Sedbergh View Issue 3 – Autumn 2016

ISSUE THREE • AUTUMN 2016

Know your tables!

HEADMASTER ANDREW FLECK ON THE VALUE OF LEAGUE TABLES

SECRET LEADERS CCF ON SOFT SKILLS

Outward bound:

SEDBERGHIANS COMMITTED TO MAKING A DIFFERENCE

STAFF PROFILE: NAOMI LIDIARD, OXFORD CLASSICIST & TALENTED SINGER

WHY FLOURISHING IN THE 21ST-CENTURY WORKPLACE REQUIRES AGILE LEARNERS

SEDBERGH

EASTER COURSES CRICKET WITH MARTIN SPEIGHT

RUGBY 7S WITH NICK ROYLE

HORSE RIDING WITH ALISON SIXSMITH

CODING & MAKING WITH FIRE TECH CAMP

COURSE DATES 3RD – 6TH APRIL WWW.SEDBERGHSCHOOL.ORG/SUMMERCOURSES e - eventsmanager@sedberghschool.org

t - 015396 22616

Welcome

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ith Christmas come League Tables and so this edition is dedicated to questions about the value and measurement of education.

There is so much that cannot be measured, indeed as teachers, we never know what seeds may germinate in our pupils’ minds, nor when.

Old Sedberghian, Craig Carroll, describes life-changing teachers and phrases which he has passed down the generations. Naomi Lidiard, now a teacher at Sedbergh, recalls the teachers who shaped her life.

Sedberghians learn to learn and learn to lead. They are not bystanders to world events but roll up their sleeves and make things happen.

Eliza Twiddle galvanised the School into action in aid of UNICEF whilst further afield pupils are involved in Restart Orphanage in Kenya and conservation in Madagascar.

The development of character is as important as academic success and will shape our pupils’ lives once they leave School. Yet however strongly Sedberghians might score, I hope ‘character’ never features in a League Table. League Tables are interesting only to those who are interested in the narrow range of data they display. Character is too complex and colourful to be represented numerically, and so is Sedbergh. ■

Contents

04 In the News 07 SEcret leaders 08 SURVIVAL OF THE FITTEST

News of recent Sedberghian success

How CCFcan develop unlikely leaders

Why tapping into young people’s innate desire to learn will set them up for life

PROFILE: 11 STAFF NAOMI LIDIARD

Classicist and Oxford graduate Naomi on the benefits of boarding

12 the people we become

ow a commitment to make a positive H difference for others shapes Sedberghians

CARROLL 14 OSCRAIGSPOTLIGHT:

Consultant Anaesthetist, Craig casts A his mind back to lessons learnt at the woodwork bench and in the laboratory

15 HEADMASTER’s COMMENT

ndrew Fleck on where parents A might find value in league tables

Andrew Fleck Headmaster ■ Photo credits: Steve Cooling, Chris Swainson ■ Editor: Amy Grace

Visit www.sedberghschool.org and follow our latest news on Sedbergh School UK Sedbergh School Official @SedberghSchool

Full boarding school culture at Sedbergh ensures there is time for creating opportunities for expert guest lectures and plenty of practical learning

Brain Day with Dr. Guy Sutton

their thinking. Dr. Sutton is Director of Medical Biology Interactive and is Honorary (Consultant) Assistant Professor in the Division of Psychiatry at University of Nottingham Medical School. Kate Russell (R), 17, from Skipton, said "I found the day fascinating, particularly as I have an interest in Neurology and am hoping to go to medical school. I focused on neuro-developmental disorders for my EPQ last year and, in this workshop, I was struck by the story of a girl with epilepsy who survived due to having half of her brain removed.

The possibilities of making such a difference to people’s lives made me excited about studying this at university."

