The Shebbearian magazine 2020-21

2020-2021

THE SHEBBEARIAN

Welcome to The Shebbearian Magazine!

This year’s magazine takes a look back at the 2020-21 academic year at Shebbear College. As we didn’t publish a magazine last year, some departments have gone back a little further as well, with news from the previous year.

We hope you enjoy reading about everything that has happened at our school in what has been an extraordinary year!

info@shebbearcollege.co.uk

A MESSAGE FROM THE HEAD

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MISSION, VISION, ETHOS & VALUES

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THE PREP SCHOOL

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PREP SCHOOL ARTWORK

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PREP SCHOOL SPORT

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SENIOR SCHOOL HOUSE REPORTS

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WELLBEING & PASTORAL CARE

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SENIOR SCHOOL HOUSE REPORTS

34 CO-CURRICULAR

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14 50 THE PREP SCHOOL

SENIOR SCHOOL DEPARTMENTAL REVIEWS

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SENIOR SPORTS DAY

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DEPARTMENTS

INTRODUCING MITZI IRISH

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THE SIXTH FORM

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HEAD GIRL AND HEAD BOY

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SENIOR SCHOOL ARTWORK

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MAXIMISING OUR POTENTIAL IN SPORT

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‘WE SEE IT’ - MARKETING INSIGHT

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COVID COMPLIANT

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78 INTRODUCING MITZI IRISH

THE SIXTH FORM

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ARRIVALS AND DEPARTURES

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OLD SHEBBEARIANS’ ASSOCIATION

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A message from the Head Welcome to the Shebbearian Magazine 2021 It has been an extraordinary 18 months as the world has navigated its way through the Coronavirus pandemic and it is my pleasure to be opening the Shebbearian magazine this year - the first version since I took over as Head in September 2019.

As I started writing this introduction I began to think about everything that had happened this year and it really made me realise how much we have achieved and how proud I am to be the Head at such a fantastic school.

As members of the Shebbear College community, we all know that it really is a special place - visitors to the school comment on this all the time, with one prospective parent saying to me recently ‘I knew as soon as I got here that this was the place for my children. I can’t put my finger on what it is, there’s just a ‘feeling’! How true that comment is - there really is a warm, special and welcoming feeling about Shebbear which we see displayed every day in our pupils, and even with the challenges we have faced during the pandemic, as our Methodist foundation outlines, we are ‘stronger together’.

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We have been blessed at Shebbear with our dynamic community who have worked to ensure that we have not only embraced the challenges, but have enabled positivity to come out of the pandemic. We have experienced many changes since March 2020, the most obvious one being the switch to remote and blended learning and I am proud of our pupils and staff for taking on this new way of working with good humour, determination, ambition and resilience. In fact, we are now a school at the forefront of digital teaching and learning and ahead of where we would have been if the pandemic had not happened.

I never thought I would be able to say that I had worked as a ‘processor’ in a pandemic testing centre - but, thanks to the lockdown of January 2021, can now add this to my CV! Alongside other members of the SLT and our newly developed Health and Wellbeing team we tested staff working on site twice a week from January to March, and then when the pupils returned, we did the same for them. Not an easy process but, as we all do so well at Shebbear, we pulled up our sleeves and got on with the task.

I must also mention our Chapel services in this introduction, something that has kept our school community together throughout the year. Along with Revd. Donna Leigh, who joined

us as our Chaplain in September, I recorded 82 remote Chapel services before we were finally able to get back together in person in June! Every Wednesday afternoon, with the technical help of Mr Banyard, we would record Chapel from my study ready to be broadcast to pupils and staff every Friday and the following Monday, who watched from their classrooms. When we became one Senior School bubble in June, and could have our first service in Chapel, with actual people around us, this was incredibly emotional (and also a huge relief as the novelty of being on screen had definitely worn off by this point - I expect the pupils will agree!)

Covid-19 aside, this year has also seen many other changes at Shebbear College as we strive to develop our school and our young people for the future. On the next page you will see an overview of our newly developed Vision, Mission, Ethos and Values.

Hand in hand with our Vision and Mission comes our Five Year Strategic Plan in which we outline our goals for the next few years. This is a whole school approach - Prep and Senior, Boarding and Day - encompassing inclusivity and diversity with the pupils at the heart of everything we do. We are already progressing well, with our faculty model starting to take shape, including being shortlisted for the Sporting Achievement’ category in the Independent School of the Year Awards; our pastoral care and wellbeing developing further with the launch of our Health & Wellbeing Centre (HAWC) as well as working towards the Wellbeing Award for Schools; and our growth looking positive with a Marketing and Admissions strategy well underway. As a member of the Methodist Independent Schools Trust (MIST) we are just beginning work on a site development plan which will highlight areas of investment over the next few years.

In September we launched our new House system. We now have four Co-educational Houses with a vertical structure (Form 1 - Upper 6) creating smaller communities within our school.

New common rooms in the Quad, at the heart of the school, were developed over the summer and the vertical structure of the houses has enabled the pupils to mix with others in their house as well as just those in their year group (Covid bubbles aside!).

I mentioned our school values earlier and throughout this magazine, you will see evidence of all of these values Confidence, Courage, Compassion, Creativity, Courtesy and Curiosity - through the achievements, responsibilities and conduct of our wonderful pupils. I have received endless feedback about them from visitors and prospective parents: ‘Your pupils are so polite and welcoming.’; ‘I can’t believe how well the different year groups get on here!’; ‘Your pupils are so kind and supportive of each other.’ - the list goes on. I am incredibly proud of each and every one of them as they have all shown these values and qualities in one way or another over the last twelve months.

A couple of weeks ago I attended the Upper Sixth Rounsefell Dinner, which marks the end of these pupils’ education at Shebbear College and is a chance for them to relax with their friends and say goodbye to their teachers. These pupils have done an amazing job of leading the school with me in a very strange year and have acted as excellent ambassadors and role models for our younger pupils. They will be very much missed but we wish them all the best for the bright futures ahead of them as they become Old Shebbearians.

So, in conclusion to this overview of an extraordinary year, and as I said in my speech at the Celebration Evenings at the end of term, whilst Google played its part in education, it cannot replace a ‘real’ school. What Covid has shown us is that we need community: We need teachers in a classroom communicating face to face with pupils, solving problems and inspiring them; we need our sports fields to be filled with cricket, hockey, netball, football; we need games of rugby on the Head’s Lawn at lunchtime; laughter in the corridors and fun in the common rooms. We need people to be at the heart of our life experiences, at school and beyond in all that we do.

At Shebbear College, we not only have people, we have incredible people - staff and pupils - who are dedicated, enthusiastic and passionate and I am excited for our bright and exciting future as we prepare our pupils for their lives ahead. I will leave you with the words of John Wesley on which we base everything that we do at Shebbear:

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Do all the good you can, By all the means you can, In all the ways you can, In all the places you can, At all the times you can, To all the people you can, As long as ever you can.

Caroline Kirby Head

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VISION, MISSION, ETHOS & VALUES This year we revisited our Vision, Mission, Ethos and Values so that they fully reflect our school community giving us cause for optimism and a strong sense of direction as we move forward. As part of this process, we conducted a great deal of research with staff, pupils and parents to find out what it is that makes us special and stands us apart from other schools.

OUR VISION We aspire to be nationally and internationally recognised as an innovative and sustainable school at the leading edge of education and wellbeing. Our genuine passion to understand our ambitious pupils as individuals will enable us to develop their potential, inspiring and empowering them to be the very best they can be - academically, socially and morally.

OUR MISSION We are a school which truly understands and cares about each individual. Pupils benefit from our smaller size, nurturing community and pioneering methods of teaching and learning.

We will challenge and inspire our pupils through interactive, supportive and creative teaching, discovering and devising innovative methods and content to ensure that each individual is getting the very best tailored learning experience throughout their time at Shebbear College.

We will shape each individual experience, develop each individual talent and celebrate each individual personality. We will unlock the potential in each pupil inspiring their ambition and passion for learning and for life.

OUR ETHOS Our philosophy is based on our six core values: Confidence, Courage, Courtesy, Creativity, Compassion and Curiosity.

We encourage our pupils to discover these qualities in themselves, allowing them to grow in mind, body and spirit.

As a school with strong Christian foundations, these values permeate everything we do and reinforce our strong Shebbear community.

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OUR VALUES We are extremely proud of our enthusiastic and ambitious pupils, who demonstrate our six Shebbear values in all that they do.

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2020-21

the year that changed learning.

We don’t need to tell you that the last academic year has been far from normal! The education sector has probably seen some of the biggest changes, with children across the world having to adapt to different ways of learning. Google Classroom, social distancing, black and yellow tape, hand sanitiser, school bubbles and masks have become a way of life but through it all, our pupils have shown resilience, positivity and enthusiasm and we are so proud of all of them!

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In the Trinity term, we launched our new catering partnership with Thomas Franks and this has been a tremendous success with our pupils! Our catering team have been working alongside specialists from the bespoke catering company to create new, exciting daily offerings for our pupils, all prepared in our kitchen using local suppliers and fresh ingredients. As well as a Chef’s special and a Vegan/Vegetarian option each day, our lunch spreads include street food options, freshly homemade bread to accompany meals, daily soup, salad bars and fresh fruit, whilst our boarders enjoy new breakfast options, fresh fruit smoothies and themed nights. We also now provide two snacks each day for our pupils from smoothies and fresh fruit to homemade muffins and pizza slices - a big hit with everyone!

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m REPORT

The Michaelmas term began with discussions on how to adhere to Covid regulations throughout the whole school. My main focus was creating a worshiping presence via technology. All the Chapel services initially were held on GoogleMeet, which was not as easy as it sounds!

My inexperience with all things technical became apparent when the school community could see me but alas, no voice!

I have read quite a few Chaplain’s reports contributing to the school magazine over the last few decades. They usually begin with an account of visiting preachers and clergy over the past 12 months and anything worth mentioning regarding worship in the school chapel.

Mrs. Kirby and I decided that filming the Chapel services a week beforehand may be the best way forward, so we tentatively embraced the challenge of filming. Once again totally out of all our comfort zones, but I think it has been successful. The next three challenges were Harvest Festival, Remembrance Service and, of course, the annual Christmas Carol service. All of the usual traditions, which accompanied the three services, were not going to be Covid suitable.

Harvest is usually a splendid visual feast in the chapel, but we turned each House common room into a collecting site for harvest gifts. The school was able to donate a huge amount of tinned food and other essential items to the Holsworthy food bank.

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This article, sadly, has little reference to any of these things, as they have been lying dormant for the duration of the pandemic. What has surprised me is how the children have expressed their sadness at not being able to meet in Chapel and how important it is to them. I have to admit I have been surprised and delighted at the conversations, and my constant reassurance that we will all meet again soon has been met with, ‘When, Rev?’.

When indeed!

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Our Remembrance Service was filmed in the Chapel, and after several weeks of rehearsal, music provided by the excellent school choir meant that we were able to produce a sensitive and moving service. The Christmas service, we quickly realised, could not take on the shape of a normal carol service and instead was filmed and broadcast to parents and pupils via YouTube. The inclusion of carols, poetry, prose and a walk through our fantastic

Christmas Experience, Prospect Lane, was a great experience.

The only issue was the section of the film that included the Nursery children being told the Nativity story - unfortunately they decided social distancing was not an option and tried to crawl all over me! I had to use the Chapel communion rail as a barrier so they couldn’t touch me!

The third lockdown occurred at the beginning of the Lent term, and the school became full of ghosts and silence once more. All of the staff who were still on site missed the noise, the laughter and the community being together.

We were fortunately able to get back together again for the Trinity term - always a busy time of year. We held several fundraising challenges and right at the end of term, switched to real life Chapel services, when we became one Senior School bubble and could finally meet in person again! It was absolutely fantastic to be able to hold my first Service in Lake Chapel since I joined the school and it has been lovely to hear that so many of the pupils are enjoying being back together again.

Let us hope and pray that the next time I am asked to write an article for the school magazine, life may have returned to something resembling normal and our singing can be heard all the way across the fields to Shebbear village!

Revd. Donna Leigh Chaplain

Charitable fundraising Although many of our planned events were not able to take place due to Covid restrictions, there have still been several charity events that our pupils, parents and staff have supported over the last few terms, including Macmillan Cancer Research, North Devon Foodbank, Red Nose Day, Children in Need, Race for Life (Cancer Research UK) and Edukid.

The children in our G2L (Global to Local) group, under the guidance of Mrs Willis-Butcher, put in a tremendous amount of work each year to help support the education of two children: Lucky Peace and Isaac, at Loch Koma Primary School in Gulu, Uganda. There have been many events which have helped raise over £1600 for Edukid, which is a wonderful achievement.

Fundraising cafés and other events were largely organised by the children, and we are extremely proud of their enthusiasm and commitment. It was good to welcome Chris Turner, CEO of Edukid, to give an assembly to the Prep School, passing on updates about Lucky Peace and Isaac. The Prep School has also helped Edukid by writing some of the primary school resources on the United Nations Sustainable Development goals, which are linked to the real life stories of Lucky Peace and Isaac.

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This past year has been quite extraordinary, for so many different reasons. While lockdowns and an array of Covid-19 guidelines have dominated and restricted many aspects of school life, the creativity of our children and staff, as well as their resilience and determination to overcome any obstacles, has shone brightly.

Throughout the year, the commitment and endeavour shown by all of the children in the Prep, from the youngest in Pre-School, under the wonderful guidance of Mrs Thompson and Mrs Henderson, to our Prep 6 children, has been very impressive. There is a quiet determination to do well in all areas of school life, as well as a family feel and a strong sense of community.

This ambition and energy is a direct reflection of the commitment and enthusiasm of the Prep and Senior School staff, who consistently go above and beyond in providing as many opportunities as possible for the children. Although many of our usual events, activities and trips have

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not been able to take place, creativity and resourcefulness have come to the fore and many new opportunities have arisen.

The Prep’s strong sense of community and family was enhanced further this year, as our Year 1 and 2 class relocated up to the main Prep School building. This has been even more successful than we envisaged, as relationships between year-groups and classes have been strengthened even further. The children in our G2L (Global to Local) put in a tremendous amount of work to help support the education of two children: Lucky Peace and Isaac.

The work and values demonstrated by this group has rippled out across the whole Prep School.

The Shebbear values and ethos have been shown in action throughout this year in so many different ways.

Although our sports fixtures have suffered, our inter-House competitions have thrived, both in school and during lockdowns. Competitions have included Winter Sports Day, tug of war, multiple mini-challenges, den building, mixed netball, mixed football, the Maths challenge and the inaugural Cawdrey Cup spelling challenge, to name just a few. Congratulations to Ruddle

and Way for winning the House Cup in the Michaelmas and Lent terms respectively. The Trinity term has seen more events being able to take place as normal, including our cross country, cycle race, drama performances, general knowledge quiz, swimming gala, Sports Day and Speech Day. Ruddle were the overall winners of the House Cup for 2020-21, announced at our Speech Day at the end of term well done!

Mrs Appleton-Wahl has continued to get the very best out of our Prep Artists, and the work they produced has been quite exceptional. The opening of our mural in the Prep School is a tremendous addition, showing the talents of our pupils. Drama continues to be loved by the children, and Mrs Jones has brilliantly made the most

of opportunities within guidelines to maximise their talents. The same can be said for Music, as Mr and Mrs Parker recorded the children’s performances to put on a remote concert when live performances have not been possible.

has been added, with the support of our Parents’ Association, meetings have taken place with our Catering Manager and the national Anti-Bullying Week advice leaflet was written for their peers.

World Book Day proved to be everpopular, even remotely, with our children and staff dressing up as their favourite book characters. From Harry Potter to Elsa, and from Dennis the Menace to Wally, we just about had them all. It was a very clear indication of our children’s engagement and enthusiasm that several even had a change of costume during the morning, even though they were at home having lessons remotely!

We now look forward to 2021-22. I am sure that the year ahead will be rather different than the previous three or four terms and it will be nice to see the children return to a much more normal way of school life. However, regardless of the circumstances they find themselves in, this group of children and staff have shown that they are full of hard work, enthusiasm, good humour, encouragement and commitment, resulting in a wide array of fine achievements across all aspects of school life.

An increasingly important part of Prep School life is our School Council.

Mr Willetts oversaw the Council this year and such was the enthusiasm and energy of the class reps, that more has been achieved this year than in any other year. Playground equipment

A huge thank you and well done to everyone and the very best of luck for the year ahead.

Matthew Foale Head of Prep

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In the EYFS we have had a very busy fun filled year. We had a few new starters in September who all quickly settled despite the challenges of parents not being allowed to enter the classroom. We were particularly proud of the older children, who helped enormously, welcoming the new children and showing them some of our routines. We learn and do so much throughout the year it would be impossible to mention everything!

A definite Monday morning highlight for the Reception children has been the start of PE with Mr Giles. PE lessons can be a huge learning curve for the children as they are often the first experience of changing clothes without assistance from a family member. Sometimes the combinations they come up with can be amusing and often shoes are on the wrong feet. Eventually they all get suitably attired and have great fun in the hall or on the playing field learning to coordinate, throw, catch and work as a team. Even trampolining has been on the timetable throughout the year!

We missed out on the usual Christmas Nativity fun but this was more than compensated by the children crafting some fantastic Christmas presents for their adults and plenty of festive artwork.

The trip to see Father Christmas at Prospect Lane was the end of term highlight and a memory that the children will surely never forget.

The start of the Lent term saw the Reception children separated a little more from the newly named Swans and Cygnets in Pre-School.

They have their own designated

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The yearly pancake race was a great success again this year but with the separation of Reception from Pre-School meant there was more differentiation in the learning involved, with the Reception children weighing out ingredients and making the pancakes as well as measuring the distance of the race and the younger children participating in the running and eating!

The Trinity Term saw the topic of journeys, ending up in Japan for the second half of term when we investigated an Olympic sport every week. Show jumping in the Pre-School garden, bike races, and our own mini marathon and, of course, Prep School Sports Day, are just a few of the events that took place. classroom and join the Prep School for lunches every day in the Dining Hall (Restaurant 1841) as well as attending House Assemblies - and are now very well prepared to join Year 1 in September. We welcomed twins Evie and Ava to the Reception class in January and all the children quickly picked up who was who!

Mrs Thompson Class Teacher

During the Lent Term, there were very few absences due to the key worker cohort coming in and Pre-School remaining open as normal. The topic of growth really appealed and the children enjoyed watching the frogspawn, bought in by Oscar, develop into tadpoles before releasing them into the school pond. The children were encouraged to create their own depiction of a frog life cycle and Lottie was particularly proud of her home learning and presented a beautiful frog poster on her first day back with us on March 8th.

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It has been an unpredictable year for us all, but the children have been remarkable in their endeavours and determination. We moved into our new classroom in the Prep School in September and the children have enjoyed all the hustle and bustle of the other classrooms and being fully immersed into the life of the whole Prep School. This has opened up new opportunities to share our work with the other classes and the older children have enjoyed coming to talk to us about their hobbies and interests too. We weren’t able to do many visits outside school, but we enjoyed a brief visit to Appledore during our first term.

Covid-19 restrictions were not going to dampen our Christmas spirit as we approached the end of the Michaelmas Term Christmas would not be the same without a Nativity after all! The children loved learning, performing, dressing up in costumes and recording a beautiful song, ready to share with their families as a Christmas surprise.

We were all set to start the New Year together again when the announcement came that we would be going into another lockdown. Remote learning resumed. One of the many highlights of our lockdown learning was our study of The Great Fire of London. It was a huge hit and the Tudor houses were simply superb. Every house was unique and we were so proud of the results. The children were incredible and worked so hard under difficult circumstances.

With the coming of March the children were able to return to school. They embraced and resumed their school lives with such positivity and excitement and continued as if they had never been away. As the weather improved, we were able to take our learning outside again, taking full advantage of our new outdoor area and Friends Trail. The children love being outside and it really brings their learning alive. We are so fortunate to be encircled by such beautiful surroundings enabling them to explore and discover new things. They have continued to amaze me this year and they are all remarkable individuals who have come together as an admirable team.

Mrs Jones Class teacher

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September was an exciting time for me as I welcomed back my old Year 3 class as Year 4s and my new Year 3 cohort. It is the first time since I have been at Shebbear that the Year 3s and 4s have been together and it has proven to be a really positive experience. Class discussions have a real ‘buzz’ about them and all of the children in Years 3 and 4 have displayed great energy and enthusiasm across a range of classes and topics.

In English, I have been awestruck with the children’s creativity when writing across a range of genres, including fiction, nonfiction and poetry. I was delighted when Ben, Harry, Max, Tabby, Tyler and Xav were all selected to have their stories published after they entered a writing competition called ‘A Wander in the Woods’.

There has been a lot of enthusiasm for Maths this Year. This has been particularly demonstrated during Friday’s Club 55 times table tests. Before the test begins, the children have loved to hear how they got on and if they moved up to a new ‘club’.

Standout performers have been Arthur, George, Harry, James and Tyler, who have all made it to 55 Club and beyond. I would also like to mention Patrick, Charlie and Hannah, who have tried their best in every test and have made great progress.

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We are very fortunate in the Prep school to have specialist teachers from the Senior school teach a range of subjects to the children in Years 3 and 4. They get so much enjoyment from these lessons and gain a lot from them. One standout performance from these lessons has taken place during Art. Lucy has shown amazing skill, creativity and hard work that she puts into every piece of artwork.

Just as we were about to start the Lent term, we entered another lockdown, which meant more remote learning. All of the children demonstrated true ‘Shebbear Courage’ during this time. A particular highlight was when Emilia wanted to show the class a ‘live’ volcanic eruption. It was all going so well! Emilia had created a brilliant volcano and it was erupting superbly. However, the eruption showed no sign of slowing down and it was only thanks to the quick reactions from her mum that stopped the ‘lava’ from engulfing the entire lounge.

