From bold leadership and academic innovation to artistic brilliance, sporting triumphs and global adventures, celebrate a year of spirit, ambition, and inspiring stories at Sherborne Girls.
WELCOME TO OUR SCHOOL MAGAZINE
Iam delighted to introduce this year’s edition of our school magazine, a rich and inspiring showcase of life at Sherborne Girls. What makes this publication so special is that it has been entirely shaped by our pupils. Every article reflects their interests, energy and experiences, capturing the essence of what it means to be part of our school community.
Across the pages, you will find stories of sporting triumphs, academic curiosity, artistic creativity and global connection. From powerful reflections on leadership and service to imaginative projects and bold ambitions, our girls have written with real voice and purpose. It is clear they care deeply about the world around them and about supporting one another.
A sense of connection runs throughout. Whether mentoring younger pupils, working together across year groups, or engaging with communities near and far, our girls demonstrate a remarkable capacity for empathy and leadership.
At Sherborne Girls, we believe in helping each individual to discover her strengths and passions, and to use them for good. This magazine reflects that mission. As we mark 125 years of our school’s story, it is a joy to hear directly from the young women who will shape its next chapter.
I hope you enjoy reading their stories as much as I have.
DR RUTH SULLIVAN HEAD
GIRLS GO GOLD
The GSA Girls Go Gold Conference, held at Sherborne Girls on Thursday, 19 September, was an extraordinary experience. Focused on women in sport, the day was filled with inspiration, empowerment, and opportunity.
With more than 500 attendees from 30 schools, the atmosphere was electric as we came together to celebrate the strength, ambition, and potential of young women in sport.
What made this event remarkable was its focus on the unique challenges women face in sport. Discussions tackled topics such as increasing representation, creating equal opportunities, and dismantling outdated stereotypes.
A particularly impactful topic was addressing women’s needs in sport. This included recent kit design improvements at Sherborne Girls, such as switching from white shorts to darker colours for greater comfort during menstruation. These conversations reinforced the importance of fostering environments where women can excel without fear or stigma.The day was packed with activities showcasing the incredible opportunities sport and leadership provide. We gained insight into life at the Olympic Village, heard from Olympians about their journeys, and learned from specialist clothing brand PEBE about the significance of sports bras in empowering female athletes. The highlight of the conference was Clare Balding’s keynote speech. With
humour, wisdom, and passion, she spoke about her career, love for sport, and the barriers women still face. Her words resonated deeply, inspiring us to believe that determination and courage can break down any obstacle.
For me, the conference was unforgettable, not just as an attendee, but as an active participant. One of the most memorable moments was interviewing Clare Balding in front of all the attendees after her talk. Sitting face to face with someone I have long admired was surreal. I seized the opportunity to ask her about her journey, motivations, and advice for young women like us. Clare’s warmth made it feel less like an interview and more like an inspiring conversation. It is a memory I will carry with me for a long time.
The Girls Go Gold Conference was more than a celebration of sport. It was a powerful statement about the progress we’ve made, and the work still needed to achieve a truly level playing field. For all of us who attended, it was a launchpad for dreams and aspirations. I feel incredibly fortunate to have been part of such a remarkable event.
FROM FITNESS TO FINALS
Matilda T-F (L6)
This year’s cross-country season has been full of tough and muddy races. Our squad has grown significantly in both size and strength, enabling Sherborne Girls to field competitive teams in every race. The calibre of performance both individually and as a team has set this season apart.
We kicked off with the English Schools’ Athletic Association (ESAA) Cross Country Cup at Bryanston, where, for the first time in Sherborne Girls’ history, all three teams qualified for the Regionals. It was a strong start that reflected the squad’s depth, including impressive debuts from junior runners.
The Regionals were a personal highlight for me. I finished second overall and was first home for Sherborne Girls. This helped the senior team qualify for the ESAA Nationals in Leeds, which was an incredible accomplishment for us all.
Several of our athletes qualified for the Dorset County team or as reserves: a testament to their endurance, consistency, and race craft. At our home relay, the Seniors and Inters took first, and the Juniors placed a strong third.
I’ve watched every runner grow in strength and resilience through twice-weekly training. None of this would have been possible without the support and expert coaching behind the scenes, which helped us reach new heights this season.
C ON THE FRONT FOOT
Izzy R (L6)
ricket has been central to my life from a young age. I started in county age groups and progressed through club cricket, eventually earning a place on the Southern Vipers Emerging Player Programme. I’ve also played for Dorset Women and Hampshire County Age Groups, where I developed my game through competitive fixtures and specialist training.
Joining Sherborne Girls has accelerated my growth as a cricketer. The School fully supports my ambitions with year-round access to highquality coaching, excellent facilities, strength and conditioning, and flexibility around my external commitments.
One of the biggest advantages has been the partnership with Sherborne Boys. I’ve had oneto-one technical sessions with our Head of Cricket and regular training with the boys, which has challenged me in faster-paced nets and sharpened both my batting and bowling. Being part of both squads has strengthened my tactical awareness, adaptability, and match sharpness – skills that are vital at higher levels of the game.
