Floreat Redingensis 2016

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Floreat Redingensis



The Magazine of Reading School


Editorial: Pass It on What did Shakespeare study at school if he couldn’t study Shakespeare? - Philomena Cunk MLK had a famous one on the steps of the Lincoln Memorial; Macbeth was afflicted by terrible ones after knifing the king (wonder how Michael Gove is sleeping?); Hamlet was fearful of those that would come after he’d shuffled off the mortal coil; it was all that Don and Phil had to do; Wilde (bitter but balanced) reasoned that, if they could come true, then so could nightmares; Lennon and McCartney fell into one after going upstairs for a smoke – inspired, perhaps, by the Old English heritage of the word, associated with playing music and having a good time … Dreams: a release and a distorted mirror; visceral emotion translated into a kind of narrative of symbols; a powerful synthesis of emotion, experience and imagination – and the source and subject of some of my best lessons. Dreams, hopes and expectations: a tricolon in ascending order of probability When I became a teacher, I expected to work hard; hoped to be successful; dreamt that I might influence, even inspire – perhaps by sharing, like Hector in The History Boys, some of the best moments I had experienced in reading (when ‘it is as if a hand has come out and taken yours.’) 37 years on, I know my dreams are swayed and constrained by those of my students and their parents. Where they overlap and cohere, there is power. Where they do not, dreams can become limp, inert things, souvenirs of failure hung out to frustrate and mock; reference points for mutual recrimination. ‘Why should I read poetry?’ protested one of my bottom-set Year 10s at the beginning of a class one day at Prospect College; ‘I don’t want to be a poet!’ Thanks, Sam, for helping me keep it real.

I also realise that, in our trade or sullen art, the important thing is not how many exams you pass, but what skills you gain; not what text you’re studying, but how the whole school experience is preparing you for life beyond that experience. Our success comes from manufacturing and embracing our own redundancy. The hidden curriculum is the real curriculum, and what we do today is focused towards, shaped by and judged from the perspective of tomorrow. Like chess competitors or market traders, we posit ‘what-if’s, play forward, bargain with Time. We’re making your deathbeds here, boys. When I started at RS 9 years ago, I overlapped with colleagues who had been here for 30 or more years. They, in their turn, had also overlapped with other long-serving colleagues, like circles in a pedagogic Venn diagram, each representing a perspective and experience influenced by, and influencing, others. From the mix, a core, some sense of shared perspective, a common set of values, perhaps, can emerge – and lessons can be learnt, to guide us along a path of grass and thorns. What the values and lessons are would be too tedious and presumptuous to describe here. But, whatever they are, they are good at their heart. And [Hector for the last time] we should take it, feel it and pass it on. Mr Beahan

Contents 3. Dreams, Hopes and Expectations

20. Future Stories

36. Book Festival

4. School Captains

22. Boarding

38. Maths

5. Deputy Heads

24. Houses

40. Biology

6. All Things University

26. Geography

42. Sport

7. Inspire Lectures

28. History

43. Music

8. ORA Section

30. A Passage to India

46. Art

16. Development Office

31. Mum and Son

47. Staff interview

17. Combined Cadet Force

32. Drama

18. Charity and Community

33. English

Dreams, Hopes and Expectations Sammy Niwali, the inspirational founder of our partner school, Rain Edge High School, and the Sure24 orphanage in Nakuru, Kenya, is a man of hope, determined to turn dreams into reality. His high expectation of the young people in his care is summed up in his oft-repeated advice, ‘We should maximise this.’ Like Sammy, I want to maximise opportunities, character and inspiration at Reading School – to realise hopes and exceed expectations. As Michelangelo sagely observed, ‘The danger for most of us is not that the aim is too high and we miss it, but that it is too low and we reach it’.

Live the legacy In our own time, Andy Hargreaves has urged educational leaders to note that organisational success ‘partly rests on the success of others and … service to neighbours who are less fortunate.’ Indeed, the dreams we strive to nurture at Reading School are more likely to be fulfilled when working with and for others, as exemplified in the inspiring Future Stories programme, the successful student-led Dementia Friends initiative and the fundraising activities for Syrian refugees. A Senior South House boarder speaking to me recently put it this way: ‘We should live the legacy we want to leave.’ Our hope to widen access and increase opportunity has borne fruit in the increase in our Year 7 admissions to 150 in Year 7 from September 2016, one positive consequence of which is the creation of a new House, Laud House. The new boys, along with the ‘veterans’, will soon learn that they are in a results-driven business, but should not judge themselves by examination results alone. Employers and graduate recruitment centres always assess competencies and qualities far beyond academic qualifications. In the same way, our expectations of continued competitive success in the sporting sphere, especially badminton, chess and football, have to be balanced with the development of character through our ethos and values.

The Reading School Community Undoubtedly, all these opportunities would not be possible without the goodwill and dedication of our staff and the engagement of our parents. Thank you all for your continued support. Our hopes become reality through the invaluable support of all elements of the Reading School community: our staff; the Old Redingensians Association, including individual donors; the Reading Foundation; the Reading School Parents’ Association; the Friends of Reading School in general, and of Music in particular. In The Four Quartets, T.S.Eliot lamented, ‘We had the experience but missed the meaning.’ I want every Reading School student to have a positive experience and appreciate the fundamental meaning of education as a result of his time here. The path may not always be smooth. We can expect and accept mistakes and failures. What we cannot accept is giving up, blaming others or, worst of all, not even trying in the first place. Personal characteristics and qualities make the difference in the end.

The Reading School Dream Education at Reading School should never be onedimensional. All students should develop positive relations and protect their most vulnerable peers. In 1931, James Truslow Adams described the American Dream as ‘opportunity for each according to ability or achievement... regardless of the fortuitous circumstances of birth or position.’ Steinbeck and Miller movingly portrayed how that Dream can become a fruitless pursuit or dystopian nightmare. Perhaps we should consider the concept of the Reading School Dream, influenced by aspects of the American Dream, but arguably a little more nuanced. More than the rugged individualism of the Wild West, the social compact of Franklin Delano Roosevelt or the sitcom image of 1950s suburbia, the Reading School Dream is one where standards are raised with dignity, the focus is on providing a whole, wellrounded education, and long term sustainability outweighs short termism. Our expectations are linked to achieving Excellence. Our hopes are linked to nurturing character and Integrity Our dream is that our Grammar School students are motivated to become leaders who are always judged by their ability and character, never by their wealth or class I encourage you all to continue working with me to make that dream a reality. A M Robson, Headmaster 3

Captain’s Farewell, Neil Shabong 13C A Dream Fulfilled It has been a privilege to be School Captain this year. Without dwelling on it too much, it has been like a childhood dream fulfilled, and I hope I’ve given back to the School the same spirit and passion with which it builds its students. At times it has been a challenging learning curve, but the good times have certainly outweighed the more stressful ones, and the entire experience has been invaluable. I’m grateful for my fantastic Prefect Team, while the support we have received from the staff and students has been outstanding. My greatest thanks must go to my two Vice Captains, John and Matt, without whose constant companionship and teamwork we would never have achieved so much. I have full faith that the new School Captain, Sam, and the three Vice Captains, Ryan, Finlay and Peter, will take the School to even greater heights. It has been an honour to benefit from and contribute to this goal, and I wish everyone here the best of luck for the future.

Captain’s Hello, Sam Miller 12CZ The Miller’s Tale An email then a word from Mrs Fooks was followed by Finlay Simmonds, Peter Drew, Ryan YaoSmith and I being whisked up to Mr Robson’s office, where we were formally presented with our new ties and responsibilities… (‘Was the national anthem playing?’ enquired one of my peers; ‘You need to be tough for this job,’ affirmed another.) I’m thrilled to have been voted School Captain – while my excitement is mixed with a fair dose of nervous apprehension. With a strong team of enthusiastic Prefects and Vice-Captains, who in only the last few days have been keen to take on their first assignment, I feel we’re already raring to go for the new School year. My personal priorities are: turning dialogue about mental health into meaningful action; increasing cross-year cooperation; empowering students in decision-making. In addition, we will be building on the pioneering community-centred work of the Future Stories programme and Reading School’s charity work over the last year. To recoin a phrase: Am I tough enough? Hell, yes.

Student Council The School Council Opens Its Doors One of the many jobs that Neil, Matt and I were charged with at the beginning of this school year was the co-ordination of the School Council, a task which has proved to be exciting and rewarding (if sometimes chaotic). We quickly decided to mothball the traditional system of letting a few chosen representatives speak for all. Open-access Council meetings have led to broader and livelier debate, from which four key areas of interest have emerged: Recreation, Achievement, Charity and The Arts. Reading School has achieved much this year in terms of charity, so our focus has shifted to the remaining three, and we now support four key projects with the generous help of the Reading Foundation. We have been able to fund a number of these ventures, including the instalment of a trophy cabinet and the printing of a student newspaper; hopefully these, with many other new and fresh ideas, will benefit the School after we leave. For now, we would just like to say thank you to everyone who has been involved in the School Council, helping to make the School better for everyone. Floreat Redingensis! John Livesey, 13S


Don’t Shoot the Deputy… As one of the significant changes set to affect Reading School from next academic year, we bid farewell to one Deputy Head and welcome the appointment of another.

possible; or Kit enjoying Aircraft Recognition Club with Mr Hurst; or Jabali toiling in the garden; or Albin encouraging his peers to join in gym football; or Sean lovingly crafting blu-tac Batmans, has to recognise that the things we sometimes describe as ‘extra-curricular’ are actually the things that shape us.

As I look forward to my new role as Deputy Head, I am discovering that my hopes and expectations are fully shaped by the relationships I have enjoyed in South House over the past six years.

Above all of this, I’ve depended on the forgiveness, honesty and generosity of the boys in South House, including Jonny, whose kindness to juniors has known no limit; Jack, Matthew, Peter, Seung, Hugh and Barney, who have forgiven my inconsistencies; Ragan, who has smiled through all kinds of injuries; Charlie Harding, who has unfailingly volunteered, fixed things and seen the best in others.

I have witnessed incredible leadership from the House Captains I’ve worked with, each of whom has illustrated, in his own way, the incredible reservoir of talent, courage and care that Reading School students possess: no student should leave school without similarly formative leadership responsibilities. I won’t remember the A* grades South House Sixth Formers achieved, but I will remember the mentoring they offered, the midnight mediation with tearful juniors and the welcoming care extended to my own family.

It is my hope that in the coming years I might help Mr Robson to shape our School in ways that help us realise that it is our relationships which matter most. Life in South House has convinced me more than ever that responsibility, enthusiasm, curiosity and grace are the essential ingredients for success and not merely the icing on the cake.

As we move forwards, I wish Mr Harris all the best in the Living with boarders has helped me appreciate the adventures ahead and pray that Mr and Mrs Teixeira and remarkable range of activities our students enjoy. Anyone Molly will know the same happiness in South House that who has seen John Spence playing the French Horn, my family have known. swimming or practising judo; or Ezi, Kene or Chimdi Mr Evans Obienu involving themselves in every sports fixture

Parting Words Schools are strange places. At first they are impossible to navigate around and are full of traditions and rituals that leave the uninitiated bewildered and puzzled. After a short time, however, you cannot imagine life without the school and you will certainly never forget the people that you have met there.

Grammar schools must support those who are most disadvantaged in society. We lack integrity if we lack the motivation to be an engine of social mobility. I am therefore especially delighted to have been part of I have been so lucky to have been a part of the great history of this School, but more importantly I have learnt the leadership of the Future Stories project: similar work in so much. The staff, governors and students (past and present) have introduced me to new ideas, new ways of Devon will be a top priority when thinking and have challenged me to improve as a person I take up my headship at Colyton and as a teacher. In addition, the warmth and generosity in September. of this community has been testimony to the values on Thank you all for your support and care. I am looking which the School is founded, and this support has been forward to discovering my own future story – but greatly valued by myself and my family. whatever it is, I know I owe so much to my experience here at Reading School. Teachers are forever telling their students that we are Mr Harris simply preparing them for the next stage in their lives. My next stage is a daunting step, but I believe that my experiences and the relationships formed at Reading will help me to embrace the new challenges with confidence, resilience and hope. 5

All Things University Following the tradition established in previous years, 24 boys have obtained offers from the Universities of Oxford and Cambridge. The subjects they hope to study vary considerably, from Earth Sciences to German and Arabic, not to mention Mathematics, English, and PPE. Amongst the many due congratulations, it is worth mentioning the balance kept between academic work and School duties by our School Captain and Vice Captains: all three have offers listed below. We wish all our Sixth Formers the very best of luck finding the grades they seek this summer.

Oxford Offer-holders James Craig Jack Eaton Jake Fawkes Alistair Fleming Tom Hunt William Jefferies Matthew Le Croissette John Livesey Christopher Pegrum Neil Shabong Edward Shorland Robin Sullivan Oliver Taylor Kieran Vernon Patrick Byfield

Leavers 2015 Fact File  Most popular university: University of Bristol

Biological Sciences History & Economics Mathematics Mathematics / Economics PPE Classics Medicine English Mathematics Economics and Management PPE Earth Sciences Biological Sciences Classics with Oriental Studies Law

 Most popular course: Economics  A-level A*-B grades: 93.8%

Cambridge Offer-holders

 Places to study Medicine: 14

Amin Al Hussainy Tom Childs Simon Collier Surya Kongara John Perry Richard Sharman Yuriy Shulzhenko Alfred Chiu Lok Wong Dominik Young

 Places for Veterinary Medicine: 4  Places for Engineering: 27  Oxford and Cambridge: 24  Political Subjects: 9

Medicine Architecture Mathematics Economics Engineering German and Arabic Mathematics Mathematics Law

University Challenge As part of the School's fund-raising efforts for the Syrian Refugee Council, 12/13 FS organised a one-off Staff versus Sixth Form ‘University Challenge’ in Big School during lunchtime on 6th January. Chaired by new old boy Julian Sutcliffe (a member of the Peterhouse College Cambridge team who won this year’s national TV series) the teams were made up of John Livesey (13S), Matthew Le Croissette (13S), Chris Pegrum (13S) and Jonno Smith (13C), with Dr Matthews, Mr Baldock, Mr Hurst and Mr Meehan batting for the staff. The pace was immediately fast and the student team initially took the lead. John Livesey beat Mr Baldock on a Joyce v Woolf question, Dr Matthews outdid Mr Meehan on opera, and Jonno Smith was able to display the benefits of a Reading School education with his extensive knowledge of Pokémon. In a nail-biting final round, the student team won their starter for ten but were not able to answer the questions that followed to snatch victory from the jaws of defeat – and the staff team took the title. The final score was staff 195 v students 185. The event was well-attended, enjoyed by all and raised a total of £160 in entrance contributions. Mrs Smith


Inspire Lectures The School’s programme of Inspire Lectures has continued with the same strength as ever. We have been pleased to welcome Jessie Childs and Andrew Roberts, the respective writers of God’s Traitors: Terror and Faith in Elizabethan England and Napoleon the Great; Shell Foundation CEO Sam Parker; neuroscientist Mark Dallas; chemical engineer Rob Alberici; Richard Crowther, the chief engineer at the UK Space Agency; astrobiologist and popular science writer Lewis Dartnell; and the returning Simon Singh, popular writer and presenter of all things mathematical. We’ve been confronted with the placement of liquid natural gas barges, the velocity of space debris, the strange presence of Napoleon’s mother in David’s coronation portrait, and the dangers of sending an encoded message consisting entirely of ‘w’s. As intended, the lecture series has led pupils to consider subjects far beyond the exam-led curriculum, and to put questions of often intimidating status. No speaker has lacked a strong audience, or been faced with the dreaded wall of silence in the question session.