Sixth Form biology and psychology students experienced an undergraduate-style lecture and hands-on workshop from Dr Guy Sutton in September. Brain Day gave pupils a fascinating insight into the workings of the human brain, preparing them for examination content and designed to inspire and challenge

GOLDEN YEAR FOR GCSE EXAMS A fantastic set of GCSE results this year confirmed the ‘work hard, play hard’ philosophy which Sedbergh School is known for. Just under half of all grades were A* - A and the overall pass rate A*- C was 91 %. There was a strong performance across the board but some subject areas stood out. Latin scholars passed with 100 per cent A* - A, Further Maths saw 75 per cent on A* - A, and 71 % of Chemistry pupils achieved 75% A*- A. There were many impressive individual success stories such as 11A*s for Maria Page and Will Ross, Many of the highest achievers are also on national or international sports teams.

Sedbergh School UK Sedbergh School Official @SedberghSchool 4

News in Brief #KENYA POLO CAP

HANDS-ON TWO-WEEK ECOLOGY EXPEDITION TO MADAGASCAR Madagascar was the perfect destination for a group of geographers, geologists and biologists who all signed up for a two-week field research expedition. The 14 pupils, in Year 10 to 13, spent two weeks there, led by Dr. Fitzherbert, Mr Fisher and Mrs Parry, working with PhD and post-doctoral students completing biodiversity surveys. The first week, spent in the dry forests in the north, involved lemur and frog sampling, bird point counts and completing a forest ecology course. The second week saw the group move to the coast, to Nosey Be Island, to study coral reef ecology, coral bleaching and species diversity conservation, and to complete a PADI diving course. Dr. Fitzherbert said: “The visit sparked imagination, pushed pupils beyond their comfort zones and gave them access to scientists involved in cutting-edge research. Perhaps they will have come away with their own reasons to care about wildlife, biology and conservation, and their own reason to be motivated.”

WESTMORLAND Ltd CEO Sarah Dunning welcomed at Speech Day

HARRY BROOK FIRST CLASS CRICKET DEBUT Harry Brook (W), 17, from Ilkley, made his first class debut for Yorkshire against Pakistan A at Headingly in June. Martin Speight, Sedbergh School Cricket Professional, said: “In the previous week, Harry had scored more than 500 runs for the Sedbergh 1st XI. He joined us in Year 10 and throughout his time here has shown total dedication. He is the most mentally strong young batsman I have come across for a long time.”

Making history by being the first woman to be Principal Speaker and Prizegiver at a Sedbergh School Speech Day, Sarah Dunning, CEO of Westmorland Ltd., presided over the biggest ever audience of nearly 1,000 people. She said: “It was wonderful to be here. The energy and can-do approach of Sedbergh and its pupils was very evident and it was a real privilege to be invited.” Westmorland Ltd owns Tebay Services and the new Gloucester Services.

Hayley Christy, Housemistress, said: “The girls in particular found Sarah fascinating to listen to.

She was very inspiring and engaging.”

For news throughout the school term, visit www.sedberghschool.org/senior 5

Cheza Millar (L), 17, gained her first international cap for Polo, playing at U18 Level for Kenya. Playing Zambia U18s, Cheza plays off a -1 handicap and was selected for her ability in midfield. Kenya won and Cheza was named Player of the Match by the Zambian team. Cheza, who came from Pembroke House Prep School in Year 9, is Captain of Girls’ Athletics and plays hockey – she finds that both sports help with her Polo.

#SUMMER SCHOOL Sedbergh School International Summer School welcomed 100 young people to Casterton, Sedbergh Prep School this summer. The school, in its 7th year, attracted children from as far as way as China and Kazakhstan, and from Europe. Courses run for children aged 8 – 12 and 13 – 16 and for between two to four weeks.

#CAMBRIDGE VET Congratulations to Katherine Fleck (L), 18, who has succeeded in her ambition to study Veterinary Science at Cambridge University.

Katherine achieved three A* and one A grade and will study at Newnham College. She was one of the first Sedbergh pupils to also study Agriculture at Newton Rigg College alongside her A levels.