As women’s cricket continues to grow, with The Hundred, the Women’s Ashes, and increased media coverage inspiring a new generation, I feel proud to be a part of this sport.
TRY- OUTS AND TRIUMPHS
Genevieve M (L5)
If someone had told me when I joined Sherborne Girls that I would be attending Regional Lacrosse Trials by the end of Year 9, I would never have believed them. I arrived in September as a Sports Scholar for athletics, netball and gymnastics, and had never even picked up a lacrosse stick.
At first, I found it difficult. But over time, through hard work and persistence, things began to change. A moment that stands out was being asked to take the draw during a match with the year above. To everyone’s surprise, including mine, I won it. From that point on, my attitude towards the game shifted. With the support of my coaches, I started to improve, and most importantly, I began to enjoy it.
Although netball was expected to be my focus for the Lent Term, I made the decision to continue with lacrosse. I felt a greater sense of potential in the sport and was motivated to see how far I could progress. That decision turned out to be a defining one. I worked hard, played in the South West Rally and Nationals, and saw my confidence grow in parallel with my skill.
Being a Sports Scholar is about more than just performance on the pitch. We take part in regular strength and conditioning sessions to build fitness, improve flexibility and help prevent injuries, all while supporting our mental wellbeing. Mentoring and expert coaching help us balance rest with progress, and we’re fortunate to attend talks from inspirational athletes. Clare Balding’s speech at the GSA Girls Go Gold Conference, where she spoke about learning from failure, was especially memorable.
Now, having been selected for Super Counties, I’m even more motivated to keep developing my game. Whatever happens next, I’m excited to embrace the opportunity and keep pushing myself to go further.
SHOOTING FOR GREATNESS , BONDED BY SISTERHOOD
Livs M-G (U6)
This year has been an incredible season for netball, defined by teamwork and lasting friendships. Despite facing challenges such as illness and injury, our team has adapted and shown immense flexibility.
With players in the 1st team from L5 to U6, relationships have been built across the entire school, creating a united force. A great example of this is our dynamic shooting duo, Wizzy W (U6) and Mia N (L5), who have not only inspired younger girls but also demonstrated that anything is possible when we support each other.
This season has been one of unparalleled success for the 1st netball team. With an almost unbeaten record, netball has really shown its worth at Sherborne Girls. Our performances this year not only highlight the level of talent and dedication within the School. They also reflect the rise of girls’ sport on the national and international stage.
At Sherborne Girls, we are proud to be a part of this movement, where the commitment to femalefocused sports has created an environment that encourages girls to thrive both on and off the court.
As I (and five others) prepare to say goodbye to SG’s 1st team, it’s exciting to see the next generation of talented players ready to step up and take on the challenge. Although we’re leaving, I’m hopeful the legacy we’ve built will continue to inspire
Thank you to Isobel G (captain) and Octavia T (vice-captain) for leading our team to victory so many times in the 2025 season. We’re also incredibly grateful to our coach, whose support and encouragement have pushed us to excel in this wonderful sport.
the younger girls. Our success has always been grounded in teamwork, discipline, and sportsmanship – values I’m confident will continue to shape the team as new leaders emerge.
Representing Sherborne Girls on the netball court has been an honour. The sense of pride we feel as we play is empowering. The culture here has given us the opportunity to thrive not just as athletes, but as individuals who are part of something
bigger. Here’s to the continued success of netball at Sherborne Girls and a bright future ahead.
DIPLOMATS IN THE MAKING
Betsy C and Amelie T (L6)
Model United Nations (MUN) is an exciting club that brings global affairs to life. Meeting every Wednesday, MUN simulates the real United Nations, with M5 and L6 pupils acting as international delegates to debate pressing global challenges. Each week, we represent different countries, research contemporary issues, and participate in formal debates on topics ranging from net zero policies to nuclear disarmament.
The club is primarily pupil-led by the L6, supported by Miss Young (History and Politics), Mr Barnes (Politics), and Director and Assistant Director of Sixth Form, Mr Banks and Mrs Allen.
In March, we were proud to host a full-day MUN conference for M5 on the vital topic of critical minerals – a complex issue involving economics, ethics, and international security. Pupils explored how the extraction and global use of these resources can align with the rights and economic interests of the countries that yield them.
The day featured a rich programme of activities, including country research, flag-making, confidence-building workshops, and a fascinating fireside chat with Brigadier William Davies on diplomacy and UK-Middle East relations. Pupils also took part in public speaking sessions and a
full UNESCO-style debate, where they drafted resolutions and practised formal UN procedures.
Darya J, Imi B-W, and Elena L (L6) were outstanding as Chairs – guiding debate, enforcing UN protocols, and creating a welcoming, professional environment that encouraged younger girls to speak.
As a member of the media team, I (Betsy) documented the day through photos and videos and conducted an interview with Brigadier Davies, exploring the UK’s role in the Middle East, the strategic importance of critical minerals, and wider global security. I also helped supervise sessions, including the “Exploring confidence” workshop.