Neil Shabong discourses on practical ethics with Sam Parker

Andrew Roberts acquaints us with the Emperor 7

THE OLD REDINGENSIANS ASSOCIATION Presidents’ Statements From Ned Holt, President 2015-16 I suppose I have three associations with Reading School. First, I arrived here at the age of 11 in 1966, two terms later than other members of what was then called the first form, after a move to Reading. I don’t know why there was a place available at that stage of the year; there certainly wouldn’t be these days. Once here, however, I stayed throughout my secondary education, leaving to study History at Oxford in 1972. The second and longest association began in 1982, when Frank Terry, Head of History and the main reason for my enjoyment of the subject, retired. I had been teaching in Plymouth for five years, was looking to run a department, and was lucky enough to be appointed. Like so many, I assumed I would be joining the staff for perhaps another five year stint before moving on. Instead, I stayed for the rest of my career. It was partly luck. In 1989, I became Head of Sixth Form, the role I enjoyed more than any other over the next 20 years or so. But it was more than that, as so many colleagues have found. Reading School was just a wonderful place to work–setting, colleagues, and most significantly, students. The School became a more relaxed and friendly place, while managing at the same time to achieve higher and higher levels of academic success. And so to the third association, and the least expected. When I was a student in the heady days of the 60s and 70s, occasionally the Old Redingensians would appear on site, most commonly for their annual rugby match against the School. We were only dimly aware of them, and would glance at them with an expression which said, ‘I’m never going to finish up like that’. Yet in 2015 I found myself President of the ORA. Like the School, the Association has changed. I hope you have seen some of the benefits of that, perhaps through an Enterprise Award, or a funded activity. Above all, I hope you will become a part of the Association and a link between the School’s present and past. In order to encourage that link, from this summer, free membership will be offered to all Year 13 leavers. They will, of course, be focussed on the next and exciting stage of their lives, but we hope that this new membership will be welcomed and of value to you over the coming years. So it has been an unexpected pleasure to have been offered this third opportunity to be associated with the School. However, if when I visit, I catch a glint of ‘I’m never going to finish up like that’ in students’ eyes, I will understand. Be warned though: you might find yourself OR President in 40 years’ time.

From Michael Barrott, ORA President-Elect I lost almost all contact with Reading School after I left in 1973. Cricket is what has drawn me back over the past seven years, whether for the cricketers’ reunion on Ned Holt’s retirement, or for other OR cricket events. From one of these arose the idea that Roger Titford and I should organise a reunion of our contemporaries to coincide with the OR v School cricket tournament this year. Using tools available on the Internet, we found 76 of our year group of 85, only 20 or so being members of the ORA. Two things became very clear. Firstly, despite some memories of a rather repressive regime from 1966-73, almost everyone wanted to renew their acquaintanceships. Secondly, the year group had generally made a great success of their lives: the Reading School experience had clearly made a difference. This, I think, indicates the importance of making the Old Redingensians a point of contact for all past year groups, and for seeing how the success of Reading alumni can be applied to enhance the career chances of those who are just starting to make their way in the world. Arranging for all Year 13s to join the ORs is the first step in what is likely to be a period of significant change for the ORA. We are consulting over the summer of 2016 about the role the Association should be playing: my task for the coming year is to give voice to the views expressed, then to deliver the changes everyone wants to see.


BLASTS FROM THE PAST Mr R (Bob) Lewis (Staff 1976-2010) Ex-Housemaster of South House and School tennis team coach for 35 years, since retiring in 2010, Bob and his family have lived on the Gower in South Wales. In April 2016, he was selected to play tennis for Wales (60+) in the International Four Nations Tournament in Wrexham, and regularly plays for South Wales in the national county championships. In the same month, his daughter, Rhian, was selected to play hockey for Wales U18. The team played against Switzerland in Lausanne, winning the test series 3-0. It is her intention to follow in her father's sprightly footsteps and become a P.E. teacher. Bob commented, "Watching my daughter play for Wales and her watching me play for Wales in the same month was something very special." Our best wishes go to a stalwart, long-serving and respected member of RS staff.

Annual Old Boys’ Football Tournament, March 2016 This year’s event was well-attended by teams from 2011 leavers up to 2015 leavers. The teams battled in a 5-a-side tournament and emerged from a hard-fought contest in which, yet again, the skills of our OB sportsmen and the great training they received from the RS PE Department were in clear evidence. Competitive differences were put aside after the tournament with some post match analysis (bevvies). We look forward to hosting another high-level competition next year, and this sporting and social occasion to continue for many years to come. The picture on the right features the 2011 team who were the tournament winners. Below we have a group shot of all the tournament competitors.

For Ned Holt’s thoughts on football at Reading School, see page 14. 9

AN ENTERPRISING ESTABLISHMENT Following last year’s piece featuring Old Boys of Reading School who became Members of Parliament, we turn our attention to the entrepreneurial activities of Old Boys from the distant and much more recent past.

The Philanthropists: Sir Thomas White (1492-1567) and John Kendrick (1573-1624) Sir Thomas White, founder of St John’s College, Oxford, was born in Reading in 1492, the son of a clothier. He was educated at Reading Grammar School before being apprenticed at a young age to Hugh Acton, a prominent member of the Merchant Taylors’ Company. When John Kendrick was 7, his father, Thomas, also a prosperous clothier, became Mayor of Reading. Kendrick himself attended Reading Grammar School in the 1580s, before going up to St John’s College, Oxford, in 1589, aged 14. In 1592, he returned to Reading to learn the cloth trade before moving to London in 1595 to serve as apprentice to John Quarles, a master draper and merchant adventurer.

Entrepreneurial careers – success in the clothing trade White established his own business in 1523, with the £100 he had been bequeathed by Acton. In 1530, he was Renter Warden of the Merchant Taylors’ Company, a relatively senior position; by 1535, he had progressed to Master Warden, the most powerful position in one of the most Sir Thomas White prestigious livery companies in The City. From 1562, White suffered heavily from the downturn in the cloth trade and died a poor man. Kendrick was admitted to the freedom of the Drapers’ Company in 1602 and called to the livery in 1614. He developed a profitable trade as a merchant adventurer, exporting dyed and dressed broadcloths to the Low Countries, where he had significant operations. Although he lived in London, he maintained strong links with Reading and Newbury, where he obtained a considerable proportion of his cloth. By the 1620s, Kendrick was undoubtedly extremely wealthy.

Philanthropy and public service

John Kendrick

In 1553, White was knighted and elected Lord Mayor of London. In the same year, he sat on the commission for the trial of Lady Jane Grey. After his year as Lord Mayor, he devoted himself to philanthropy outside of London. Inspired by Sir Thomas Pope’s founding of Trinity College, Oxford, he founded St John’s College, Oxford, to train Roman Catholic clerics under Mary Tudor, and was involved in the foundation of Merchant Taylors’ School. The Sir Thomas White Loan Charity continues to provide interest-free loans to aspiring business people in Leicestershire and Rutland. John Kendrick died in 1624. The size of his fortune was unknown, but he made bequests of £32,000 in his will, of which £19,000 was left to charitable causes. He was especially interested in the plight of the poor, leaving £7,500 and £4,000 respectively to Reading and Newbury to develop the clothing trade as a means of providing gainful employment. Despite much mismanagement of Kendrick’s estate, sufficient means remained to found Kendrick School and part-fund the rebuilding of Reading School in 1870, while The Oracle continues to bear the name of the workhouse (demolished in 1850) also funded by his estate. 10

Modern Paths: Ross Brawn OBE (OR 1966-71) and Michael Barrott (OR 1966-73) Ross Brawn and Michael Barrott both joined the School in 1966, sitting one in front of the other in Form 1A. Both took an interest in sport, playing rugby and hockey together at age-group level. Michael remained at school through the Sixth Form, captaining the hockey team and representing Berkshire while playing cricket for the 1st XI. Ross left at 16 to take up an apprenticeship at the UK Atomic Energy Authority, while Michael left as Reading School’s Sir Thomas White Scholar, going up to St John’s College, Oxford, to study History.

Early careers Both men gained valuable experience prior to establishing their own businesses. While Michael received broad commercial training through his Chartered Accountancy and MBA, Ross’s early career focused on his interest in motor racing, in particular Formula One. After starting as a machinist in the newlyformed Williams F1 Team in 1978, he worked in technical roles for the Haas Lola and Arrows F1 Team, as well as being lead designer for the victorious Jaguar team in the 1991 World Sportscar Championships. Major success followed as Technical Director of Benetton (1991-96) and Ferrari (1997-2006). He guided Benetton to consecutive World Drivers’ Championships in 1994 and 1995, and guided Michael Schumacher to five drivers’ titles between 2000 and 2004. Michael, meanwhile, gained broad financial and commercial experience training as a Chartered Accountant at Price Waterhouse, where he worked on audit engagements around the world. In 1987, he went to Scandinavian Bank Plc, restructuring parts of the business amidst the challenges of the Nordic banking crisis of the early 1990s. During this period, Michael joined the board of Thames Valley Housing Association to provide financial expertise at a time when debt financing was beginning to be used in that sector. Becoming Chairman of the Board in 1998, he oversaw a large expansion in the number of properties managed and a significant improvement in the business’ financial position over the next six years.

Entrepreneurial careers After leaving Ferrari, Ross joined Honda F1 in late 2007, before taking a controlling stake in March 2009 as part of a management buyout, renaming the team Brawn GP. That year, Jenson Button won the Drivers’ Championship and the team won the Constructors’ Championship. In November 2009, Brawn GP was acquired by Mercedes-Benz in a deal worth £110m, Ross continuing as Team Principal until the end of the 2013 season. In 1995, Michael established Strategy, Finance and Governance, a company which advises housing associations and trust ports on commercial planning, obtaining and managing finance, and developing strategies to ensure that governance structures between boards and executives are optimal. SFG has assisted clients who have recovered from the brink of bankruptcy to re-emerge as successful businesses, and, in conjunction with an associate, established the UK’s first MBA programme focusing on real estate professionals.

In conclusion So there you have it: portraits of four very different characters, all of whom went through ‘The Reading School Experience’. Attempting to discern common patterns is difficult, but all seem to have seized opportunities and worked hard to achieve their dreams – with enough courage and faith in themselves to do so – without losing sight of others who were not as fortunate or successful, or who helped them along the way. A spirit of enterprise which balances competition with co-operation; the individual with the social, and one which clearly spans the ages. Floreat Redingensis! Arthur Truslove (OR 2003-08) 11

IN MEMORIAM the Co-op Insurance Society. In 1964, he narrowly failed to win High Peak Derbyshire for the Labour Party but entered Parliament in 1970 as MP for the safe Labour seat of Farnworth, Lancashire. He became a low profile front bencher involved in much committee work, often as John was born in Norwich, the eldest son of the Revd. Frederick Roper, a Congregational Minister, and Ellen, nĂŠe Chairman, both at Westminster and in Europe, and was also Treasurer of the Brockway, a niece of the anti-war activist, Fenner Fabian Society. Brockway (later Lord Brockway). He entered the School with his immediate younger brother, C M W (Chris) In opposition after the 1979 General Election, John Roper Hodgess Roper (OR 1948-54) in County House. By the became unhappy at Labour's further move to the left and time he left, John had been a School Monitor, an Assistant in 1981 he was one of those on the rostrum for the launch Scout Master in the School Troop, Senior Ordinary of the SDP at the Connaught Rooms. He doubled as Chief Member of the Debating Society, a member of the Library Whip and Higher Education Spokesman for the new party, Committee, a CEWC representative (and Chairman of the but failed to win a parliamentary seat. In 1987, he joined CEWC District Council), Hon. Sec. of Le Cercle Francais and the merged Liberal Democrats, edited International the Christian Union, and a member of Seekers. He had Affairs and eventually headed the Western European also spent a memorable term at the LycĂŠe Lakanal in Union Institute for Security Studies, writing a number of Sceaux, France, with his friend and contemporary, R P books on European defence and security. (Rodney) Huggins (OR 1944-52). From 1995, he was visiting Professor at the College of He was awarded a Scholarship to Magdalen College, Europe in Bruges, and from 1999 Honorary Professor in Oxford, but chose first to carry out his National Service German Studies at Birmingham University. which he spent as a Midshipman in the Royal Navy. Once John Roper was made a Life Peer in 2000 and a Privy at Magdalen, reading PPE, he became President of the United Nations Students Association and Co-Chairman of Councillor in 2005. He was Chief Whip for the Liberal the University CND. He spent two years at the University Democrats in the House of Lords from 2001 to 2005. of Chicago before joining the Economics Department of In 1959, he had married Valerie Hope Edwards, who died Manchester University, where he eventually became in 2005. He is survived by their daughter. Faculty Tutor. John Francis Hodgess Roper, the Lord Roper of Thorney In 1952, John had joined the Co-operative Party and later Island in the City of Westminster, died on 29th January, became a director of Co-operative Wholesale Services and 2016, at the age of 80. KCB

JOHN HODGESS ROPER (OR 1948-54) was ennobled as Lord Roper of Thorney Island towards the end of his long and dedicated political career. He shared with a near contemporary, Michael Wolfers (OR 1950-57), the dubious distinction of having been accused of spying for a communist state, though he did not usually attract such lurid headlines and indeed, ably rebutted the charge.


