming more environmentally friendly. We hope to spread awareness about environmental matters and decrease the school’s environmental impact, from small initiatives such as encouraging reuse of newspapers for Secret Santa to bigger ones such as the ‘Bring it Back’ reusable cup campaign, a joint project between PECT, Starbucks and Hubbub. This has seen reusable takeaway cups installed in the local cafés around town, as well as our own School site. Our upcoming plans include installing owl boxes across our School grounds: watch this space!”
HarrietDiggle (N) and Unne Fung (Sn) PPF Green Ambassadors
■ Think twice: buy less and reuse more
■ Switch off electrical items rather than leave them in sleep mode
■ Buy second-hand clothes and pass your old stuff on
■ Use the right bin for everything you throw away
■ Have online orders delivered in batches.
This year saw over £5,000 from preloved uniform sales donated to Houses to benefit pupils. A sincere thank you to the hard work and voluntary efforts of FOLSS (Friends of Laxton, Sadler and Scott), supported by Matrons and the Oundle Green Team. Items funded include:
• Magazine subscriptions
• Multi games table
• New hot chocolate mugs
• Indoor living plants for common spaces
• Soft furnishings and common room TVs
• Christmas decorations
• House trips
• Arts and crafts
• A Gro-zone area.
We continue to benefit from our partnerships with other schools, both in our region and further afield, as well as with tertiary level partners in a diverse programme of educational enrichment opportunities. Alongside their peers from the schools of the Oundle, Peterborough and East Northants (OPEN) Learning Partnership, Oundelians have participated in mathematics extension events, rocket car building, Model United Nations, debating, medical interview practice, university preparation, music masterclasses and ‘Girls in Engineering’ opportunities.
"We are driven by the genuine desire to share, collaborate and learn from and with the people in our partner schools. For Oundelians, the opportunity to mix with, and be challenged by, capable young people from different schools and backgrounds, is hugely beneficial to their understanding of the world around them and their place within it.”
Gordon Montgomery Deputy Head (Partnerships)
The OPEN Learning Partnership is a great example of how local schools from a variety of contexts have come together to provide opportunities for pupils that an individual school would not be able to provide for them on its own. It is very much an idea of “the whole is greater than the sum of its parts”.
Events hosted at Oundle, in addition to our roving STEM Roadshows which travel to prep schools across the country and their local state sector partners, allows us to reach in excess of 12,000 young people and their parents each year, with an additional 10,000 joining online programmes through our ExpertEdLive programmes. We gain a great deal from the capable staff and pupils with whom we partner and continually seek to grow our educational impact.
Find out more and read our latest Impact Report here.
Oundle’s relationship with Imperial College London remains a key feature of the Partnerships and Outreach work of both the School and the College. Our combined work provides quality STEM opportunities and we are especially proud to see the first two graduates of the Oundle/Imperial STEM Potential programme; Maddie from Kettering Buccleuch Academy and Tam from Thomas Deacon Academy, gaining offers from Imperial, in addition to Evie who has been offered a place at Cambridge.
STEM Potential is a fouryear programme aimed at supporting pupils in Year 10 to Year 13, right through to applications for STEM degrees at leading UK universities.
Last year, two participants from partner schools received offers from Imperial College London and two more received offers from Cambridge University. Many others received offers for competitive degree courses, including Medicine, Dentistry and Engineering. We caught up with Ben, a former STEM Potential pupil, who is now reading Materials Engineering at the University of Sheffield.
"When I embarked on the STEM Potential programme, I was uncertain about what I wanted to do in the future. The programme allowed me to develop knowledge that extended beyond the boundaries of the regular school curriculum. It was there that I discovered my passion for learning about new and exciting concepts in the fields of Science, Technology, Engineering and Mathematics.
One of the most memorable moments was when the Bloodhound team visited. Their presentation and the project involving building a rocketpowered car not only captivated my imagination but also sparked an interest in Engineering. STEM Potential also proved vital in supporting my university applications and general revision for exams.
Fast forward to today, and my university days are typically filled with lectures delivered by industryleading professors who guide us through the latest developments in Materials Science.
The STEM Potential programme helped lead me to a place where I can engage with the limitless possibilities of Engineering and I look forward to what lies ahead in this ever-evolving field.”
Taking the lead in developing and promoting excellence in the classroom, Oundle's new Teacher Lab demonstrates our commitment to best practice in teaching and learning among both trainees and experienced teachers. The Lab provides in-house opportunities to explore pedagogical innovations in teaching and better understand how pupils learn.
It also forms a key resource for trainee teachers at Oundle. Led by Sara Davidson, Director of SCITT, the School-Centred Initial Teacher Training (SCITT) hub runs two successful training schemes in the shortage subjects of Maths, Physics and Modern Languages. Oundle’s subjectspecific SCITTs are different from the traditional PGCE route, with trainees spending more time working in schools from the start and studying the educational theory (the PGCE part) alongside teaching in the classroom. They spend their time on placement at two partner schools in the area and experience teaching in both independent and maintained sectors. The Teacher Lab provides state-of-the-art support for the development of their skills as they train for the profession.
Over 350 pupils continue to be involved in a rich tapestry of Community Action (CA) activities over seven days of the week, including thousands of hours of volunteering. We work with 75+ hosts across Northamptonshire, with activities including helping the elderly, working with disabled people, helping in schools and environmental and charitable work.
Annual Sleepout again raised over £10,000 for St Basils, supporting young homeless people aged 16-25.
The Fifth Form Grand Day Out entertained all our elderly participants in June with a wonderful afternoon of music, games, and afternoon tea in the Great Hall.
The Speech Day prize was awarded to Thomas Paine (C) for his outstanding commitment to the 660 Club for the elderly, held weekly at the Sports Centre. He was particularly commended by the 660 Club members for his kindness, patience and sense of fun.
"Events like these are pivotal to a thriving community and the symbiotic cross generational relationships are meaningful and nourishing – it is a joy to see how pupils and guests alike mix and learn from one another."Polly Dolby Head of Community Action Lower Sixth pupils hosted over 350 visitors at our much loved Have a Go Days for participants with learning difficulties and disabilities and their families.
“These pages tell the stories that bring our School to life and give a vivid sense of the lively and joyful place that it is. We look ahead with excitement.”
Sarah Kerr-Dineen, Head
Oundle has its origin in a grammar school founded in 1556 by Sir William Laxton, who was Master of the Worshipful Company of Grocers eight times between 1536 and 1552 and Lord Mayor of London in 1544.
The Grocers’ Company is one of the oldest Livery Companies of the City of London and ranks second in the order of precedence. Under the terms of the will of Sir William Laxton, the Grocers’ Company gives generously to charity when its means allow and continues to demonstrate its support for the School through the provision of bursaries and grants. The School’s Governing Body consists of seventeen members, including eight Governors nominated by the Court of the Grocers’ Company.
www.oundleschool.org.uk