As Head of the General Assembly, I (Amelie) helped organise the layout and timetable alongside a team of L6 girls. It was wonderful to see M5 pupils draft resolutions and build confidence in oneminute speeches.
We encourage next year’s M5 and L6 to get involved and lead the future of MUN at Sherborne Girls!
THE SIXTH FORM BACCALAUREATE
Imi B-W (L6)
Starting Sixth Form often feels like stepping into a fasterpaced, more independent version of school life, one where expectations shift significantly. There’s a change not only in academic intensity, but also in the expectation that you begin making decisions about your own future, both academically and personally. For me, the Sixth Form Baccalaureate has been extremely useful in supporting this transition.
From the start, the Baccalaureate encouraged me to reflect on what I value most, whether mentoring younger students, engaging in discussions and debates, or furthering my subject interests, and to set clear, meaningful goals around those priorities.
One of the Baccalaureate’s greatest strengths has been its ability to connect my academic interests with purposeful action. My love for History and French has shaped many of the experiences I’ve chosen to take part in, such as leading sessions on women’s roles in history for Scholars in the Fourth Form, and volunteering at a prep school and at a summer camp in a Swiss primary school; each activity has been highly rewarding.
It has also provided a valuable opportunity to reflect on all the co-curricular activities and
achievements carried out throughout the year. Writing thoughtful summaries, from MUN debates to community litterpicking, has helped me to acknowledge my progress and values. This practice has also strengthened my ability to communicate my achievements clearly and confidently, a skill that will serve me well in interviews, applications, and life beyond school.
Overall, the Sixth Form Baccalaureate has offered a brilliant structure that has encouraged ambition, reflection, and balance. It has challenged me to stretch myself, take on activities that help me grow in both character and ability, as well as providing a reminder to pause, and reflect on how each experience continues to shape my academic and personal development.
SCIENCE TAKES FLIGHT
Cecily D (U4)
S
cience is an exciting world, full of discovery, where hands-on experiments bring lessons to life beyond the pages of a textbook. Our trip to the Fleet Air Arm Museum gave us a vivid insight into the real-world importance of STEM (Science, Technology, Engineering and Mathematics) and showed us how these subjects drive innovation and progress.
During our visit, we were split into teams, each named after a historic aeroplane.
Throughout the day, we tackled challenges that tested our creativity, engineering skills and teamwork. Building the tallest tower from
newspaper and designing a helicopter that stayed in the air for the longest time were exciting activities that reflected the real-world thinking used by engineers and scientists. Getting up close to Concordes, helicopters and World War planes helped us understand how physics, technology and innovation have shaped history and continue to influence the future.
Experiences like this show why STEM is so important. It sparks curiosity, builds problemsolving skills and encourages resilience. Seeing science in action reminded me that, with the right skills and imagination, we can be part of shaping the future too.
LEARNING FOR THE FUTURE
Tilly S (L4)
Introduced this academic year, Matrix Tasks are extended homework projects designed to develop creativity, collaboration, critical thinking, and communication. Set termly alongside shorter High Intensity Tasks, they encourage independence and engagement through open-ended challenges across subjects, from History storytelling to Drama performances.
When I first joined Sherborne Girls in September, I wasn’t sure what Matrix Tasks were. I quickly discovered that they’re a different type of homework: longer, more creative projects that help us explore subjects in new and exciting ways.
We’re set one Matrix Task each week in a different subject (for example, French, Music, Geography, or
English) and each is expected to take one or two hours. These tasks are a refreshing change from our usual 15-minute preps, giving us the chance to explore topics in more depth and develop our skills through creative approaches.
This year, I’ve really enjoyed the variety of tasks we’ve been set. Some of my favourites have included creating a step-by-step guide on how to make brownies for Food and Nutrition, scripting and performing a conversation between a Hindu and a Sikh discussing their beliefs for
Theology, Philosophy and Ethics and writing a children’s story about Hereward the Wake, an Anglo-Saxon nobleman who resisted the Norman Conquest, for History.
Matrix Tasks are a great way to practise the four Cs: communication, collaboration, creativity, and critical thinking I especially enjoy collaborative tasks because working with others helps us share ideas and produce something we’re truly proud of. Overall, Matrix Tasks help us to become independent learners who think outside the box.
BRINGING UNIVERSITY LIFE TO SHERBORNE
Lucy H, Vaidehi S and Breeshey P-R (U6)
In early 2025, our “Prefect Project” came to life with the Sixth Form University Forum. The idea emerged during our joint schools’ prefect leadership training, where we were challenged to create initiatives to improve school life.
Working alongside Freddie F and Thomas L from Sherborne Boys, we identified a gap, not in the career days or lectures, both of which are excellent, but rather in understanding the realities of university life compared to Sherborne, and how to navigate choosing the “right” university. We wanted honest, relatable advice from those who had already faced the same questions as us, so we turned to Old Girls and Old Shirburnians who had been in our shoes.