Assessment and Examination Dates for entry 2017

YEAR 9, 10 & 12 SCHOLARSHIPS 19th - 24th February 2017

WWW.SEDBERGHSCHOOL.ORG To enquire about scholarship assessment contact admissions@sedberghschool.org or call 015396 20535

Sedbergh School CCF Camp for Year 9, Summer 2014, in Akay Woods.

No need to hide

Secret Leaders

The Combined Cadet Force develops personal responsibility, leadership and self-discipline, and it’s not all camouflage, camps and parading first glimpse of who has leadership potential. It is very obvious. Some will reach their potential by the end of their time here; others are only just beginning and our role is to ensure they flourish after Sedbergh.”

The Institute of Leadership and Management identified recently that UK businesses are impacted by poor leadership and management, with almost half of businesses reporting a lack of internal progression.

Charles Elvin, CEO of the IFL said: “Now, more than ever, we should be investing in leadership and management at all levels to ensure strong business performance and effectiveness.” So, whether pupils enter the Armed Forces, take a Gap year, volunteer in a developing country, go to university, start an apprenticeship or set up a business, they will know their strengths, limitations and potential when it comes to leadership, and they will have a plan for their development.

Some pupils arrive at boarding school with no experience of staying away from home, of living with other children, and with little self-confidence. “Often,” says Staff Instructor of Sedbergh School CCF, Ian Christy, "it is the same individuals who, within a couple of weeks, will have forgotten about wanting to go home because they’ve been given a massive confidence boost by being identified as a potential leader and have learnt something new about themselves. They have a plan.”

There are more than 250 CCF contingents in UK schools and this is set to double by 2020. Each CCF is an educational partnership between school, the Ministry of Defence, and a CCF may include Royal Navy, Royal Marines, Army, Royal Air Force or Band sections.

Turn up for Thursday afternoon CCF training at Sedbergh and you’ll see pupils and some staff in military uniform, possibly some conducting field craft practice or rifle training. However, as Ian Christy points out, beyond the appearance of something very physical, pupils are learning how to make quick assessments and judgement calls, about actions and people. Leaders in training are working out when to lead from behind, from the middle or front, how to judge who is best equipped to carry out a specific task or part of the next challenge.

What goes on in the classroom for CCF training is of even more significance than out in the field, says Ian. “It is here that we get our

What does leadership potential look like?

There is no one-fits-all description, and this is why CCF training is so good for a variety of leadership styles. The challenge is to bring out the best traits in everyone, and to form a coherent development plan.

For more information, go to combinedcadetforce.org.uk or follow @CCFcadets ■

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Inspiring young people to be competent, independent learners sets them up for success at examinations but equally importantly, will equip them to thrive and stay ahead in the 21st-Century workplace, says Amy Grace

W

hen did you last learn something new? Did you learn it because you were curious, because someone rewarded you, or because you had to keep up with, or stand out from, the rest?

Looking to the future, acknowledging the constant flux that both commercial and academic worlds find ourselves in, Arie de Geus, a Dutch business theorist, is right in his assumption that,“The ability to learn faster than your competitors may be the only sustainable competitive advantage.”

And that starts now for our pupils.

Erika Anderson, author of ‘Growing Great Employees’ and partner of Proteus International, writing for Harvard Business Review (March 2016), assures us that this learning isn’t restricted to structured classroom learning but is about “resisting

the bias against doing new things, scanning the horizon for growth opportunities, and pushing yourself to acquire radically different capabilities – whilst still performing your job. That requires a willingness to experiment and become

Kids are relentless in their urge to learn and master novice again and again: an extremely discomforting notion for most of us.”