Another highlight was Tyler’s website, which he designed during lockdown. It has a whole host of features linked to volcanoes and we were all delighted when he delivered a presentation on it during the Trinity Term.

The children returned to school after the lockdown with plenty of excitement and enthusiasm for the new term. We also welcomed four new starters Caleb, Elsie, Hannah and Matt, who settled into the class brilliantly well. This was helped by the wonderful reception they received from every child in the class.

I have thoroughly enjoyed teaching all of the children in Years 3 and 4 throughout the academic year. I wish the Year 4s every success as they continue their journey through the Prep School.

Finally, I am really looking forward to teaching the Year 3s again when they return as Year 4s.

Mr Willetts Class teacher

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Prep In English lessons, I have been impressed with their creativity and imagination across a range of written genres from poetry to newspaper reports and everything else in between. Ashton, Emily and George even had written work published as a result of their success in a writing competition called ‘A Wander in the Woods’!

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It was great to welcome all the children in Prep 5 back into school in September albeit under the Covid 19 restrictions. To say the children were excited to be back in the classroom with their friends would be an understatement. It was immediately apparent that their thirst for learning had not diminished during the first lockdown and they embraced all of their lessons with great enthusiasm. As a cohesive class, all showing great regard for their peers, they quickly established a culture of determination and a will to achieve both independently and as a group.

The maths work has similarly been impressive and in many cases, the children have been undertaking year 6 objectives.

Aimee has particularly impressed and has been involved in maths ‘booster’ sessions with year 6 pupils. A favourite activity has been our weekly tables test challenge in which each pupil is faced with 90 randomly selected times tables questions up to the 12 times tables and a maximum time of five minutes to complete it. It has been wonderful to see how each child has developed week on week. Again, Aimee has been so successful that she has gone beyond expectations and is completing the challenge up to the 15 times tables with time to spare!

One of our favourite topics this year has been our work on the Diwali festival in Religious Education. Combining written work, art, ICT and modelling, the children produced a classroom display that is stunning and has received plaudits from all who have seen it.

We have made full use of Odizzi, an online resource for geography and the children have worked superbly to develop their knowledge of the world overseas and the United Kingdom.

Lila-Mai’s grasp of map reading and drawing was very impressive and I will certainly be asking her for advice if I ever get lost.

We were very fortunate to be able to draw on the gymnastic experience of Miss Richardson this year and her coaching was invaluable in our lessons. The children were asked to develop their own choreographed routines and the outcomes were

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again very commendable. Dixie-Belle and Ashton were very creative and inspirational in developing their group sequences.

The children enjoyed their lessons with senior school staff and in particular, the practical elements of Mr Quance’s science and Mr Parker’s music. One of the highlights in history with Dr Fox was firing his trebuchet during their medieval history classes and Mrs Appleton-Wahl’s art lessons were as always, inspirational.

One of the things that has impressed me the most this year was the childrens’ enthusiasm in talking about their own areas of interest. We have all been fascinated by Lincoln’s knowledge of farming and he even put together his own presentation on the computer to share with Prep 1 and 2. Mrs Jones was very complimentary about his efforts.

Sadly, we lost the majority of the Lent term to another lockdown but I cannot praise the children enough for their commitment to online learning. Whether in school or at home, they gave it their all. Reem made us laugh on a daily basis and her cheerful disposition was infectious. It was a tough start for Liam as he joined the school as an online learner but he seamlessly joined the group for which he should be given credit.

Prep 5 have been a wonderful year to teach and I know they will continue to develop both socially and academically as they go through the school. They certainly are very resilient as I’m sure Scarlett’s friends will agree. Watching her being attacked by her rabbits online each day was a highlight for me. I would have given up trying to pick them up years ago!

Mr Butler Class teacher THE SHEBBEARIAN 2021

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From the very start of the Michaelmas term in September, this group of children has been quite exceptional. Ten children joined the class new to the Prep School in September and from day 1, the whole group has worked hard together to overcome any restrictions imposed as a result of Covid-19 and to make the most of the year.

Returning to school after Lockdown 1, they hit the ground running and embraced their lessons and school life. Prep 6 is an important year for the children to have additional responsibilities and although some of these opportunities have been restricted practically, they have led from the front in terms of the example they have set, often taking the initiative in different ways. These children have missed out on opportunities for their residential trip, some matches, music concerts and drama productions, but they have made the most of other opportunities that have come their way. Within the group there is a broad range of interests, personalities and characters, and this has made the year a real pleasure. I will fondly remember much of the Lent term with Thomas’ Dr Evil swivel chair and his phenomenal Titanic replica model, morning updates on puma watch, in-depth discussions on lunch envy, pet’s corner and of course, convenient glitching.

In the classroom, whether physically or via Google Meets, I have been impressed by the children’s creativity, application and levels of achievement. This has been echoed by teaching staff across multiple subjects. Spending such a long period of time learning remotely can bring up all sorts of difficulties, but the children’s maturity, good humour, talent and focus have impressed everyone. Their enthusiasm to volunteer and help in any way they can has been epitomised by many, not least Ahmad and Harry, who have consistently gone out of their way to help the Prep community.

One of the aspects of the year that I have been most impressed with, has been the independence and increased confidence shown. Many children have stepped forward to give talks to our Year 1 and 2 class, with topics including Titanic (Thomas), Lego construction (Freddie and George), Corfu (Summer), cricket (Angus) and public speaking (Bella).

I have thoroughly enjoyed teaching our topics, often combining English and History themes. The children show a real interest and have independently gone and created some outstanding work as a result, going well above and beyond what is expected. The Titanic and World War 1 trench warfare work come to mind in particular.

The Public Speaking competition, adjudicated by Mrs Shamsolahi, Head of English in the Senior School, saw many tremendous performances, not least by some who stepped out of their comfort zone and possibly surprised themselves a little.

Archie, in particular, stood out as an example of this. Bella was the overall winner, with her talk on rather bizarre words in the English language. Lydia took the silver medal and George K took the bronze medal. Bella was also the worthy winner of the inaugural Cawdrey Cup, for the best overall speller in the Prep School.

Other fiercely-fought competitions included the Chess tournament and Connect4, both of which were won by George K. Whenever there is a trophy on offer, competition always ramps up a notch or two!

During the Lent term’s lockdown, a special mention must go to Alexander, who joined us during lockdown (as Scarlett had done last April). He has joined in everything with gusto, enthusiasm and talent. He was awarded his Academic and Creative Arts half-colours as a result of his endeavours.

During the Michaelmas and Lent terms, prizes were awarded as follows: G Creative Arts Colours: Bella, Freddie, Chloe, Thomas, Scarlett and Dolly.

G Academic Colours: Imogen, Dolly, Chloe, Dylan, George, Tom, George, Freddie and Bella.

G Full School Colours: Alice, Issy, Scarlett, George, Bella, Freddie and George.

G Lockdown Prizes: Thomas (for his most remarkable model of Titanic) and Scarlett (for her outstanding work ethic).

G Progress Prizes: Alice and Scarlett (Michaelmas term), Zack, Zacara and Summer (Lent term)

Our Prefects, Alice, Angus, Tom and Scarlett have been fine role models and ambassadors for the Prep School. The House Captains, Issy (Way), George D (Thorne) and George K (Ruddle), have led their Houses superbly, including delivering considered and thoughtful assemblies throughout the year, whether in school or remotely.

A final word must go to Bella and Freddie, our Head Girl and Head Boy this year. Both have been quite exceptional and reflect very clearly Shebbear’s values and ethos.

There is a lot of talent in this group and I wish them every success as they move on. I look forward to following their achievements with interest.

Mr Foale Class teacher

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Prep School

Artwork

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Prep School Sport Although our inter-school sports fixtures were undoubtedly hit hard over the last four terms, sport in the Prep School has continued to thrive, with the children making the most of some new opportunities and activities that have been available. Sport and physical activity play an enormous part in Prep School life, with an emphasis on inclusion, participation, support and enjoyment, together with competitive levels of performance. Skill development, progress and opportunity are all central to the pupils’ sports provision.

Timetabled lessons include a wide range of sports: rugby, football, netball, hockey, tennis, cricket, athletics, volleyball, badminton, basketball, handball, gymnastics, trampolining, Health-Related Fitness, swimming, hockey and general ball skills. In addition, opportunities have included golf sessions at the Royal North Devon Golf Club, cross country events, rowing, a cycle race and swimming. Even though it has not been possible for the majority of the year to play matches against other schools, it has been good to restart these in the Trinity term, with girls’ cricket really beginning to take off. It has been excellent to see the children and staff really embrace the start of a return to normal school life and a return to fixtures has been most welcome, being greeted with enormous enthusiasm. It must be said that even during two terms of remote learning, everyone’s approach to sport, live lessons, House challenges and innovative and creative ideas to stay fit and healthy, as well as developing levels of skill was superb.

There have been numerous inter-House competitions throughout last year, including all of the major sports, as well as several sports-based challenges and competitions. Swimming has continued to play an important part in our sports curriculum, with all age-groups having a block of lessons during the year. Our inter-House gala is always an enjoyable event, showcasing the children’s talents, with this year’s being no exception. Sports Day proved to be a very successful event, showcasing the children’s enthusiasm, talent, teamwork and support for their peers.

Sport also plays a large role in our Prep School activities programme, for all ages. From golf to cricket and from tennis to ball skills, the children have really excelled in these activities.

Outdoor Education has also been a very popular choice this year and will undoubtedly continue to grow and develop next year.

It has been a great pity not to have been able to host our normal rugby festivals, Gliddon and Squire CrossCountry races and 5-a-side football tournament for local primary schools, but these will make a return next year.

My thanks to the children and staff for their remarkable enthusiasm, commitment and resilience, in what has been quite a frustrating year. We look forward to next year and the opportunity to take part in a full and uninterrupted sport programme in the Prep School.

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A brilliant Prep School Sports Day took place on Friday 25th June when we welcomed parents back to school for the first time! All the children took part with enthusiasm, determination and sportsmanship and we had some fantastic results. Well done to you all!

Ruddle was the winning house with an impressive 197 points, followed by Thorne in second place with 137 points and Way in third with 117 points.

Congratulations to all our medal and trophy winners: Sportsmanship medals were awarded to Dolly (Prep 6), Harry (Prep 4) and Summer (Prep 6).

Commitment trophies were awarded to Arthur (Prep 3), Theo (Prep 1), Liam (Prep 5), Indie-Boo (Prep 2), Freddie (Prep 6), Zacara (Prep 6), Lydia (Prep 6) and George (Prep 5).

Best All-Round Athlete medals were awarded to:

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YEAR-GROUP

VICTOR LUDORUM

VICTRIX LUDORUM

Reception

James

Lottie

Year 1

Kit

Holly

Year 2

Oliver

Lara

Year 3

Max

Hannah

Year 4

Shane and James

Tabby

Year 5

George

Scarlett

Year 6

Alexander

Chloe

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Pre p Sch ool

Class Photo s

PREP 1 & 2

RECEPTION

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PREP 3 & 4

PREP 5 PREP 6

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SENIOR SCHOOL HOUSE REPORTS The 2020-21 academic year has seen the launch of our new pastoral House System, with all four Houses - Way, Thorne, Pollard and Ruddle - now becoming co-educational, and Pollard and Ruddle, the two boarding houses, now being home to both day and boarding pupils during the school day. Each House has a new common room in the Quad, creating a family feel where pupils of all ages can mix within their houses.

Although Covid-19 has meant that this hasn’t quite gone according to the original plan (pupils have had to stay within their ‘bubble’ areas and the purchase of furniture and other equipment for the common rooms had to be put on hold temporarily!) - the new system has gone down well with our pupils. During the lockdown in early 2021 we held weekly house challenges, which included photography, baking, upcycling, den building and a ‘House Miles’ Strava Challenge, not forgetting our ‘real life’ competitions, including various sporting challenges, the ‘Bake Off’ competitions, the Inter-House Song and, of course, Sports Day! At the time of writing, the winning House for 2020-21 had not been announced - but well done to everyone for your teamwork and dedication to your Houses you’ve all been brilliant and we look forward to a more ‘normal’ year in 2021-22!

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POLLARD HOUSE The 2020-2021 academic year will go down as one of the strangest in living memory. Social distancing, remote learning, Covid testing and “The Lockdown part 3”. In a year where we hoped to unite seamlessly below yellow and black flags as the reinvented Pollard House, we were instead ushered along between yellow and black tape!

For the first time in Pollard House’s history, it is now a coeducation house as well as a boys boarding house. This increased diversity has been exciting to watch and the house is well on its way to developing an identity as a community who are ready to get stuck into whatever school life throws in its direction.

To support our pupils in both boarding and school, Pollard has welcomed a whole new pastoral team into its ranks. In the boarding house, Ms Woods has joined us as Senior Matron and Mr Wilson has joined us as resident boarding tutor and tutor to Form 3. A dedicated team of tutors have mentored and encouraged our pupils throughout the year. Mr Pomroy as tutor to Forms 1 & 2, Mrs Parker as tutor to Form 4, Mr Quance (a Pollardardian in his time as a pupil at the school), as tutor to Form 5, and Mr Drake as tutor to the Sixth Form. I would like to thank them all for the support and care they have given every Pollard pupil across the year. It is their hard work which has made Pollard House the community it is.

Eden was elected the first Head of House in this new era, representing the House on the school Sanctuary team. Eden has done a sterling job of representing what it means to be a true Pollardian; encapsulating the school values of courage, confidence, courtesy, curiosity, compassion and creativity. He has also had the privilege of making it onto the final spot of our original House honours board which details some 90 years of Pollard history. We are very much looking forward to unveiling our next board and watching the next generation of Pollardians make it onto its roll.

Although the activities timetable has been somewhat hindered over the past 12 months, Pollard have still managed to secure some notable successes in house competition. The year got off to a fantastic start with a team victory in September’s mixed sports day and was quickly followed up by triumphs in both middle school and junior hockey. Individual victories in events

such as the lockdown photography challenge, won by Emilia, the world book day toilet roll change, won by Susanah, and the junior bake off, won by Isobel. We also secured victories in two of the biggest school events of the year. Our enthusiasm and togetherness took our rendition of Rick Astley’s “Never gonna give you up” to the top spot in the inter-house song competition at Christmas. Outstanding individual performances from Sophie-May (F4), Ringo (F4) and Connor (L6) also helped us on our way to victory in the inter-house sports day although it was our collaborative efforts and whole House participation that stole the day. The range of events that Pollard has found success in is proof of the depth of talent we are privileged to have in our House.

We could not end this year without reflecting on the Covid-19 pandemic. It has provided many challenges. However, any challenge overcome, heeds massive benefits for those involved, and this year has certainly provided this opportunity in spades. As I spoke about in my chapel earlier in the year, despite being undoubtedly testing at times, remote education provided a continuation of learning and the chance to develop some impressive life skills. Communication, digital editing, self motivation, determination and adaptability. This is an impressive array of personal qualities and is by no means an exhaustive list. These are all things which Pollard pupils have earnt the right to sing about in any future applications.

Finally, I would like to thank the rest of our Pollard community for their contributions. All the support staff who look after every waking need of our house members, the parents who support our pupils in all their school challenges and all the pupils who make Pollard House the unique, and inspiring community it is.

Enjoy your summer break; you’ve earnt it!

Mr. Deakes Pollard House Master

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RUDDLE HOUSE The academic year of 2020/21 was always going to be an interesting one. We had our first taste of life in a pandemic during the Trinity term of 2020, so when we returned to school in September - now as a co-educational day and boarding house - for the start of the new academic year, we were very aware that we would need to be adaptable and responsive to various challenges that would inevitably be thrown our way.

Over the past academic year we were presented with many hurdles. Some of our residential pupils decided to return home in November due to rising concerns about the global pandemic.

Although these pupils did not return for the remainder of the year, I applaud their commitment to online learning.

We also had to go into lockdown as a boarding house on a couple of occasions whilst waiting for Covid-19 test results (thankfully all came back negative!) There is no doubt that spirits remained high (most of the time!) and this was thanks to the outstanding attitude of the boarding team - my sincere gratitude to them all, but in particular to Miss Taylor, Miss Richardson and Miss Earl as the residential Ruddle team.

As a co-ed day and boarding house in its first year, I was delighted with the commitment and enthusiasm of all of our Ruddle pupils. Lead by Head of House Laura, and supported

by Head Girl Poppy and Prefects George, Charlie and Jude the house came together even through the year group bubbles that had to operate throughout the school and house. A particular highlight was during the interhouse relay where pupils of all ages came and supported each other!

Competing against the other four houses during the in-school events, I was very happy to finish second in the Saturday sports day, the junior house cricket, middles house hockey, Form 5 bake off, junior crossfit and the junior hockey. I was delighted that we won the middles house rugby and 6th Form bake off.

We finished third, behind Pollard and Way in the House Song competition at Christmas, although I thought our routine was very creative - performed brilliantly by everyone in the Quad, showing our character and imagination!

I would like to thank the academic tutor team, Mrs Vassilaki, Miss Richardson, Mr Oxenham, Mrs Shamsolahi and Mrs Aliberti. As non-residential boarding tutors who spend one

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evening a week in the house, their commitment to the house and the boarding girls has been outstanding. It has been a pleasure to watch the girls’ confidence grow and see them make such progress through the support of such a dedicated team. My thanks also to the housekeeping, catering and maintenance teams for keeping us clean, fed and fully operational.

The world will reflect back on the year 2020/21, but I hope that as a house we will do so without too much bad feeling.

There have, of course, been difficult times, but as a house and as a school I firmly believe we have grown stronger and more resilient due to how we have had to adapt. Some of my fondest memories are the communal feeling of serving and eating meals ‘in house’, inventing a game in the common room or garden with the girls to pass yet another evening of lockdown or responding to an online learning request and watching that ‘lightbulb’ moment through a screen during lockdown regardless of the actual miles between student and teacher.

‘Life doesn’t get easier or more forgiving, we get stronger and more resilient. This is one of my favourite quotes by Dr. Steve Maraboli and I am confident this is the case for pupils in Ruddle House this year.

Mr Sanders Ruddle House Master

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THORNE HOUSE The new House system has also seen the beginning of a new line of Sanctuary leaders within each House. Thorne House has opened this with Archie at the helm and Archie has been supported in his duties by Fin, Connor and Jess as his deputies.

As a prefect team, all have offered support and guidance to their peers, as well as providing some much needed light relief in what has been a challenging year! My thanks go to all members of the prefect team for their efforts this year.

As part of the new House system, Thorne House has remained a coeducational day House including pupils from Form 1 to the Upper Sixth. It has been a somewhat strange start for the new system given the trials and tribulations of the Covid-19 pandemic, but the challenging circumstances that have affected us all over the past year have not prevented the development of a renewed sense of identity and belonging within the Thorne House community. Online and blended learning have become part and parcel of education this academic year, yet the enthusiasm and willingness to take on the challenges presented by these changes by all ‘Thorneites’ has been hugely impressive.

The new House system has meant the establishment of new pastoral teams dedicated to supporting the pupils within these new communities. It has been a privilege to lead the group of experienced and energetic tutors, who have been crucial in supporting not only the Thorne tutees within their care, but also myself! Thorne Sixth Form have been ably supported under the tutelage of Mr. Rogers, our Form 5 pupils have been guided by Mrs Burges, the Form 3 and 4 members of Thorne have been lead by the formidable team of Mr. Banyard and Mrs Davey, whilst our most junior members of the House in Forms 1 and 2 have been welcomed into the new Thorne House by Mr. Parker and Dr. Fox. The help and support of the tutors has been greatly appreciated by all members of Thorne House – a very big thank you to all of you indeed.

Despite the challenges of this academic year, Thorne House has excelled in creating a collaborative atmosphere and in working together to try and achieve great things as a group. Leading the Inter House Cup competition at the end of the Michaelmas term is testament to the togetherness and hardworking approach that has been exhibited by all ‘Thorneites’ this year.

Numerous successes have been achieved throughout the House in activities and events which have showcased the talents of the pupils within Thorne. Notable performances have come from the Form 1 and 2 boys, who were victorious in all things sport related, as well as success in the kitchen for Evelyne, Rowan, Ollie and Will in the ‘bubbled’ House Bake Off competitions!

All in all, this year has proved to be a great one for bringing the members of Thorne House together as a community. I have observed with great pride the way in which all of our members have worked together and supported each other in the toughest of circumstances, from staff to pupils, there is a real sense of belonging developing as part of the new House structure, which I believe sets us up perfectly for sustained success in the future!

Mr. Law Thorne House Master.

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WAY HOUSE role models and have taken assemblies which I am sure have inspired the younger pupils, as well as providing the house with a bit of respite from my voice!

Having been a member of Way House since I started at Shebbear College in 2004, I was delighted to take on the reins as Way House Mistress at the launch of the new house system in 2020. Ably assisted by a team of tutors (Mr Clewley, Mr Trask, Mr Barlow, Mrs Body and Mrs Garnett) , in Way we pride ourselves on our inclusive attitude and high standards of behaviour. Having Mr Barlow in the Way House team has meant our common room was well decorated from the start and the installation of some fantastic art work has made it a welcoming meeting space.

At Christmas we said goodbye to Mr Trask as he departed for pastures new, but not before we all joined together to sing S Club 7’s’ Reach for the stars’ in the house song contest, being placed second (although we actually finished last in terms of house points at the end of the Michaelmas Term, a bit of a disappointment!). As lockdown forced us all to stay at home, Way pupils were not daunted and set about entering the house competitions with gusto. Cakes were baked, shelters were built and lego landmarks were created. That, coupled with a great accumulation of house points, saw Way House soar into the lead at the end of the Lent term. We also welcomed Mr Giles into the Way House family at Christmas and his dedicated approach has been much valued by his Form 5 tutees.