From that point, we worked closely with Mrs Dart, Deputy Head Co-curricular and Operations, to plan the event. Over the term, we liaised with various departments: catering for panellist refreshments, the
Directors of Sixth Form for budgeting, the Sherborne Boys’ tech department for equipment, marketing for promotion, and Sherborne Old Girls and the Old Shirburnian Society to invite alumni. After much planning
and collaboration, we were thrilled to welcome back six Sherborne alumni who attended UCL, LSE, Durham, Birmingham, Manchester, and Exeter.
The panel was a great success. Miss Watts expertly guided discussions on budgeting, accommodation, support networks, university sports, and choosing between campus and noncampus universities. Feedback was overwhelmingly positive, and we hope this becomes an annual event.
A huge part of our confidence in managing an event of this scale (400+ pupils) came from our weekly “Prefect Supper” meetings with the Senior Leadership Team. These meetings taught us
invaluable skills, from chairing discussions to taking ownership of initiatives. Staff follow the same protocols as prefects, demonstrating collaboration in action – a dynamic that has empowered us as
leaders. The University Forum was a project we were proud to bring to life, and we hope it leaves a legacy for future prefects to build on.
FOR THE LOVE OF LANGUAGES
Livie P (U5)
Language is one of the most powerful tools we have. It can transcend borders, bridge cultures, and foster connections. In today’s world, where global understanding is essential, the ability to speak – and, more importantly, understand – other languages creates empathy, opportunity, and lifelong learning.
Ever since I can remember, I’ve been fascinated by languages.
At Sherborne Girls, this passion has flourished through a wide range of opportunities that celebrate language learning. From weekly clubs and foreign exchanges to national competitions, the School offers a vibrant landscape for exploration.
One of the most rewarding experiences in my journey was participating in the UK Linguistics Olympiad earlier this year. This national competition challenges pupils with complex language-based puzzles, encouraging critical thinking about linguistic structure and patterns. To prepare, I joined Sherborne’s Linguistics Club, where I developed a deeper appreciation of how language works and the
cultural insights it offers. A highlight was visiting Selwyn College, Cambridge, where participants attended taster lectures, explored the college, and spoke with current pupils in a Q&A session.
The day affirmed my passion for languages and opened my eyes to the academic and real-world opportunities they can unlock.
HOW TECHNOLOGY IS RESHAPING OUR EDUCATION
Emilia G (U4)
This term in our Spanish lessons, we’ve been learning new vocabulary in a really fun and creative way using Minecraft for Education.
After studying words for rooms, furniture and household objects, we worked in teams to design and build our own houses. My partner Ottilie and I had so much fun creating things like waterslides, bedrooms
and even a pig pen – all while learning the Spanish words as we built.
It was a great way to practise because we could learn at our own pace. Everyone felt included, whether they had just started Spanish or had been learning for a while.
Once we finished building, we gave a tour of our house in front of the class, speaking in Spanish to explain why they should buy it. I felt nervous at first, but after practising I really enjoyed it.
Next, we’ll choose a house to “buy” and describe what we are looking for using Spanish. Learning with technology has made lessons exciting, interactive and easier to remember.
CULTIVATING SKILLS FOR TOMORROW’S WORLD
Georgie G (L5)
For National Careers Day this year, we were divided into groups and tasked with developing a business. This hands-on experience allowed us to step into the role of entrepreneur, experiencing the challenges of building a company from the ground up.
Our group focused on fast fashion, a growing global issue that often flies under the radar. We learned about the environmental damage caused by cotton production, including the vast amounts of water, pesticides, and chemicals required. For example, producing just one cotton T-shirt uses 2,700 litres of water – enough to hydrate 1,125 people for a day. From this concern, our business was born.
At RCC (Recycled Cotton Clothes), our concept company, we believe “You are what you wear.” We take cotton from landfills and donations and recycle it into new fabric, bypassing the need to grow more.
Our aim is to partner with well-known clothing brands to offer sustainable products while enhancing their reputation.
Throughout the day, we realised that a successful business requires more than just a good idea. We took a deep dive into marketing, creating a brand identity and learning how to communicate our message effectively. Crafting posters and scripts, we discovered how storytelling can connect with consumers and make a business stand out.
Sales and PR also played a key role. We brainstormed strategies to attract customers, developing sales pitches and preparing for hypothetical product launches. By practising these scenarios, we learned how to engage with investors and media, which improved our communication and confidence.
On the logistical side, we tackled finance and supply chain management. We calculated production costs, profit margins, and how to scale our operations. Balancing growth with sustainability was crucial, and we understood the importance of careful budgeting and planning.
This project showed us the real-world importance of collaboration and creativity in business.
ACADEMIC STRETCH ON THE SCHOLARS’ PROGRAMME
Being an academic scholar has presented some amazing opportunities over the course of the year.
We regularly attend lectures on a wide range of topics, including “Rupture and renewal in British art,” “Shakespearean futures,” and “An edible dilemma –smartphones, vegetarianism and alcoholism.” Some of these lectures have been delivered by older girls, which has offered us valuable peer insights.
Our weekly scholar gatherings provide further chances to dive into thought-provoking subjects, take part in engaging activities, and collaborate with scholars from Sherborne Boys in exciting challenges like escape rooms.