“Kids are relentless in their urge to learn and master,” Anderson says. She quotes John Medina, who writes in ‘Brain Rules’ (2008) that, “This need for explanation is so powerfully stitched into their experience that

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some scientists describe it as a drive, just as hunger and thirst and sex are drives.” Curiosity is what makes us try something until we can do it, or think about something until we understand it. Great learners retain this childhood drive, or regain it through another application of self-talk. Instead of focusing on and reinforcing initial disinterest in a new subject, they learn to ask themselves ‘curious questions’ about it and follow those questions up with actions.

Psychology researcher Carol Sansone has found, for example, that people can increase their willingness to tackle necessary tasks by thinking about how they could do the work differently to make it more interesting. In other words, they change their self-talk from ‘This is boring’ to ‘I wonder if I could...’

Professor A C Grayling, who spoke to sixth-formers at Sedbergh School last year,

talked about education focusing on inspiration.

More recently, talking to Eleanor Hall, on the ABC radio programme ‘The World Today’, in Australia, he explained; “The things that good teachers do is that they inspire. And, if the outcome is that the student wants to learn more, wants to know more, and comes to see the connections between that pursuit and other pursuits, well that is the thing that makes the student and the pupil an autodidact: somebody who will continue to teach themselves all their lives long.”

On fostering a love of learning from a young age, Dr. Alisdair McMeechan, Head of Science at Sedbergh School, says: Whatever early learning experiences pupils come with, whether that was with a member of the family, a prep or junior school, or in an after school club, we look to grow learners who will build on the study skills they learn all the way to Year 13 – and what we love to hear of is former pupils doing brilliantly in their chosen field, at university or in their career, for whom the passion for learning remains. At Sedbergh, through individual and small group tutorials with a House Tutor, and with participation in field trips and academic societies for astronomers, mathematicians, musicians, biologists and foreign linguists, we create a climate for independent thinking and challenge, and the desire to succeed.

The goal of learning must surely be independence and adaptability, not, as author E.M. Forster asserted, a system that relies on spoon feeding “which, in the long run, teaches us nothing but the shape of the spoon.” Peter Lucantoni, author of Cambridge IGCSE English as a Second Language, Cambridge University, picks up Forster’s point:

“Spoon-feeding suggests that we are providing so much help and support to someone that they need to do very little for themselves, whether this is thinking about something, asking questions about something, or actually producing something. If an educational system encourages this approach to teaching and learning, then we can hardly blame students for sitting back with their mouths open, waiting to be fed. Students will normally accept whatever is offered, without question, more often than not because it is the easy option, but also because they have learned through experience that it works.”

Paul Fairclough, Deputy Head and Sixth Form Head at Sedbergh School, identifies the

The ability to learn faster than your competitors may be the only sustainable competitive advantage real problem as coming to the fore when learners move from a ‘spoon-feeding’ context, into one in which they are expected to do things for themselves; to be inquisitive, to ask questions - and not to simply accept things at face-value. He says, “When pupils who are not used to questioning things are suddenly expected to do precisely that, it can often come as something of shock to them.

Historically, we have found that the need for this kind of adjustment or ‘step change’ in the way in which pupils work has tended to be most apparent when making the jump from GCSE to A Level - and then again, when

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moving from A Levels through to undergraduate study. Three years ago, we introduced Sedbergh pupils in Years 11-13 to Elevate Education, a company that specialises in school-based workshops and lectures aimed at inspiring pupils to embrace good study habits and effective revision methods. As a result of this and other parallel strategies we have seen a year-on-year improvement in the results achieved by our Year 13 pupils. All of this naturally builds upon the work do with pupils in Year 9 and 10 – not least, the work that our most able academic scholars do in their Nine Star programme. It is no surprise, therefore, that we are now seeing the emergence of a healthy culture of independent learning and peer support and competition developing across the Senior School.”