I wish to thank the Way House prefects this year. They have been led by Head of House, Bridget who was supported by Deputy, Cameron, Kynan, Bella and Nathan, who have, at all times, been helpful and utterly dependable. They are fantastic

Way House is the only house to have its own motto ‘Vit Via Vi’ which means the way is forged by strength. As we have journeyed through this strangest of years, we have tried to remember this in our everyday life and endeavored to be a little bit better each day. As we move into our preparations for the 2021/22 academic year, I would like to wish our Upper Sixth the very best as they move on to university. We look forward to welcoming a host of new pupils into Way House in September where they will gain a school family who will nurture them and support them in becoming the very best they can be.

Mrs Cardoo Way House Mistress

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WELLBEING & PASTORAL CARE Health and Wellbeing is a huge focus at Shebbear College and in such a strange and uncertain year, this was more important than ever.

The pastoral team felt that it was important to offer drop-in services so that pupils were given the opportunity to talk about the issues that they were facing during lockdown. These drop-ins were extremely successful and allowed individuals and groups to seek help and guidance when they most needed it. We also worked closely with families and offered home visits when necessary, offering another layer of care. The tutors were available and checked in with their tutees twice a day so that they felt supported.

Our pastoral system has been reshaped with the introduction of House Masters and Mistresses (HsMs) who have all written House reports for this magazine.

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The HsMs’ ambition is to promote and create a community atmosphere within each House, encouraging all their pupils to be their best and contribute to a strong House ethos.

The tutors are working more closely with the pupils and parents and the HsMs have a fantastic oversight of all the pupils in their House with regards to their academic and pastoral needs.

We have continued to offer individual care, depending on the child and what they need, encouraging confidence in every pupil to be the best they can.

The new Health & Wellbeing Centre (HAWC) incorporates both the medical and health needs of the pupils as well as offering pastoral support and wellbeing advice. HAWC is overseen

by Miss Woods, the Senior Matron, and her team strive to meet the needs of all pupils from Reception through to Upper Sixth. The Assistant Matron, Miss Taylor, is also the Wellbeing Coordinator and has been working hard on moving this important area further forward. HAWC also has a Day Matron, Miss Hawkins, to ensure that there is care throughout the day. Pupils have used their creativity in helping produce artwork that is

displayed on the walls to provide a welcoming atmosphere.

We are thrilled to be joined by Miss Jenkinson (School of Sexual Education) one day a week as she is a great asset to the team, offering specialist Relationship advice through PSHE lessons and drop in sessions, focusing on the importance of kindness and courtesy towards one another.

HAWC is a space where pupils can come for support and advice in many areas. We keep the Shebbear values at the heart of all that we do and all pupils are encouraged and supported to approach their daily lives with courage and resilience and have a curiosity to learn more about themselves and what they can offer to our school community.

Mrs Lovett Deputy Head (Pastoral)

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Co-Curricular For obvious reasons, our co-curricular activities have taken a slightly different form during 202021. After the first lockdown, the Michaelmas term saw us all get back together again and co-curricular activities resume. Although Sport and Music couldn’t continue in quite the same way, the majority of our clubs and activities were able to run and it was fantastic to get back together again in person.

Then the second lockdown hit in January 2021, and as we did in 2020, we continued running a wide range of remote co-curricular clubs and activities, with options including Choir, Cookery, Art, D of E, Fitness & Wellbeing, Construction, Sketching, Origami, Photography, Outdoor Education, Pet’s Corner and Performance, among lots of others! Music and LAMDA lessons ran remotely as did our House Challenges.

The Trinity Term has felt a bit more ‘normal’ and we have managed to get out and about a bit more, with the D of E Expeditions in June being a particular highlight.

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Senior School

Celebration Evenings This year we decided to hold four separate outdoor Celebration Evenings instead of our whole school Speech Day so that we could celebrate our pupils’ achievements under Covid-19 regulations.

The first two events were held for our Sixth Form and Form 5 pupils respectively. We witnessed two extremes of weather with glorious sunshine at the Sixth Form evening and pouring rain at the Form 5 event! However, the rain didn’t dampen spirits and parents, pupils and staff enjoyed speeches, musical performances and a formal Prize Giving at both events before a drinks and canapes reception.

Two weeks later we held similar events for Forms 1 & 2 and Forms 3 & 4. Luckily the weather stayed dry both evenings and the audience was again treated to some fantastic musical performances by our pupils and some delicious refreshments!

This year, in addition to our cups, trophies and academic prizes, we also awarded prizes for our six School Values - Confidence, Courage, Creativity, Compassion, Courtesy and Curiosity. Congratulations to all our Prize Winners!

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Our Careers Department

Destination

Subject

Oxford Brookes University

History

University of Leeds

Geography

University of Lincoln

Events Management (2021)

University of East Anglia

Pharmacy

Our careers programme starts at Form 1 and goes right through to the Upper Sixth, guiding our pupils through important decisions for their future. We also work with Futuresmart, who provide independent professional advice through an expert careers service.

Loughborough University

International Business

University of Bath

Mechanical Engineering

University of Oxford (Mansfield College)

Theology and Religion

For our Sixth Formers, we have a programme dedicated to university applications, which includes advice on writing personal statements, choosing courses and universities, roadshow visits from international universities and talks from outside specialist speakers. We have talks on diverse topics such as finance, resilience and study skills (although these have been limited this year) and each pupil has individual guidance with their application, particularly their personal statement, from their tutor and from Mrs Aliberti, who oversees each application personally.

There is also advice on apprenticeships and gap years for those who do not want to apply to university.

University of Winchester

Liberal Arts

Norland

Early Years Development and Learning

Loughborough University

Aeronautical Engineering

University of Plymouth

Pyschology

Teeside University, Middlesborough

Broadcast Media Production

University of Winchester

Education Studies and Drama

Royal Welsh College of Music and Drama

Music, Pianoforte

In 2020 our Sixth Form leavers’ destinations were wide-ranging and aspirational. We now have students from last year studying Theology and Religion at Oxford, Early Years Development and Learning at Norland, Aeronautical Engineering, French and Spanish, International Relations, Agriculture with Animal Science, to name but a few. Some of our pupils chose not to continue their studies but have pursued other careers in the forces or farming. They were a fantastic year group and we are very proud of them and wish them every success in the future. We hope some of them will return one day to advise current pupils about possible careers. I am particularly proud that all of our pupils who went on to Higher Education gained a place at the university of their choice.

Plymouth Marjon University

Sport and Exercise Science

University of Winchester

Film Production

Harper Adams University

Agriculture with Animal Science

University for the Creative Arts

Film Production

Oxford Brookes University

Economics, Politics and International Relations

University of Birmingham

Mathematics

University of West of England (UWE)

Business and Events Management

Cardiff University

French and Spanish

Nottingham Trent University

Professional Policing

University of Bath

Economics and Politics

University of Bath

Business

University of Plymouth

Nursing ( Mental Health)

Royal Northern College of Music

Music, Viola

Whilst our Horizons department has not been able to continue as it usually would during the last year, we have still been able to work with our pupils to prepare them for their lives beyond school.

Mrs Aliberti Head of Horizons

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WORK EXPERIENCE We are also keen to develop our pupils’ experience of work and volunteering outside of school and they are encouraged to arrange something from Form 5 upwards. In the Trinity term 2021, Sienna and Ella in Form 4, who are considering careers within the NHS in the future, were lucky enough to have been accepted onto a virtual work experience programme run by North Devon District Hospital. This is quite an achievement in itself because there was stiff competition for the available places and they had to submit a very detailed application. The girls have written a report on their experience.

“This work experience has been a great achievement for us and has allowed us to develop our understanding and knowledge of the NHS roles we were interested in as well as any other jobs we may not have considered before and how they work together.

Achieving two out of 40 places on this work experience from hundreds of people that applied was an amazing achievement and the application process was a great experience for future job applications and interviews.

During these odd times unfortunately work experience couldn’t carry on as normal so instead of being in the hospital we have had seperate zoom meets spread out over a few weeks where we spoke to the professionals.

This was great because it allowed us to see the bigger picture of their job and lifestyle. We could ask questions about anything and this helped us to find the best way to get to where we want to be.”

Sienna has also been awarded a Scholarship to the Immerse Education Medicine Summer School Programme at the University of Cambridge this summer, having entered the 2021 Immerse Education Essay Competition - “Which field of medicine has the biggest impact on society?”, writing about Combat Medicine.

Sienna’s entry was recognised by Immerse Education as ‘one of the highest calibre of entries this year.’ They also said that this was ‘a record breaking competition with thousands of entries from students attending leading schools all over the world.’ An incredible achievement.

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ART & Design This year’s Art & Design report is a little different - a farewell from Mr Barlow who is retiring this year.

“A lump of wet clay can be easily deformed. It can be thinned and extended into a clay wall; it can be pulled out into an unsupported form until the extension collapses under its own weight. If wet clay is piled on wet clay, the clay at the bottom of the pile will begin to flow. Wet clay can be pushed around with the fingers, or scored and scraped with a pointed or curved tool or stamped. If the clay is left in the open air, it will slowly harden. If the amount of clay is large enough it will develop cracks which extend throughout the body of the clay. This can be seen when mud dries in summer heat. Most strange of all is that if this soft, enticingly malleable substance is subjected to large amounts of energy in the form of heat, it is metamorphosed into hard and brittle substances ranging from porous earthenware to impermeable porcelain. I feel a child’s education is like the shaping and firing of clay, in the hope of forming the desirable traits of a caring person.

to become independent thinkers in order to achieve excellent exam results. With three terms to go before I retire, I thought of a gentle roll-down, watching cricket and absorbing the sounds of children playing and listening to those classical old hymns from Chapel as they floated on the morning air. What can I say, the carpet was whipped away from under my feet!

Part of my own art education started in the Parish of Shebbear in the early 1980s, when I was training as a production potter under the tutorship of Clive Bowen. I had many enjoyable days throwing pots with him and later with William Marshall, both having strong connections with that most famous of potters, Bernard Leach who placed ceramics on the world stage, equal to that of painting and sculpture.

Lockdown fear set in, having never done any online shopping or joined any social network. Whilst my younger colleagues were talking fluently about Google Meet, Google Classroom, webinars, Space time / Face time and tech speak like wuu2, btw and gm, I had not got a clue what was going on. I was lost after thirty plus years of teaching and no longer in control. My pupils became the masters and I the pupil.

After teaching at Harrow for the first sixteen years and then St Georges in Vancouver, I moved on to become a PGCE lecturer training teachers. I exhibited in London, including the RA, and had the privilege of working with the British Museum on a Eurasian sarcophagus from the Roman Empire 250 to 150 BC. However, my main love was spending many happy evenings working on stage sets with such actors as Peter O`Toole. Who would have thought I would come full circle and spend my last years of my teaching career back in sunny Shebbear.

Having grown up with threepenny bits (3d) a brass 12 sided coin, sixpences, shillings and crowns, at age ten I had to quickly learn that 5p was equal to 12 old pennies or one shilling/a florin, that 240 copper pennies was equal to £1 and that 30 cm was now a foot. At sixty, looking back at the switch to decimalisation, I felt I could embrace this online teaching and learn a new skill or two. My pupils were very helpful in aiding me through this technology. I felt positive once more and slightly proud of my newly acquired skills proving it’s never too late to learn. It got me thinking how technology has impacted on teaching and learning and how the internet has made it possible to accomplish things that were not even dreamed about before its birth.

Over this time my educational philosophies and practices have remained basically the same (Chalk and Talk). With a focus on setting high standards, I believe in encouraging children

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In the end however, for all the online teaching both pupils and I very much welcomed the return to the smell of paint and the face to face interaction of the art rooms where one could feel the creativity in the air and talent could blossom.

As you can see from the photographs (also included later on in the magazine) the pupils have managed to produce some outstanding work during these difficult times.

Personally my happiest times at Shebbear have been working on stage sets and seeing our pupils treading the boards with enthusiasm. As a teacher I am very proud knowing every pupil I have taught has passed their art exam with the majority achieving a grade B or above.

My thanks and best wishes go to all those pupils I have taught over the years and I hope that in some small way art has enriched their lives.

Mr Barlow Head of Art

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ART: PREP 1 - FORM 2 It has been a wonderfully creative year in lower school Art, both online, and then thankfully, back at school. I would like to express my gratitude to parents for being the most fantastic stand-in art assistants to their prolific and enthusiastic offspring with their fabulous artwork over lockdown. You made it all possible!

forests, cubism, folk art, Mexican art, totem poles, weather, seascapes, the NHS, Cezanne, Fauvism, Surrealism, portraiture, Picasso, cave art, landscapes and the Loch Ness monster!

Since getting back to school, it has been a whirlwind of creativity in every conceivable medium and technique in the Prep School, with the children throwing themselves into every project with confidence and joy. At a young age, the focus is on feeding the natural creativity of children, inspiring their interest in the subject and opening their eyes to the endless possibilities of Art. Creativity, collaboration, thinking imaginatively, problem solving, dexterity and empowerment through achieving an ‘I can’ mentality are hugely important attributes for life and natural byproducts of our varied (and messy) explorations of Art in all its diversity. In allowing the children the time and opportunity to express their ideas and personalities in their own way, we encourage individuality and celebrate the differences between us, while along the way, honing their skills in numerous techniques.

Across the Prep School year groups we have used paint, collage, mosaic, ink and wash drawings, both oil and chalk pastels, watercolour, print-making, clay, mixed media, sculpture, charcoal, bottle top and miscellaneous object creations, illustration and graphic design. Themes have included birds,

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Years 1 and 2 have painted, glued and decorated everything that didn’t run away and Years 3 and 4 have explored the theme of birds in all of the above mediums to demonstrate the almost infinite ways a subject matter can be tackled. Year 5 have thoroughly experimented with painting techniques and composition, working up to huge collaborative works of art on natural themes. Year 6 have explored portraiture, both visually and through personality, character and individual thoughts and feelings. They have been encouraged to express the introspections which, in this year of unforeseen events and approaching transition, have inevitably become part of their world view. The children are a delight to work with, bringing endless energy, enthusiasm, creativity and cheerfulness to my classroom.

Form 1 have been working on still life through various projects, learning about colour, painting techniques and observational drawing and with particular reference to the work of Van Gogh.

Form 2 have been working on landscapes, with paint, oil pastel and pen and ink as well as developing their observational drawing skills.

It has been a challenging year for all of us, but we have bounced back with characteristic resilience, optimism and happiness and everyone has been a great pleasure to teach.

I think we have all realised how much we appreciate being at school!

Mrs. Appleton-Wahl Art Teacher, Prep School and Forms 1 & 2

Computer Science Computer Science is at the heart of the fourth industrial revolution which is a fundamental change to the way that we live, work and relate to one another.

This has arguably been accelerated by the challenges that the pandemic has brought to all of us. The pupils were resilient and their computer literacy skills were put to the test not only in Computer Science but across the board while learning from home.

During the Michaelmas term Forms 1 - 3 explored e-safety topics including ‘You and your Data’, ‘Online Reputation’, ‘Social Engineering’ and ‘Malicious Software’. These topics have allowed all pupils to use devices that are connected to the internet safely and effectively, whilst empowering them to speak to parents or teachers about anything they’re concerned about. In the second half of the term the focus was on developing their programming skills. Form 1 focused on web-based languages, HTML and JavaScript, producing their own emojis; Form 2 designed and developed their own websites and Form 3 produced a noughts and crosses game in Python. The Lent term started in lockdown where the pupils spent their days in front of the computer engaged in remote learning. During this time it was a great chance for them to use technology as a creative outlet and documenting tool. Each week they were tasked with a number of challenges, for example, photography mosaics, exploring shot types, documenting their workspace and film making.

The GCSE pupils explored a range of topics from Algorithms, Programming Techniques, Computational Logic and Data Representation. In addition to this, they worked on completing their Non-Examined Assessment (NEA) choosing from 3 set tasks which gives them a chance to showcase the practical skills that they have developed over the course of the GCSE. The A-Level pupils have also explored a range of topics from ‘Thinking Abstractly’ to ‘Legal, Social, Ethical and Moral Issues’, as well as completing a Non-Exam Assessment (NEA), where they analyse a problem, design a solution and then develop their solution. This encourages analytical thinking and problem-solving skills. It lays the foundation to study Computer Science, Engineering, Physics or other related fields at further and higher education levels.

Mr Banyard Head of Digital Learning

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Drama The nature of lockdown and Covid has meant that theatre visits have been impossible this academic year. Likewise, lessons in the Memorial Hall with pupils wearing masks has reminded me of the importance of the whole face when it comes to vocal and facial expression. However, we were able to continue with some excellent remote drama sessions. For example, Form 2 pupils wrote some excellent scripts about smuggling and we were treated to some highly creative video clips that others had made of their detective stories.

More recently, it has been a joy to be back to something approaching ‘normal’ drama. As with every walk of life, we have had to adapt and this has resulted in some exciting new approaches. For example, I have been directing a group of sixth-form pupils in a production of the Oscar Wilde play The Importance of Being Earnest. It was decided from the outset that they would like to perform this as an open-air production but the English weather did not play ball in July and this performance will now take place in early September.

The Drama activity group have been working on a murdermystery play, ‘Murder at Kirby Manor’. It has all the hallmarks of a classic ‘whodunnit’: a stately mansion, a Christmas Eve party, a host of implausible suspects and a murder taking place during a power-cut. This has been a great challenge and I have enjoyed coming up with plot-twists with the cast. We were able to perform this to a socially distanced audience at the end of this term and it was a great success - we have some very talented actors in this group!

It seems a long time ago now but just before Christmas when we emerged from the first lockdown, I was able to arrange two performances for audiences in the Prep School. These were distanced and strict guidelines were put in place to ensure the safety of everyone present. However, it was lovely to showcase a Form 1 and 2 version of A Christmas Carol, featuring Albert Odlin as Scrooge. We also devised a play with my Form 4 group which we entitled Fire and Ice. This was a thought-provoking play about the passage of time and the power of a single object

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I am looking forward to a more normal 2022. What does normal mean? Fully-integrated lessons, whole-school plays with no ‘bubble’ restrictions, performances in the Chapel, audiences coming to see the shows…fingers crossed! After all, if this year has proved one thing to me it is that…the show must go on!

Mr Pomroy Head of Drama

and its ability to unite people and emotions – in this case, the discovery of a long-lost necklace. I was very proud of both plays; not only the quality and commitment of the actors but for reminding me of the power and importance of performance theatre.

I must also make mention of the GCSE and A-Level Drama pupils who have done extremely well to produce some excellent plays in the most difficult of circumstances. This year’s devised themes have included plays about arranged marriage, on-line bullying and living with the effects of Covid. Never let it be said that drama is not up-to-date or topical! I also spent a fabulous afternoon (in the driving rain) with A-Level pupils George and Kynan who chose to perform their naturalistic devised play in an abandoned quarry. Their costume, props and even weapons were authentic to their Celtic drama about two brothers facing the challenge of leadership. The play’ Hope under Stormy Skies’ could not have been more aptly named and it did, indeed, give me hope to work with their skill and dedication – I only wish we could have shared the experience with a wider live audience.

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English We all know that the past two years have been incredibly challenging in a number of ways, but we are pleased to report that despite recent global events pupils at Shebbear have continued to challenge themselves academically (and in an extra-curricular capacity) within the English department.

their funding of the Bookbuzz programme in KS3. This scheme sees every child involved receive a book (free to them) from a wonderfully diverse list of choices. The most popular choices included

Exam results last year were robust and impressive. This year’s Form 5 and Upper Sixth have worked extremely hard to demonstrate their abilities and aptitudes. We know that learning from home was an additional challenge, but it also fostered amongst staff and pupils alike a keener sense of what successful independent learning can do for skills and results.

Elsewhere in the department, KS3 classes are following a

City of Ghosts and A Darkness of Dragons – pictured here. We highly recommend picking a copy up, if you can.

In terms of activities, Mrs Shamsolahi’s Film Club has proved a resounding success, with the Trinity Term seeing a focus on modern science fiction films. Members of the club have enjoyed seeing their expectations of the genre subverted in several surprising ways, in films such as Source Code and Edge of Tomorrow. We still have time for more surprises before the end of term! curriculum designed to promote independent learning and prepare them effectively for their GCSE studies, while still allowing them to have fun and enjoy exploring the subject.

New sets of class texts include The Wall by William Sutcliffe, a novel that explores themes such as divided loyalty, identity and justice.

We are very pleased and proud to say that our Upper Sixth A-Level Literature pupils are all continuing their studies of English at university! We wish Poppy, Bridget, Bess, Cameron and Bradley all the very best as they make this exciting move.

The English department would like to extend its sincerest thanks to our PTA group, the Friends of Shebbear College for

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Youth Speaks continues to flourish under the exemplary tutelage of Mrs Davey, although circumstances have prevented live competition in this academic year. Topics under discussion have included women’s rights, the status of the royal family, treatment of mental health issues, Harry Potter and many more. Pupils learn how to make their debating skills more robust, of course, but also how to respond sensitively to issues that perhaps do not affect them personally. A kinder world is a better world, after all.

Carnegie Shadowing remains a popular extracurricular activity. The 2020 shortlist saw the inclusion of The Black Flamingo by Dean Atta, Nowhere on Earth by Nick Lake, Voyages in the Underworld of Orpheus Black by Marcus Sedgwick and Julian Sedgwick, and Lark by Anthony McGowan, which was the eventual winner. Lark is a lovely, lyrical, short novel, which is essentially a modern answer to Kes, a book many of you will know well. Rest assured that Lark does have a happier ending! The shortlist for 2021 is more diverse than ever, featuring verse novels, short stories, American texts, stories inspired by Russian, Greek and Irish folklore and catering for readers from 8 to 18. The 2021 Shadowing group is very excited about getting to know more about the novels as the term continues. Mrs Shamsolahi is particularly looking forward to reading The Girl Who Became a Tree by Joseph Coelho, a verse novel that explores the myth of Daphne and Apollo.

Breaking news! The whole department is very excited to welcome Mme Fanet back as our new School Librarian; we cannot wait to see how the library will be reinvigorated as a learning space accessible to all.