In addition, we’re often set extension work such as presentations, where we choose a subject that interests us and share our research with others. Recent topics have included “What is perfect pitch?,” “The science of influence and authority,” and “A study of paranoid schizophrenia.” Such projects have all been extremely interesting, teaching
every one of us something new. One of the most memorable moments was being invited to an event hosted by Wonderfuture. On a warm summer’s day, academic scholars from L5 visited White Lodge. Over a delicious lunch, our hosts led an interesting discussion about what democracy means to us.
The discussion was wide-ranging, covering topics such as whether Politics should be offered as a GCSE subject, if 16-year-olds should be allowed to vote, and what an ideal democratic society might look like. Everyone was eager to share their views and opinions, and even when we disagreed, we remained respectful and diplomatic.
I really enjoy the challenge of being an academic scholar and the huge support it brings. We are encouraged to explore our interests, and we couldn’t ask for better opportunities to help us be the best we can be!
Evie D (L5)
It was a fascinating afternoon that gave many of us a renewed interest in the political world around us.
REIMAGINING ICARUS
Philippa P (U5)
The Curias exhibition, curated during the Michaelmas Term, was a powerful example of the unique subject collaborations at Sherborne Girls.
Designed and produced by Grace Z, Pippa P, Amelia R, and Emily B under the guidance of Mrs Mason and Ms Nurse, the project brought together Art, Drama and Design Technology to reimagine the myth of Icarus through a modern, sculptural lens.
Inspired by the theme of “first flight,” we chose a hot-air balloon to symbolise both aspiration and fragility. The basket – crafted from handmade plaster bones, torn bed sheets and dried grass – echoed the materials from the myth. Meanwhile, the balloon itself – formed from handmade scorched fabrics – suggested a dream singed by ambition. Foil feathers captured light, enhancing the visual impact and inviting reflection on the environmental cost of technological progress.
Drama and Technical Theatre added immersive elements, including a soundscape of squeaks, caws and snaps, and a striking lighting design. As the piece “sank” into a stylised ocean, the scene shifted from serenity to destruction, echoing Icarus’s fall.
The exhibition was a rich blend of visual art, storytelling, and performance. This unique collaboration made for a stimulating endeavour and a creative result.
DARING TO BE DIFFERENT
AS AN ASPIRING FEMALE DIRECTOR IN THE FILM AND TELEVISION INDUSTRY
Alice S-S (U6)
Growing up, I was always drawn to the arts. Up until about three years ago, I had no idea whether I wanted to be a musician, writer, artist or actor, until film united these interests. With a neurodivergent brain, photographic memory, chromesthesia, grapheme-colour synesthesia, and likely perfect pitch, I found creative thinking came naturally, equipping me for this competitive industry.
After illness and Covid interrupted my schooling, I returned as a day pupil to SG for Sixth Form and chose the Creative Digital Media BTEC at Sherborne Boys, as it was a perfect balance of practical, theoretical and analytical work for me to pursue my goal career. The course offered a rich mix of research and production across roles from writer to editor, developing skills in pre- through to post-production. I tend to be able to picture a short or whole film from quite near the beginning of a production and am delighted with the impact of these contrasting projects.
My single-camera coming of age drama Square-Peg is based on a true story. It is a twenty-minute short film
on the struggles of adolescence as an undiagnosed neurodivergent girl. I wrote a rhyming script inspired by Dr Seuss and used a strict red/green palette. I acted, composed music, and managed all production roles. Square-Peg is currently being used by the NHS to train staff in caring, supporting and helping neurodivergent individuals to thrive. It has also been shared with the Girls’ Schools Association (GSA) to inform teaching practice.
Outside of class, I directed a short film called Burnout during a summer course with SPARKS Film School in London. Made in a week with three others, it was nominated and screened at an international festival in the Czech Republic.
I am incredibly excited to begin a four-year Film BA at Falmouth University this September. I really fell in love with Falmouth and the Penryn campus the second I set foot there and am so grateful to my tutor and the brilliant Sixth Form team here at SG who have supported me throughout the application process.
LINES OF BEAUTY
Tavie T (L6)
At the beginning of the Trinity Term, the Wirth Gallery was transformed into a space of artistic reflection and natural beauty as Mr Lloyd, Head of Art, unveiled his latest exhibition, Pathways. The exhibition showcased a series of paintings exploring the rich and layered essence of hedgerows.
In a unique collaboration, Mr Lloyd partnered with Simon Hibbert, Head of Garden and Grounds at Sherborne Girls, who contributed written reflections drawn from his experiences as a “journeyman” gardener. His words accompanied the paintings, weaving together art and landscape, memory and lived experience.
Each painting was created entirely from memory, allowing Mr Lloyd to capture his emotional and sensory response to the landscape rather than creating a literal representation. The result is a body of work that is both nostalgic and contemporary.
With the look and feel of a photograph, the paintings convey a heightened realism, yet the surfaces reveal soft, subtle brush strokes that create a painterly texture, inviting the audience to look more closely. Layers of translucent colour build a sense of depth and dimension, echoing the density and richness of the hedgerows themselves. The compositions are full of vibrant hues –fresh greens, the creamy-white of cow parsley and shades of purple and lilac – all of which evoke the intensity of spring.