If pupils are to compete for the best results at national examinations and later at University and in the workplace, we need, as Judit Neurink, Dutch journalist and author, says: “vision and decision makers who understand the changing needs of education in the 21st Century.” Our classroom practices need to promote questioning and thinking, and to encourage pupils to go beyond the teacher and the course-book. Classroom practice must promote questioning and thinking, and encourage young people to find out what information is available to them, above and beyond what the teacher and the course-book offer them. Away from the constraints of bureaucracy and league tables, which can hamper developing pupils in this way, the impetus must not be taken away from teaching and learning to develop young people who will become the fittest learners and those best equipped to survive the next stage and the next challenges the 21st Century presents. ■

Jazz and Swing Night “A fantastic, feel-good highlight of the school year”

February 5 th 2017 Visit www.sedberghschool.org and follow @SedberghMusic

Staff Profile

Naomi Lidiard An Oxford graduate in Classics and English, Naomi teaches Latin and Classics, and is House Parent at Evans House

I

was on a career path heading towards Corporate Law in London when I moved, with Jon, to Sedbergh. I was relieved to have the opportunity to step away from a business driven career path and find a more rewarding alternative. I began my Sedbergh journey in 2009, helping out with House Unisons, encouraged by then Robertson Housemistress Philippa Prall, and gradually I took on more responsibility. Though I’m currently on maternity leave with Barnaby and Imogen, both under three, being married to the Housemaster of Evans and Head of Classics has ensured I continue to have an active involvement in school life, something I find very fulfilling and necessary.

Ancient roots with relevance

explore Greek mythology and the Latin language from a young age.

One of the reasons I chose Oriel College was the tradition of music and drama. My choral award funded singing lessons for me in return for a commitment to the college chapel choir. I toured with Lincoln College Chapel Choir to Venice and sang with the Oxford Chamber Choir. Acting, too, played a big part in my undergraduate life, with performances at the Edinburgh Fringe Festival and in the Oxford Playhouse. It’s something I’ve continued with at Sedbergh; I have directed several plays, including Shakespeare’s Comedy of Errors, and Classics plays such as Hippolytus and The Birds. I also perform in the annual Book Week staff Shakespearean scene with some colleagues.

Playing an active part of life at Sedbergh is a privilege; it is through meeting pupils outside lessons, joining in with my violin or attending school concerts that I get to know pupils and see that bit of what wonderful things they are doing.

I enjoyed my school days, at Dame Alice Harpur School in Bedford. An all-girls’ day school, it didn’t We have offer the benefits that I now see in boarding but elastic time; we see I had inspiring teachers and developed a love of Freedom offers opportunity pupils around the We are lucky here because we have that bit of music, acting, literature and Latin that led me to Oriel College, Oxford, to study Classics and School and can find elastic time; we see pupils around the school and English. I enjoyed running, too, but had to drop that find them later in the day to continue a them later in the can in favour of choir not a choice that any Sedbergh conversation or share a book. I think full boarding day to continue a gives us freedom and also helps us understand our pupil would be required to make!

The Classics and English course appealed to pupils better; I remember my surprise and joy at conversation. me because it offered ‘Link’ papers, tracing the seeing a boy who had been silent in the corner of development of English literature from its Classical routes. I had the my classroom stand up in Chapel and sing an exquisite solo that chance to delve into the universal and timeless themes found in the reduced people to tears. In the classroom, I take my inspiration from genre of Epic Poetry, for example, through the study of Homer, Virgil my own English Literature teacher. I will never forget Dr Sullivan, and Milton, and to consider the extent to which 20th century texts not because he was unconventional (he was!) but because he didn’t might fall within the boundaries of that genre. A Classics degree restrict his teaching to the curriculum. Rather than study just the covers a whole host of subjects including philosophy, literature, prescribed texts, he rattled through as many relevant works as ancient history, linguistics and archeology. We try to develop this possible, inspiring in us a love of reading. He had a doctorate yet was broad base with our pupils; our newly devised Year 9 course gives able to relate to and motivate 11 year old girls. He had a brilliant pupils a taste of each of those disciplines and our Prep School pupils sense of humour and I try to bring that into my teaching, too. ■

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Photos: Chris Swainson

Sedbergh School pupil and staff-led fund-raising projects are global in reach, driven by a school heritage of looking after others and of being committed to making a positive difference in the world

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hat does ‘making a difference’ mean to teenagers?