IN MEMORIAM ERIC MARTIN (OR 1939-45) was amongst the most naturally talented sportsmen ever to attend Reading School. As he was also blessed with a modest, charming and easy-going personality, it is little wonder that he was always popular amongst his peers. At Reading School he was in West House and became a Prefect and a Flight Sergeant in the ATC. His sporting record was remarkable: he was a Rugby School Colour playing fly-half in the 1st XV, becoming Hon. Sec. of the club. His ability was summarised in a 'Character' he received as “a born footballer”. He was also a School Cricket Colour and appeared for three seasons in the 1st XI as a left hand batsman, a good field and a useful left arm change bowler. He was a School Athletics Colour, excelling in the long and high jump; a School Swimming Colour; a serial boxing champion; a junior gymnastics champion.

Afterwards, he trained as a Chartered Accountant, in which profession he was to spend his career. His rugby career continued with Old Redingensians RUFC, whom he captained. Whilst with them, he made 25 appearances for Berkshire and also played stand-off for the Combined Counties (South) against the touring Australian side in 1957. Eric married Marie-Therese Tregay at St Anne's, Caversham, on 31st January, 1959. Colin Stamp was best man at the wedding. The marriage produced five children: twins Simon and Neil, Alan, Paul and Helen. Their testimony reveals Eric to have been a generous, kindly, patient and humorous father.


Additionally, Eric won Colours for the School Football 1 XI and as a teenager emulated his father, who had turned out for Walsall FC, by appearing for Reading FC against Chelsea – he received one shilling, so legend has it. On leaving School, his National Service was spent in the Navy, where he found himself serving with his friend and contemporary, C C (Colin) Stamp (OR 1938-44).

Eric was a quiet, unassuming man but possessed an independent spirit: his diligent approach to his profession enabled him to set up on his own account and flourish. In retirement, Eric and Marie moved to New Zealand where there were strong family connections. It was there that Eric died, in the Beachhaven Hospital, where he had been cared for during the last two years of his life. He is survived by Marie, his children and seven grandchildren. Eric Arthur Martin died on 17th October, 2015, aged 88. KCB

We also remember: J C (John) Lucas (1934-40) Petroleum Engineer Died 19 March 2015 aged 90

J P (Woofy) Allen (1946-52) Export Sales Manager Died 6 September 2015 aged 80

D O (David) Forder MBE (1936-46) CEO Mercury Theatre, Colchester Died 25 November 2015 aged 88

P R (Peter) Mundy (1937-44) Chartered Accountant Died 6 April 2015 aged 88

H R K (Howard) Japes (1944-52) Estate Agent Died 29 September 2015 aged 80

K R W (Keith) Horne (1938-43) Physical Education Teacher Died 4 May 2015 aged 88

Brigadier W A (Bill) Mackereth (1950-56) Army Officer Died 5 October 2015 aged 77

G (Gill) Findlay (Mrs M Holmes) (Staff 1960-65) Bursar’s Assistant Died 7 January 2016 aged 79

I (Ivor) Gershfield (1940-47) Economist Died 4 June 2016 aged 86 K M (Kenneth) Hammant (1943-50) TV and radio engineer Died 13 June 2015 aged 82

D R (David) Hemsley (1945-55) Clerk in Holy Orders (ORA Chaplain) Died 13 November 2015 aged 79


J I P (Sean) Ferguson (1951-58) Computer Technology Died 24 March 2016 aged 75 D M (Derek) Wright (1955-61) Chartered Accountant Died 24 May 2016 aged 71

THE BEAUTIFUL GAME READING SCHOOL FOOTBALL—A QUARTER CENTURY ON Today’s Reading School students would be surprised to learn that the introduction of football was seen as a threat to the School 40 or 50 years ago, and any attempt to introduce it doomed to failure. The late 60s were, however, a difficult time to resist the sport’s appeal. England had won the World Cup and TV coverage of the sport became widespread. Footballers were becoming celebrities. Even Reading FC, then firmly anchored in the third tier of the Football League, began to have a following among our boys. One reason for the hostile attitude was the belief that the two major winter sports, rugby and hockey, would be undermined. At the time, the School’s identity was much more closely associated with the public school sector, and public schools played rugby, not football. There was some mythology in all of this. Football had actually been played at the School before; in fact, Reading Football Club supporters commemorated the Club’s centenary with a match against their first recorded opponents – Reading School. The fact that some public schools did actually play football was similarly ignored.

Mark Bishop – a Maths teacher who took games – finding himself with a group of unenthusiastic cross country runners, suggested that they might get more exercise if they played football. The following year, casual football was offered officially to Senior boys. Then he cautiously suggested a fixture or two. A first and second eleven were soon in place.

“A gentleman’s game played by louts...”

Evolutionary, not Revolutionary

When Mark left, the sport was on the way to being established. There was even some kit, and a set of goalposts. When Darren Carrick, a footballer himself, was appointed to run sport in 2004, football was introduced for all age groups, and became the major sport in the Spring Term. Finally, matches were played on the main School Field. The latter would have been heresy in the 60s, but in the end there was little controversy. Once the School had teams, they were actually rather good, and cups and championships have been won since. The popularity of rugby remains undiminished, while hockey was in any case severely threatened by limited facilities and the difficulty in finding experienced coaches.

So has there been any downside to this? Have any of the old fears proved justified? Just one perhaps. Complaining Some felt that football wasn’t quite a suitable activity for about referees’ decisions is so endemic in football that it a grammar school. The cliché that rugby is a louts’ game occurs in the sport at School level too, sometimes even played by gentlemen, and football a gentleman’s game from staff. This aside, the change has been a success, played by louts, wasn’t treated entirely as a joke. and, like so many changes at Reading School, in the end, Footballers argued with referees, they were sometimes it was evolutionary, not revolutionary. seen spitting on the field, had long hair, chewed gum, Ned Holt and, horror of horrors, wore their shirts outside their shorts. The sport’s ‘outlaw’ status, of course, only enhanced its status among students, who played endless games with tennis balls in the quad, although involvement in a real team was hard to achieve, particularly on Saturdays, and above all for rugby players. So why did this change? John Vaughan’s appointment as Director of Sport was the first crucial factor. Though a committed rugby man, he was reluctant to stand in the way of a student with talent and enthusiasm for any game; as a result, a few outstanding footballers started to pursue their talents in local teams. In the late 90s,


THE OLD REDINGENSIANS ASSOCIATION Old Redingensians have been holding annual dinners since 1768, and the first club was formed in 1888. Now a registered charity, the ORA is involved in a broad range of activities for the benefit of both the School and its former pupils. From 2016 onwards, the ORA will offer free membership to boys leaving School, until their 24 th Birthday. This will offer access to the developing old boys’ network, ORA events, and opportunities to stay in touch with, and contribute to, the School. Almost all of the 2016 Year 13s were duly admitted to ORA membership on 20 th May and were welcomed to the Association by both the President and Vice President. Anyone with any questions should contact Chris Widdows, the ORA Membership Secretary, whose details are below.

Members of the ORA Executive Committee: President: E S (Ned) Holt T: 0118 926 8948 E: nedholt54@gmail.com

Social Secretary: B (Barrie) Shelton T: 01491 599 137 E: barshel@talktalk.net

Secretary: P G (Peter) Chadwick Wellington Manchester Road Sway LYMINGTON SO41 6AP T: 01590 683505 E: chadderswickbond@outlook.com

Chairman of Council: Prof M L (Martin) Parsons T: 0118 9744 607 E: itakethatone@hotmail.com

Treasurer: I R (Ian) Moore T: 0118 969 1597 E: ian229@hotmail.com

Immediate Past President: J M (Mike) Evans T: 0118 942 4578 E: mikevans4545@gmail.com

Vice President: M A C (Michael) Barrott T: 020 7582 2453 E: Michael.barrott @btinternet.com

Other members of the ORA Council are: Alex Beckey, Director of Sport, Reading School Nick Burrows, Partner, Blandy & Blandy Solicitors Jeremy Chadwick, Insurance Executive David Cox, Past President Rodney Huggins (co-opted), Chairman, Reading Foundation Simon Lambert, Finance Executive, GlaxoSmithKline Ashley Robson, Headmaster, Reading School Arthur Truslove, Investment Analyst Clive Windebank, Church of England minister Alistair Wrenn, Chartered Surveyor

Thanks to the OR Association for helping to install a new flagpole on the terrace after the previous one was felled in a storm. 15

Membership Secretary: C J (Chris) Widdows 21 Bulmershe Road READING RG1 5RH T: 0118 962 3721 E: cwiddows@aol.com Archivist: K C (Ken) Brown Pearmains, Peppard Road Emmer Green READING RG4 8UY T: 0118 327 9917 E: kcbrown11@aol.com

Development Update Old Friends and New Buildings “Education” according to Albert Einstein, “is what remains after one has forgotten what one learned at school.” Having witnessed the reunions of five groups of Old Redingensians over the last twelve months, it is apparent that the friendships forged and the places where education happens also make a deep impression on the memory. Since June 2015, we have welcomed back alumni from 1965, 1966, 1972, 1973 and 2005. We have also had a reunion of recent boarding alumni and, in September 2016, we will host a large gathering of South House boarders from the late 1970s and early 1980. What has struck me each time that I have met returning Old Boys, whether individually or as part of a year group, is the sense in whick they have been shaped by their experiences at Reading School. Certain parts of the School buildings can provoke deep memories of teachers, former class mates, and events that helped to make them who they are today.

The 1965-72 Year Group celebrated 50 years on from their entry into Reading School

2005 Leavers marke the 10th anniversary of their leaving in June 2015

The gym, the Chapel, Big School, the tuck shop, the pool, the quad, Bounders Hall—each person seems to have a part of the School where key incidents occurred, the ones they remember when “education” has faded. I wonder if future generations of Reading School boys will have as vivid memories of lessons in the new Biology and Chemistry labs as past students haveThe Gym will have its first major refurbishment in over 80 years of woodwork lessons in the old workshop. I certainly hope so! during the summer holidays This summer will see the School site busy with more builders than ever. As work on the new laboratories draws to a close, the refurbishment of the gym will also be completed, making it useable for at least another 20 years. The squash courts will also be redeveloped to give a new fitness suite and the old Biology building will be refurbished as multi-use classrooms.

1965 and 1966 Alumni held a reunion in June 2016

In these austerity-driven and Brexit-dogged days, we are especially grateful for the support of parents and Old Boys in continually updating our facilities while retaining the essential value of a Reading School education. The School may evolve, but we hope that the memories and sense of connection will remain as strong for future generations of ORs, as it clearly has for those past. Frances Greaney

The Gym will have its first major refurbishment in over 80 years during the summer holidays

The 1966-73 Year Group marked 50 years on from their entry into Reading School in June 2016

Work on the New Biology and Chemistry Building will be completed by early autumn 16

CCF A Cut Above the Rest It has been another exciting year for Reading School CCF. Despite problems with radio equipment being withdrawn, and a larger than ever cohort stretching the abilities of Cadet NCO and Officer instructors to the limit, the CCF still prides itself on the high quality of exciting and varied training which cadets have achieved. A strong emphasis on signals continues The Contingent has worked hard on Thursdays throughout term, covering training in Skill at Arms, Navigation, Drill and First Aid, and has been overjoyed to support events such as the ORs’ Remembrance Service again. With over 60 Year 9s hoping to start in September, the future is looking bright.

Floreat Kendricka? For the past year Reading School CCF has engaged in somewhat of a grand experiment: the introduction of a group of girls and boys from Kendrick and Blessed Hugh Faringdon Schools! Taking inspiration from the government Cadet Expansion Programme, September saw 18 eager cadets join, as part of a brand new partnership. It has been a great success, with cadets from all three schools engaging with a better than ever level of enthusiasm.

Bombs, Bullets and “Banter” As ever, the year has been full of opportunities for cadets to perfect their skills in outdoor environments. The Contingent Field Cadets poised for action Day in October gave the new recruits their first taste of Military Training Areas, as they worked hard to complete a series of challenges around First Aid, Signals, Reconnaissance and Command Tasks, whilst also learning about overnight survival and moving across country stealthily. These skills were built upon during Exercise Tiro: a 48-hour Field Training Exercise, designed to teach the recruits the basics of operating within a fireteam, and giving more experienced Cadets an opportunity to show off their skills, culminating with a demonstration of a section attack. The Lent Term saw Potential and Junior Cadet Non-Commissioned Officers spend two days at Longmoor Camp on Exercise Globe Leader, designed to assess and build their leadership potential, preparing them for roles in future years. The Cadets achieved an excellent standard of leadership, and their efforts were rewarded by a well-deserved round of promotions before Easter.