What sets these paintings apart is the interplay between clarity and abstraction. While details of individual flowers are immediately obvious, they are balanced by areas of suggestion and atmosphere, reflecting the way memory can blur edges while preserving feeling and minute detail. This gives the paintings an almost dreamlike quality: an echo of something once seen, now reimagined through oil paint.
To step into the gallery is to step into a space where the natural world is displayed with intimacy and depth, and where the boundaries between observation and recollection are perfectly blurred. Mr Lloyd has created paintings of modern beauty and nostalgic impact, representing the quiet yet powerful celebration of the hedgerow as a living, breathing subject exploding with life, memory and colour.
This was an incredible exhibition, with a beauty that enabled you to lose yourself in the presence of nature and step away from the noise and frenetic pace of the modern world.
A MUSICAL MILESTONE
Sophie S (L6)
Music has always been my passion, but earning a place in the 1st Violins of the National Youth Orchestra of Great Britain (NYO) has transformed how I approach it.
This achievement has given me the incredible opportunity to collaborate with some of the world’s finest musicians and conductors, and I am thrilled to be performing at the BBC Proms in the summer of 2025.
My musical journey at Sherborne Girls laid the foundation for this experience. As a music scholar, I have performed with the Senior Choir, Madrigals, Piano Trio, and the String Quartet. Playing in smaller ensembles has taught me the value of listening actively, where every instrument and voice carries equal weight. By tuning into the subtle details composers include in their work, we create beautifully interwoven performances.
Leading the Joint Schools Symphony Orchestra, however, fostered a different skill: prioritising reliability over individual success. I learned that a good leader provides stability for the section, using precision and decisiveness to anchor the ensemble. Clear non-verbal communication becomes essential in guiding everyone on when and how to play, ensuring we move as one.
Music continues to challenge and inspire me. Whether composing for A Level coursework, experimenting with music technology during school theatre productions, or preparing for the BBC Proms with the NYO, I am driven by the limitless possibilities it offers. It demands dedication and discipline, but the joy of collaboration, the thrill of live performance, and the lifelong connections it creates make every challenge worthwhile.
FI, HIGH QUALITY
UNPLUGGED:LOW
To me, Unplugged stands out as one of the most loved events at Sherborne Girls – offering a relaxed, informal concert experience that contrasts with the more traditional, classical performances held in venues like The Gransden Hall or Sherborne Abbey.
Taking place in Queenie’s once or twice a term, Unplugged brings together pupils from Sherborne Girls and Sherborne Boys to share their musical talents in a contemporary and personal setting.
The atmosphere is warm and welcoming, which is perfect for anyone who loves music, whether performing or simply enjoying the show. Friends often come along to support each other, creating a vibrant and encouraging environment. What makes Unplugged so special is its openness: pupils can perform popular songs, original compositions, or any genre they choose. From intimate solo performances to full band sets, every concert offers something different.
Unplugged has been instrumental in building my confidence as a performer. I’ve been writing songs since I was eight, but for a long time, I didn’t feel brave enough to share them. That changed with Unplugged as it offered a supportive space to take that first step. Every time I perform, I come away feeling proud and uplifted, and the confidence I’ve gained extends far beyond these sessions.
What started as a small gathering has grown over the years, and I can honestly say that every show is a fun and positive experience. It’s a highlight of the term that I truly look forward to and continues to be a brilliant platform for creativity.
Esme A (U5)
TOP MARKS AND THEATRICAL SPARKS
Honor S (L5)
Being cast as Daisy Meredith in the L5 production of Daisy Pulls It Off by Denise Deegan was incredibly exciting, especially as it marked my very first Sherborne production. From the beginning, I loved Daisy’s character and was eager to bring her story to life on stage.
Daisy is a bubbly, optimistic, and resilient girl who is often misunderstood and underestimated. Despite the challenges she faces, she never gives up and is determined to prove herself in a tough boarding school environment that doesn’t always value individuality or newcomers.
I aimed to channel Daisy’s energy and determination in every performance, hoping the audience would resonate with her spirit and struggles.
Understanding her backstory allowed me to connect with her emotions and portray the obstacles she faced in a way that felt real and relatable.
Delving into the play’s broader themes added another layer to
the experience. Daisy Pulls It Off was written as a celebration of girls who defy expectations and demonstrate strength in a maledominated world. I was inspired by this message of perseverance, friendship and justice. I didn’t just want to portray Daisy’s cheerful personality but also wanted to highlight her courage and sense of justice.
Performing live for three consecutive nights was both exciting and exhausting. Many of us were juggling dress rehearsals, lacrosse Nationals, and regular lessons, which made the experience more intense, but rewarding. As newcomers to Sherborne Girls, it was a fantastic opportunity to bond with each other.
The whole school was incredibly supportive and impressed by Mrs Scott’s brilliant direction. We’re already eagerly looking forward to next year’s drama productions.