Finally, we wish Mrs Vassilaki a very fond farewell as she leaves Shebbear for exciting new adventures. Mrs Vassilaki is an outstanding teacher whose impact on pupils has been tremendous.

Mrs Shamsolahi Head of English

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Geography Our Geographers have had a busy time this academic year and, whilst Covid restrictions have meant there has not been an opportunity for fieldwork to take place, there has been plenty of learning taking place both in school and online during lockdown. We have had to explore the world through virtual means, but, thankfully there are some excellent resources for doing this and it was a rare lesson that didn’t use a virtual map or satellite image at the very least.

Form 1 started the Michaelmas term honing their map skills and knowledge of the United Kingdom. As always with map skills, some have great experience already often from Scouts or other outdoor experiences and the challenge is to bring everyone up to the same level of skill - often using those who have a good level of skill to support those who are finding it more of a challenge. After several weeks six figure grid references, cardinal points of the compass, measuring distance and understanding map symbols were all cracked (although several may need a refresher in outdoor education next year!). During lockdown Form 1 learnt about the weather which is a great topic to teach remotely as everyone has some weather taking place in their garden and the opportunity was taken for pupils to move their digital devices outside whenever possible.

Form 2 lapped up the ecosystems topic in the Michalemas term and all of them can now recite very happily the range of adaptations that a camel has developed in order to survive in the harsh desert environment. Lockdown allowed the teaching of tectonic hazards to be brought to life through the power of National Geographic videos on YouTube (at times it did feel like a film club!). It is actually a fantastic topic to teach remotely as there are so many online resources and all pupils developed their understanding of the hazards created by volcanoes, earthquakes and tsunamis. More recently Form 2 have been studying Global Issues and have shifted their focus from physical to human geography by learning about the impact that human beings have on the planet and what we can do to live in a more sustainable way.

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The Form 5 geographers have had a disrupted year in the lead up to their GCSEs and they have coped with this extremely maturely. The second year of the GCSE course focuses on human geography topics and again relating the subject matter to current world events and implications helped bring the subject to life; a silver lining in an otherwise prolonged cloud at times. It was encouraging to see the proportion of pupils intending to continue their geographical studies at A-Level and I am sure they will continue to thrive.

The Upper Sixth geographers were still able to complete their independent investigations ranging from management of the River Torridge to the impact of the pandemic on Bude; all were interesting and a great deal of effort was clearly invested. From a geography point of view the A-Level geographers have been able to relate their studies into the global situation from the impact of global trade, pandemic response and geopolitics – and despite its challenges, it has been a dynamic year.

Mr Jenkins and Mr Newitt Geography Department

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History 2020-21 has seen many developments which historians in future years will examine with interest. History is not just in the classroom, but also in the world around us. In 1989, a historian published a seminal work with the provocative title ‘The End of History’. In these days of Covid, lockdown, bubbles and ‘anti-vaxxer’ I fear that the future historian will be spoilt for material. So this raises the question do we study the past to ensure we do not repeat its errors? I doubt if we are capable of doing so.

years of 1939-45, followed by the tension of the Cold War. Who says history is boring?

At GCSE level, Mr Rogers and Mr Law introduced pupils to the gory delights of the history of medicine as their breadth study, a wonderful journey through five centuries looking at the impact and interaction of technology, religion, government, war and other factors. If you want to know more I recommend looking up the details of the C19th surgeon Robert Liston, but not while you are eating!

In the younger classes, we had Dr Fox bringing his inimitable style and energy to history lessons. Forms 1 and 2 had a whistle-stop tour of British and World history from reenactments of the battle of Hastings, the gory horrors of the Middle Ages through to the English Civil War and the banning of Christmas. Dr Fox then took the form 3 historians through the up and downs of making of the United Kingdom, the Industrial Revolution (with its social horrors) to the C20th, the World Wars and the Cold War. There were; motte and bailey castles, arrows in the eye, rats, fleas and the Black Death, beating up the Welsh and the Scots by the Hammer known as Edward 1st, Henry (and his many wives) having a spot of trouble with the church, the wonders of the Renaissance. Then Form 3 had; Waterloo, Peterloo, Turnip Townshend, a spot of bother in the Balkans, the horrors of the Western Front, a fools peace at Versailles, the dark days of the 1930s and the darker

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At A-Level, the Lower 6th learned about the vagaries of late medieval politics and the Tudors, with plenty of attention given to Thomas Cromwell in these days of Mantel mania.

The Upper 6th kindly allowed Mr Rogers to wax on at length about the genius of Queen Elizabeth 1st and her ability to both confront and compromise (valuable skills in the modern political environment). The horrors of Stalinist Russia through to the end of the Second World War provided a fascinating contrast for the Upper 6th. They completed some fascinating personal studies (coursework) including the nature of the Anglo-Saxon conquest/ migration in the ‘Dark Ages’, and social and technological revolutions in medieval warfare.

All of the above often involved squinting into laptop screens and poor internet connections! Well done to all GCSE and A-Level historians.

Mr Rogers Head of History

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MathEMATICS December 2020 marked the departure of the then Head of Maths Mr Steve Trask.

Mrs Cardoo stepped up to fill the Head of Department position and was finally able to teach in Rounsfell 1, the best classroom in the department!

The Maths department has very much missed the UKMT team challenges this year and nobody more than Niall, our very talented mathematician in the Lower Sixth. He therefore took it upon himself to organise a maths society with branches in various parts of the school. This began as an online activity during the 3rd lockdown for pupils in Forms 3-5, where pupils are presented with particularly tricky problems to solve and encouraged to use all their problem solving skills and mathematical ability to come up with a solution where discussion ensues. Following on from this success, a branch was set up in the Prep School allowing pupils to encounter tough problems and value the process of pen and paper calculations.

The individual UKMT competitions still took place although the Intermediate challenge was sat online which is particularly difficult. Well done to Sebastian in Form 3 who went forward to represent Shebbear College in the Grey Kangaroo and no, I have no idea who thinks up these names! Other results are listed overleaf.

We were delighted to welcome Mr Giles into the maths department in January, although his focus is now sports and outdoor education, Mr Giles is from mathematical roots and we value his expertise in the department.

Mrs Cardoo Head of Maths

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SENIORS Silver - Kynan, Findlay, Jude, Niall Bronze - George, Simon

INTERMEDIATES Silver - Roy, Adam, Freya, George, Sebastian Bronze - Charlotte, James, Jolyon, Evie, Ben, Sara, Bethany, Jonathan, Emilia, Fin

JUNIORS Gold - Joseph Silver - Jack Bronze - Rowan, Terri, Zebedee, Mitch, Jack, Benjamin

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Music The year started with the wonderful news that two of our U6 musicians had successfully gained places to continue their music studies.

Alicia Luddington (A-Level Music Grade A; Piano dip ABRSM, member of Orchestra and Senior Choir), gained a place at the prestigious Royal Welsh College of Music and Drama.

Utor Wong (A-Level Music grade B; Viola Dip ATCL; Violin Grade 8; Leader of the Orchestra and Senior String Ensemble and member of Senior Choir) gained a place to study music at the internationally renowned Trinity Laban Conservatoire of Music and Dance, London.

We wish them well as they follow in the footsteps of many Shebbearian musicians and look forward to hearing of their continued success.

addition of the yellow and black tape demarcating the areas that we could work within, teachers and pupils alike adapted quickly to the strict Covid rules and despite these challenges, music has continued to thrive.

During the Michaelmas term we saw our first of many streamed performances. Many of these are still available to view on the Shebbear You Tube Channel. Pupils have embraced the opportunity to perform at Head’s Chapel and this has continued throughout the year.

The annual Carol Service had to follow Covid regulations including social distancing and pupil bubbles. So we were delighted to be able to use the Chapel to record our carols.

Thank you to our guest organist Mrs Joan Richards for her uplifting renditions of our favourite carols. The department would also like to thank Mr Banyard for all his assistance in creating the finished videos.

Instrumental Exams have taken on a different hue. Pupils can now enter Digital Instrumental Exams. There has been a steady stream of successes throughout the year.

The fifth form pupils achieved excellent results in their GCSE Music exams and have set the bar high for this year’s cohort.

Having spent a challenging Trinity term in lockdown, we were all delighted to return to face to face teaching. With the

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There have been many individual pupil successes this year but particular mention must be made of Mitzi in Form 5, Singer (Grade 8 distinction) and Composer, who released her debut single Trivial in March a fantastic achievement!

Similarly, Lola, also Form 5, first study Clarinet (Grade 8 Distinction); Violin (Grade 8 Distinction) and Piano has had an exceptional year of success. Firstly by winning the Two Moors Festival, a highly regarded and well established regional competition for outstanding instrumentalists from the South West. As a member of the Junior Royal Academy, Lola also won the Intermediate Woodwind Prize. These accolades demonstrate Lola’s exceptional talent both regionally and nationally.

Mr Parker Head of Music

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MODERN FOREIGN LANGUAGES Despite the challenges of the last 18 months, we had a busy couple of years in the Languages Department.

Pre-Covid, regular events continued like ‘Chocolate y churros’, the Spanish Spelling Bee, Student of the Month, and a visit from the theatre production Company ‘Onatti’ who performed a play in Spanish to all MFL pupils. At this time, Brexit dominated much of our thoughts. Discussions were had in the classrooms and we spoke about the changes it would bring to all of our lives.

Of course, the pandemic disrupted much of the year, but because of this, we all learnt so many new skills, adapting to online lessons and remote learning which was actually very interesting. Pupil engagement was superb and our classes continued pretty much as normal during the lockdown period. The main thing that has been missing this year has been our wonderful visits and trips, and, as a result, this report is a little shorter than it would normally be, with no trips to write about and no pictures to show!

We are delighted to have had two A-Level pupils who went on to use their Spanish; Amy who chose to study Spanish and French at Cardiff University and Revell who went on to study International Relations.

Mrs Aliberti and Mrs Garnett Modern Foreign Languages

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Welcome back to

Mme Fanet Our former Head of Modern Foreign Languages, Christine Fanet, departed Shebbear at the end of the 2019-20 academic year to embrace new challenges in France. We are all delighted that she is returning to our school in September as our Librarian and Sixth Form Spanish teacher but Mrs Aliberti and Mrs Garnett have written a few words on her role as Head of MFL.

Christine joined Shebbear as Head of MFL in 2012 and her complete dedication and passion for MFL brought the department into a leading position in the school, where pupils understand the value of learning languages and are enthusiastic and keen. Under Christine’s tenure, the amount of pupils taking both French and Spanish A-Level grew and it became a thriving, motivated department. She was tireless in her support for linguists of all kinds and encouraged many native speakers to take GCSE and A-Level examinations in their own tongues, supporting them with resources, time and expertise. As well as French and Spanish, pupils have taken exams in Italian, Chinese- both Cantonese and Mandarin - and German.

Christine is a passionate believer in early years’ language learning and built up the provision in the Prep School so there was a seamless transition from Year 6 into Form 1.

Christine introduced many events and traditions to the MFL department, like chocolate and churros, the annual visit of a Spanish and French theatre company, taking part in a national MFL Spelling Bee, Student of the Month, amongst others. She also organised a wonderful trip to Malaga, Spain.

We look forward to welcoming her back!

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Outdoor Education There has been a significant shift in recent years to doing as much learning outside as possible, and, despite making things very difficult in other areas of the curriculum, the pandemic has placed even more importance on children being outdoors as much as possible. Outdoor Education at Shebbear College has expanded significantly as a result, with more activities and more sessions available to a broad range of age groups.

Our goal in the Outdoor Education department is to promote purposeful activities that encourage challenge, resilience and character development, as well as physical development. Our skills-based curriculum was launched as a result of this to ensure that our pupils progress through a structured programme, enabling them to learn essential skills that will aid them in DoE, TenTors, wilderness walks and general wellbeing. With activities now taking place every evening, regular outings to local areas of interest and overnight trips, Outdoor Education has never been more popular among our pupils, nor more important in providing outstanding learning opportunities for our pupils as well as maintaining a healthy body and mind.

Although Ten Tors was cancelled this year, we did manage to take a small group of pupils out on Dartmoor to brush up on their navigational skills. Due to pandemic restrictions for most of the year, pupils found it tough to complete some of the DoE requirements, however, the Duke of Edinburgh Bronze award still had a huge take up and at the end of term we were able to take an expedition to complete their awards. I must also mention our ‘Quaran-Ten Tors’ which took place during the first lockdown and saw pupils complete the Ten Tors course close to home!

Through a tumultuous year in education, Outdoor Education has thrived and pupils have engaged with superb dedication and diligence. With big plans in place for the future, the rural and iconic location of Shebbear College will provide a superb springboard for our pupils in the next academic year.

Mr Giles Head of Sport and Outdoor Education

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PHYSICAL EDUCATION & SPORT It has not been an easy year for school sport, but it has remained a huge part of life here at Shebbear, and our pupils have thrown themselves into the very different ways of working with true Shebbearian spirit and resilience. We were excited to return to some competitive sport in the Trinity term, with Cricket, Tennis and Athletics making a comeback for a (slightly abbreviated) season, meaning that at least some competitive sport could be played this year!

In PE and Games, pupils throughout the senior school have been incredibly patient with the challenges of working in bubbles, being resilient to government restrictions and enjoying PE in any form they can, even online. During the lockdown, they embraced a technical and tactical approach when analysing videos of elite sport then followed this with skills and physical adaptations drills.

Our academic PE pupils have performed incredibly well in the challenging environment, with some of the best BTEC results we have ever had before lockdown started in January. This has enabled many of them to build a strong base for good academic results in GCSE and BTEC. We restructured our sports offering in the Trinity term, with over 12 sports per term running as activities and three key sports being played in lessons, increasing the opportunities for mixed sport in each term. This increased structure will enable more pupils to play at an appropriate level while still enjoying the freedom to try new sports. Each term we now run pre-season activities in preparation for the next term’s main sport, ensuring that our pupils are getting a head start for their competitive sports. Trampolining, Gymnastics and Archery have been welcome additions to the provision and we aim to grow our provision so that pupils can enjoy, sample and excel at many sports with Surf Lifesaving and Orienteering also on the agenda.

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We have also made some significant changes to the admin side of the PE department. Our Samurai school shop launched, providing top level kit for our pupils; Schoolsports.com (SOCS) is now being used to improve the communication between parents, coaches and pupils; and we are in the process of launching an Elite Sports Development Programme, designed to support and challenge our aspirational athletes and sports scholars. The initiative will provide additional support in the form of personalised Strength & Conditioning and Nutrition programmes, mentoring with current professional athletes and skills development sessions as well as developing character attributes including resilience, confidence and enjoyment.

I must mention our leavers, who, due to the pandemic, have missed out on their last opportunity to wear the school colours and play competitive sport during the Michaelmas and Lent terms, but despite this disappointment, they have been fully involved in sport across the school, coaching younger pupils and helping out with sporting events throughout the year.

Thank you!

We have recently been shortlisted for an award in the Sporting Achievement category of the prestigious Independent Schools of the Year awards, run in association with ‘Independent School Parent’ magazine. Although not that much sport has taken place in schools this year, we have been commended for our inclusive approach to sport, our characterbased learning & sporting values, our PE, Outdoor Education and Co-Curricular programme (including during lockdown) and our new and upcoming initiatives, including our focus on providing more mixed sports, our progression with Outdoor Education and our Elite Athlete Development Programme. A great way to end the year!

Mr Giles Head of Sport and Outdoor Education

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Science In yet another topsy turvy year, we have been thoroughly impressed by the resolve and dedication of all our pupils across the year groups. The way that they have been able to adapt to the huge changes in the way they learn is truly a testament to their purpose and determination.

As a department we said farewell to Miss Cursons, our Science Technician, at the end of last year, and we all thank her for her time spent organising and procuring resources for the department. We have, however, been very lucky to be able to recruit Mrs Newton, who is a very experienced technician and didn’t falter in the slightest when she joined us in October and we bombarded her with endless practical requests. The lockdown situations really have made us all appreciate just how much we need good quality practical experiences in the teaching of science. To just sit and learn from a book (or online) doesn’t quite develop the skills and attributes of successful scientists and engineers. It is that trial and error aspect of investigative practical work that builds resilience, determination and creativity, as well as cooperation when working in pairs/ groups. Fingers crossed for no more lockdowns and further disruptions to learning.

After our return from the New Year lockdown there was a real push by the science teachers in their attempts to catch up on this lost practical experience. But I think it is Miss Body who was the most ambitious in her plan to do a practical every single session from mid-February to Easter and beyond.

It has been a very eventful few years and we are all hoping for September to bring us an opportunity to start again and hopefully next year will see a full academic year of in school learning and the return of external examinations.

I would like to end by thanking all of the science department staff for their professionalism and dedication throughout the year. We all learnt new skills and adapted our teaching in a phenomenally short period of time.

Mr Clewley Head of Science

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Biology The challenges of the past year have not stopped the learning opportunities available to our biologists. The pandemic has given us a “silver lining” opportunity with the chance to explore pathogens, including viruses, and disease spread, prevention and treatment, including vaccines. The real life experience of much of this has really ingrained the concepts into our pupils minds and the logic and method behind some of the madness has been well understood! Good progress was made with online learning. Our biologists developed a huge array of skills, both research and communication based, which will be essential if any are to tread the science track during further education. Time back in the classroom was used to catch up on practical elements of the course including heart and locust dissections, and exploration into enzyme activity and plant hormones. A challenging year indeed, but a successful one nonetheless. Well done to all of you.

Chemistry In the Chemistry department we were enthusiastically using Google Drive and online learning before it became fashionable.

As a result our early-adopter pupils should be proud of how well they responded to the demands of this academic year.

Those who have put themselves in charge of their education, as ever, have got the most out of the experience.

Any lesson in which nothing is set ablaze or electrolysed is a dreadful waste of an excellent opportunity, so I have admired the application and enthusiasm of my online pupils. Although we tried our best to blow things up using only simple household chemicals, the Lab provides more extensive opportunities for educational combustion.

As soon as we got back to the Lab we threw ourselves with graceful aplomb into practical study, and pupils thoroughly enjoyed the opportunity to interact with the substances that we only covered theoretically in the Lent term.

In the Sixth Form, we have continued to explore the boundaries of our potential by entering the Chemistry Olympiad and exploring specialist topics in more depth with research papers and student-led lessons. Upper Sixth pupils have enjoyed the opportunity to deliver lessons to the Lower Sixth, who dealt with the experience with customary restraint and good manners.

Taking the opportunity to set another competition for Shebbear Chemists, the first student to get in touch with the answer to this question wins a Dairy Milk Chocolate Bar which burns completely in excess oxygen to release 80200J of energy.

Physics Although this write up is primarily based on the 20202021 academic year, I cannot pass up on the opportunity to congratulate and celebrate the outstanding achievements of last year’s Upper Sixth Physicists. To be thrown into the unknown of the first lockdown in the midst of their final preparations for the A-Level examinations, these pupils really did excel. When rumours of lockdowns and disruptions became more and more prevalent I asked the Upper Sixth pupils to prepare for an emergency assessment in the following and final

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Unfortunately as the year progressed we were once again thrown into the realm of online learning and virtual lessons as lockdown 3 began. Mercifully, this time around we were all much more prepared and all of the pupils who engaged in the online lessons were able to maintain their progress. We were even able to make the most of numerous online simulations for virtual practicals and investigations, many of which actually worked better than the real thing, although not quite the same learning experience.

During the lockdown pupils in Forms 5 and 6 were afforded the opportunity of entering the British Physics Olympiads. The Sixth Form did exceptionally well with the Senior challenge; All of the A-Level physics pupils gained certificates, however Niall achieved a Gold award and Archie gained Silver, this put them in the top 15% and 30% respectively of all those taking the part across the country. Truly excellent results. Form 5 also performed well with the Intermediate challenge, with Adam Pennington, Luke, Felix, Mitzi and Roy all gaining Silver awards.

A special mention must also go to Crystal who, not being a natural physicist, still opted to have a go at this very difficult paper and was able to gain a commendation for her efforts.

Well done to all of those who entered and had a go. few days of full school. The pupils did not question nor hesitate but merely rose to the challenge and performed exceptionally well. It was this and the previous assessments which we were then able to use to formulate their final grades. I can not emphasise enough just how deserved these grades were. I was immensely pleased when we heard that the submitted grades had not been modified in any way.

The same is true of last year’s Form 5 who also had to contend with sudden changes and assessments to verify grades. All of these pupils dealt with this huge unknown with great aplomb.

As for this academic year we started fresh in September all glad to be back in school and able to work in the labs again. It was a strange beginning for the Lower Sixth having been away from school for so long and not having had the rite of passage, which is sitting the GCSE examinations. But they all settled in well and we were soon able to resume practical science work.

My personal highlight has to be the comment from Simon’s parents, who when discussing Simon’s progress in parents evening stated that they thought it was very surreal to have received a photo of Simon dressed in a suit brandishing an air rifle, I think their exact words were that ‘Simon looked like he was in training for James Bond or something!’ I did reassure them that this was all planned and in fact we were using the conservation of linear momentum to determine the velocity of the rifle pellet. Apparently the science experience in England is somewhat different to that in Germany, or maybe it is just Shebbear!

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On our return to school we tried to balance the need for catching up with missed hands-on practical work and completing the courses and assessments to again produce centre assessed grades. It hasn’t been an easy route but our pupils really do excel in these situations.

Mr Clewley, Mr Drake and Mr Deakes Science Department

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Senior Sports Day Senior School Sports Day 2021 took place on Monday 21st June on a grey but (mainly) dry day. Well done to everyone that took part and, as Mr Giles said, displayed our school values of Courage, Confidence and most importantly, Courtesy to each other throughout. Almost all of our pupils took part in something and it was fantastic to see such determination and enthusiasm from everyone.