Individual Achievements The CCF’s links to the wider military and cadet community allows Cadets to attend a wide variety of courses to develop both their military and other skills. This year Sean Neale and Gautham Senthilnathan have both been awarded the prestigious opportunity to attend the two-week Air Cadet Pilot Scheme in Dundee with Tayside Aviation - as ever a testament to the hard work and dedication of these boys. Several Cadets have also managed to gain places on a variety of adventurous training courses with the Royal Navy, including Diving, First Aid and Sailing. These courses are always oversubscribed, so our boys are again showing themselves to be a cut above the rest. Mr Morris 17

Field notes exchanged

CHARITY AND COMMMUNITY seeker’; outlined the scale of the problem (60m refugees worldwide); highlighted the plight of children who have lost their families, and suggested Dementia Friends is an awareness programme run ways in which individuals could carry on by the Alzheimer’s Society supporting the work of the Council. designed to raise Later, student volunteers presented Mr awareness and reduce the Wren with a symbolic cheque for stigma surrounding dementia. So far, £5,181 – cash raised through online the initiative has reached over 1.5 donations to our JustGiving page and million people, with Dementia Friends offline amounts garnered through nd Champions (trained volunteers) working fundraising. During a tour of the School, Staged this year on 22 April at all around the country. Following he movingly described the groundswell Kendrick School, the joint Reading/ training in Bristol, our small team of of public generosity following the Kendrick orchestra kicked off the four began delivering a series of 72 photographs of Alan Kurdi, a three-year evening with a movement from student sessions to increase knowledge -old Syrian boy of Kurdish background, Dvorak’s Slavonic Dances before other, and understanding of dementia’s whose body washed ashore last smaller pieces, including a solo from symptoms, its prevalence, and how to summer – as well as explaining how he Toby Darrington, whose own life was was drawn to helping refugees after saved by the Air Ambulance – an event better support someone with the condition. Our hope is that students will hearing their intense, personal stories which moved his sister to organise the subsequently commit to taking action – while working with homeless charities. first concert. Second half highlights such as using customised language included the orchestra’s own Four An appetising lunch then followed with patterns or visiting someone they know Chords Symphony and Reading School’s student fundraisers Samuel Steventon, who has dementia – to help improve Bantershop performing ‘Coney Island Jonathan Mortimer, Sulaiman Ali, our society. For further information Baby’. The evening was rounded off Jordan Poulos, Smitkumar Vaidya, about the campaign and dementia in with the joint choir performing an Tadeusz Ciecierski-Holmes, Dominic general, visit the Dementia Friends acapella arrangement of Madness’s ‘It Lobo, Albert Joseph, Vishnu Shivanand, website: www.dementiafriends.org.uk. Raphael Seccombe, Seth Peiris, James Must Be Love’. Thanks to the Tadeusz Ciecierski-Holmes 12S industrious leadership of Chiara Yang, Adam Selcon and Tom Leonardi and Richard Sharman, the Henderson, who were joined by our concert was a huge success, raising staff advocates, Mrs Honickberg, Mrs (combined with other events) over On 15th March, Maurice Wren, CEO of Goulding and Mr Robson. £3000. The joint baton for next year has the Refugee Council, paid a visit to say NOTE: At the time of going to press, been passed onto Yijia Cui from thank you in person for the money the Reading School appeal for refugees Kendrick and Matt Dapré (11W). Tell raised by Reading School. During a has raised £6,961. your ears to be patient – they are in for whole Sixth Form assembly, Mr Wren a treat. Sean Laing 10C drew a careful distinction between the Sam Miller 12E terms ‘refugee’, ‘migrant’ and ‘asylum

Dementia Friends

Air Ambulance Annual Charity Concert

Refugee Council

Busking at Christmas in Reading Station raised £250 for Syrian refugees

Year 12 students presenting a cheque to the CEO of the Refugee Council 18

Sure24 Since ‘Touraid’ in 2014, our partnership with the remarkable Sure24 project in Nakuru, Kenya has continued to flourish. The project began when Sammy Nawali, who himself grew up on the streets, adopted two orphans, allowed them to stay in his house and paid for their primary school fees. As his reputation grew, the number of orphans looking to him and his wife for help also grew, so they began an orphanage which now has around 250 children in it. They come from the streets, from the dump, from broken homes, from abusive relationships, from criminal gangs and drug dependency, and, through the unconditional love they experience, their lives are transformed.

Harry Potter and the Goblet of Guinness

Last November, the two boarding House Captains, Mr Robson and I, visited Nakuru and discovered how fast the My form, 9C, wanted to combine raising money for the project is developing. Having built an orphanage, Sure24 refugee crisis with breaking a world record. Supported by the realised they couldn’t pay the primary school fees for each Headmaster, and with devious logic and altruistic fervour, the orphan, so they built their own school, the Living Fountain boys took a look at all the existing records, found one we Academy, which now receives about 400 children daily. could beat on a numerical basis and then went for it, helped They then built a Church, a clinic, a water bottling plant and by the uncanny resemblance of our School buildings and a garage (to maintain their minibuses). Now, because they uniform to their fictional counterparts at Hogwarts. can’t afford to sponsor all the orphans through secondary The construction of full sets of Harry Potter costumes – school, they are building their own High School! They were mostly by 9C, ably abetted by library staff – required 1,000 so impressed with Reading School that they have already sheets of black card for hats, another 1,000 white A4 sheets landscaped a ‘Reading School drive’ just like ours and are in for wands, 3,000 black pipe cleaners for glasses, a mountain the middle of building science labs, dormitories and of make-up pens for the lightning bolt scar, stickers for the classrooms. School logo, and a whole heap of organisation, We feel hugely privileged to be in partnership with the new documentation and marshalling to stage. Rain Edge High School, and delighted that, in September, It was great to see the whole School come together for a common cause: it is also a shining example of what my form can do when they put their minds to it! I am very proud of their dedication and achievement. I would also like to thank the various helpers who came from the ranks of School staff and the wider School community, including the many parents who took part – without them, it wouldn't have happened. The original Guinness World Record stood at 512 Harry Potters. We smashed it with a total of 845! The official ratification process is ongoing as it is being done remotely, but we are confident we will get it. And the net result? A break from the normal routine, profile for our School and £1,000 for the School's refugee fund. Repello Muggletum!

we will be hosting a team of 12 students for a second ‘Touraid’ tournament. With grit, determination and grace, Sammy and his team accommodate and care for orphans right through to graduation from university, with some students winning national prizes for their A-level scores at 18. This is a partnership we can’t afford to ignore. We are planning to return to Nakuru with some of our own students, to sponsor their School prize-giving and to foster a deeper commitment between our boarding communities. Any other ideas would be warmly welcomed! Mr Evans

Mr Fermor


FUTURE STORIES This year has seen the exciting development of the Future Stories Project into an intrinsic part of the Year 12’s community service options and the School’s outreach aims. The Future Stories project seeks to ensure that the Reading Grammar Schools (Reading School and Kendrick School) are accessible to high-ability students from all social and economic backgrounds. We aim to raise the personal aspirations of students from underprivileged backgrounds and help them to see the Reading Grammar Schools as a viable secondary school option.

Year 12s joining in with break time football at Geoffrey Field Junior School

Phase 1

From the Michaelmas Term, 60 Year 12 volunteers attended six Reading primary schools (Geoffrey Field Junior School, Katesgrove, Oxford Road, Ranikhet, St Mary and All Saints and Whitley Park) for weekly sessions, either assisting in lessons or running clubs. The club activities ranged from testing the reactivity of alkali metals in Science Club to animating your name in Coding Club. Our Year 12s were positive role models, with pupils from Ranikhet School even producing a ‘Thank you and good luck’ book with a collection of good wishes for their volunteers. Many of the Year 12s said that visiting the schools was the highlight of their week and aided their organisational and leadership skills. Sam Reed helping an Oxford Road student during Maths Club During Term 5, the Year 12s had to swap their focus to their AS levels and in their place we were able to send Year 9 boys to four of the primary schools. The Year 9s assisted in classrooms, predominantly with English and Maths, which provided them with an opportunity to experience working in a position of responsibility.

Phase 2

aimed specifically to help children from underprivileged backgrounds by only offering places to Pupil Premium or Looked After Children. It took place during the Lent Term, when 21 primary schools sent 40 able Year 5 Pupil Premium or Looked After Children to Reading School for four familiarisation sessions. 38 Year 12 volunteers and a few staff planned and taught fun and challenging Maths, English and reasoning lessons. The last session was a familiarisation test, which gave the pupils a chance to work under timed exam conditions.

Phase 2 one to one teaching

National statistics show that children from lower socioeconomic backgrounds regularly fall below their peers in Maths and English. Phase 2 aimed to address this, albeit on a small scale, by giving the children with an opportunity to stretch their learning with the benefit of tailored one-toone teaching. Parents were also invited for tours and an admissions talk. The general consensus was that children had a very positive experience, with one parent telling us that her son was now very keen to take the entrance test as he is “allowed to be clever” at Reading School. Time will tell the true success of this phase, with the hope being that Reading and Kendrick will see these pupils registering to take the 2016 entrance exam. Sam Steventon teaching maths during a Phase 2 session 20

Phase 3

kicked off with Reading School’s first ‘Raising Aspirations Day’on 4th July. The day was for able Year 4 pupils from the Borough of Reading. Year 5s involved in the Phase 2 familiarisation sessions were invited to attend the event as student leaders. We were delighted to welcome 83 Year 4 and Year 5 primary children from 25 Reading primary schools. The day consisted of four activities: Languages Olympiad, PE team building, Chemistry whizz bangs and a bridge and infrastructure planning activity hosted by Peter Brett Associates, a national engineering firm with offices located in Reading. The children worked together with their new classmates to excel in ‘Toss 10’, saw exploding jelly babies, learnt some Pig Latin, and witnessed how (and how not) to build a bridge. We had 40 Year 9 volunteers on the day split between each activity to deliver and teach the tasks alongside Reading School staff and Peter Brett employees. The aim of the day was to provide exciting and intellectually taxing activities for the children which would stretch them in a new learning environment. By offering this to Year 4s, we hope to spark an added interest in a subject or raise aspirations for whichever route they take in the future.

Raj Mukuntharaj teaching during Science Club at Oxford Road

I really enjoyed working with the primary school children in Phase 1 and Phase 2, especially helping them to improve their Maths. It was great to see that so many of them were interested, and I encouraged them to think more carefully about the concepts they were Eben Howard and Ben Lewis helping Geoffrey Field students learning and tried to make sure they understood what they were being taught. It always felt so satisfying when a pupil you had helped produced an exemplary piece of work that was praised by the teacher and shown I had thought that getting involved wouldn't be much fun. I to the rest of the class…” thought teaching was hard work and I'd have to deal with a lot of troublesome kids and need a lot of patience. Ming Yin, Ranikhet and Phase 2 Volunteer Quite contrary to this, I had a great time on my first trip and the primary school children I 'taught' were fantastic. I came away feeling that they had taught me more than I had them.

I had a wonderful time and I'm very grateful for the persevering work of the whole Future Stories leadership team for organising the program. It will also be amazing as time goes on to see some positive changes in the emerging aspirations of these young wonders.” Raphael Seccombe, St Mary and All Saints Volunteer

It was sometimes hard to see the impact of what we were doing in the general scheme of things. But every now and then there were some golden moments for me: when a Year 3 tasked with building a paper bridge used impromptu paper weights to create tension so that it could support more weight; when a shy Year 6 student gave a heartfelt performance of a war poem, and when a Year 5 said with anguish 'Aww I was having so much fun!' when being told that a tutoring session was over—those sorts of moments enlightened me to the significance of what we were doing.” Tadeusz Ciecierski-Holmes, Ranikhet, Oxford Road and Phase 2 Finlay Simmons and Oliver Scott with Year 5 students at Geoffrey Field

Miss Wise, Future Stories Co-Ordinator 21

Boarding From Local Actions to Global Connections As ever, the boarders have been at the heart of the Reading School community this year - making connections, building relationships and bringing about positive changes in School and the wider community. Learning from South Africa

Local actions, global connections

Within School, plans are afoot to drive up environmental sustainability across the Boarding Houses. All year, a group of boarders has been working with me on an International Boys School Coalition (IBSC) action research project. They have been taking part in discussions, conducting interviews, running surveys and formulating their own investigations into their environmental footprints within their boarding environment. Once our local work was done, an international element was added through the creation of links with another boarding community in South Africa and the chance to share our findings with them via Skype. Despite the many miles between the two boarding houses, it was clear that there are things about being a boarder which are the same the world over!

Quiet time on the terrace

The outcomes of this project have been significant. Two working documents – a Sustainability Charter for Boarding and an Action Plan have been created and work has begun on plans to introduce new lighting and insulation across the boarding community, alongside improved recycling and composting. As well as opening some of the boarders’ eyes to the impact of their actions within the houses, the project was also able to show them the kinds of opportunities they have to make a difference, both locally and globally.

Senior boys support the younger ones

Boarders in the community The boarders have also been volunteering their time at a local care home. Under the leadership of the South House Matron, Karen Andrews, they have been visiting on a weekly basis to offer company, share stories and play games with the residents there. As we come towards the end of the year, they are busy organising a summer tea party to round things off with plenty of cake, which should suit the boarders!

Debating sustainability

Merry work at Christmas 22

From local actions to global connections

Student leadership

Waiting for the Lion King

We are always proud of the leadership skills that all our boarders display, not least the House Captains and Prefects. This year’s Captains (Nelson and George) have been outstanding role models and ambassadors for boarding, helping to drive the improvements in our boarding competitions (no need to mention the result this year!) and sharing their experiences from opportunities such as their visit to Rain Edge High School in Nakuru, Kenya. We know that our new House Captains, Albert Joseph (East Wing) and Luca Moffat (South House), as well as the newly appointed boarding prefects, are well placed to continue to lead boarding next year. We wish them luck in their new roles.

Trips Undoubtedly, the boarders’ trips always provide some of the most memorable moments of the year. Some favourites this time have included our epic journey to the West End at Christmas to see The Lion King when the challenges of Reading traffic and supermarket sandwiches were not enough to prevent everyone having a fantastic time! The arrival of a new, more bouncy trip to Gravity Force Trampoline Park in the autumn was also a real hit with both staff and students alike! Gravity Force enjoyed

Arrivals and farewells

Following his appointment as Deputy Headmaster, this summer marks the end of Mr Evans’ time in South House. The whole Evans family have brought so much to the boarding community over their six years here; we know that they’ll be very much missed. We wish Mr Evans well in his new role and hope his family enjoys their new home together. Congratulations to Mr Teixeira, who will be the new South House Housemaster from September. Mr Teixeira has been a House Tutor in South House and Deputy Housemaster in both houses and is in an ideal position to take on this extremely important role within Boarding. His wife Jo and daughter Molly are both looking forward to becoming part of the South House family. We are also delighted to report that Mr Sanchez has been appointed as East Wing Deputy Housemaster. Mr Sanchez is a PE teacher and will also be teaching Spanish next year. He and his fiancée Maria are very excited about joining the Boarding family as the next step in their life in England, having moved here from Spain in 2014. Boarders on ice Mr Nicholas, East Wing Housemaster

Boarders compete at tag rugby

The House tug of war! 23

Boarding geographers away

‘County House is wonderful…’ This year, our long run of success in House competitions has continued and is no doubt due to the intense passion, skill and drive of all of County’s members. Yet, in addition to this success, the unfailing sense of community and the vibrancy of the spirit amongst County’s members have characterised the competition and are truly a cause for celebration. The enthusiasm and determination of the Mighty Maroons have yielded fantastic results from a variety of events across all year groups, especially in sport. Excellent performance in the prestige events of House Rugby and House Football has been a stand-out feature this academic year, with Years 8, 9, 10, 11 and Seniors all placing first in House Rugby and Year 9 placing first in their House Football. Success was also evident in the House Road Race (wins in both Colts and Year 7) as well as indoor sports such as

Hugo Rompani 9C in the Inter-House Eisteddfod basketball (Years 7,8,11 and Seniors) and table tennis (Years 8, 9 and 10). The character of County House that manifests itself in passion and a strong sense of brotherhood also spurred us on to excellent results in the Eisteddfod (Colts first in performance) as well as a pride-filled performance in House Music. Sustained success this year is testament to the resilience and character of this incredible House, and to the outstanding leadership and dedication of Mrs Hall, whose presence will be deeply missed, along with the tireless work and support of this year’s incredible House Prefect Team. It has been a privilege to witness such talent and I am confident that next year will be equally successful. Jack Eaton 13C

1st place in Year 8 House Rugby

West House It was about this time last year that I was selected to be the new West House Captain. It’s a title I’m extremely proud of and I know my tenure will be a period to look back on and reminisce over great memories. On the topic of great memories for the House, it’s difficult not to mention West’s House Music victory – a spectacular oasis of success in a desert of endeavour. I was fortunate enough to be West’s compère for the evening, and the positive reaction from the audience not only confirmed a generous spirit, but made this something that I will cherish for a very long time.