What does it mean to teenagers boarding in a beautiful rural location, in privileged surroundings?

Does it mean anything different to the CEOs in the City of London, writing reports on their commitments to corporate responsibility and sustainability? At Sedbergh it is a vital part of developing the rounded individual.

When Year 9s arrive at Sedbergh School they meet the Headmaster as a group. He often begins by telling them that they must look after other people and that this starts with being considerate to the 530 other pupils they may encounter at School. In return, they will have those same pupils looking out for them. It goes beyond that, too, Andrew Fleck explains. Part of being a Sedberghian is being ready to make a difference, to be committed to not being a bystander, and to uphold the School’s values of community – in School and globally.

Sedberghians should work hard to make a positive difference.

Schools with an ethos of community and participation at their heart will actively encourage pupils to get involved in fund-raising activities for both local and international charities. Altruistic initial motivations may well lead to the pupils and school reaping rich rewards, such as visiting guest speakers, well known, who work as ambassadors for charities. Pupils may find fund-raising a conduit

for stepping out of their comfort zones, and they can benefit from opportunities to try event planning, and to see ideas come to fruition, putting planning, negotiation, risk taking, marketing, design and PR skills into action – a great foundation for thinking about future plans and gaining confidence. Eliza Twiddle, 18, Robertson House, Sedbergh School, has applied to study Events Management at university and she recently put her skills to the test by mobilising 500 pupils to compete, in House teams, climbing Winder Fell (473m) with packs of water on their backs – to raise awareness of, and money for, UNICEF. She said: “The event created a really positive atmosphere amongst the House teams. Everyone at Sedbergh is usually up for a challenge; there’s a can-do attitude, and this encourages pupils of all ages to organise sponsored events, presentations, competitions and socials that bring people together for a good cause. I think we are all aware of our heritage – we know that many pupils before us made a difference to the world and so we are motivated. I think it’s a great opportunity for me as well, because I was able to do something that would develop the skills I would like to put to use in my future career, and I think it has a good effect on people across the school.”

At Sedbergh there are opportunities to fund raise individually or in teams, Houses or as a whole school. Year 10 pupil James Gray, from Northumberland, has raised £35,000 from two fund-raising

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RE-START AFRICA Sedbergh has developed a strong connection with the Restart Africa orphanage in Kenya, linked to Pembroke House prep school.

“Fund-raising at school is not simply about the money; it’s about how to motivate your peers... exercise leadership and team work skills, and about establishing roots of a desire for, and commitment to, positive change” events for the Injured Rugby Players Association.

Imogen Schofield, Head of School 2011-2012 established ‘Peckham Outdoors’, bringing children from Peckham to Sedbergh for an outdoor pursuits residential course. In 2015, Biology pupils raised money for Malaria UK, inspired by a lecture from leading research scientist Professor Janet Hemingway, and staff, too, are active fund-raisers – a small group of staff turned into a team of more than 50 pupils and staff, competing annually in the Great North Swim to raise money for a different charity each year. Making a difference at Sedbergh might also look like working at the Restart orphanage in Kenya, or building swallow nesting boxes – and tying that in with Design and Technology lessons - something former pupil Max Nicholson (Hart House, 1919-1922) would have been pleased with – as a founder of the British Ornithology Society and the WWF. Philippa Prall, teacher, who worked in fundraising for CAFOD UK says: “Fund-raising at school is not simply about raising money; it’s

about learning how to motivate your peers to take part in something, exercising leadership and team work skills, and establishing roots of a desire for, and commitment to, positive change. After school and university, this might be put into action with legal or medical skills, or in the Armed Forces, or as an entrepreneur or engineer. Sedbergh is a school that prepares young people for active lives and fulfilling careers that will make a positive change to the lives of others. Beyond the fun and energy involved in fund-raising, our pupils are trained in leadership, entrepreneurship, networking, and we offer career mentoring through the OS Club, with an interactive alumni database system.”