Congratulations to our Victor Ludorum and Vixtrix Ludorum Cup winners Keith & Heidi (Forms 1 & 2), Ringo & Sophie-May (Forms 3 & 4) and Connor & Bella (Sixth Form). Some really inspiring performances from some very talented athletes.

Well done to Pollard House - the overall winners, with Way in second place, Thorne in third and Ruddle in fourth.

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INTRODUCING MITZI IRISH

A BRIGHT FUTURE AHEAD

Talented singer and songwriter Mitzi Irish in Form 5 (Yr 11) has had an exciting year so far, having released her debut single, ‘Trivial’ on Spotify, Apple Music, Amazon Music and iTunes in March - along with a music video!

This is an absolutely incredible achievement for a 16 year old and we are all extremely proud of her. We spoke to Mitzi about her love of music, how she got this far and her plans for the future.

When did your interest in music start?

I’ve always been passionate about music but my interest was significantly developed by a music teacher I had in primary school, who encouraged me to write and sing more contemporary music. He encouraged me to stand up and sing in school concerts and gave me a basic but fundamental understanding of chords, which helped my songwriting greatly.

How did you get into singing and songwriting and how long have you been writing songs?

I’ve been singing for as long as I’ve been able to, although my family maintain that I was (and this is a direct quote) “frankly appalling” until the age of about seven. I got really into singing towards the end of primary school, and I did my first public gig when I was thirteen. In terms of songwriting, I wrote my first “proper” song when I was about nine and have just kept going since then. I find that it’s really cathartic and even if I end up having a different career, I can’t imagine that I’ll ever stop songwriting.

You worked with Andy Gilbert on Trivial - who is he and what work have you done with him?

Andy Gilbert is a London-based producer and writer who teaches a number of music classes and predominantly works with teens/young adults. He and Haydn Williams (a Londonbased manager) have really helped me in the last six months or so; I was put in contact with them by my Aunt, and since then, we’ve completed three songs (the other two will be released shortly).

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Talk us through the process of writing Trivial during lockdown.

Writing Trivial was a really strange but wonderful experience.

It was the second song on which Andy and I worked and we completed it really quickly. I had a voice memo on my phone of the hook, which I’d written months prior, and I sent it over to him along with a playlist of songs I wanted the production to sound like. When we went on Zoom a few days later to write the rest, he’d already constructed essentially the entire instrumental! We finished the song that afternoon, and then I recorded all my vocals from home and sent them up to London!

Trivial was a song that I’d been wanting to write for years — it’s about the realisation that you’re not where you’re supposed to be and you’re not proud of your own choices, and the regret you feel as a result of that. I knew I wanted the song to be catchy and upbeat, and Andy really brought it to life.

Do you have singing/piano lessons?

I’ve been taking singing lessons with Val Skull since Form 1 at Shebbear, which I think has really helped my technique and strengthened my voice. As for piano lessons, I took a few when I was really small but I’m largely self-taught on the keyboard — I’ve taken the “wing it and hope something sounds good” approach, really.

How long do you spend on your music and how do you juggle this with studying for GCSEs? I spend a lot of time working on music — whether I’m songwriting or just singing covers, I definitely play every day.

It’s not something that’s timetabled though, I just play when I feel like it, and that’s pretty much all the time. It’s obviously important to find a balance with GCSEs (etc.), so I don’t do as many songwriting sessions with Andy (or anyone else) during the school term, and if I do, it has to be at a weekend. In terms of playing casually, usually if I have loads of homework or a really important test the next day, I’ll make sure I study first and then pick up the guitar. Music is a brilliant way to procrastinate though…

How would you describe your style of music?

I would say that my style of music is somewhere between acoustic and pop — Trivial definitely leans more towards the latter, but most of my old songs are acoustic/very soft pop.

There will definitely be some slower, more acoustic songs to come, as I think it’s really important not to lose the original, more vulnerable quality that there was when I first started playing gigs. Essentially, I think my style will be a real mix, because it’s important to both preserve the original sound and have more fun, upbeat songs.

Who/what are you inspired by?

I’m inspired by a lot of things — usually, songwriting comes from personal experience, but since lockdown began, this has become more difficult. Therefore, I’ve found that inspiration can come from books and films too, and not everything I write has to be about me.

In terms of musical inspiration, I’ve been absolutely loving Maisie Peters and her catalogue. She’s a British singer/songwriter and I’ve found her lyrics and musical style to be hugely inspiring.

How do you feel about having a single out!?

I’m absolutely elated to have a single out — I’ve wanted to put music on streaming services for years and I finally have! The process has been so interesting — it takes much longer than one would think to release a single, and I’m so grateful to Haydn (my manager) for organising all of this. There’s so much that goes into music releases that I’d never even considered.

I usually write songs on my own, so learning how to write and record with someone else was thoroughly enlightening. The whole experience has been great and whilst the song is still so small, I think it’s ridiculously cool that you can successfully ask Alexa to play ‘Trivial’ by Mitzi Irish!

What’s next?

I’ve got another couple of songs with the people that I worked with on Trivial in the next few months, and after that I’m not sure - I’ve obviously been spending quite a lot of time studying so I need to keep that balance going into the Sixth Form.

Hopefully I’ll have an EP or something out soon.

Watch this space!

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THE SIXTH FORM As a new member of staff in a year that has been far from normal in every way, the Sixth Form pupils have surprised me greatly with the way they have encountered all the hurdles thrown at them this year, approaching them with grace, determination, and courage. Like every other part of the school and every other Sixth Form across the UK, we have had to operate in a way that is challenging and different, from wearing masks to online learning in a pivotal year of their education.

Despite all this, the sense of community has been fantastic and the centre is filled with smiles and fun on a daily basis.

The Upper Sixth leavers have had their entire Sixth Form experience disrupted, from centre assessed grades, to online learning, to the excessive use of the word ‘bubble’! Despite all the challenges there have been some fantastic achievements.

We have had Chemistry and Physics Olympiads, Maths Challenges, success in Music, but, probably most importantly, the ability the pupils have shown to just ‘get on with it’, showing resilience in a way that has truly impressed me, as well as empathy and kindness for each other and the other pupils further down the school.

Academically, our Sixth Form pupils have shown hard work and dedication. The Trinity Term presented its own challenges in that the centre accessed grades meant almost constant assessment for the Upper Sixth pupils, whilst internal exams were a hurdle to be jumped by the Lower Sixth pupils who largely achieved

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very well and had a taste of what’s to come next summer.

The range and depth of EPQ projects has been outstanding, with the pupils showing passion and interest in their chosen topics, which ranged from ‘Mental health in young farmers’ to ‘An analysis of Iron age hill forts’ to ‘Exploring leadership and management styles in Bude business with primary data’.

Our Upper Sixth have secured university or higher education offers in a broad range of subjects including English Literature, Ancient History, and Medicine. Some have decided not to go on to further education and instead are looking to pursue careers elsewhere but whatever they go on to do, I know that, as Shebbearians, they will make it a success!

The social side of the Sixth Form - usually jam packed with various events, has been limited this year. We did manage to get the Sixth form ‘bubble’ into a quiz and pizza night which was great fun. A slice of normality in a strange year (pardon the pun). The Trinity Term has seen the sleeves rolled up and the cricket bats being bought out in free periods, the balcony being used for a relaxing break in the Shebbear sun (a rarity in my experience!), and a successful week of mock examinations. We rounded the term off with the Upper Sixth Leavers’ dinner - a black tie affair held at the nearby Woodford Bridge - it was a fantastic send off.

We say goodbye to our outgoing Sanctuary Team: Poppy, Samuel, Bess, Fin, Eden, Laura, Archie and Bridget who have done a brilliant job leading the school in an extraordinary year, and welcome a new Sanctuary Team for 2021-22 - Bella and Harrison are our Heads of School, assisted by our Heads of House Michael (Pollard), Niall (Ruddle), Lauren (Thorne) and Ben (Way). Congratulations to you all and I look forward to working with you next year!

Mr Wilson Sixth Form Coordinator

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You found out you had been voted in as Head Girl and Head Boy during the first lockdown – how did you find out and how did you feel?

Poppy - Samuel and I both received a phone call from Mrs Kirby during our Geography lesson, It came as a very pleasant surprise for the both of us, we were both over the moon with the opportunity. However, celebrating the role was very difficult seeing as we were in the midst of lockdown!

This has not been an average year as Head Girl and Head Boy. How have you found it?

Poppy - It certainly has been very different as head girl and boy, compared to how we have seen the role play out in previous years. However, this year more than ever the school has needed some form of stability and reassurance which I have tried hard to provide. I hope the whole community has appreciated our presence and have felt able to come and speak to us throughout our time as heads of school, even though a large chunk of it was spent communicating over a screen!

What would you say were the highlights of the year?

Samuel - Speaking at the Celebration Evenings was a lovely challenge to try and sum up what has been a very busy year in a short speech. Our open mornings were also particularly fun as we had the opportunity to meet pupils who may join us it’s lovely to meet others outside of our community, hear their stories and show them our school.

Poppy: I think I am most proud of our speech at the Celebration Evenings and also our (virtual) speech for the OSA dinner, it was a great opportunity to actually get a message out to the whole Shebbearian community. Samuel and I both put a lot of work into these speeches and it was a great feeling of accomplishment when we had delivered them.

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And the worst parts?

Poppy - Not being able to be as visible around the school and getting to know pupils better has been difficult due to restrictions through the ‘bubble system’. I am also very upset that I was never able to say “will you please stand” in Chapel as our Chapel services have all been virtual this year!

What subjects have you been studying in the Sixth Form and how have you juggled school work with your Sanctuary duties?

Samuel: Biology, Chemistry and Geography. Juggling them has on some occasions been a little challenging but our subject teachers and the wider school have been very supportive in recognising the importance of our studies. I have found it helpful to keep a bullet journal to manage my time and prioritising engagements and deadlines!

Poppy: Geography, English and Economics. This year has been very different to previous years, in terms of what the role encompasses, it seems to have been more virtual tours and interviews in contrast to being able to meet people in person.

At times it has been difficult to determine what needs to be prioritised but it all seems to fall into place. I like to keep note of what needs to be done in my diary and take every week as it comes.

What are your plans for the future?

Samuel - Currently I’m interested in Emergency Medicine and pairing that with my interests in the outdoors perhaps working as an Expedition Doctor but who knows - I may change my mind many times in the next few years.

Poppy: I will hopefully be heading off to the University of Bristol in September to study English. At the moment I am very undecided about what style of work I want to get into after that.

I am hoping I will be inspired at university. Moving to a large city such as London after university definitely appeals to me!

What have you enjoyed most about your time in the Sixth Form?

Samuel - I don’t think there is one single thing. We have been so lucky to have an amazing group of friends in the Sixth Form and in that respect perhaps we have most enjoyed strengthening these friendships that I hope we will maintain throughout life.

Poppy: Sixth Form has felt like quite the rollercoaster, especially this year with lockdowns taking place every couple of months! However I have loved having the Sixth Form Centre as an independent place to work in the quiet study or in the communal room playing a game of ‘cheat’ with everybody. I have to say the pizza night quiz is always a fun memory to look back on, and, of course, the Rounsefell Dinner..

What is your funniest/best memory from Shebbear College?

Poppy: I would have to put my funniest memories down to the Barbados sports tour, perhaps almost crying because we had turned our air conditioning up too much and wrapping ourselves in bath mats to keep warm. I had the best time with everybody there and I will treasure those memories forever.

What advice would you give the next Sanctuary team?

Poppy: To not take the role lightly and to understand the responsibility it withholds. It isn’t just about tours, interviews and speeches but also forming relationships with your peers throughout the different year groups. It is important to always try and set a good example at all times by always having the school’s best interests at heart.

Samuel: Take a genuine interest in other pupils because they can teach you way more than you could ever share with them.

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s w e i v r inte In the Sixth Form, we offer all pupils the opportunity to complete the Extended Project Qualification (EPQ), a research-based project on any topic of their choice which carries UCAS points and enables them to work independently and extend their academic studies further. This is always a popular option among our Sixth Formers, and we spoke to three of our EPQ pupils, Bella (Lower 6), Laura (Upper 6) and Kynan (Upper 6) about their topics, why they chose them and how they think the EPQ will help them in the future.

Please give a brief description of your project.

Bella: My chosen topic is ‘How do we strengthen children’s resilience to climate change in Low Income Countries (LIC)?’.

I started my project at the start of the school year (2020) and handed it in at the end of Lent Term (2021) to be marked, - I get my mark on results day.

Laura: The topic I have chosen to talk about is mental health within agriculture and what more needs to be done to raise awareness. I am mainly writing about the importance of talking about it, and what action is being taken to raise awareness of the problem, and how detrimental the problem is to the community. I’m also researching Doug Avery who has written a book about how he fell into a hole of depression, and then how he found his way out. I’m trying to find a way that we can get the farming community talking about how we feel and raise more awareness.

Kynan: My EPQ looks at the complexity of iron age life and

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the roles hillforts played, still visible today due to their distinct layered earth fortifications and towering stature. In my EPQ I investigate ‘The Role of Hillforts in Iron Age Society, specifically in the Southwest of Britain’. To examine the role hillforts played in iron age society I used the experience gathered by experimental archeologist David Freeman, the archaeological evidence gathered by Barry Cunliffe and the views and opinions of historians Alice Roberts and Nile Oliver. As part of my EPQ I examined the relatively local hillforts Maiden Castle, Clovelly Dykes and Mount Batten, assessing their variety of roles they played in iron age life.

Why are you interested in this subject?

Bella: I am passionate about the world around me and social justice for people who don’t have a voice themselves. I think it’s important to understand the position others are in and what we can do to help as it is our future, so we should take it into our own hands. Often it is thought that the older generations are more vulnerable, however it is the children that are left behind and they will suffer the consequences of the damage we have created in the future.

Laura: With Covid being such a huge topic that has hit the farming community, more farmers and farm workers are isolated and seeing less and less of friends and family. It is a very current subject within the farming community and I believe it is something that needs to be questioned and explored more for the sake of future farming and the future of food.

By educating yourself on a sensitive topic it allows you to talk confidently about it and point out where the myths and untrue facts are being projected.

BELL A

KY N A N

Kynan: It is my belief that history is written in blood and sweat.

We hear and read a lot about the blood spilt, immortalized in stories, songs and poems, which was for a long time what I had been interested in. As I was coming up with an idea for my EPQ I wished to explore the other aspect of the phrase, for history is also written in sweat. This is seen in the monumental constructions that adorn our world. From the pyramids of Egypt and South America to the walls of China and Nigeria, we remember monumental efforts. An overlooked example is the hillforts of the iron age, and thus I wished to learn more about them.

How have you found the more independent nature of the EPQ? Bella: I have really enjoyed the flexibility of the EPQ as I have been able to get it completed in my Lower 6th year so I can focus completely on my studies for Upper 6th. The independent nature allowed me to do my EPQ when it was best for me and I could control the topics I wanted to include. I like to be organised so being able to complete my EPQ work around my schedule worked really well - I set myself deadlines which helped me to complete things when I needed to.

Laura: Sometimes I really struggled to find certain information that I wanted to know on the topic, as mental health is such a hidden talking point to start with, let alone within a community that already struggles to talk about their feelings. But it was interesting going down all the avenues that evolved mental health within agriculture and finding out about different people’s experiences. Being able to talk about what I want to talk about and explore what I want to learn about has been great!

LA UR A

Kynan: The independent nature of the EPQ is very enjoyable, mostly due to the free choice of resources and topic. Although I found time management… challenging, the freedom gave me more enthusiasm.

Does the EPQ link to your next steps after Shebbear, if so, how?

Bella: I believe my EPQ does link to my next steps after Shebbear as I would like to study a degree in Global Humanitarian Studies and/or International Development, so I think topics such as climate change and the rights and resilience of children, will lend themselves very well to these degrees, and help me prepare for life after Shebbear with research skills, organisation skills, essay writing skills and knowledge of my chosen topic.

Laura: I have no intention of going to university at the moment so I didn’t take part in the EPQ for this reason. However, if I choose to go into agriculture, then my research on mental health within the industry will definitely be relevant as I have the background knowledge that I have gained through the project. My organisational skills have improved (slightly!) as well as my drive to carry out research myself into a topic that is so often overlooked and avoided.

Kynan: My EPQ was closely linked to the research and work I have been doing for my History A-Level and the style of independent learning is also quite similar, so it has complimented this. Completing the EPQ has cemented my understanding and ability to assess and validate sources, strengthened my ability to write essays and urged me to take deadlines seriously. Although I did not necessarily learn new skills, I am in no doubt that the experience will be priceless for University.

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Upper Sixth Leavers

Rounsefell Dinner

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Friday 25th June saw our Upper Sixth pupils don their ballgowns and tuxedos to mark the end of their education at Shebbear College and say goodbye to their teachers at their black tie Rounsefell dinner. This is a traditional event at the school and it was fantastic that we were still able to hold it under government guidance.

The pupils enjoyed an outdoor drinks reception at school before travelling to nearby venue, Woodford Bridge Country Club, for a formal supper where they were presented with yearbooks and scrolls signed by all their teachers. After the meal, they enjoyed some fabulous music from Mr Oxenham’s band, Rushwood & Co. Goodbye and good luck to this fantastic year group (including our international pupils who couldn’t make the event as they have already travelled back home for the summer) who have led the school in a very strange year and have acted as excellent ambassadors and role models for our younger pupils. They will be very much missed but we wish them all the best for the bright futures ahead of them.

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Why did you decide to come and work at Shebbear?

Maximising our Potential SPORT & OUTDOOR ED

We spoke to Mr Giles, who joined Shebbear College in November 2020 as the Head of Sport and Outdoor Education, about how he plans to take the department forward over the next few years.

Shebbear College represents the values my family and I hold dear, with a focus on developing creativity, curiosity and resilience in the pupils and our children. Shebbear has huge potential and it did not take long in looking at the College to see how incredible the pupils and staff were. I am excited about making some positive changes while enhancing the outstanding work of the current staff and student community.

What do you enjoy doing in your free time?

I love spending time with my family; although I spend a lot of time outside and coaching sport in school I usually end up dragging my family outside and do even more outdoor education based fun activities. I love learning, so I often have a book on the go that challenges my current perceptions (I would strongly recommend James Kerr’s Legacy, a personal favourite).

What is your background?

In my early years I took part in many sports, playing county level hockey and rugby, competing at many national schools athletics competitions representing the South West and was lucky enough to compete for Great Britain U16s Rowing. After leaving school I moved to New Zealand for a year out and ended up staying for 2 years to play rugby. On returning to England I achieved a Masters in Aeronautical Engineering at Loughborough University where I began my coaching career, working with senior mens and womens teams as well as Premiership academies and coach education programmes with the RFU. I started my teaching career at Uppingham School while coaching the 1st XV and Midlands U18s. I then moved down to Eastbourne College where I took on the role of Director of Rugby, Head of Athletics, Head of Sports Scholarship programme and teacher of Maths before moving to Dubai to take up the role of Director of Rugby and High Performance Sport at Dubai English Speaking College, the leading sports school in the UAE. While working in Dubai I began working with World Rugby and am now a Trainer specialising in Coaching and Strength Conditioning, delivering courses across Asia. I also continued with my Rugby 7s coaching with the UAE Senior Mens 7s team in the Asia 7s Championship, competing against teams such as Japan and Hong Kong.

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In the time that you have been here, what has struck you most about the school and the pupils?

In my first few weeks at Shebbear I was astounded with the way in which the stronger sportsmen and women support the less confident athletes; encouraging them and helping them improve. This is such a rare quality and I believe this is a product of the small year groups, in which the pupils aid the development of others. I have never seen this at this level before, and it was completely unprompted. This is clearly a superb attribute that is unique to Shebbear College and is something that is extremely hard to coach.

Both Sport and Outdoor Education have always been a big part of life at Shebbear College, what are your plans to develop these two areas over the next few years?

Shebbear College has a huge amount of potential. We have recently redesigned the sport and activities provision, providing a more structured approach to sports on a termly basis.We aim to provide at least one sport per term for girls and boys with three mixed sports in the Trinity Term. This is in addition to an activity programme designed to support these core areas, while providing pre-season training and opportunities to sample other sports . We aim to cover in excess of 10 sports-based activities each term as well as Outdoor Education, Ten Tors and D of E activities.

There is a huge amount of interest in Sport and Outdoor Education from our pupils and many take part in sports synonymous with the area such as shooting and equestrian. I am planning to give them an input into the sports and activities we provide outside of lessons so that they have the opportunity to take part in things that they are passionate about.

In your opinion, what are the key factors in developing successful sports teams and individuals at school?

Not everyone wants to compete for their country or be a professional athlete and so understanding that each sports session is differentiated to the individual needs of the pupil is fundamental in planning a sports programme. I hope to be able to provide platforms for all pupils to shine and find a sport or activity that enables them to engage and enjoy something that perhaps they never thought they would.

Sport is not only about talent, but mindset; developing the right character attributes such as resilience, confidence and intrinsic enjoyment of sport are skills that develop higher level athletes who are able to cope on the rocky road to success. Providing opportunities where athletes are challenged in a supportive way and given the opportunity to fail safely is a fundamental aspect of an individual’s development journey. Talent is often a big part of success, however it can also breed bad habits in relying on areas of strength while denying areas of weakness.

Challenging talented athletes and ensuring they are developing holistically is something I am passionate about, as these are often the athletes that achieve greatness.

We talk a lot to our pupils about the link between physical activity and mental health - what are your thoughts on this and how do you plan to develop this area?

We are in the process of launching an elite sports development programme, designed to support and challenge our aspirational athletes and sports scholars. I am extremely excited about encouraging pupils to continue to enjoy sport, whilst at the same time developing the right mindset that can be developed and nurtured.

We are introducing a skills based curriculum in Outdoor Education, focusing on providing our pupils with the skills to maximise their enjoyment of the outdoors while excelling in challenging environments. The plan is for every pupil to take part in OE activities, either during scheduled lessons or co-curricular clubs, and we’re also looking at integrating the subject into regular curriculum lessons, getting outdoors when we can.