A fantastic win for West in Senior House table tennis!

As much as I like the title of West House Captain, it would be completely unfair of me not to mention the work of the Vice-Captain (Scott Proctor has veered towards saintlike status in his generosity

Scott Proctor and Richard Sharman lead West to victory in House Music.

and contribution) and indeed the Prefects who have made my job oh-so much easier. A huge thank you to everyone who contributed to West House this year. The seven years I’ve spent in West House have been very humbling. I may not be able to wear my West House tie once I leave, but I’ll always carry the same yellow stripes across my heart.


Maxim Wallace 13W

School Chool Looking back over the past year, I can’t help but feel an overwhelming sense of pride in my House. In the seven years that I’ve been a part of it, we haven’t exactly had a history of undiluted success, but each year we pick ourselves up and start the fight afresh. 2015/16 has been no different. The minor inconvenience of, well, not winning, has done nothing to undermine the incredible achievements of members of this House. An astounding performance at House Music was masterminded by Nikolai Lester, Cameron Ward, and Vignesh Pradhan. Likewise, our overall victory in House Eisteddfod was engineered in part by individuals: John Livesey, Stan Glendinning (and Vig again) channelled the eagerness of

Year 8 House Football winners

dozens of dedicated performers into impressive performance pieces which wowed the judges. Nothing would have been possible however without the enthusiasm, cheeriness, and perseverance of the scores of Schoolies who put themselves out there and got involved, and the team of Prefects who channelled those qualities into results. My hope is that our collective accomplishments this year can be used as a springboard for the next. From all of us in Year 13, thanks for a great year, thanks to Mrs Green for her patient guidance and support, and good luck for the next.

School House helping to Luther Blissett ‘Show Racism the Red Card’

Matthew Le Croisette 13S

East is East … 7E returning battered and bruised from winning House Football only to throw themselves straight into an Eisteddfod rehearsal, 9E's 100% participation rate, and 8E's novel attempt at an assembly are all representative of a House spirit which has dipped then soared. It's been fantastic to be a part of, and I would like to thank Mrs Geraghty-Green for her positive and energetic leadership, as well as everyone else involved. Best of luck to all Easties, past, present and to come. The Beast continues to roar. Matt Songer 13E Our East House Choir

Nothing is more dangerous than a man with nothing left to lose. Last year, the men of East House had lost pretty much everything going – we were therefore confident, going into this School Year, that we were a real threat to everyone else, as we sought to escape our position at the bottom of the House standings in which we were so firmly nestled. Our notoriously feeble sporting endeavours of last year were replaced with the levels of commitment and success traditionally associated with our musical displays. Bridge and chess posed no challenge for our representatives, and Eisteddfod … well … could have been worse (we did grab a first in Senior Creative Writing). But the real change in East this year has been the surge in dedication and commitment from our students. 25

1st place in Year 8 House Rugby

Geography A Highly Favourable Impression It has been a fresh start for Geography this year, with myself and Mr Fairchild joining Mr Nicholas. The students have also been busy, participating in a variety of Geographical events. In December 2015, 12 Year 8s, along with 70 secondary school students from Reading and Wokingham, attended the Model Climate Change Conference, set up to reflect the Paris COP21 discussions between major world leaders. The commitment and enthusiasm of our boys, especially when debating and negotiating with the other teams, made a highly favourable Hard work at Juniper Hall impression. Also in December, our First Team won the Geographical Association Worldwise Regional Quiz, held at Reading School, against 11 other schools—an amazing achievement. In March, all our Year 10 Geographers went to Preston Montford, Shropshire, for their GCSE fieldwork, while our Year 12s went to Juniper Hall, Surrey, to undertake Unit 2 fieldwork. Both year groups collected and analysed data to draw conclusions about how rivers had changed along their course. In May half term, Geography teamed up with Classics for the annual trip to Sorrento, Italy, where they explored the Amalfi coast, Pompeii and Solfatara, and climbed Mount Vesuvius. Closer to home, towards the end of this year, we held a debate on the EU referendum and took a group of Year 7s orienteering at Dinton Pastures.

By the river at Preston Montford

Next year brings new and exciting opportunities for Geography. We are investigating a new range of fieldtrips which will allow every year group to take their learning into a new environment and practise their knowledge and skills. We hope to attend the Model Climate Change Conference again, host the GA regional quiz, return to Preston Montford for Year 10 fieldwork, and also fly back to Sorrento. The Iceland trip, which runs every 2 years, will be organised for the Easter holidays 2017, when a group of Year 12s and 13s will take off to the land of ice and fire hoping to see the elusive northern lights. The Geography Club for Year 7 to Year 11 students will also be running every two weeks, allowing the students to extend their learning and apply their Geographical skills to make a difference to the School environment. I am proud of all that the boys have achieved this year and look forward to the challenges and opportunities of the next. Dr Young

GA Worldwide Quiz With a score of 135 points out of a possible 146, the Reading School Team of Jack Haynes, Andrew Yang and Rohith Manikonda retained the crown of regional champions in the Geographical Association’s 2015 Worldwise Quiz on December 1st. The win reflected the boys’ hard work in preparing for the event. A total of 23 teams from 11 different local schools took part, some travelling from as far afield as Surrey and Hampshire. The teams from Tomlinson and Charters Schools came second and third respectively. Our second team, Fred Newbold, Ben Carless, and Campbell Nugent, thoroughly enjoyed their first experience of the Quiz and will be aiming to come back stronger next year. Mr Fairchild Geographers triumphant 26

A Highly Favourable Impression

Year 8 Climate Change Conference

On December 11th, 12 lucky Year 8 boys attended a conference at the Council Chambers in Reading, modelled on the 2020 Climate Change Conference that was going on in Paris. Teams of four were each assigned a country to study in depth, ours being Bangladesh, Mexico and Australia. There was so much to research, we didn’t even notice when the day came up! We all had to prepare an opening speech, explaining what our country’s aims were and what negotiations we were willing to undertake, such as reducing our carbon emissions and by how much. After the speeches, the floor was open and we could ask other countries questions about their proposals. During the break, we negotiated economic support from others – this was followed by the final plenary, which focused on what we were going to do, and how we were going to do it. All in all, it was a great day, and we all agreed we would love to do it again! Beck Walker, 8W

Juniper Hall

In the river at Juniper Hall

The cold but sunny day of March 23rd saw 42 Year 12 Geographers embark upon the greatly anticipated investigation of The River Tillingbourne in Surrey. After arrival at the beloved Field Studies Centre of Juniper Hall, Box Hill, we enjoyed an educational class intended to help us prepare for the Geog. 2 paper in the summer. We were briefed on methodology, sampling techniques, potential risks and the river itself. Then our band of 'geographical experts' set off to measure at our first sample site, provoking another entertaining choral performance on the coach. Avoiding the horses and mud, we successfully waded through the calm river, collecting an abundance of data to help with our studies. An excellent and informative day was had by all. Our thanks go to the Geography Department for all their support and hard work – for this trip and throughout the year. Sam Steventon 12W

Preston Montford This year in mid-March, 101 Year 10 Geographers made the three-hour trip up to Shrewsbury to study the Carding Mill Valley stream as a part of our GCSE Controlled Assessment. Mercifully, we didn't sleep rough or in threadbare tents, but were accommodated by the friendly staff of Preston Montford Field Study Centre, an old School favourite known to Year 10s of multiple previous years. Not only is the facility surrounded by an abundance of natural beauty, it can also offer an abundance of practical and useful guidance to support students on their journey through the unknown territory that is controlled assessment, hopefully spurring us on to achieve those sterling grades which both our teachers and we so desperately desire. From this basis, we will construct a long 20-hour report (20 lessons worth!) which will constitute 25% of our final GCSE grade. I think all Year 10 Geographers will agree, controlled assessment or no controlled assessment, it was a great trip, both riverside and class-based, and the opportunity to apply our geographical knowledge and skills in a real life setting was not one to be missed. Oliver Keirle 10W

Geographers in competition

Rigorous river work at Preston Montford 27

History A New Age Like all subjects, we are currently going through a period of transition. The shortening of Key Stage 3 to two years meant we had to radically restructure our curriculum to sustain breadth without losing depth. We have also had to choose new GCSE and A-level courses from a now overwhelming number of possible time periods. I have, however, been delighted at the positive attitude displayed by Year 7 1066 projects the History team (I include teachers and students in that term) who have rallied round and eased the pressure of change. Mr Kearle’s constant support has been vital; Mr Allen’s enthusiasm infectious; Mr Robson’s guest appearances on Monday mornings energising.

Year 7s thinking in history

Our Year 12s showed maturity and patience, reading from alternative sources while waiting until Christmas for the publication of their textbooks. Year 8s and 9s took a leap of faith and enthusiasm by opting to take GCSE History when we didn’t even know what courses would be accredited, which was a great relief. My own position at Reading University has been another factor affecting the management of change, and the fact that we have had such a purposeful, laughter-filled, rigorous, creative and successful year is testament to the wonderfulness of my colleagues and our students. And here I should mention Mr Harris, one of the most perceptive, effective teachers I have known. While the Department wish him all the best in his new job, his departure will be a massive loss to me and the students of Reading School.

Congress to Campus One of our new A-level courses is the Cold War: to spend our days debating conflicting ideologies, nuclear diplomacy, Soviet provocation, and so on, has been a joy. Perhaps the best part for me is the dissection of American politics, a true passion since watching The West Wing as a child. The highlight therefore was a trip in February to a ‘Congress to Campus’ event at the University. Mr Robson and I took a group of Year 12 students to meet ex-Congressmen Ken Kramer and Larry LeRocco, who spoke of the trials, tribulations and rewards of their jobs. There was a series of academic talks which included the history of US Government and an assessment of Obama’s Presidency. The day ended in fascinating style as the issue turned to gun control and these intelligent, articulate, fascinating chaps suddenly shared stories of loaded shotguns under their pillows! It was a stark reminder of the fundamental differences between our cultures.

...and mingling after

Year 12s on camera with Congressmen...


World Class Speakers

A new age

In November, we welcomed the award-winning Tudor historian, Jessie Childs, who spoke to a packed Lecture Theatre about the religious persecution that was carried out by Elizabeth I and her government. From secret messages written in orange juice, to Catholics escaping the Tower of London, to horrific tales of burning babies, Ms Childs captivated the audience. In February, it was the turn of the esteemed, often provocative, Andrew Roberts, to talk about Napoleon. Mr Roberts had caught my attention with his BBC2 series on the Corsican General, and I was determined to get him in to share his knowledge. Over 60 students from all year groups came to Big School, none of whom needed to know about Napoleon for any exam – motivated instead by a desire to discover more about one of the defining figures of the past two centuries. Both authors gave away signed books for the best question. Ms Childs’ dilemma over whether Jack Eaton or Sam Miller was more deserving revealed actual anguish, while Mr Roberts chose the precocious Oliver Liles (from Year 7!) as one of his winners. To cap things off, Professor Ralph Houlbrooke popped in to run a seminar for our Year 13s on the mid-Tudors. One of the most prominent authorities on the subject, this was just a joy to behold as student after student fired questions at him.

Creativity in the Classroom As part of our new curriculum planning, we have tried to incorporate opportunities for genuine student creativity throughout our lessons. This year I have seen haikus, a professional podcast, a 50-minute historical musical, a CD of Presbyterian songs (with packaging), several phenomenal History of Science fairs, a visual re-enactment of the Cold War, and the wonders that are our Year 7 1066 projects. Well done to every student who has embraced our ethos and, for anyone walking into a History classroom in September, get ready to think differently, leave your comfort zone and create something new! Mr Bailey-Watson

Year 7 feudal system

Year 13 with the Professor Houlbrooke

Year 13s singing an original historical composition


A Passage to India Never a Dhal moment … Evening, 14th November, 2015. Six students from Year 10 pack their bags for the school trip of a lifetime. Sleepy-eyed, conveyed by slightly anxious parents, they stagger into Terminal 4 to form a shuffling, uncertain group, trying to make sense of the numbers and times on flashing boards…

The yoga capital, Rishikesh

The six of us - myself, Ewan Miller, Michael Li, Matt Gray, Edwin Hughes and Denis Ianev - had been chosen to immerse ourselves, from 14th November to 2nd December, in the culture and way of life of an Indian schoolboy. We were to play music together and take part in their Founder’s Day, but also have a chance to see some of the wildly varying aspects of life there (summed up by mansions bundled among ramshackle shelters) all on the other side of the world.