Chief executive and co-founder of the Eden Project in Cornwall, Tim Smitt OBE, believes in asking great things of young people ‘because they don’t know it can’t be done’. Sedberghians know what can be done and here, anyone with a desire to make a positive difference to the world will find plenty of backers and willing participants. ■

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"Volunteers, many of whom come from links with schools, play a vital part in the life and the offering at the Restart. Apart from being able to fill in and supplement the essential work in running a home for children, they supply new energy, fresh ideas and enthusiasm. Being close to the age of the older children, they are often able to make friendships, which, particularly to abandoned and homeless children, are so important. Many of the ex-volunteers are now crucial in “selling” the Restart and spreading the message; several have played an active part in fund-raising, which remains a core activity for the Trust.

Of course, it is not one-way traffic; for many volunteers, the experience at The Restart is life-changing.

Coming face to face with extreme poverty and deprivation is both salutary and a challenge for young people used to a more affluent western lifestyle.

Awareness of such inequality often causes them to think hard about their own values. They also have a lot of fun!"

Chris Conway, Chairman of Restart Africa, UK Trust.

OS Spotlight CRAIG CARROLL (Lupton 1983 – 1989) Whilst at Malsis prep school, the cast of our school play was invited to attend a Sedbergh Arts event and I recall very clearly performing in “Oliver” on stage in the Powell Hall; it was 1983. I had played rugby there too, against Cressbrook House.

My impression was of a school nestled amongst hills with a strong reputation for sports, drama and academia. I can recall the Malsis honours board with Sedbergh scholarships in gilt writing and perhaps hoping that one day I would “go there”.

Later that year, I won the “Arts Award” for Drama, and was therefore fortunate to find myself entering Lupton House for the winter term that year. I regarded it as a great opportunity – there were clear role models and a there was a clear invitation to take up the challenge to succeed.

Although Art and Design were not where I showed much finesse, I distinctly remember spending hours in the pottery studio and in the Woodwork shop where, in the latter, I learnt a phrase from my woodwork teacher, George Aveyard, which has left a huge impression on me ‘Tidy bench, tidy mind.’ I still find myself using this saying today. I am now a Consultant Anaesthetist at Salford Royal Foundation Hospital (since 2002), specialising in neuro-anaesthesia and peri-operative medicine; I use that phrase when preparing drugs in the operating theatre and when facilitating the learning of trainee

Anaesthetists – even my youngest daughter, aged only six, has been heard muttering the sentiment when sitting down to do her homework.

A number of teachers influenced my interest in Biology and Chemistry. Dr. Myles Ripley, who joined the biology department in my Lower Sixth, and the late Chris Bennett, who was a Sedbergh institution, were both influential teachers and nurtured my interest in science, helping me not to just gain success at A and S Level but to have a deeper understanding and interest in the subjects that underpin medicine and especially anaesthesia, so that when I arrived at the Medical School of The Victoria University of Manchester, I had a really excellent scientific grounding. Following my degree, and time spent working in Emergency Medicine in Australia, I returned to Manchester to start anaesthesia training and became a consultant in 2002. I am now a Council Member of the NeuroAnaesthesia and Critical Care Society of Great Britain and Ireland, and I am the Chair of the North West Regional Transfusion Committee, dealing with all issues of blood transfusion for the North West.

In 2013 Dr Ripley invited me back to Sedbergh to talk to pupils at an evening society for biologists. One of the messages I hoped to convey was how relevant science at school is to Medicine and that some of the “dry” aspects of the syllabus can be

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integral to an understanding of the important concepts in investigation, diagnosis and therapy.