The growing body of evidence linking the physiological response from exercise and mental health is now undeniable.

At Shebbear College we have an incredible opportunity to our pupils’ healthy relationship with the outdoors; with 85 acres of sports fields and countryside we have endless opportunities to get outdoors and exercise.

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Many of you have probably read about the story of ‘Prospect Lane’ on our social media and website but we just had to include it in our magazine as it really was something very special.

Our wonderful Maintenance Team spent every weekend in October and November at school, working in their own time on a secret plan to build a magical Christmas feature for our pupils at the end of a term where blended learning, wearing masks, social distancing and hand gel have become the norm.

The fantastic team, Mark, Matt, Mike and Steve, built a secret Christmas Grotto at the school last year, transforming the old changing rooms which were being used as a storage area. They decided to go one step further for 2020, creating a version of Harry Potter’s Diagon Alley, complete with magical shops with hand carved signs - including ‘Lovett’s Sweets’, ‘Drakes’ potion shop and ‘Kirby & Jenkins’ dressmakers - leading into a fairy tale snow scene and a festive Father Christmas’ grotto.

And the verdict from our pupils - well you can see for yourselves from the photos!

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WE SEE IT In March 2021 we launched our new website and school film as part of our marketing strategy and rebranding and both have been met with a great deal of positive feedback from prospective parents, overseas agents and our school community. Head of Marketing & Admissions, Joanna Conway, who joined Shebbear in summer 2020, explains the thinking behind the concept.

Why did you decide to create a school film as one of your main projects?

unique selling point (USP) was definitely the fact that, being a small school, we really do know every single pupil individually and because of this, we are able to provide a tailored learning experience for them. The second theme was that not many people know about us - I think we were described quite often as a hidden gem in the comments. I didn’t want us to be a hidden gem, I wanted us to be a gem that people knew about!

A film that could capture the spirit of Shebbear College would be a great way to spread the word about us and increase our digital presence as a school, something that was high on my list of priorities. The film, along with the website, became my two main projects for the next few months.

When I joined Shebbear during lockdown one of the first things I did was to send out an online survey to all our staff members to find out a bit more about the school, what they felt were our strong points and what was unique about us. I am an Old Shebbearian and so I know a bit about the school, but I wanted to find out how it had changed and how it was perceived now.

The comments that came back were really positive and there were a couple of themes that emerged - the first was that our

How did you decide what was going to be in the film?

I first met with All Told, the company that produced the film, in the autumn term. Following this there was a lot of research: The film crew spoke at length to our pupils and staff to find out their thoughts about the school and to plan the story we wanted to tell. It was less about the actual subjects being taught or shown, but rather to portray a feeling, to evoke emotion in the watcher and to be ‘real’. So many school films just feel a bit staged and I wanted this to be different.

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We came up with a script for the voiceover and then decided on scenes that would fit the words - for example, ‘That Spirit’ - was a surfing scene in a cold sea, ‘persistence’ was Toby practising the drums, ‘The confidence to get it wrong’ was Harvey in the classroom not afraid to cross something out and start over. Then I asked the pupils to be involved and, with a lot of timetabling and planning, we filmed the scenes in December 2020. The film is just over a minute long - I don’t think the pupils could believe that hours of filming one scene would be cut down to just a couple of seconds!

the great locations at Shebbear College with the image growing from the open door. The website is actually a contrast to the film as where the film is very real, this is magical and almost fantastical but I think the two work well together.

Did it all go smoothly?

It was pretty smooth but there were a few times when we had to rethink things. There was a scene that was supposed to show the end of the day/going home and we spent hours with a group of Form 1 boys outdoors in the cold trying to get what we wanted, but it just wasn’t working and in the end we decided to change the scene completely. It definitely gave the pupils an insight into filming - it’s basically doing the same thing over and over again and isn’t as glamorous as they may have thought! The fire pit scene in the nature trail was also cut short as the weather was so bad and the fire went out!

What was the thinking behind the website?

The website was a project that I knew I wanted to do as soon as I joined Shebbear. It is the first port of call for prospective families researching schools.

Our website at the time was quite a few years old and I didn’t feel that it captured our school as well as it could do. The thinking behind the design is based on discovery, bearing in mind the comments people made about us being a hidden gem.

I wanted to encourage people to find out more about us through a creative website

Do you think they have been a success?

So far the film and website have been really successful and we have had a lot of positive feedback about both. We have also seen enquiries, visits and taster days from prospective families skyrocket, which is brilliant! I am looking forward to getting the film out to a wider audience through platforms such as YouTube and Sky Adsmart in the next couple of months. Because a lot of the marketing strategy is based on digital presence, I can track it and it’s very targeted so we are only promoting it to people who are the right age/have the right interests/live in certain areas etc. All our advertising clicks back through to the website so it is great to have a new and eye-catching site to showcase the school.

that stood us apart from other schools. I chose four creative images, which were shot in October and then enhanced (by someone who can only be referred to as ‘the wizard’ because, as you can see, he is so amazing at photoshop!) to give a magical feel. The free standing door shows a pupil walking through and discovering

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When you accepted your role as Compliance Manager, what did you expect it to be like?

I was excited for a new challenge as the restructuring of the houses was due to take place. I had previous experience with compliance within boarding and knew what was expected to ensure we remain compliant. This job role was a slight change from my previous job role as I was to ensure compliance across the whole site rather than just the boarding house.

What has it actually been like!?

We spoke to our busy Compliance Manager, Laura Clewley, who has managed the compliance of the school through Covid (and has spent many an evening catching up on the latest government guidance!), about her role during the last 18 months.

Laura, who was previously Ruddle Housemistress here at Shebbear College, started in her new role in February 2020 and thought it was going to be primarily dealing with compliance within boarding...and then the pandemic hit!

Little did I know at the time of accepting the job role, everyone’s lives were about to change dramatically due to the Coronavirus Pandemic! Over the summer I came in to assist with setting up the school so that we were following Covid-19 guidance and to make the school Covid secure by putting in systems of controls. This initially started with me preparing the boarding houses and signing up for the BSA Covid safe charter but soon developed across the whole site. It was a challenging time with guidance changing on a daily basis. A lot of time was spent writing risk assessments and putting procedures in place for the start of the new academic year. This has continued throughout the year and I am constantly checking guidance and then adjusting and implementing risk assessments as guidance changes. I consistently monitor and ensure we are all following the current procedures in place.

Being a compliance manager during a global pandemic can’t have been easy - what have been the biggest challenges you have faced?

I would say that the biggest challenge initially was writing the whole school Covid-19 risk assessments and then keeping on top of reading and understanding all of the government guidance which has changed on a daily basis at times.

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Shebbear College is one of the few schools not to have had a single positive case of Covid-19 in school - you must be doing something right! How do you think the school has achieved this?

As part of government guidance, all schools have to follow systems of control. I believe that we have set this up well within the school. Once we had agreed on procedures and I had written risk assessments we were quick to follow these through and implement them and it has been a real team effort from everyone to ensure we are following the procedures which are in place.

What has given you the most satisfaction/what are you the most proud of during the last year?

I think just knowing that we have done everything we can to ensure the health and safety of everyone here on site has been great. We are always looking at the best options to be able to provide and be the best we can whilst ensuring the correct safety measures are in place. In an uncertain time for everyone, knowing that we are Covid-19 secure has reassured everyone and it has been nice to play a big part in that.

Our picture shows you in full PPE - how often do you actually have to get kitted out like this (and for what reason)?

During testing as the Quality Lead/Team Leader & the Covid coordinator, I had to wear this whilst in the test centre. Now I only have to wear it if I am called out to a suspected case of Covid-19 throughout the school day. We have a designated isolation area for this. In preparation for the school reopening last September, I was rarely seen without a tape measure and a roll of black and yellow tape!

How do you see your role developing in the future/when Covid-19 is (hopefully) not so much of an issue?

Under my role of Compliance Manager I have also now taken on the role of Health and Safety Coordinator. This is a never ending job role within the school which continues to ensure the safety of our site and community here at Shebbear College.

How have you managed to relax when you’re not at work/ what do you do in your spare time?

With the introduction of the testing on site it was a challenge to set up a test centre in a short space of time. There are a lot of ‘behind the scenes’ staff that have worked long hours to ensure the safety of everyone here on site - teamwork throughout this whole process was essential! Although at the time, we then entered a national lockdown, we had to continue with testing staff on site and then testing pupils upon return of schools reopening.

I have 4 young children which keeps me pretty busy. During the pandemic we moved house and it has been lovely to start exploring the coastal areas around this part of North Devon and Cornwall where we live.

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Wel Welcome Meet the new staff that joined us in 2020-21.

Mr Charlie Jenkins Senior Deputy Head

Revd. Donna Leigh

Mr Robin Giles

Mr Craig Banyard

Chaplain

Head of Sport and Outdoor Education

Head of Digital Learning

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lcom Miss Charlie Woods

Miss Lucy Taylor

Miss Charlotte Richardson

Senior Matron

Assistant Matron

Resident Tutor, Ruddle House

Mr Luke Wilson

Mrs Joanna Conway

Mrs Emily Fenwick

Sixth Form Coordinator & Resident Tutor, Pollard House

Head of Marketing and Admissions

Registrar

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Farewell Alison Vassilaki

Ashley Barlow

Mrs Vassilaki joined Shebbear College as maternity cover for Mrs Lovett in 2010 and never left! Since joining us she has been an integral part of the English department, and a tireless leader of the EAL department.

Mr Barlow took on the role of Head of Art at Shebbear in 2005 and the department has been on view for all to see ever since.

His huge wealth of experience as an educator has been inspirational and his knowledge of the exam courses second to none. His skills at fostering creativity have enabled his pupils to produce so many outstanding pieces of art. His calm, caring, nurturing philosophy has provided a sanctuary for so many.

She has nurtured pupils in her care both as a tutor and as a teacher, providing a safe and calm environment for anyone who needed it. Mrs Vassilaki has also initiated many creative activities, including Soft Toy Making and Bullet Journaling.

Her wit and wisdom have helped her colleagues and her pupils immeasurably throughout her time at Shebbear.

Mrs Shamsolahi

The pupils’ examination results have always been extraordinarily brilliant, demonstrating his passion for his subject and commitment to his pupils. One only needs to compare the results nationally to see how outstanding the Art Department has been during his tenure. Shebbearians’ GCSE and A-Level art results are placed in the top 2% nationally with pupils achieving far beyond expectations.

In addition to this he has introduced and designed the Life Skills Centre used by all pupils of the College for textiles, art, pottery and woodwork. Inspired by the numerous pupils’ dramatic productions he has created memorable stage sets that have enhanced the performances for so many Shebbearians.

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Helen Riley Dr Helen Riley joined Shebbear College in 2017 as a Psychology teacher. She settled in well and her expertise in child counselling soon meant she became an integral part of the school’s pastoral team, working closely with pupils who needed extra emotional support.

Dr Riley helped to improve the pastoral offering at school and was an excellent tutor. The exam results during her time here were outstanding and the time and commitment she gave to her pupils was extraordinary.

Dr Riley immersed herself fully into all areas of school life, participating in social and charity events - of particular note was her modelling in the charity Fashion Show!

Mrs Lovett

Kevin Parker As well as inspiring and supporting pupils in school, Mr Barlow has widened their horizons in so many ways with regular trips, for instance to the Tate, St Ives, to Spain, France, Italy and, most recently, New York. He has entered pupils’ work for many competitions and exhibitions, including the annual schools’ exhibition at the Burton Art Gallery, Bideford, where they regularly won awards.

As a tutor he has always taken an active interest in the progress, wellbeing and achievements of all his tutees and he would regularly attend music and drama performances to show his support for their endeavours. His perceptive and sensitive approach to the pastoral care of his pupils and friends in the staffroom alike has helped many people.

The regular changing of Art around the campus has always been complimented on by the visitors and prospective parents as they have toured the College. It has created a joyous, inspirational working environment for all over the years. In addition, the annual Art Exhibition, viewed by so many on Speech Days, is recognised as a creative and artistic highlight of the year. The careful mounting and artistic presentation of pupils’ work has always enhanced and celebrated the excellence of the Art department. We wish Mr Barlow all the best in his retirement.

Mrs Parker, Mr Parker and Mrs Aliberti

Mr Parker started teaching at Shebbear College during the last millennium.

Arriving at the start of the academic year 1999, he moved with his family into Ruddle Cottage and it was not long before the arrival of his first son.

Though his primary role has been Director of Music, he has over the years taught many different subjects: French, Geography, EAL, Drama and PSHE. For several years he held the post of Head of Middle School (F4 and 5). His calmness and dedication to this role enabled tutors and academic staff to support and nurture their pupils’ academic and pastoral progress. Whilst he guided the pupils through the challenges of early adulthood, he ensured pupils were able to grow in confidence and negotiate the path through adolescence successfully.

He will, however, be best remembered for his role as Director of Music. Teaching pupils from Prep 1 to U6, during his tenure, the department has thrived and has gained national recognition from the Incorporated Society of Musicians. As Director he has led a dedicated team of instrumental and vocal teachers. He has nurtured young talent and challenged and inspired the many gifted musicians over the years. With encouragement and with the department’s open door policy, the music department has always been full of musicians working and preparing for the plethora of Carol Services, Concerts, Gig Nights and the

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highly acclaimed Charity Chamber Concerts. A joy for all who had the opportunity to attend any of these events.

As repetiteur he has prepared Shebbearians for instrumental exams, ensuring they were all able to aim high and achieve excellent results. He has enabled numerous Shebbearians to progress onto international renowned conservatories and universities leading to them becoming professional musicians in their own right.

As organist, he has led the school in the daily Chapel services and as a talented flautist he would be found in the orchestra pit of the numerous College musicals enhancing the live music with his virtuosic playing.

His legacy of the wonderful music building which he helped to design will be a memory of his commitment and passion for music that he has given over the last 21 years. And now as he retires and hands over the baton to a familiar old Shebbearian, he knows the department is in safe hands and will continue to thrive.

Mrs Parker, Mrs Aliberti and Mr Barlow

Leon Oxenham Mr Oxenham arrived at Shebbear College to rejuvenate the Business and Economics department. His structured yet approachable teaching style, and his ease at explaining often highly abstract complex concepts, has caused that department to now be one of the highest consistently achieving academic areas at the college. His senior management experience and his expertise in the educational use of IT have helped him achieve this. Some of his GCSE pupils have described his approach as ‘laid back’ yet ‘supportive’, terms that also describe Mr Oxenham himself. Many of his business and economics pupils in previous years fondly remember their Paris Disneyland trips, as do the staff involved. A highly educational experience all round!

Mr Oxenham has also been actively involved in college life outside of the classroom. Most recently he has been a boarding academic tutor, giving of his time and support in the evenings.

As an active singer/songwriter his contributions to 6th form leaving dinners and other events have been highlights many will remember. Mr Oxenham has been a cheerful presence in the staffroom, always willing to help and support and as a hockey coach Leon has coached and supported many pupils

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over several years through victory and defeat.

Which reminds me! Unfortunately this cannot be a totally positive biography, he is an Everton supporter … There were many conversations in the staffroom on a Monday morning, as Leon and fellow Evertonian Aaron Steel complained about the intricacies of off-side and blind referees.

Leon’s contributions to Shebbear College have been many, and he will be missed (an experience Everton strikers are all too familiar with)!

Mr Rogers

Matt Newitt Matt Newitt joined the school in September 2007 as a fresh faced Head of Geography and Sixth Form tutor. He soon made his mark and worked hard with his colleagues to introduce accelerated learning which was rolled out across the school. As part of the Sixth Form tutor team, Matt organised the Rounsefell Dinner, a flagship event for the Sixth Form.

In 2008 Matt helped lead the first Uganda trip and was involved in this becoming a successful trip for many years to come.

Matt became Head of Sixth Form in September 2010 and set about changing the way that the system worked. He implemented a new Sixth Form centre and structure and Sixth Form numbers grew significantly during his tenure. Matt helped arrange and organise a whole host of Sixth Form events including a Ceilidh, variety performances and a Sixth Form pantomime.

When the position of Deputy Head was advertised, Matt applied and was appointed from a large external field taking up the post in September 2015. Over the course of his time in this position he led a successful ISI visit, reinvigorated the pastoral and safeguarding systems adding greater structure and systems to these areas.

Matt was appointed as Deputy Head Academic from April 2020. He oversaw the switch to remote learning and the unprecedented exam series of 2020, helping navigate the school through this challenging time.

A keen former rugby player, Matt has been involved with teams throughout his time at Shebbear assisting Jamie Sanders with

the 1st XV for a number of years. Highlights of this include wins over West Buckland and the Jonny Wilkinson Small Independent Schools Cup as well as 7s tournaments at regional and national level.

Matt has made an enormous impact throughout his time at Shebbear College and leaves us now to move closer to his family in Gloucestershire. We wish him and his family well in this new stage of their lives.

Mrs Lovett

Miles Rogers Miles Rogers joined the College as Head of RS and his excellent knowledge and competence as an educator raised the importance and relevance of the subject among the pupil body, establishing the subject as a core GCSE for all.

His wealth of experience and subject knowledge enabled him to take over the role of Head of History as well as teacher of A-Level Economics and he has been pivotal in instigating the EPQ (Extended Project Qualification) for 6th Form pupils.

He has enriched the humanities curriculum with many excursions and visits, from the F1 trip to Exeter Cathedral, Mosque and Synagogue, to overseas trips to Rome and Poland, including a visit to Auschwitz. He also led annual visits to the Holocaust conference at Exeter University.

He recognised the need to develop pupils’ higher order thinking skills; the ability to synthesise, analyse, reason, comprehend, apply, and evaluate. He was instrumental in developing a critical thinking curriculum for KS3 pupils and he introduced the Peter Vardy Lectures. An annual lecture for F5 and 6th Form pupils which explored cross curricular themes.

He has been a supportive and respected 6th Form tutor, mentoring pupils through the challenges of UCAS applications.

He also worked as a member of the SLT ensuring that an appropriate provision of teaching was always in place.

Steve Trask Steve moved with his family to Shebbear in 2007. His girls started at Shebbear and when Mrs Cardoo announced she was going on maternity leave, the then headmaster Bob Barnes invited Steve to apply for the maternity cover position.

Steve fitted in perfectly and was such an excellent teacher that he was asked to continue at Shebbear after Mrs Cardoo had returned.

Steve became a key member of the maths department, teaching pupils from Form 1 to Upper 6th. All of them remember him, for his knowledge, his empathetic teaching and of course, his bad jokes. Steve also took on roles such as football coach, shooting manager and residential organiser. For many years Steve ran the Form 2 trip to France and the school ski trip and made both of them key residentials that pupils couldn’t wait to go on and still talk about today.

When Mrs Bearpark stepped down as Head of Maths, Steve was the natural person to take on the role. He was a great leader of the mathematics department and his compassionate and fair approach was appreciated by staff and pupils alike. It was not at all unusual to pass his classroom to find him helping a student about to sit their exams in his free time.

Steve moves away from Shebbear with his wife Jane to be closer to their daughters.

Mrs Cardoo

Emily Earl Emily joined us as a Gap Student for one year from Australia. She has been a core member of our boarding community, our Pre-School and Reception classes and our PE department and we thank her greatly for her huge contribution to Shebbear College and wish her the best of luck for the future!

The results his pupils have gained over the years speak for themselves and many of them have gone on to study history, theology, and other related degrees at university with great success. As well as being remembered for his open debates in lessons and his skill in challenging pupils to think and write in a cogent, intelligent manner, he will also be remembered for his kindness and the calm that permeates his classroom.

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OLD SHEBBEARIANS’ ASSOCIATION President’s Report 2019 - 20

We have included this report from the 2019-20 OSA President as we did not publish a magazine last year.

Writing this in October 2019, I’ve greatly valued this year so far as OSA President. The year has given me great opportunities to visit the College, often with my wife, Anne, and to see a thriving community that has made such great progress. I’ve been privileged to witness the transition as Head from Mr Simon Weale to Mrs Caroline Kirby.

The OSA has continued its contributions to school activities, sporting and otherwise. Our excellent Treasurer (Chris Blencowe) reminds us, however, that we have successfully run down our funds, doing useful things for the College, and that we must now replenish them with more subscribing members and more fund-raising events.

The OSA supports the separate OSA Scholarship Fund, which provides support for Sixth Form Places.

As usual, the OSA held its Annual Reunion Dinner and AGM at the RAF Club (London) in January 2019. The well-attended event allowed OS to say their own farewells to Simon Weale.

Mark Saltmarsh presided and handed over the presidency after his excellent year of office. The event in 2020 takes place at the same venue on Saturday, 1st February 2020; we greatly look forward to welcoming Mrs Caroline Kirby to the Dinner.

Mark Saltmarsh and other OS took part in the Careers Evening in early March, skilfully organised by Mrs Aliberti. There’s an even wider range of Old Shebbearian knowledge and experience still to be tapped for advice to current and former pupils and we encourage any Old Shebbearians to get in touch.

Late in March, Mr Pomroy directed and choreographed an ambitious and delightful production of Fiddler on the Roof in the Memorial Hall, which Anne and I were fortunate to see.

Samuel Odlin’s wonderful performance as Tevye was rightly applauded by the whole cast as well as the audience.

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Summer term events are a special privilege for the OSA President. The moving Leavers’ Service in Lake Chapel was a highlight.

The Head of Sixth Form, Mr Jamie Sanders, kindly invited me to attend and speak at the Rounsefell Dinner for the Sixth Form, held at the glorious location of Ocean Kave, Westward Ho! Black tie and ball gowns looked splendid in the evening sun over Lundy Island. That was also my opportunity to say farewell to Antonia Aliberti and Will Bromell, brilliant heads of school for the academic year 2018/2019. There was an OSA and Friends Gold Day at the Royal North Devon Club the following day; not these days a golfer, I walked and watched all the way round.