Welham Boys’ School is in Dehradun, northern India, in the foothills of the Himalayas: our home for two weeks. The site is several times larger than Reading School, with basketball, badminton, squash and tennis courts, a climbing wall, even an amphitheatre! The boarding houses (called hostels) sleep 12 boys to a dorm on straw mattresses, with a bucket and jug for showering. It opened our eyes to just how different our different lifestyles are. We had daily rehearsals with the Indian boys’ orchestra, but plenty of time to play basketball or card games, or relax in the dorms. Meals were sometimes ‘interesting’, like cold chips and peas, with a sort of onion and egg burger. For breakfast! Founder’s Day, to celebrate the founding of the school in 1937 Dehradun centre by the British Miss Oliphaunt, was a huge highlight: there were sports, a performance of The Tempest in the amphitheatre, a huge fête, lights everywhere – even the stone pathways were painted! We felt honoured to be part of such a celebration. The concert we played in was a medley of Western and Indian music, played on a mix of modern and traditional instruments. The weather was wonderful: 20˚C most days, at the end of November! As a full boarding school, Welham felt really inclusive; more tightly-knit than Reading – but it was when we stepped outside that we realised how lucky both we and the students were. We saw the extremes of great wealth sitting alongside appalling poverty in Dehradun, literally on the school’s doorstep. On a happier note, our most enduring memory was our trip up into the foothills to Missouri. A vastly unhealthy (but delicious) breakfast was followed by a walk up to a viewing platform that enabled us to see for miles around. It really felt like the top of the world – we could see all the way to the snowy caps of the Himalayas: memories that will stay with us all forever. Our thanks go to everyone involved: Miss Senftlechner and Mr Longstaff, who showed remarkable resolve at putting up with us for almost three weeks; Mr Walder, Mr Robson, Mr Meehan and of course, all of the amazing staff at Welham, who ensured our stay was as unforgettable as it was. Patrick Sharman 10W

At the Ganges!


Big Mother is Watching You? Perhaps appallingly, Mrs Smith and Jonno Smith have been at the School as long as one another. I drew them aside to ask about the alternate benefits and horrors of life in the same workplace. CR: Has this been a strange arrangement? FS: We’ve never known any different. CR: Who is this arrangement harder for? FS: It’s probably harder for Jonno. I’m sure there are things to do with my gestures, accent, jokes, and so on, which are fine at home, but he’d rather not have at school. I’ve certainly taken advantage of him being around, usually for dealing with my ongoing struggle with technology. I think it probably goes both ways. There was a memorable incident when Jonno was in Year 8 and I was teaching my form in Room 8 - Ned Holt came in to tell me that a small boy was flapping his arms and hyperventilating next to my car, with the alarm going off. J: Yeah, I’d left my games kit in the car. FS: It must be most difficult for his friends. I’ve known some of them since they were two. You can actually tell that everyone’s watching the way Jonno and I interact in lessons, and it’s very convenient that Jonno’s quite a good economist. It was a bit of a relief to see his results last year, as I didn’t really want to face the accusation that I couldn’t get my own son good marks. CR: Are there ever problems separating school life from life at home? FS: We find it very useful to operate a sort of Chinese wall system: there are lot of things I hear about him and his peers outside school which I definitely don’t bring into work as a teacher, and also things I choose not to find out about. I’ve never faced a real moral dilemma, like hearing about someone doing particularly stupid or dangerous things, so it’s worked quite well. J: I definitely wouldn’t have told you if I’d heard about anything like that. FS: On the whole it’s been great to have had so much shared experience, with the same people to talk about, and the same things to notice. CR: Jonno, any closing thoughts? Have you been grossly misrepresented? J: Overall, I think having my mum at school has had a positive impact on my education…and on my time here. CR: Really? FS Because Big Mother is watching you? J: It’s useful to have the car to put things in, which means I don’t have to carry stuff home. FS: Like having a second locker. Brilliant. Mr Roe 31

Drama Year 10 Scripted Pieces In December, Drama students completed their first piece of practical assessed work, based on extracts from Timberlake Wertenbaker’s Our Country’s Good, a play about British convicts sent to the penal colonies of Australia in the late Around the world with Peter McNamara 18th Century. Inspired by the National Theatre production on the Olivier Stage, they worked for several weeks on interpretations of key scenes, which were combined with short poems or prose pieces relevant to the play’s themes, to form a coherent theatrical experience. Highlights included a thought-provoking poem by aboriginal characters about how the arrival of Britons brought disease and pollution. All students who participated received top band marks – an outstanding achievement. Sam Faulkner Jamie Cottle & Bryn Verity-Legg

Year 11 Devised Pieces In April, our Year 11s performed their final devised pieces, showcasing the full range of their skills and techniques. Jailbirds presented the story of four inmates and their escape from prison. With a fantastic sense of energy, this comedy featured a cast of four students, but many more characters! Another comedy, Finding 231, followed a group of Tom Stevens and Max Henderson British Officers racing against the Germans in World War 2 to find a mysterious vault containing a topsecret document. Most striking were the rapid costume changes as the performers swapped between their British and German roles. Finally, there was Lost in Translation, a spy thriller featuring a group of incompetent World War 2 French Resistance fighters and their efforts to avoid revealing their uselessness to a British secret agent. The climax was a chase across France, leading to the cracking of the Enigma Code and victory for the Brits!

Noam Rosenbaum and Nathan Galpin

Year 13 Final Piece For the finale of their A2 Theatre Studies course, the class put together a new and creative version of Jules Verne’s Around the World in 80 Days, starring Peter McNamara, John Livesey and David Jordan. Following the story of Jean Passepartout from his arrival in London to serve Phileas Fogg, audiences were whisked away around the world in a highly original interpretation, including a puppet representing the female role in the play (expertly handled by all three performers) and a memorable reproduction of the ‘I feel like I’m flying’ moment from Titanic, underscored, of course, by ‘My Heart Will Go On’. Altogether, a fantastic piece to end School Dramatic careers and a brilliant demonstration of skill and hard work. All the performers expressed their gratitude to the dedicated members and helpers of Reading School Drama staff, particularly Alfie, Marcus, The Art Department, Mr Corbett, Miss Lim, Mrs Fooks and Ms Capon. Sean Laing 10C 32

John Livesey and David Jordan

English The Effect of Books on your Brain We may still be in the midst of the #Shakespeare400 celebrations, but another towering literary figure shares the same ghoulish anniversary, and on virtually the same day. Miguel de Cervantes Saavedra also kicked the bucket in April 1616, and because he can lay claim to having written what is probably the first modern novel (Don Quixote from 1605), the Reading School English Department would like to tip its hat to our Spanish hermano.

how wonderful Reading School students are. Our team of Year 8 journalists were part of the 10th anniversary BBC News School Report Day. We are one of only a handful of schools who were there back in 2007 and have joined with the BBC every year since; this March, over 1000 schools around the country joined in, and our team covered stories ranging from local library closures to the Sure24 charity. Around the same time, a group of our Year 9 and 10 boys were inspired by a Reading University project, and spent the Spring Term exploring a range of short stories.

Cervantes is the man who coined this description of what happens if one spends too much time with books: ‘Finally, from so little sleeping and so much reading, his brain dried up and he went completely out of his mind.’ Beyond the advent of the brand new reformed specifications for both Alevel and GCSE qualifications, how did we mark Academic Year 2015–16 as one in which we drove Reading School students to similar distraction? Year 10 and Sixth Form Literature students were treated to productions of Hamlet, King Lear, and Macbeth in London, Oxford, and Big School respectively. The Year 10s in the front row at Macbeth will never be able to look at Russian dolls in the same way again. Our boys have also engaged in exciting national and local projects, spreading the good news about

Finally, to bring us back to the beginning and prove that all’s well that ends well: Mrs Geraghty Green was infused by the 400-years-passed spirit of Bill the Bard and gathered contributions from the whole of the Reading School community to produce a multi-media extravaganza celebrating Shakespeare’s wonder. View it at a cinema near you soon. Overall, what these demonstrations of community togetherness in English have taught us is that, in the words of Cervantes: “You must trust and believe in people, or life becomes impossible.” Mr Baldock

Elementary, my dear Hamlet The Year 12 and 13 trip to the Barbican Theatre in September, to see the newest adaptation of Hamlet with Sherlock star Benedict Cumberbatch as the eponymous Danish prince, was certainly worth the hour-long journey there and even the two-hour journey back! It was certainly beneficial to our Shakespeare course component, and a refreshing change to reading the script or watching film adaptations. The performance itself was schools-only, with the delivery style of the soliloquys being another contentious point – especially for the teachers. Rather than totally wrenching a character from time and space, they occurred within a dimmed, ‘time-lapsed’ not-quite-tableau. However, the opulent sets, innovative directing (the play was split into two very uneven parts) and individual performances confirmed this staging, at least in my mind, as

one worthy of Hamlet’s distinguished history, and of Cumberbatch’s acting ability. Emotionally, the general tone was rather subdued, but Ophelia’s suicide tugged especially at the heart strings, while Cumberbatch’s ‘antic disposition’ (dressed up as a toy soldier in a poignant parody of the Cold War-like set design) provoked genuine hilarity. At the end, Cumberbatch made a personal, emotive appeal directly to the audience in light of the current refugee crisis (money demanded from teachers) which was only slightly undercut by a shrill ‘I love you!’ from the front rows (the lady doth protest too much, methinks). Overall, the play was indeed, the thing, and an excellent way to spend a Wednesday afternoon. Oscar Roberts 12W


Macbeth Watermill Performance

The effect of books on your brain

One of the most gory and horrific of Shakespeare’s plays was delivered with skill and intelligence to Year 10 last November in Big School by three great actors, who were completely undeterred by the limited size of their troupe. Seeing the piece we’d been studying for months put into actions and words was fascinating. Now, whenever we study the text in class, I can envisage how the scenes could be lit, how the lines could be delivered, and even the facial expressions. A performance both entertaining and educational. Jason McAnally, 10W

EISTEDDFOD: Summary of Results Performance

Creative Writing










Creative Writing 1st Prize (Colts) THEME: Journeys Contorted trees loom over me like pillars, their twisted branches blotting out the sun. I plunge my oar into the muddy water, its murky surface a screen to hide the unknown depth below my flimsy wooden vessel. What lies down there? I’ve heard talk of fish with jaws as powerful as tigers’ that pounce on prey that has innocently entered these deadly waters. I’ve heard of snakes with venom strong enough to kill an elephant. But there’s no turning back. Not now. Painfully, slowly, my raft drifts downstream, along the endless river. Aching, shaking, my tired arms propel me forward. On all sides are lush, vivid shrubs and towering trees that swarm with life. The air rings with the echoing cries of birds and is filled with flashes of strange and vibrant colour. I wonder at how a place so serene, so elegant, can be so perilous to so many. Every bush, every tree, every gleaming tributary teems with so much life; it seems surreal, almost cruel, that I can’t just reach out and touch it. Yet I know I must keep going – deeper into the sweltering heat and humidity. Slowly, surely, I can feel myself relaxing, becoming one with this mystical, enchanted place. But something pulls me back to reality. Black clouds form close overhead; from out in the dark ocean, thunder starts its ruthless roll; soon, icy needles of rain stab at my back, severing me from my illusion of safety. My little raft, my sanctuary, battered by the wind and swelling water, turns and tosses erratically. I hear the cries of some poor animal – a youngster, trapped by the tempest. I know it won’t survive the night. The rain incessantly pounds my back, my face. In agonising solitude, I lie, waiting. Then the storm subsides, as quickly as it started. Immediately, the chorus of life erupts from the eerie loneliness. Harry Manocha, 10S


The Poetry Page Riddles from 7W I grow up big and tall But I’m not a baby. I have a bark But do not bite. I have a trunk But am not an elephant. I drink water But not from a glass. On a hot day I give you a cool seat. Who am I? - Ebinezer Rajaram

Riddle answers on page 47

I’m hotter than lava; I’m brighter than gold; As fast as the wind, Or so I’ve been told. I’m the final achievement For the fair ones I serve. I live in the middle Of a sparkling curve. - Ben MacLean

What licks but never tastes, Dances without feet, Breathes but never inhales, Dies but has no life, Can eat but not drink, And can hurt without intention? - Ben Riches

I am as old as Time, Yet without Time cannot exist. None can escape me, Though many try to. I cannot be reasoned with and pleas fall on deaf ears. Some hate me; Others welcome me. I cannot be seen or heard or felt, Though many know when I come. I cause much pain, Yet can never feel any. I have no master, Though I have mastered many. I come in many forms, Though in the end I stay the same. I am moving towards you, Slowly. - Vaibhav Mahajan My heart is made of lava; my skin is made of rock, A crispy shell protecting me from all of Space’s knocks. I can see both night and day on my different sides; My skin is only broken when with more rock I collide. I am so very lonely, all by myself forever; I will stay here for eternity to roll and roll, whatever. The only friend I’ll ever have floats by my side, so small; She circles me perpetually and throws down a silver shawl. - Tom Masters


It’s unusual, given the wealth of creative writing which comes from our younger students, to find one class capable of generating such high quality material. But 7W are such a class and this page is in their honour! Mr Beahan

The Book Festival ‘Everyone buzzing about books’ The aim of our annual School Book Festival is to inspire an enjoyment of books and reading throughout the whole School. The Festival this year took place during the first week of March and coincided with World Book Day on the 3rd of March. This was our third Book Festival and it was again preceded by a Scholastic Book Fair, to get everyone buzzing about books. Initial excitement was raised by the Book Fair, which generated a grand total of £339 in commission to spend on books for the LRC. This was followed by four talks from famous authors: Chris Bradford, the best-selling author Chris Bradford—bodyguard by day... of the Young Samurai series, the Bodyguard series, and now a qualified professional bodyguard. An unexpected threat arose at the start of the talk, and Chris rushed Mrs Jackson to safety while the trailer to his Bodyguard series burst into life on screen. A highlight was when he fired his water pistol into the face of one of the Year 8 pupils Peter Youssef, 13C

...and samurai by late afternoon

Lewis Dartnell, astrobiologist at the University of Leicester and broader science writer, led a workshop on finding alien life with Year 12 students and an open Inspire lecture on his popular book, The Knowledge. What would you do if you couldn’t pop down to the local Argos and get everything you needed to survive? It’s a tough one. Luckily, ‘The Knowledge’ you need is available at your fingertips…or any Waterstones near you

And he leads us through the cosmos

Jon Mortimer, 12C A close encounter

Andy Mulligan, whose novel, Trash, was shortlisted for the Carnegie Medal in 2012 and is published in over 30 languages across the globe, spoke to Year 8 about the way he writes and the formative influence of his work abroad in Calcutta, Vietnam, the Philippines, and elsewhere. Meeting Andy

The author’s mind at work


‘I really enjoyed the Andy Mulligan workshop. I learnt about how real life experiences can influence writing, and that some things we take far too much for granted. It encouraged me to read more books by Andy Mulligan, e.g. ‘Trash’ John Spence, 8W

Everyone buzzing about books Mr Fermor, celebrated Reading School teacher and author, gave a lunch time talk in the LRC based on his passion for trains and his book GWR/BR (WR) Castle Class (Owners’ Workshop Manual). I reckon Mr Fermor ought to do an Inspire Lecture on the same subject! I was expecting it to be about his book, but this was an even more interesting talk than I’d expected it to be Charles Turvey, 13W

Fuelling students’ minds

Looking back over the week, this has been the most successful and enjoyable Book Festival to date Mrs Kesteven

Gauging the room’s steam awareness

Drop Everything and Read According to tradition, the school also Dropped Everything and Read on World Book Day, Thursday 3rd of March - at 10.20am everyone in school was invited to stop what they were doing and read for 20 minutes. Mr Bailey-Watson’s historians and Kathy proved the most impressive.