FROM PREP TO PLATE
When five of us from the U6 were invited to take over the kitchen at The Fox Inn, Corscombe, we knew it would be an incredible opportunity to put our culinary skills to the test in a professional setting. Cooking for 30 paying guests was no mean feat, but we were eager to embrace the challenge.
Jemima O (U6)
It turned out to be not only a great learning experience but also an incredibly fun and rewarding evening. From the moment we stepped into the kitchen, we were immersed in the fastpaced rhythm of a professional service. There were no second takes and everything had to be executed perfectly and on time. With the guidance of the talented team at The Fox Inn, we gained a first-hand insight into the meticulous attention to detail required in fine dining. From prepping ingredients to plating the final dish, every step was a lesson in precision and technique.
After our team effort to prepare the night before, we were all given specific tasks in the kitchen on the day. Lucy was in charge of the TwiceBaked Soufflés, Imo the Wild Mushroom Risotto, Maisie the Tomato Soup with Basil Oil, and Bobby the Tarragon Chicken Supreme with Hasselback Potatoes. Meanwhile, I made the Orange and Pomegranate Pavlovas. As each course
came and went, we helped each other with final plating and professional presentation. Each dish was a careful balance of flavours and we were proud to see them come together as we worked seamlessly. It was amazing to feel the adrenaline of service, with orders coming in fast and the pressure building.
We handled it with determination, learning to stay calm under pressure and prioritise tasks.
Our carefully crafted menu was a real highlight of the evening, showcasing a variety of techniques we had learned on our Leiths course. The feedback from the guests was overwhelmingly positive, and
hearing their praise made every second of hard work worthwhile.
As we plated up the last dishes and sent them out to the guests, we felt an immense sense of pride. Each dish was a testament to the culinary skills we had honed. The experience reinforced our love of cooking and gave us a better understanding of what it takes to work in the culinary world, whether it’s balancing flavours, time planning, working efficiently, or managing a busy service.
A huge thank you to The Fox Inn at Corscombe for giving us this incredible opportunity and well done to my fellow chefs!
THE SOUND OF CONNECTION
Amor V (M5)
This year, I’ve been lucky enough to spend time with the residents of Abbey View Care Home in Sherborne and their truly inspiring team of carers, who have so warmly welcomed me into their home to play the piano on weekends. It has been an absolute joy to share my love of music and get to know everyone over the course of the year.
Playing the piano in this setting is something I’ve always wanted to do, and I was so grateful to be given the opportunity. Beyond wanting to spread joy through a shared love of music, I know how powerful music can be. My granny had dementia and struggled to remember most things, but music always brought her joy, and she never failed to sing along to The Sound of Music.
Throughout the year, I’ve played a wide variety of music to ensure there was something for everyone, mixing in hymns, folk songs, and, of course, selections from The Sound of Music. I think the residents have really enjoyed listening, as well as singing along. The atmosphere has been so
lovely, with everyone getting involved and clearly having a good time.
I’m incredibly grateful to everyone at Abbey View for being the most welcoming and enthusiastic audience. While I’ve loved bringing happiness to them through music, I’ve also gained so much from the experience myself. They’ve been so encouraging of my playing and wonderfully supportive as I prepare for my upcoming piano exam. I’d often arrive to find the drawing room already full with an eager audience. It’s been such a treat.
I truly believe that music brings people together.
Each time I visited, I noticed more people joining in during the hymns and The Sound of Music pieces. They became more curious about the stories and history behind the songs I played.
Even residents who couldn’t see or read the hymn lyrics would hum along to the melodies. That made me so happy,
I TRULY BELIEVE THAT MUSIC BRINGS PEOPLE TOGETHER.
because I know my granny would have done the same.
I’m really looking forward to continuing my visits to Abbey View next year, with a fresh programme. I am sure they know my current repertoire better than I do by now! It’s brought me so much joy, and I’m so glad to know it has brought joy to them as well.
Amor’s granny
THE JOURNEY TO VICTORY IN THE SIR STEUART PRINGLE TROPHY
Competing for the Sir Steuart Pringle Trophy was an incredible experience that tested our courage, teamwork, perseverance and determination. Bringing home first place was an amazing achievement and being the only Sherborne team to do so in 20 years made our success even sweeter.
As well as being a true adventure that pushed us to our mental and physical limits, Pringle taught me many valuable lessons. A big one was that we can all do anything we aspire to, no matter our background, height, or gender. With the strength of a positive mindset, everyone can push themselves to their absolute limits as they strive for their goals.
I was the only girl in a team with eight boys from Sherborne Boys and, alongside the accomplishment of contributing to our team’s victory, I had the honour of being the first female to ever be in a winning team for the Pringle Trophy.
The competition taught me about the value of hard work – how every second of effort you put in pays off. Turning up to that very first selection stage in early February to run across soggy fields in soaking kit in the cold and thundering rain required me to push myself, to show resilience, drive and perseverance. I had to earn my spot and making the team was the ultimate test of my capabilities. I put in the work, and it paid off.
Most of all, Pringle taught me the importance of teamwork. Throughout training, our team grew into a tight unit made up of pure motivation and many laughs. I remember the late nights down at the Sports Centre marching, the log runs down on Careys, the flashlights flickering as we ran up endless hills in the pitch-black evenings. I trusted each and every member of our team. They always had my back, and I always had theirs.