The College’s 1st XI proved more than a match for the OSA team at the Annual Cricket Match; much the same seemed the case for the netball match. We need to change the timing of these contests since attendance this year was poor; perhaps they could be combined with an evening ball or event.

Speech Day was bittersweet. The school, and the OSA, said farewell to Mr and Mrs Weale; OSA provided an inscribed cricket bat to Mr Weale, after hearing that his performance for Hatherleigh CC this year had not quite reached previous high standards. Mrs Caroline Kirby was warmly welcomed and gave an eloquent speech, enthusing everyone with her approach and philosophy of education.

Anne and I have recently returned from Shebbear after another visit on behalf of the OSA to welcome Jeremy Annear to the school on 7th October. Jeremy was at Shebbear with me and is now a distinguished artist, based in St Ives, working in a modern European abstract style. Mr Ashley Barlow enthusiastically supported and organised the day, so that Jeremy could offer help and inspiration, firstly, to Sixth Form pupils, and then to a larger group of GCSE art pupils. Jeremy’s visit complemented the wonderful work that Shebbear pupils do, exhibited in the Art Department to a standard that Jeremy Annear commented would challenge many Art Colleges.

Jeremy met Mrs Kirby and has ideas for further encouraging the excellent work in the Arts at the College On the same day, Jeremy and were taken to the new Music School where Alicia Luddington gave us a brilliant impromptu piano recital (Brahms, Intermezzo in A).

My thanks to the OSA Committee Chair, Secretaries and all Committee members. We always need more of you to volunteer. At the 2020 Dinner and AGM, all being well, I will hand over to Dick Corbett-Winder, currently OSA VicePresident.

Philip Daniel OSA President 2019-20

President’s Report 2020-21

‘Ponderings from a Pub’.

In the absence of normal service, I was asked, as president, to write of my time at Shebbear. Like all good stories, mine starts in a pub. It really was a dark and stormy night. The young cadet Corbett- Winder, with a number of fellow Shebbear College Police Cadets, had retired to a pub somewhere near Okehampton.

Initially, our visit was motivated by our desire to escape the rain. But, after nursing a pint in the dim light, it was not long before the conversation turned to the Sergeant of Okehampton Police Station, and his questionable decision to draft us into a manhunt. Frank Mitchell, dubbed ‘the mad axeman’ ,had escaped from Her Majesty’s Prison Dartmoor, a place even more bleak and rain-soaked than Shebbear College itself. Was it a common tolerance for poor weather that qualified us to join the hundreds of real police and Royal Marines searching for this fellow? Having grown up on a farm on the edge of Dartmoor, I had a working knowledge of how to avoid rain by means of the area’s numerous public houses. So it was that, whilst Frank was shivering in a muddy ditch, Shebbear’s finest police cadets remained warm, dry, and in good cheer!

I had arrived at Shebbear aged 13, by way of Exeter Cathedral School. After my family home burned down, I boarded at Exeter for a year, and it was suggested that Shebbear would be ‘a good fit’. I remain convinced that this recommendation was determined solely by the fact that Shebbear is a sufficient distance from Exeter as to make it almost impossible for me to attend any further choir practices at the Cathedral. Shebbear taught me the joy of being an under-achiever. Spending as little time as possible on academic work, I turned my attentions to the sports’ field where my most notable accomplishment was being featured in the Sheb magazine of 1967, in a photo of the ‘1st XI cricket team’. Of course, this was a printing error, as I never made it beyond the 3rd XI. Beyond cricket and rugby, I found that I enjoyed the camaraderie of my housemates, and the comedy that we sustained together. A memorable example of our peculiar humour was a wager that committed me to wear the same pair of socks for an entire summer term (or was it half a term?).

Despite such ‘high’ jinx, it became apparent that my time at Shebbear was imparting a range of ‘lifemanship’ techniques: notably an early man-versus-the wild taste for adventure. At first, this adventurousness was fuelled by canoeing trips down the Torridge. Soon, however, I realised that canoeing was no match for adventures after ‘lights-out’ had been called. This

was a time when fire-escapes became conduits to clandestine pub visits. As time went on, these outward-bound activities graduated to Saturday hitchhikes into Bideford. Here we sampled ‘city’ life, and played ‘brag’ in the many alehouses.

So things went until the time came for me to leave Shebbear.

Undeterred by my pitiful O-level grades, I headed to the City to make my fortune. On arrival in London, however, it became apparent that I had fallen amongst thieves. I quickly forgot about the fortune part of my plan. Instead, I renewed acquaintances with many old Shebbearians. Together, we made lifelong friendships, and settled into a familiar weekly rhythm of festivities, sport, and as little work as possible. After five years living by this pattern, I found myself ‘burnt out’. Naturally, I returned to Devon where I began a career in financial services. Thereafter, I married my wife Christine, and had two children - Tim and Kate - both of whom enjoy Old-Shebbearian godparents (Mike Tucker and Christian Dymond).

In 1988 we moved to Dorset, and I took early retirement aged 52. To reflect on the possibilities now open to me, I decided to walk across Spain, following the pilgrimage road to Santiago de Compostela. In doing so, it became apparent that another quality instilled at Shebbear had begun to mature.

I am not sure whether it was the enforced time in chapel, or the guidance of some particular teachers but either way I began to discover a sense of mission, community, and service. So it was that I embarked on a second career, working with autistic children at a special school in Dorset and underprivileged children overseas. I count myself fortunate to have worked with autistic children in Ecuador, refugees in the West Bank, landmine and polio victims in Cambodia, as well as with tsunami victims in Sri Lanka. These days, my travels are more limited, and instead I help to place volunteers, as well as running an overseas arts charity.

From time to time, I return to my favourite Dartmoor pubs to reflect and sip a drink with friends. I still remember that night, sitting with my fellow cadets, wondering why our police-issue ‘walkie-talkies’ didn’t work, and how we were going to get back to school. Fortunately, our hitchhiking training had not been in vain.

What did I get from Sheb? Certainly a love of sport, community, and a sense of humour. But more importantly, I am grateful for those life skills that Shebbear developed in me without my even noticing: adventurousness, resilience, pragmatism, and service.

Dick Corbett-Winder OSA President 2020-21

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OBITUARIES Dick Birch

for a year so he could “see in” the new head, Russell Buley, who wrote of him: “Dick was held in high regard by the staff for his sensitive leadership as second master. Among generations of pupils, … [all] had good reason to be grateful to him for his scholarship and meticulous endeavour on their behalf.”

He once nearly achieved the greatest satisfaction for A-Level teachers: to see every student in his class achieve a grade A, only to be let down by his eldest son, who could only manage a B! A longstanding but not uncritical reader of the Guardian, he won its Saturday crossword competition four times – with his four children the chief beneficiaries as recipients of Collins English dictionaries.

His children’s memories of long summer holidays in Shebbear involve him tweezering sticky shapes around a board in a never-ending attempt at producing the perfect school timetable.

He loved his garden and was particularly proud of his sweet peas; he delighted in quirky and mildly scabrous humour – and had an enviable facility in the creation of scurrilous limericks.

Retirement took him and Joan to Gidleigh, on the edge of Dartmoor, and gave him more time to devote to his garden and books.

My father, Dick Birch, who has died aged 95, was a history teacher who rose to deputy headteacher, and a senior examiner in A-Level history for the Oxford board. As RC Birch (his full name was Reginald Charles), he wrote a number of history textbooks, including The Shaping of the Welfare State (1974) and 1776: The American Challenge (1976), timed to coincide with the bicentenary of American independence.

Born and brought up in Rickmansworth, Hertfordshire, to Charles, a chauffeur, and Adeline (nee Andrews), a dressmaker, he was educated at Watford grammar school. Following two years in the RAF at the end of World War 2, he studied history at Wadham College, Oxford.

He met our mother, Joan Mather, on a plane to Egypt in 1950 when both of them were on their way to teach for the British Council in Port Said, and they married the following year.

On their return Dick taught in schools in Bath, Hanley and Cleethorpes before becoming senior history master at Shebbear College in Devon in 1963.

He was soon promoted to second master (deputy headteacher) and remained at Shebbear until his retirement in 1984, delayed

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He is survived by Joan, his four children, Jonathan, Isobel, Hilary and me, and eight grandchildren.

E K Coombe EK Coombe died at the age of 95. He attended the College from the late 1930s with his brother Ronald and his future brothers-in-law Denis and Edwin Guy. He always spoke very warmly and highly of his time there, most especially of being taught by Jackson Page. He took organ lessons at school in Lake Chapel and was a church organist until relatively recently.

He went straight to Oxford on leaving in 1942, I believe, where he joined the university Air Squadron to begin his training as an RAF pilot to fly Lancasters for the rest of the war. It took him many years to return to academic work as a mature student completing his undergraduate degree at Oxford in Geography and finally his PhD in Geomorphology there at the age of 70.

His topic was the nature and origins of Chesil Beach, a subject of fascination to him from childhood, as Portland was his family home.

He was President of the OSA in the late 1990s.

Peter Moody

and adults to play local sides. Every year he took the Cricket first XI camping in Dorset where they played matches against local schools and canoed. The House Games competition was established, with a range of sports included to ensure participation from all.

Obviously, the sports hall was Peter’s domain. All manner of other sports, activities and challenges were devised for PE lessons (I’m sure many will remember the infamous ‘Brick’s Game’) to test agility and endurance.

During his spare time Peter was also running marathons. He ran the first London Marathon in 1981 and went on to organise an annual Shebbear Half Marathon for boys at the school. A beautiful course was carefully mapped out, running through the Devon lanes, with drinks stations at Sheepwash and just across Black Torrington bridge before the long climb up the infamous Gortleigh Hill.

Peter always believed in education as being more holistic than simple exam results. Always promoting self improvement, he was utterly passionate about all things Outward Bound. Travel, adventure and sport were seen as key means to develop; with generations of Shebbearians benefitting from this love of the outdoors.

Peter Moody died suddenly last year, aged just 71.

Peter, or ‘Brick’ as he was known to generations of Shebbearians, was a master at Shebbear from 1975 – 1989.

Joining the school as a PE teacher, he became head of sport and went on to be Ruddle Housemaster from 1985, until leaving Shebbear for his first Head Master’s position in 1989.

Peter was a big man with a big presence. He was a charismatic, energetic and dedicated teacher, although always an individual who did not necessarily conform to convention. He was extremely adept at spotting the potential in someone and keen to promote development of the individual.

He entered the profession via a slightly unconventional route; reading law at Cambridge University, playing at the very top of the amateur golf scene during the early 1970s and then, having decided on teaching as a career, spending a year or two in Scotland as an Outward Bound instructor. He then went to Loughborough to do his teaching qualification, the first specialist PE course in the country.

Peter enjoyed all sport (with the possible exception of football – not actually played at Shebbear in his day!) and established a positive attitude towards sport in the school. He ran rugby and cricket teams, coached the 1st XI cricket team and even ran his own cricket team ‘The Ramblers’, comprising a mix of boys

Peter ran a huge range of expeditions and trips from the school. An expedition was organised to Crete to climb Mount Ida, a cycling tour across France, annual Easter camping trips to the Lake District, Ten Tors weekends, Sunday canoeing on the Torridge and weeks spent volunteering at the Churchtown Outdoor Centre for adults with physical, sensory and learning disabilities. There were also the numerous weekend trips to Polruan in Cornwall, based out of Peter’s family cottage, spent sailing, canoeing or walking the South West Coast Path. Every trip provided memorable days and life shaping experiences for a lot of Shebbearians over the years!

Peter went on from Shebbear to take up the headship of the newly re-established Lucton School in Herefordshire. His career as a Head Teacher took him to the Isle of Man and then Malvern, before he retired in 2008 to Mawnan Smith in Cornwall.

Peter was laid to rest at Mawnan Smith church on the 28th February 2020. The family shared the news of Peter’s passing with the Old Shebbearians at the time and over 60 former pupils posted messages, stories and memories. Several Old Shebbearians attended the church for the funeral, which was hugely appreciated by Peter’s family. They say a good teacher inspires and it’s fair to say, Peter did that throughout his entire career.

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JOHN PAGE 1925 – 2020

for more than three years the school’s governors decided in 1926 to build a pair of semi-detached houses to provide them and one of his colleagues with a home of their own. From May 1926 until his father retired in 1960 this was the home to which John returned from university, the Army, and in the immediate post-war years a succession of jobs in London.

Jackson had been a pupil at the school in the first years of John Rounsefell’s headship, leaving it to join the Army in 1915 to fight on the Western Front. During the seven years he was away from Shebbear his headmaster never lost touch with him, writing to him at regular intervals, amongst other things, to guide him in his reading. Early on he had recognised that here was the making of a scholar and a schoolmaster. A few years after the war ended he succeeded in luring him back to the school. Returning to the school with no other qualification than school certificate he had within a few years acquired two degrees by private study to become a graduate of the University of London and a man whose scholarship was recognised and admired by all who came in contact with him. He remained on the staff until 1960. In the course of thirty-eight years Shebbear College became much more than an employer of his talents, his time and his energy. It became the object of his life and of his affection, something he passed on to his son.

In the autumn term of 1932 John and his sister, Daphne, became pupils, forming a class of two! Daphne left in 1936 for Edgehill. John remained until 1942.

President of the OSA, 1982 Honorary Treasurer of the OSA and the OSWMF, 1966 to 2001 John Page died on 3 November 2020, one week after his 95th birthday. A stroke in June 2012 had left him bed-ridden and unable to move without assistance. For most of the last eight years of his life he lived in a Surrey care home surrounded by fields and open country.

Destiny had decreed that John should be born at Lake Farm where more than a hundred years earlier James and Samuel Thorne, two brothers barely out of their teens, had dreamt of founding a school which later generations would call Shebbear College. To his final days in Cranmer Court, Farleigh Common, he had one abiding affection, Shebbear College and the countryside that surrounded it. Whenever he talked about his life in the last years of his life it was his early years in Shebbear to which he turned. They were never far from his mind. They held pride of place in his memory.

His parents, Jackson and Joan Page, had come to Shebbear in 1922. It was to remain their home until 1960. Having had to make do with temporary lodgings in New Inn and Lake Farm

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Shebbear College in the 1930s was a small boarding school with just over a hundred boys and half a dozen masters. Only a small minority of its pupils were day boys. Over the decades the character of the school had been shaped by its residential dimension. Those who travelled each day from home to school were, to a large extent, outsiders, never fully sharing in the camaraderie that the deprivations and hardships of boarding school life bred in its pupils. John was determined not be deprived of that camaraderie and the sense of belonging that went with it. To that end he set out to play a full part in every aspect of its life.

In July 1942 he left Shebbear for University College, Exeter, to study Law. A few months earlier the city had been devastated by two air raids which had destroyed much of the city centre and killed several hundred of its citizens. It was neither the place nor the time to enter into student life. Though he had an abiding affection for the city, his year at University College, Exeter, left him with few memories to share with his friends. It led him to the conclusion that the law was not for him. Having in October 1943 reached the age of 18 he was called-up and much to his delight offered an engineering cadetship, an option which had already been taken up by two or three of his school friends. During 1944 and 1945 he studied Engineering at Enfield Technical College in North London and in 1946 he

was commissioned in the Royal Corps of Signals and posted to Palestine.

The Great War had cast a dark shadow across his childhood leaving him with an abhorrence of violence in every shape and form. His father’s younger brother, Thompson, had died of wounds on the Western Front. His father’s Christian faith had been shattered when he could find no easy answer to such questions as “Can anyone ask Jesus Christ to help them fire a machine gun?” With the Second World War now over John could well have expected to spend his time in some peaceful area of the world fixing telephonic and wireless communications and the other things that the Corps of Signals were charged with doing. Instead, he found himself in a country being torn apart by terrorism and violence. Jewish settlers, impatient with the slow progress being made in realising their dream of a Jewish state, resorted to terrorism directed against Britain’s administration and armed forces. On 22 July 1946 members of the Jewish terrorist organisation Irgun Zwei Leumi planted milk churns packed with explosives in the King David Hotel, Jerusalem, the HQs of Britain’s mandatory administration and the British Army in Palestine. Nearly one hundred people were killed and many more were injured. Irgun’s leader, Menahem Beigin, was decades later to become prime minister of Israel. Jewish terrorism affected John personally when one of his sergeants was seized and hanged. Yet for what must have been years fraught with apprehension and danger his memories were of the delights of the Mediterranean, its climate and lush vegetation.

Demobbed in 1948 he took a temporary post in hospital administration under the watchful eye of Col. Parkes, one of the pillars of the post-war OSA and all things Shebbear, then the CEO of St Mary’s Hospital, Paddington. In 1949 he went to Exeter College, Oxford, to read PPE, the first of half a dozen Old Shebbearians to go to Exeter College in the immediate post-war years. Both the college and J.B. Morris felt an association between the two colleges appropriate. Exeter had been, after all, founded by a Cookbury boy, Walter Stapeldon, in 1314 but some five centuries before the Thorne sons founded Shebbear.

In these years of acute shortages and austerity John seized the opportunity of entering into the lighter aspects of student life including rowing but like most of his fellow pupils war-time experiences and the passage of the years had brought with them a maturity and serious of purpose not usually found in student populations. Equipped with a degree in Economics as well as Philosophy and Politics he returned to London in 1952 to work for Shell, forecasting demand for Shell’s products in a world emerging from years of conflict. It was a good time to be living in London. Taxi fares and theatre tickets were still relatively cheap and with a moderate salary he was well placed to enjoy the amenities the metropolis offered. Shell,

too, provided leisure facilities, almost unequalled elsewhere, which he put to good use. Working alongside him were people with interesting backgrounds, among them Monty’s son and heir and the war-time fighter pilot, Douglas Bader whom, at J.B.Morris’s instigation, he tried to lure to Shebbear to be the guest speaker at Speech Day but to no avail.

After more than a decade at Shell he entered the Civil Service first in the C.O.I. and later in the Treasury eventually becoming chief press officer to Dennis Healey and Geoffrey Howe. Of all the different periods of his career it was his days in the Treasury that in later life he liked to recall. It brought him into daily contact with people the rest of us only read about or see on television. It was, however, the courtesy, civility and quiet selfassurance of the Treasury he enjoyed most.

Retirement gave him more time to devote to hobbies and interests he had enjoyed for most of his life including carpentry.

His love for carpentry went back to Shebbear days, of hours spent in the woodwork room in the 1930s. He built himself a boat and for a number of years he sailed it on Bewl Water in Kent. To whatever he did he applied the highest standards.

He had no time for the shoddy and second rate. There was more time for reading now that he was no longer taxed with having to scan every morning the nation’s dailies for items that came within the remit of the Treasury. Over the years he had amassed an enviably large library of hardbacks, always disdaining paperbacks unless there was no alternative. Kent retained its charm and when he was no longer able to walk

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great distances he was content to take a chair with him and sit in the grounds of Charles Darwin’s house at Downe enjoying the open countryside all around him. When eventually in 2012 he was forced to spend every hour of the day in bed he took up sketching and water colours with commendable results. He wrote a good deal, sometimes short vignettes, at other times one-act plays or more often, reminiscences. From his bed he used his gift for engaging with people to exercise ‘a pastoral ministry’ amongst staff who welcomed a listening ear. Within the four walls of his room he created a world of his own.

Roger Horrell

John had married in September 1958 Janet Berry , a medical student in the last year of her training. The daughter of a Southampton schoolmaster, she had inherited not only her father’s Quaker faith but also a strong affection for Sudbury, the town from which he had sprung and in which previous generations of his family had played a notable part. Its East Anglian dissenting tradition was to stand her in good stead as she made her way in a profession which was then virtually a male preserve. During the years John was in Cranmer Court Care Home she demonstrated a gift which had remained hidden from most of us until then. Each day she made sure John received a short note written on a well-chosen greetings card detailing with the skill of a Samuel Pepys, a John Evelyn or a James Woodforde the previous day’s happenings. During the many months of the pandemic when she was unable to visit him that became so much more important to him.

Those of us who had the privilege to know John will remember him for three remarkable gifts, a gift for friendship and an ability to engage with people from very different backgrounds, an extraordinary memory, and an almost unrivalled facility with words and language. From his father he had inherited a love for fine prose and a strong distaste for anything that was inelegant or inappropriate. Till the end of his life sentences flowed from his lips perfectly phrased and without the slightest hesitation. He never had to search for the right word. It came naturally to him. He was a good listener too. He never wanted to hear his own voice or to monopolise the conversation.

Though he had much to share with others he always believed he had much to learn from them. From an early age he had taken to observing and remembering all he saw around him, the features in the landscape, the appearance of the people met, the way they moved and the way they talked. If towards the end of his life you showed him a 1930s photo of fellow pupils at Shebbear he would not only tell you their names but also much about them and their subsequent lives. When his stroke deprived him of most of the things we regard as essential to our well-being his treasure store of memories sustained and nourished him.

David Shorney

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Roger Horrell, Old Shebbearian and distinguished senior SIS officer and diplomat, died on May 21 at the end of a long and influential life.

Born in Dartmouth in 1935, Roger came to Shebbear in the early 1950s where he excelled both academically and on the sportsfield. Following National Service in Kenya with the Devonshire Regiment and his studies at Oxford University, Roger returned to Africa as a District Officer in the Colonial

and encouraging a more self-critical culture as a means of complementing the service’s early years buccaneering ethos which, though responsible for many successes, now needed modernising. This was also the time that John Major’s government publicly acknowledged the existence of MI6, leading to its establishment by statute and parliamentary oversight.

The well-developed sense of fairness based on firm liberal foundations, sympathy and support for colleagues shown, both as Personnel Director and throughout Roger’s service, speak of a man the OSA remembers with fondness and respect. He was our President in 1996 and an active committee member until very recently. His humour, intelligence, modesty and above all, warmth provide memories of a man whose character, and worth and story provide inspiration to us all.