Pupil Librarian of The Year Sam Miller was shortlisted for the Pupil Librarian of the Year award and was invited to the BT Centre (‘a turn of the page away from St Paul’s Cathedral’, as he puts it). He recounts his day at the award ceremony: It soon transpired I had stumbled into a veritable Diagon Alley of children’s authors. My author champion was Piers Torday, a surreal twist, as I had met Piers when he won the Guardian Children’s Fiction Prize for his dystopic novel, The Dark Wild. Behind us was master of the dark arts, Chris Priestley, who visited our School last year during the Book Festival. For the star-struck, the guest speaker who presented the prizes was no other than Chris Riddell, one half of Paul Stewart and Chris Riddell, the joint creators of the Edge series. After some inspirational words from SLA president and author, Kevin Crossley-Holland, it was time to unveil a worthy winner, Dielleza Brava from Sydenham School in London, a member of her school’s LRC team for almost five years. Coming away with £50 in book vouchers for the LRC and myself, a Chris Riddell original (depicting a bespectacled, sabled “library-wizard”) and memories of so many inspirational people, it was hard to feel anything but bibliophilic joy.


The difference between the poet and the mathematician is that the poet tries to get his head into the heavens while the mathematician tries to get the heavens into his head. - G.K. Chesterton

Senior Maths Challenge Last 5th November, our Years 12 and 13 set off fireworks of a different sort by sitting a multiple choice paper designed to test the mathematical and problem-solving skills of talented students across the country. Once again, the results were spectacular, with 53 receiving Gold Certificates and over 100 more Silver or Bronze. In addition, 36 boys went on to take the follow-on papers. Jimmy Liu, Elijah Price and James Sun all deserve a special mention for making it through to the second Olympiad round, something only 100 pupils across the country achieve.

Junior Maths Challenge th

This took place on the 28 April and was sat by all boys in Years 7 and 8. 120 boys were awarded Gold Certificates, a huge increase on last year’s 97. A further 60 boys received Silver Certificates and 37 Bronze. 14 qualified for the prestigious Junior Maths Olympiad (a 10% increase on last year) which only 1200 students nationwide are invited to take. A further 54 boys were invited to take the Kangaroo paper. Both of the follow-on rounds took place on the 14th June and we look forward to the results! Particular congratulations go to Jack Haynes (Year 8) and Ewan Azlan (Year 7) who came top of their respective year groups.

Intermediate Maths Challenge This year, our boys won an incredible 290 certificates in the UKMT Intermediate Maths Challenge, taken by Year 9, 10 and 11 pupils across the country. Only 7% are awarded Gold Certificates, so our tally of 102 is an incredible achievement! Moreover, 92 boys were invited into various followon rounds, including 20 who sat the Olympiad (out of 500 pupils nationally) 14 of whom gained Merits and 4 Distinction. Special mention must go to Elijah Price of Year 10 who was awarded a medal, and to James Sun of Year 11, who scored a maximum 60 out of 60. Another 5500 students are invited to take part in the Intermediate Kangaroos. 72 boys from Reading were invited to this stage of the competition, 25 of them winning Certificates of Merit by scoring in the top 25% of the country.

Contributions from Mr Walder, Miss Hooker, Mrs Sikkel and William Clennell, 11E (who also edited)

Senior Team Maths Challenge Following their first place in the UKMT Senior Team Maths Challenge Regional Heat held at Highdown School in November, our team were invited to compete in the National Finals at Lindley Hall, London, on 2nd February. Alfred Wong and Christopher Pegrum in Year 13, and William Davies and Ming Yin in Year 12, worked hard in preparation for this event which combines mathematical, communication and teamwork skills, offering pupils another way to express and develop their enjoyment of Maths. Rounds included the Cross-Number, Group and Shuttle; points were awarded for correct answers, with bonus points offered for quick completion of tasks. 86 schools were represented from across the UK and competition was fierce. The Reading School team worked successfully together and proudly came away in 5th position, having dropped no answer marks throughout the whole contest, but missing only a couple of the bonus points available. 38

MiG25 MiG25 continues to cultivate curiosity and build confidence by providing enriching, mathematically challenging and intriguing problems to students from Y7 to Y13 every Tuesday lunchtime. The club is coordinated by Mrs Sikkel and this year has been led by the Core Team Leaders, Alistair Fleming, Alfred Wong, Ming Yin and William Davies, who were awarded Mathematics Ambassador Badges for their dedication, commitment and superb leadership. Highlights have been the study of Calculus, Number Theory (including divisibility, modular arithmetic and prime numbers) and the fascinating world of Fractals. Senior students have been involved in mentoring juniors, providing individual support to help them understand complex concepts. They have studied problems from the UKMT Mentoring Scheme as well as others from the Junior and Intermediate British Mathematical Olympiads. Sadly, we have to say goodbye this year to Alistair Fleming, who is leaving us to study Mathematics at Lincoln College, Oxford, and to Alfred Wong, who is looking forward to his Mathematics undergraduate course at Trinity College, Cambridge. Thanks for all your hard work and good luck!

Category Y7/8

Next academic year the club will be run by:

Anirudh Kaitan 7W

1st Prize

Team Leaders– Ming Yin 12W, William Davies 12E

Nihal Mahajan


2nd Prize (Joint)

Assistant Team Leaders– Deasil Waltho 12E, Naglis Ruksnaitis 12E and Jimmy Liu 12E

Tony Xu


2nd Prize (Joint)

Swapnanil De


3rd Prize

MiG 25 Competition : Summer Term 2016 Winners

Ewan Azlan Luk 7E Performance


Aditya Singh Performance



Harish Raghu Performance



Category Y12/13 Minghua Yin


1st Prize

Charlie Harding Prize (Joint)



...Try your hand at some Maths problems 1. Find the fraction which is greater by one third than one third of itself. 2. A doctor asked his receptionist the ages of three patients he had just seen. She replied, “The product of their ages is 2450, and the sum is twice you age”.

3. Given that find the value of

The doctor rose to the challenge, but found he had to ask for more information.

4. Farmer Giles told his farm labourer to weigh five big trusses of hay and to tell him the weights. The foolish man weighed them in pairs instead of one at a time, and reported the weights of the pairs as 100,102,103,104,105, 106, 107,108, 110 and 111 pounds.

“I’m sorry,” the receptionist replied, “I should have told you that the patients are all younger than I am.”

How much did the five trusses weigh individually?

The doctor was now able to work out the three ages.

Answers can be found on page 47

How old was the receptionist?


THE ART OF SCIENCE BIOLOGY International Biology Olympiad Summer 2015 The Royal Society of Biology organises the UK Biology competitions. Mathew Hankins from Reading School was one of a team of four representing the UK in last year’s competition. The International Biology Olympiad brings together over 240 of the best young biologists from around the world. The UK team is supported by the Biotechnology and Biological Sciences Research Council (BBSRC). Last year the competition was held in Denmark and we would like to congratulate Matthew for achieving an International Silver medal. Matthew is currently studying Biochemistry at Oxford University.

The Biology Olympiad 2016 The British Biology Olympiad, run by the Royal Society of Biology, is open to Year 13 A-level students. It consists of two one-hour multiple choice papers taken online. The British Biology Olympiad challenges and stimulates students with an interest in Biology to expand and extend their talents. Congratulations to the Year 13 Biologists who entered the Biology Olympiad in February this year. Matthew and Arash were placed in the top 100 students who entered. The students achieved the following awards: Gold Medal: Matthew Le Croisette, Arash Ghoroghi, Oliver Taylor, Andrew Wilson, Amin Al-Hussainy, Charles Turvey, Ritvij Singh and Maxim Wallace. Silver Medal: Sudarshan Gurumoorthy, Ahmed Abubakra, David Miller, Ian Wilson, James Craig and Miles Deans. Bronze Medal: Daniel Beban, William Denham, Robin Sullivan, King-Ho Lee and Moammar Hussain.

The Biology Challenge 2016 The Biology Challenge is run by the Royal Society of Biology for Year 10 students. Questions are set on the topics covered in most general Biology courses for pupils of this age, but the Biology Challenge also rewards those students whose knowledge of the subject has been increased by reading books and magazines, watching natural history programmes, and taking notice of the news media for items of biological interest, as well as students who are generally aware of our natural flora and fauna. Congratulations to the Year 10 Biologists who volunteered to take the Biology Challenge in March. They achieved the following awards: Gold Medal: Nicholas Lee, Rohith Manikonda, Thomas Lunn, Russ Houghton and Edward Davies. Silver Medal: Matthew Rudd, Fred Newbold, Tridham Manjunath, Patrick Sharman, Sushrut Royyuru, Shourya Sharma and Ben Farmer Bronze Medal: Matthew Gray and George Archer. Highly Commended: Umar Asghar. Mrs Maunder

Reading School Medical Society This successful Society, run by Year 13 students, assists Year 12 with their applications for medical school and helps Year 13 students prepare for interview. Typically, between 13 and 17 pupils take up a place to study medicine each year. The Society meets weekly in the Biology Department and is a forum for discussion of relevant current affairs, sharing resources and aptitude test practice. Medical students and doctors from previous years return to provide insight into life as a medical student. In addition, staff provide support, arranging external speakers to facilitate the application process and discuss key NHS issues. Along with traditional interview practice arranged by the school, students get the opportunity to experience a mock multiple mini interview (MMI) session and training for BMAT essay writing through the Mrs Pickering Medical Society. Potential dentists and vets are also welcome.


Chemistry Chemistry has had a busy year this year. We have had boys enter for five major competitions, including the International Chemistry Olympiad, the Cambridge Chemistry Challenge, the Trust for Sustainability Living’s international sustainability competition (with Raja Khan and Daniel Shao going to Dubai to compete), the BP Ultimate Stem Challenge (finalists) and Syngenta’s Improving Lives of Farmers (finalists).

Our trip to Dubai had a big impact on me. Previous to this trip, everything I knew about sustainability had been completely hypothetical. Going on this trip gave me a great opportunity to sample first hand some of the efforts being made to create a world that is sustainable. It was also a great opportunity to meet students from all sorts of backgrounds from many countries from around the world (such as America, India and South Africa) to debate this very topical issue.

We were very happy to host, for the 7th time, the Year 5s in the Gifted and Talented Academy and make use of these sessions to train boys to go out to primary schools and perform the same experiments with other children in Reading. Rajghogulan Mukuntharaj, Luke Kurowski-Ford and Michael Sexton are to be commended for their efforts. Their delight in giving these lessons and the experience of teaching gave them a real buzz. The new A level brought a focus to the need for practical chemistry and despite the lack of facilities during the new build we have managed to complete all the necessary work to give the boys Mr Longstaff sufficient experience for their AS exams.

This trip really improved my self-confidence and communication skills as we had a whole day dedicated to debating whether sustainable cities are possible or not. This involved a lot of group work as well as public speaking. Moreover, I have made some links internationally with people whom I met on this trip that I will try to strengthen in the future. Raja Khan, 13C


Mr Hussain’s legacy– before and after photos show the Lecture Theatre’s transformation into an impressive (and warm!) learning environment

Farewell to Mr Hussain

At the end of the Lent term, we bid farewell to one of our loyal ‘boomerangs’, Mr Hussain. An OR (East House) who left the School in 2000 to read Electronic Engineering at UCL, Mr Hussain joined the School staff in June 2005 (alongside Mr Robson) fresh from the Physics PGCE at Oxford University, becoming Head of Physics before leaving in August 2009 for pastures new and entrepreneurial. Returning in 2012 to take on the combined running of Physics, Computer Science and Engineering, his overriding impression was of the mushrooms and ivy growing on the roof of the old workshop, electronic labs that were the same as those in which he had been taught, and having to teach in gloves and a beanie in a frozen Lecture Theatre. Highlights from his third spell with us include the hardfought refurbishment of the Physics, CSE and Lecture Theatre spaces, alongside the founding of the new CSE department. Worthy of particular note is the supportive student body, who took to the new Computer Science curriculum in true Reading School style. The ambitious and enterprising nature of the School community will be sorely missed by Mr Hussain as he leaves for sunnier shores, taking up a senior position at Dukhan English School, a Qatar petroleum school situated some 100 feet from the beach (someone’s got to do it). No longer obliged to sport his trademark jumper, he is hugely excited by the challenges which lie ahead – the more so as he’s “tired of being cold”. 41

SPORT A Compendium of ‘Winning’ Thoughts For most of my life, I believed that the main point of being involved in school sport was to win. ‘If winning isn’t everything, why do they keep score?’ as the great Vince Lombardi once said. Perhaps this was because I was in the enviable position of having won more than I lost. However, as I grow in age and experience – as a teacher, coach and person – I have begun to question this position more and more. Winning shouldn’t be the main driving force in teaching, coaching and participating – although I do believe that never winning can also have a negative impact. Winning is not necessarily all evil, but winning at all costs might be. Perhaps then it is either the definition of winning or its focus in school sport that needs to be re-examined and redefined.

progress. Both hide the ultimate long term goal of school sport, that of learning and self-awareness.