My Sedbergh education gave me so much more than a sound academic scientific footing; English and Drama assisted me in the art of communication and development of the analytic mind; the boarding, close knit community of the boarding house and team sports proved an exercise in learning diplomacy and a deep understanding of team working and conflict resolution. The sometimes inclement weather and mental challenge of running on the fells are referred to in the Old Sedbergh School song – they certainly do help one develop the mental resilience that is so important in many aspects of personal and professional life.

After leaving Sedbergh, I had no intention of playing rugby at university; my interests were rock-climbing, walking, cycling and squash, however having been invited to play in a 7s tournament for the Medics team, I realised what excellent coaching and learning opportunities Sedbergh had offered. I continued playing at University, captaining the Medics rugby team in my final year; maybe we weren’t the best team on the pitch, but friendships and loyalty certainly prospered. Perhaps my most lasting memory of my days at Sedbergh is that of playing Lady Macbeth in an abridged production of the Scottish play directed

by Mike Raw, touring schools in the area, leaving the confines of the stage during the sleepwalking scene. When living Sedbergh life, one just couldn’t have realised how it’s often things or interactions that stay with you and shape you. It is definitely more than “Cautley, Calf and Winder. ■

Headmaster’s Comment

What value do league tables have?

O

ccasionally, I am asked about the value of League Tables and where Sedbergh features. My answer to the latter question is more straightforward than to the former. The first one was published by the Telegraph in 1966 and they became important in the mid 1990s. As they gained importance schools developed strategies to enhance their position.

Whether League Tables have value is determined by the person who reads them and, in common with any set of measurements, it is important to understand what they show.

A school’s position in such tables is the product of its selectivity, the strategies used to enhance its position and its balance of educational priorities. It follows that they are likely to be useful to a parent who has access to a number of different schools and who is seeking a school which is defined solely by academic success.

The League Table will be less informative to a parent who values a broader education and the development of the character and personality of their child alongside academic attainment.

Perhaps the best assessment is that it provides insight and may be a starting point for discussion.

All schools are able to measure how well their pupils perform in relation to their individual ability and other schools. This Value-Added measure is more relevant and may be more interesting.

A Sedbergh education is broad. It properly embraces academia, the arts and sports as well as a social and spiritual education. To use an Olympic analogy, League Tables are the equivalent of awarding medals for the heptathlon based solely on results in the 800 metres race. Durham University demonstrated how the level of difficulty of A levels varies by two grades between subjects (SCORE Report, July 2008). Happily, universities recognise this even if League Tables do not; the breadth of subjects offered at different schools and the variability of exam boards makes this a significant problem. For these reasons we do not provide information for League Tables.

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The Sedbergh intake is modestly selective.

Our average ability profile sits close to the 40th centile of the national population and the range extends from the top 5% of the population to the 60th centile. We respond to this range of ability by using distinct sets in subjects from Year 9 and thereby group pupils according to ability. This ensures that pupils are taught at an appropriate level and with proper ambition. We measure “Added Value” for every level of ability and many sub-groups. Yet even this measure creates problems because pupils who are predicted A* grades cannot exceed their predictions and cannot score Added Value.

A different insight into the academic credentials of the school are the universities at which pupils gain places. In 2016, 87% of pupils who applied to university gained places at their preferred institution immediately on receipt of results, 52% gained places at Russell Group Universities.

Sedbergh School does not operate a ‘one style fits all’ policy; each pupil’s needs are assessed individually and each has a dedicated tutor who is responsible for his or her academic development.

The tutor monitors their progress, liaising between subject teachers, Housemasters, Housemistresses and parents. Beyond the classroom a vast range of opportunities give Sedberghians the edge when it comes to competing for places at the top universities and employment. Their personal statements and references are full of comments about community service, charity work and fund-raising, expeditions, teamwork, responsibility and a host of other relevant experiences. Alongside an outstanding senior school education, Sedbergh prepares its pupils for interesting lives. ■

Andrew Fleck, Headmaster

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