Lady Daphne Vane Service. Here he developed a strong affinity with Africa and Africans, winning the cooperation of often fiercely independence local politicians during the difficult time leading to Kenya’s independence.

On leaving the Colonial Service, Roger was recruited by the Secret Intelligence Service (SIS or MI6) and served in Dubai before returning to Africa and posts in Uganda and Zambia.

During his years in Lusaka, he developed close contacts with many of the principal militant refugees from the rebel Smith regime in Rhodesia. Roger’s work in winning the confidence of often competing parties proved invaluable when Margaret Thatcher and Lord Carrington organised the Lancaster House conference to negotiate the handover to majority rule in the new Zimbabwe.

On returning to London, Roger was responsible for MI6’s operations in Africa which included insurgent wars in Angola and Mozambique, as well as maintaining stability in Zimbabwe’s early years of independence and, eventually, the process of change in South Africa.

Just three months after her brother’s death, John Page’s sister, Daphne Vane, died at the age of 96. She and John became pupils at Shebbear in 1932 and she stayed until moving to Edgehill in 1936.She trained as a domestic science teacher in Bath before marrying John Vane who had distinguished himself by gaining a First in Chemistry at Birmingham University aged just 19. He went on to win the Nobel Prize in Physiology and Medicine in 1982 and to receive a knighthood in 1984.

Daphne attended the 2005 Reunion Dinner and was invited to present the OS War Memorial Scholarship to Holly Thomas who had just completed her first term as a pharmacy student at Bath University.

She had the distinction of being only the second girl to attend Shebbear College – Richard Pyke’s daughter being the first.

She remained very active well into her nineties, driving a car when she visited her brother John at Cranmer Court.

His final service appointment was as senior director responsible for personnel and administration. Here he was given the challenging mandate of increasing accountability

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Virtual OSA Dinner

Report

In a year of Zoom meetings and working from home the OSA adapted and held a very successful virtual dinner in place of the usual gathering in London. This included a speech from the current Head Girl and Head Boy, a Head’s Welcome and President’s Report.

Although it wasn’t quite the same as meeting in person we still managed to bring a touch of the familiar to truly unfamiliar times.

Those who viewed it remarked that the drone footage in particular made them feel as if Shebbear had been brought to them and asked if next time they could have a virtual tour of the inside too!

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With it being such a success we are looking at how to retain a virtual aspect once the gatherings in London can resume for anyone who lives too far away to attend. Watch this space...

Finally the OSA Committee would like to say a huge thank you to all the Old Shebbearians, current staff and pupils who really worked so hard to bring this idea to life and did an absolutely fantastic job.

See you in February 2022!

Amy Bernstone OSA Administrator

OSA Dinner OSA Annual Reunion Dinner held at the RAF Club on Saturday 1st February 2020 The 112th OSA Reunion Dinner was a well-attended event and President, Philip Daniel, was pleased to give a warm welcome to the new head, Caroline Kirby, and her husband Robert, as well as the other guests, Ashley Barlow (Head of Art), Ben Hilton (Head of St Petroc’s) and Head Boy and Head Girl, Robin Dalton and Jess Biggs.

He went on to speak fondly of the recently passed Dick Birch, who was head of history and deputy head in Philip’s time at the school.

He also thanked Simon Weale for all his hard work and wished him well in his new post in India. He said how much he had enjoyed the opportunity to visit the College and was grateful for the support of Paul Lockyer (Chairman) and the rest of the committee throughout his time in office.

He had learnt much about how the OSA supports the school and had particularly enjoyed the events he had attended, including the visit of artist Jeremy Annear, the production of Fiddler on the Roof, the Leavers’ Service, the 6th Form Dinner, various sporting events and, of course, Speech Day. He closed by appealing to those present at the Dinner to consider attending the regularly held committee meetings and to offer ideas of fund raising to ensure ongoing support for the College going forward.

Mrs Kirby then responded, concentrating on giving her early impressions of the school, and in particular of the Shebbear weather, which was at its worst when she came for interview. She continued with some amusing anecdotes about several of the staff, Mr Barlow and Mr Butler in particular, before reminding Mike Tucker (who taught for many years at our rival school) that the 1st XV had defeated West Buckland for the fourth consecutive year in 2019.

OSA and assured all present that she would be dedicated to ensuring that the interests of the College and the OSA would be at the heart of every decision she made in her time at Shebbear.

She closed by giving huge thanks for the support of the

Andy Bryan

Then Robin Dalton and Jess Biggs gave a glowing report of the school year with its range of social, sporting and academic successes, before Dick Corbett-Winder was confirmed as President and Oliver Sinden as Vice President for 2020.

OSA Secretary

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Where do I start ?

Which pile to negotiate first ?

From the

Archive

I started my new role at the beginning of the Michaelmas Term, all very new and lots to learn, especially in the midst of a pandemic.

Half way through the term, I became aware that a school archive existed and could do with a makeover. I am interested in history and thought it might prove interesting to have a look and see what needed sorting.

The archive is located in the old music block, a part of the school unfamiliar, as so much of it resembles a rabbit warren!

I can remember standing there with my mouth open thinking - ‘oh my goodness!’ It was a feeling rather like Christmas Day, when you have your presents to open and if you’re really fortunate you have more than one present.

I could not wait to return and make some sense of all the stuff collecting dust, and hopefully find buried treasure.

The third national lockdown occurred at the beginning of the Lent Term, and I knew this was the ideal time to begin the collating of the archive. First job, the mountain of photographs dating back to the late 1890s and present time. An amazing amount of portraits, past Headmasters and Bursars, all gazing at me as if to say ‘...and what do you think you’re doing in here!’ I’d like to think they would be really pleased that we are endeavouring to make sense of all the material and to care for the collection.

Second job, the mountains of past school magazines, dating back to the early 1900s that I needed to find a home for!

Fortunately Mrs Kirby was having a study makeover and she kindly donated several cupboards which now hold the magazines in a damp free setting.

There are piles of books, some dating back to the Victorian era, and containing a wealth of information on the roots of the school and of course the beginnings of the Bible Christian Church in North Devon. There is also information on the Methodist Ministers and preachers with photographs. What an impressive looking bunch with their huge moustaches and beards!

My greatest challenge has been the desire to stop and read, so much of the archive is extraordinary and has a rich story to tell of days long ago at Shebbear. The most endearing was a little card dating from the early 1900s, which contains the school rules for each child. The problem the school appeared to have was pupils not tying their boot laces correctly, and storing them in a haphazard fashion, this was to be strongly discouraged!

There is still a long way to go; the sorting out is nearly finished and then the safe storage and collating will be the next job. It is certainly challenging, but very enjoyable and has helped the new Chaplain appreciate the roots and history of Shebbear College.

Revd. Donna Leigh Chaplain

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Life in Lockdown

Given the unique features of the last twelve months, we asked some of our Old Shebbearians to reflect on their personal experiences about ‘Life in Lockdown’.

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Lockdown from a film maker’s perspective

Before lockdown I craved a night in; the prospect of a fortnight at home was positively exotic - how little did I know that itch would be scratched with such vigour.

My work as a filmmaker came with the joys of a short-sighted but packed calendar, with a lot of travel and a lack of routine.

I’ve always been pretty disorganised and the chaos suited me; never idling for long, I always came back to London excited to see my girlfriend, group of mates and enjoy the city with renewed appreciation. When the pandemic hit, everything flipped; my upcoming flights grounded, and all filming stopped... I suddenly found I was experiencing the inverse of my lifestyle - the home-life I had hungered for was there on a plate, but unbeknownst to me, I’d be getting second-servings for over a year to come.

The first week was refreshingly novel; I took care of some overdue life admin, and edited some footage at a pace much slower than I’d previously afforded myself. In the evenings we’d watch the bulletins and contemplate how bored we might get with a whole month indoors. A family of foxes made a den in the little shed opposite our kitchen, we watched them gingerly coming and going; it was a welcome distraction.

Week 3 - For the first time in possibly a decade I’d cleared my edit schedule - the nature of filmmaking means you’re pretty much always adding to the work-pile; you film something and it takes twice as long to edit it - so over the years I’d built quite the queue of jobs to complete, and the rolling agenda was never-ending. I had previously fantasised over finishing every edit - a weight lifting from my shoulders and achieving a zen-like hyper-focus on the here and now. Well it happened, but now the zen-like-hyper-focus was laser-targeted on an

unfolding global pandemic, my lack of work, disinterest in sourdough, and my neighbours - the foxes. And so, leaning into a mid-life crisis just a bit earlier than planned, I fixated on the Vulpes in the shed. I should mention now that there’s a double edged sword in having the tools to make video at your disposal; on one side you have the ability to attach meaning to mundanity by simply aiming a camera at it, there’s purpose in your one hour of exercise a day if you bring a camera and document it… On the other side there’s the obligation to document everything, the pressure to opportunise life and film it.

And so, perhaps out of guilt, and a bit of self loathing I arbitrarily aimed my camera at the foxes. Something unexpected happened, however; it was so much more difficult to film these foxes than I had imagined. What began as keeping a camera on a tripod by the kitchen window and simply keeping watch, ballooned into waking up before dawn, contorting myself in a pressure position, pressed against the camera’s eyepiece and shivering on the kitchen floor under a sheet. I did it for weeks! My friends would ask for FoxWatch updates and I’d damn well update them - their eyes glazing over sheer minutes into my Zoom hosted reports. I knew the foxes habits; I knew which one kept lookout while the other went out scavenging, I knew their spectrum of confidence and how to adapt accordingly. I knew the phone wasn’t going to ring any time soon, and I knew this gave me some sort of purpose, and ultimately I knew I was adding a new edit to my now spotless schedule.

The summer would come and filming would resume in a flurry of creatively compromised forms, and then nothing again, the rollercoaster twisting and turning without warning. We moved flat between lockdowns 2 and 3, leaving our ‘orange dogs’ behind, only to be welcomed by an over-tame and overfed fox on our arrival at the new place, trotting up to me when I got my keys out, expecting a handful of food - it was apparent somebody else had fallen prey to the charms of the urban fox during quarantine.

Now life is resuming; people are in beer gardens, film crews are busy again and work becomes less and less compromised - (although I did have to shoot a Greek archeological dig scene in a Hertfordshire quarry last week), and it’s easy to forget just how long we’ve weathered this storm. I did end up editing the film of our old neighbours, The Foxes, intercutting their footage with moments within my old flat, news bulletin soundbites and voicemails from friends and family - now it serves as a kind of personal record for life during that first round of isolation, where the future was so unsettled, with so many unknowns and I watch it with a newfound appreciation for the life at home I knew I craved, but ultimately took for granted.

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Lockdown as a Student Nurse Georgia Stevens

Shebbear College pupil, 2007 - 2016 In February 2020 I was a student paediatric nurse completing a placement in Wiltshire in my second year of university. At this point my life, I was trying to balance working in the NHS as a student nurse with the usual demands and stresses this poses, whilst trying to maintain university theory work, alongside a busy social life in Bristol and at home in Devon. Looking back on February and March 2020, I feel as though Covid-19 crept up out of nowhere, with the NHS, myself and colleagues at the time under a completely unrealistic illusion that the impact would be brief, and contained. Soon enough, I was pulled out of placement; this was due to social distancing, and trying to manage the best way to limit the amount of necessary professionals in hospitals. I returned home to Devon where my university began online teaching, and preparing us for practical exams online. The first lockdown was peacefully chaotic, I had an abundance of time to revise, go on long walks with my mum, and just generally chill out after being on placement, however I had the continued uncertainty of when we would be recalled, and student nurses needed to step up and help the NHS. I completed my practical exams at home in Devon from my kitchen table over video call with my lecturers, and then soon enough I was given the option of ‘opting-in or opting-out’.

Having gone into a degree and a career with a passion of caring, and so much enthusiasm for NHS, it was an easy decision to make and I opted in. Since then I have had 3 placements all within the South West, I have seen Covid-19 cases rise and fall several times, and have experienced the NHS trying to adapt to the everchanging situation of Covid-19.

Personally the biggest challenge for me was being away from home for such long periods of time over summer when I was recalled, and then again in November when the second lockdown came. However working in the NHS made me appreciate how fortunate I was, and how grateful I was that my family and friends were healthy and safe, despite not being able to see them. The pandemic brought me a different level of appreciation for my own health, and was a positive reminder of how important my friends and family are to me.

I have two more weeks of my current placement left, and a dissertation to complete. By then I would have completed 3 hard long years of university and i will be proud to be a qualified paediatric nurse, providing my own contribution to the NHS.

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Through the eyes of a Governor - Lockdown.

When Andy Bryan asked me to reflect on activity at Shebbear during such a challenging year my immediate reaction was ‘so much has happened where do I start?’

F

rom a governance perspective, without doubt the most significant ‘happening’ has been the huge impact our Head, Caroline Kirby, has been having on every aspect of how Shebbear functions - yet at the time of writing has only been in post for a little over 18 months! How fortunate we have been to have such committed and insightful leadership through a challenging year, and there can be no doubt who leads our school. Evidence of a new energy is everywhere - and as ever our pupils are the most visible incarnation of that energy.

A school campus without everyday school life buzzing all around can seem an eerily quiet place, but lockdown has meant that the college has been able to proceed with some projects that would have been much more difficult with pupils on site.

Probably the largest of these projects was the very unglamorous but essential decision to close down the school’s own dedicated sewage treatment plant, which has been in use in one form or another for its entire history, and to instead connect the college to the main sewer, with the connection being close to the junction of the chapel road with the village road. On such a large campus this would traditionally have been very disruptive work, with trenches needing to be dug everywhere, but all the major pipework was installed using the latest moling technology requiring only a handful of small access points at

approximately 1/4 mile intervals. It was good to see that the works were most ably carried out by a groundworks company run by the son of Old Shebbearian, Andrew Friend.

Another new physical addition for Shebbear during the last year has been the creation of a woodland school on land to the left of the approach road to Pyke House. Making the most of our wonderful rural location is an important element of another product of lockdown - a completely updated and revamped marketing message -and already there is evidence that the new approach is being well received. Our recently restructured Marketing and Admissions team has been working extremely hard raising awareness of Shebbear across a wide front and the fruits of their labours can be clearly seen with a record number of enquiries for pupil places this year. Coupled with a much stronger social media presence, the college now also has a new website, which went live in March this year, and this is also getting very positive feedback.

With future-proofing and strategic planning always under review, consideration has also been given during the last twelve months to selling some small parcels of college land for development, land that will never be needed for school use, it having been rented out as grass keep for as long as most can remember. With Shebbear village having been voted only 5 years ago as one of the top 10 places to live in the UK it is now seen increasingly post-Covid as an ideal and desirable location, with the ‘race for the west’ encouraging ever greater numbers of people to seek out a more relaxed rural lifestyle.

Alongside these lifestyle changes, education is continuing to evolve, and lockdown has certainly changed much in a short time, but the whole team at Shebbear is very much in tune with those changes so as to further build on Shebbear’s growing reputation as ‘the best small school in the west’.

Paul Sanders Deputy Chair of Governors and Old Shebbearian.

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A Lesson from Lockdown With the end of lockdown in sight the 21st of June should hopefully be the start of us getting back on with life or something that resembles life pre Covid. The date is poignant this year for me as it will be 30 years almost to the day that I left Shebbear for the last time; I have never been back. Having lived at Shebbear from 1984-91, I left the Ruddle roundabout, waved off by Messrs Evans and Taylor, a red 2CV was parked out front, which I am sure was Jacko’s.

At this time I would like to point out that I have never considered myself particularly sentimental.

I loved my time at Shebbear and have some great memories. Mr Richardson’s board rubbers weaponised in his music lessons, Geography with John Pennington Mellor (think that was his name, couldn’t always hear him but his lessons were fun), Mr Danby and his England rugby tales, kidney punches from Bungle in physics (illegal now but not something to have been worried about in the 80’s), tug-of-war, freezing outdoor pool, long summers of sport and smoking over the hedge, demented cows chasing us in the winter, uncomfortable socials with Edgehill (what were you meant to do? Didn’t take that long to work it out), whiskey and cheap fags from the village, great breakfasts, cold spray administered for every ailment, hiking on Dartmoor, sailing at Polruan, Mad Mike’s tuck shop off the quad, he loved to swipe at us with his special broom for no real

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reason, but we did love winding him up. All in all, with a few qualifications thrown into boot, the good times outweighed the bad. So, for the life of me, I don’t know why I’ve not been back or even if I should have been or why I lost touch with almost everyone I had grown up with at school.

Were the seven years of living together day in, day out enough? Was it a marriage that had run its course?

As I have said, I didn’t think I was particularly sentimental, but it turns out that really I am. Not only that, but I also actually regret losing part of what made me who I am today - my friends from school. In all honesty, it is nothing less than careless on my part to have let this happen and it has taken lockdown for me really to realise it.

So what’s my point? Well, it’s a cliché really. Life really is too short to wake up one day and regret that a lifetime has passed, and you didn’t make the most out of friends who you’ve had and have now lost. It would be the one thing I would change over the last 30 years, make more effort to stay in touch.

Well, actually there are a couple of other bits I may also have changed over the last 30 years, but for legal reasons best these are not detailed here!

Ad Gloriam Per Spinas Mark Murley Old Shebbearian

Life In Lockdown as a Paramedic Alice Box (Giddy) Shebbear College pupil 1995-2005.

When Covid-19 hit I was working as a part time paramedic whilst also looking after my family with two young children, Maisie (6) and Bertie (2). When I’m not working we enjoy an active life outside - lots of time spent with family and friends. We particularly enjoy the beach, nature, making bonfires and just being together and are very lucky to enjoy a large close-knit family who all live nearby. The cousins are more like siblings and they really enjoy their time together. My working life was good and I have enjoyed a career in the ambulance service for 13 years and, whilst I have seen some significant changes in that time, I still thoroughly enjoy my job.

I clearly remember the day Boris Johnson made his speech regarding lockdown. As dramatic as it sounds, I felt like my life had been turned upside down. My support network had vanished and the thought of not seeing my parents and sisters for an unknown time was heartbreaking.

As you can imagine, life in the ambulance service literally changed overnight. As we became more aware of the rising Covid-19 cases, our practice started to adapt to be able to protect ourselves, our families and our patients. For me, from going to work and doing a job I absolutely love, I began to worry about the prospect of working on the front line; work became a fearful place. I was part time but due to the expected demand I worked full time during the period from MarchSeptember. The crew room, usually buzzing with laughter, conversation and discussions of the days was turned into a place we could only sit, far from our friends and colleagues, and just count down the hours until our shift was over. I had mentally prepared myself for sort of ‘war time’ conditions but we were extremely lucky in North Devon that thankfully we did not see the volumes of sick people with Covid-19 that we had expected. Most of our days were filled with patients who really needed paramedic intervention and fitted our definition of a life threatening ‘emergency.’

Communication became more restrictive as we now had to wear masks all day and were permanently drowned in PPEwhich of course was worn with great gratitude, but 12 hours a day in all weathers attempting to treat very sick people became incredibly challenging. Communicating with patients and their families was extremely tough and wearing masks, keeping as distant as possible, felt like a really uncaring approach- totally alien to me. The indirect emotional effects of the restrictions have been just as challenging - such as not allowing loved ones of our patients to travel in the ambulance with us, particularly when you know they are extremely sick - I found that so sad.

For me, I found the simplest things hard; not being able to hold a hand of someone who is frightened, or getting close enough to comfort them because after all calming down a very stressful situation is what we are good at, and human touch is such a vital part of that. Our new way of working made all those personal touches hard- impossible.

If the patient required support of their airways or breathing – known as an AGP (aerosol generating procedure) then level 3 PPE would need to be used. This is a full body suit, FFP3 masks, hoods, and double gloves - this is the scene most of you will have seen on the news in the hospitals. For all other patients, not requiring this level of support, the very basic level of PPE for us is a mask, apron, gloves & goggles or visors.

During the lockdown period, a good portion of our patients needed some sort of airway/ breathing support. As you can imagine, working hard during a resuscitation or supporting a very sick patient with so much PPE on made us get extremely hot very quickly, so keeping hydrated during these times seemed even more vital.

An unexpected spin off of the pandemic was the generosity of the public which was incredibly humbling. Most days we would have wonderful gifts left on our station doorstep; hampers, food parcels, drinks from both large supermarkets and just those who wanted to help. The support was absolutely phenomenal and it really felt like we were all in it together.

During lockdown when I was not working, I was at home with my husband and children. We made endless dens and could have opened up a bakery with the amount of baking we did! (waistline is paying for it now!!) We became really good at making up new games and found new walks on our doorstep we never knew existed and, although a very tough time, we did have some really wonderful days altogether.

A year on and this has become our new normal and, like any change, we have got used to it. Doing this sort of job makes sure you do not get complacent. The biggest challenge I feel I have faced as a paramedic is most certainly the PPE which is more restricting in so many areas than I could have possibly imagined.

We are also still trying to support the vast number of people who have had their mental health affected during this time and it is apparent how destructive the lack of support networks for some people have been. I would like to add here that if anyone reading this is feeling in need of some support, please reach out to someone such as your GP, friends, family or mental health support charities.

If anything this pandemic has shown to me more than ever how much I love being a paramedic, my love for helping people in their time of need, supporting their families, doing my bit to make a difference in that small snapshot of time I have with them - that’s my passion and my drive. I can’t see myself doing any other career.

As we see restrictions now starting to ease, sadly, I see the demand on our ambulance services reaching a new high and I fear, the ‘fear’ of Covid-19 is also easing. Even in very recent weeks, this is showing to be the reality.

My future plans are to hug my family and friends at every given opportunity, to continue my work as a paramedic, to enjoy my children, and if lockdown has taught me anything, its that a lot of things we put ourselves under pressure for are actually very unimportant.

If you have your health, your family, your friends, a roof over you and food in your fridge, then you’re doing okay.

THE SHEBBEARIAN 2021

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