Do we rob our students of important learning opportunities if we spend The U14 Athletics Team at their first match our time with them only talking about winning and challenge; showing perseverance and losing? Do we also raise stress and anxiety levels because this becomes the commitment; having a deep understanding and respect for the primary criterion by which they judge rules. We need to make clear to their own self-worth? If so, are we children that satisfaction lies not just in therefore in danger of creating a situation which is neither enriching, nor winning, but in having competed and allows them to flourish and shape their put in a worthy effort; that the joy of winning can take a long time to potential? appreciate and, when achieved, is The Binary of Winning or usually only momentary and fleeting. Real long term enjoyment comes from Losing focussing on the small improvements Perhaps, instead of talking about they make under the pressure of ‘winning’, we should be talking about competition, and revelling in the ‘competing’, or better yet ‘learning’. Using these words wisely may elevate competition itself. The Sporting Paradox the child’s perspective not only above A Win for All A wise man once said to me, ‘the more the binary of winning or losing, but As a school, we need to continue to we talk about learning stuff and the less beyond the sport as well. But we must redefine what ‘winning’ means. The we talk about winning stuff, the better model this behaviour and this attitude. educational benefits of competitive we get at developing excellence and The way we act from the sideline - our sport do not revolve solely around the more likely we are to win.’ As body language and what we say - has a winning at all costs, or avoiding the adults involved in school sport, I powerful impact. Do we really want to labels that not winning brings. If believe being aware of this paradox is inculcate in our youngsters the belief together we can manage the key to creating a positive sporting that the result of a game is more experience of school sport for all our environment. We need to get beyond important than them, their experience, pupils, they will learn that winning and the competition results, the winning their development and, ultimately, losing, success and failure, are just the and the losing, and focus on the their growth and happiness? short term consequences of the long purpose and process instead. It is easy To foster change, we need to create an term goal of self-improvement and to be fooled by results, both good and environment around competition that learning. And that in itself would be a bad, wins and losses. The win can challenges the worst aspects and win for all. disguise deficiencies; the loss can hide promotes the best: rising to a Mr Beckey, Director of Sport

U16 Relay Team in the Reading Schools Cup

U12 Cricket vs. John Hampden Grammar School 42

Junior Badminton winning Team of the Year Award at Sports Personality 2015

California Dreamin’ This time last summer, six staff and 44 boys set off on the West Coast trip of a lifetime, to teach the Americans how the sport of ‘football’ is really played. The staff did everything possible to ensure the trip went smoothly – whether it was Mr Kearle trying to make us sick with pre-tour fitness training, Mr Steadman with his newlyfound tactical nous after the departure of Alex Stuart, Mr Bywater’s extravagant shirts, Mr Beckey’s entertaining take on fines for lateness, or Mr Allen proving himself to be the next John Motson. Perhaps the biggest thanks should go to the Tour Organiser, Mr Bellinger, who filled out reams of paperwork, some of which probably never even got read. We all got to see a new side of him, as well as of the rest of the staff. On the pitch, new reputations were built. Sam Dexter scored his first ever goal for the School, converting from the penalty spot in a 2-0 victory. In the same match, one-time goalkeeper, Harry Taylor, scored what seemed to be the most unlikely of curled finishes and Elliott Snowball continued his productive strike rate for the third team. Forgotten man James Harding pulled a goal out of nowhere in the opening game, while “the English Messi”, Mark Spruyt, was impressively prolific. Jonny Purcell braved a broken toe

to go upfront – only to be sent off for a reckless challenge. Aside from slight overreactions to some woeful refereeing decisions, all three teams could walk away from every game with their heads held high, knowing they had given their all in the fierce American heat. Off the pitch, there was also plenty to do. We cycled across the Golden Gate Bridge and toured the infamous Alcatraz, where the stalwart Mr Malone (father of George) arrived at the last moment to ensure that there were enough adults to accompany us on the ferry to the island. Emmett (a dead ringer for Stan Lee) waxed lyrical about the San Francisco Giants on our tour of the AT&T Park. The StubHub Arena (home of LA Galaxy) possibly even topped this, with the chance to have a training session taken by some players, and the opportunity to meet everyone’s second-favourite Spaniard, Nacho Maganto. And, of course, there was the day at Universal Studios, where Mr Bellinger was at last united with the velociraptors on the Jurassic World ride, even if it meant enduring an 84-foot plunge to make it to the end. In all, it was a truly wonderful experience for all involved, and, again, a huge thank you to all the staff who went. We hope they continue to enrich students’ lives with the work they do, both inside and outside of School. David Titcombe 13C


MUSIC A Concerted Effort I have this distinct memory from my childhood that almost all of the television programmes shown for the purposes of family entertainment had to include at least one plate-spinning act. Like any fad, this it seems, has largely had its day. However, when reviewing the activities of this year both in and out of the classroom, I am struck by how many items of crockery are still rotating with impressive speed and reassuring stability over their sticks and how few fragments of broken pottery there are on the floor. Aside from maintaining and developing all that makes Reading School Music great, for me, the most special elements are the ones that originate from the boys themselves. Particularly inspiring were Peter Drew’s fundraising activities, and it was a magical experience to play carols with the brass group at Reading train station in December. Having the unenviable task of following last year's House Music, I was amazed by just how hard the Sixth Form leaders worked to make sure that quality was maintained, and it was a special moment indeed when West House, so long the loyal wingmen of the competition, were finally able to lift the trophy. None of this, of course, happens in a vacuum. This year, we were delighted to welcome Mr Newman as part of our team of staff, and to continue to receive the tireless enthusiasm and support of the Friends of Music. Mr Meehan

From top left, reading across:  The Jazz Band impress at the Big Band Ball  Mr Meehan with the 2015 leavers: 100% A*-A at A-level  Strings for a Mansion House guild dinner  Jonathan Sinclair: Berkshire Young Musician of the Year  Year 7’s March of the Titans  Musicians ready for Christmas


Modern Foreign Languages Berlin From the 24th - 27th March, a group of Year 10 and 11 students visited Berlin. After settling into our hostel, we visited Das Brandenburger Tor before walking to the Reichstag, seat of the German Parliament. Our tour there included a visit to the giant glass dome on the roof, designed by British architect Norman Foster in the 1990s to symbolise the reunification of Germany. The second day began with a visit to the Fernsehturm (TV Tower): at 368m, Germany’s tallest building. Up in the viewing deck, we were presented with stunning views across the city. We later visited the East Side Gallery at the Berlin Wall before finishing the day on a cultural high with Batman vs Superman at the IMAX cinema. In the remaining two days, we visited several other well-known sites, including Checkpoint Charlie and Berlin Zoo. At a shopping centre on the last day, Mr Kearle discovered that he is in fact Deadpool! (see photo) Overall, a fantastic trip where we got to visit some amazing places. I would definitely recommend anyone who gets the chance, to visit such a unique city. Sean Laing 10C

Spain Taking 40 boys to Spain was a big challenge, but turned out to be one of the most rewarding projects of the year. I loved everything about it, even leaving for Gatwick at 4 in the morning ... From eating chocolate con churros to playing flamenco in the patio, the boys became Spanish for five days: they felt, touched and tasted Spain. The pace was intense, but the sights breathtaking: La Mezquita de Córboba, La Giralda de Sevilla and La Alhambra de Granada. The trip was a success not only because the boys were so well-behaved but also because the accompanying teachers were so totally devoted. It made everything easy. As I told them on the bus on the way back, Contigo al fin del mundo. I fell in love with Andalucia again – and I think the boys did too! Mrs Trujillo Delgado

We arrived to a huge thunderstorm, soon ignored after the indulgent chocolate with churros (a fried dough pastry) which lifted our spirits before we met our host families, got to know them and most importantly got some rest for the next day. Then up bright and early for a long day in Córdoba and a guided tour of The Great Mosque (Mezquita) and Synagogue. The former hides an inner courtyard, while the latter features Jewish scriptures along the walls. Post-lunch Flamenco dancing is not my forte, but was a nice taste of Spanish culture and an energetic way to end the day before heading back to our hosts. Our day in Seville began with a tour of the back alleyways leading to the Cathedral (enormous inside, with an altar it took a tonne of gold to make). From the tower, you can see the whole city and beyond. Bull ring (no fights), then the Plaza de España, before heading back to hosts. After that, all day in Granada at the magnificent Alhambra Palace (Red Fortress), then back home. My Spanish improved significantly as I learnt about the culture and history. We all had a great time and were sad to leave it behind! Jack Lewis 9C


THE ART OF ART The undoubted highlight of my year so far has been teaching my select group of Year 13 artists, who have been enormously welcoming and supportive as I got to know the ins and outs of the School; they are always willing to lend a hand in the Department, and being made part of the Weekly Cake Rota has been a definite plus. Alas, my lemon drizzle cake was a little dry and not as zesty as intended, but they demonstrated a good understanding of the agreed-upon assessment criteria and marked it fairly.

know what talking about. as only and drawing and wrong; we are our vibrant to the visual television It has been heartening that, whilst members of the class are games design, fashion, going on to study a diverse range of subjects at a higher and product level, all have shown great commitment and drive with regards to their Art practice, spending numerous additional knowledge and hardworking people easily imported.

they’re To see Art painting is simplistic in the UK, renowned for contributions arts, film and production, graphic design, photography, design. The skills these possess cannot be

The class of 2016 has been an enormous asset to both the Department and the School, acting as subject ambassadors at open evenings, and inspiring younger pupils. Their work is exciting, using different approaches in a wide variety of media and techniques; much of it is also personal, showing that the ideas and processes behind the work are just as important as the outcome, if not more so. The artworks shown here are a selection of final outcomes for portfolio and exam units. Ms Creegan

hours working at School and at home. Art is not a subject that can be crammed at the last minute: it takes hard graft and a constant refining of skill to achieve well, often whilst working independently and organising your own time. Developing these areas bodes well, no matter what students are going on to do. There are some who see Art as a ‘soft’ subject or think that choosing to study arts subjects limits students’ opportunities. When the creative industries in the UK contribute £84.1 billion yearly, have shown a higher rate of growth than any sector in the economy and employ 2.8 million people, it is clear that, frankly, those people don’t

Art work credit (from top to bottom): Muki Fuad 13AC: Emotion & Human Form Tom Brewster 13AC: Emotive Illustration Freddie Harding 13KS: Mutation in Nature Conor Smith 13SP: Industrial Landscape


Staff Interview Stylish stairs, concrete floors, and a real gentleman Kathy has kept the School in fine working order, cleaning, washing, and making tea with remarkable constancy. Over one of her quieter lunch times, I took it upon myself to ask a series of profound questions about her still point in an ever developing school. CR: How long have you been here? K: I’ve been here for 22 years. CR: Does that make you the longest serving member of staff? K: No – on the support staff that would be Helen Stapleton. CR: So what’s changed the most over that time? K: That’d be having more women in the School. I suppose that when I first came it seemed very proper – quite posh, really, because everyone had jackets and ties, and the boys spoke nicely – and it was very hard to find your way around. But it was also very welcoming. I remember working with Dr Preston, who used to have a terrifying way of coming into a room: you’d think you were alone, and he’d come up silently behind you. But he was a real gentleman. There have always been staff members who have been great to work with: Nuala Ashcroft was very supportive, and Andrew Linnell was a wonderful man. He’s the one person who would come down to make a cup of tea, and offer to make me one. I remember him saying what a relief it was that he could treat me as a friend, when he had to be a boss to so many other members of staff. Teachers have often ended up taking me into their confidence, as everyone needs someone to complain about things to, and they know that I’ll keep it to myself. CR: Which changes have been the most helpful? K: When I first came we had the HORSA huts by the science buildings, and I don’t miss those concrete floors. Neil Applegate used to have his toaster and a kettle in there, which the boys used, and that wasn’t the easiest thing to clean. I suppose a lot of what I had to clean changed over the years. When I first came, we still had the Headmaster’s house opposite the hospital. That was a very grand place, with an enormous staircase at the entrance - I used to enjoy processing down it like a high-society lady. But that’s what we always did when cleaning anywhere: you have to look after the part of the School you’re given like it’s your own house. I first did that in South House, and moved on from there. CR: Have there been any surprising changes? K: I didn’t see a future for myself in boarding – I thought I’d just stay cleaning indefinitely. When the boarding vacancy came open, it was Ann Hardwick who persuaded me to go for it, and I had great support from the teachers. It’s taken me out of my old position in the School, so it’s very good that Ashley’s made sure I keep a connection to the staff room through doing the teas and coffee. I like to have some banter with the staff, particularly Ashley — if he pulls rank on me, I pull age on him. Work can be pretty mundane, so you need to have fun if you’re going spend most of your life there. Mr Roe

Riddle answers:

Maths problems answers:

Ebinezer Rajaram—A Tree

1. x= ⅟₂

Ben MacLean—The Phoenix

2. 50 years old

Ben Riches—Fire

3. ⅟₂

Vaibhav Mahajan—Death

4. 49, 51, 53, 54, 57 pounds

Tom Masters—The Earth

Dates for Your Diary 2016 Friday, September 2nd: OR Association AGM & Annual Dinner, from 5pm, Redingensians Rugby Clubhouse, Sonning

Tuesday, November 15th: Inter-house Music Competition, 7pm, Reading Town Hall

Saturday, September 5th: OR Rugby, 12 noon, School Field

Monday, December 12th: Carol Service, 7:30pm, St Luke’s Church, Erleigh Road

Wednesday, September 14th: Frank Terry Memorial Lecture by Professor Julian Johnson OR(1974-81) “Why Study the Arts?”, 4pm, Big School Tuesday, September 20th: Inspire Film Screening “Sense and Sustainability”, 4pm, Big School Saturday, September 24th: Wine & Welcome for New Parents, 7pm, Big School

Thursday, December 15th: Senior Prize Giving, 2pm, Great Hall, University of Reading

2017 Thursday, January 26th: Year 7 Concert, Laud and East,6:30pm, Big School

Thursday, October 6th: RSPA AGM, 7pm, Big School

Friday, January 27th: Year 7 Concert, County, School and West, 6:30pm, Big School

Tuesday, October 11th: Colts Concert, 7pm, Music School

Saturday, February 4th: Big Band Ball, 7:30pm, Refectory

Thursday, October 13th: Commemoration Service, 2pm, Minster of St Mary the Virgin

Monday, February 27th-Friday, March 3rd: Reading School Book Festival, check website for details of visiting authors

Wednesday, October 19th: Junior Concert, 7pm, Music School

Wednesday, April 26th : Junior Concert, 7pm, Music School

Wednesday, November 9th: Career Convention, 7pm, Big School, Saturday, May 6th: Spring Fayre, Noon to 3pm, School Field and Refectory, Lecture Theatre and English classrooms Refectory Friday, November 11th: School Remembrance Service, 10:30am, Monday, July 17th: Summer Concert, 7pm, St Joseph’s College, School Chapel Upper Redlands Road Sunday, November 13th: OR Remembrance Service, 10:30am, School Chapel

Your honourable 2016 Editorial Committee. Photo credit Oscar Cullura, 12S.

Reading School, Erleigh Road, Reading RG 1 5LW

0118 9015600