Rosie A (U5)
FORGED IN DRILL AND DUTY
When I joined the Sherborne Combined Cadet Force (CCF) at 14, I wasn’t aware of the immense impact it would have on my life within and outside of school. Looking back, it is clear that my time in the CCF has allowed me to shape and develop my sceptical 14-year-old self into a confident 17-year-old capable of leading the Army Section.
While the CCF can be physically challenging at times, I’d say my leadership, integrity and perseverance were consistently put to the test –whether as a Cadet, an NCO or as a Cadet Sergeant Major. The CCF allowed me to develop these skills to such a level that I was successful in my application for an Army Scholarship last year. Through the scholarship I have received a place to train at the Royal Military Academy Sandhurst after University, and I am extremely proud and excited to have been awarded this incredible opportunity.
Throughout my time at Sherborne Girls, I have tried my hardest to take every opportunity presented to me – academic, or in sport, music, drama and the CCF. Co-curricular opportunities at SG have allowed me to become more confident, driven and adaptable. I look forward to putting these skills into action throughout my time at university and future career in the Armed Forces.
Imo C (U6)
LEARNING TO LEAD
Tamara A and Kate C (U6)
Earlier this year, we had the opportunity to attend the annual Heads of School Conference, hosted at Wellington College. We travelled alongside our counterparts from Sherborne Boys and spent the day engaging with other student leaders from across the country.
The conference was structured around a series of keynote talks, breakout sessions, and informal discussions. We particularly enjoyed a talk given by Daniela Mohaupt about the importance of education for women in Afghanistan. All the speakers were not only thought-provoking, but refreshingly practical, and invited us to think critically about the roles we play and the influence we can have, both now and beyond our time at Sherborne Girls.
The student-led breakout sessions allowed for more focused conversations on topics such as
balancing authority with approachability, and how to navigate difficult moments as leaders. What stood out to us was how shared and relevant many of the experiences were –regardless of the size or style of our schools, we all face similar questions about how best to support those around us and how to lead with purpose.
We left the conference feeling both energised and grounded. It reminded us that leadership is not about titles or recognition, but about how to best serve others: through action, consistency and setting a
tone that encourages others to do the same.
Since the conference, we’ve focused on bringing what we learnt to our day-to-day roles. Whether it’s in prefect meetings, when public speaking, or through informal conversations with girls in younger years, we aim to lead in a way that is community-driven and centred on our school values. For example, one of our priorities this year has been to encourage collaboration across year groups and make sure all voices feel heard and valued.
CONQUERING GOLD DofE AND TEN TORS
Elena L (L6)
Completing the Gold Duke of Edinburgh’s Award and Ten Tors challenge as part of the Joint Schools’ Adventure and Leadership programme has taught me more about determination and resilience than any other challenge I’ve faced.
For Gold DofE – after months of preparation, volunteering, learning a new skill, physical training, and meal planning – my team, equipped with infinite snacks and endless enthusiasm, ventured into the Brecon Beacons for a five-day expedition. As the days wore on, we worked hard to stay on track, clambering up steep hills and keeping morale high. When setbacks came, like navigation errors or high tensions, we learned to stay composed and act decisively as a team.
Torrential rain, blistered feet, and a compass that never left my hand – this was adventure in its rawest form.
The annual Ten Tors Challenge was a different beast: 45 miles over Dartmoor in two days, with rucksacks like bricks. This once-in-a-lifetime experience demanded endurance and mental strength. Fatigue often crept in, but I pushed past my limits by focusing on each step, not the miles ahead. We supported each other with encouragement, jokes, and a shared refusal to stop.
These experiences taught me that adventure is not just about exploration, but the grit to keep moving when giving up is the easy option.
IN SIDE BOARDING
As the academic year draws to a close, we are reminded of the unique spirit, achievements and sense of community in every House. From creative fundraising to outstanding performances, each has contributed something special to school life. Our pupils share the moments that made their year truly unforgettable.
One of Wingfield Digby’s highlights was the 24-hour danceathon, an event that embraced the challenge of dancing non-stop to raise money for Kids on Track. Planning the event was as fun as it was rewarding, with DJ sets, themed hours, and a street dance lesson at 1.00am. Friends and visitors helped keep the energy high, culminating in a memorable final hour at 7.30am. The event raised a significant amount of money, showcasing the power of teamwork and determination.
Willa H and Alice D (L6, Wingfield Digby)
Mulliner’s highlight has to be the 24-hour run-a-thon in support of Neuroblastoma UK. We all signed up for 30minute slots to run throughout the day and night, with the night-time slots proving especially popular (thanks to our kitchen team whose chocolate flapjacks went down a treat). Music, dressing up, and delicious snacks kept everyone energised, and the collective effort raised money for a meaningful cause.
Astrid FS (U6, Mulliner)
In Reader Harris, the year’s highlights includes our House singing and dancing events. The hard work, effort, and unity shown by the House were palpable, culminating in victories for both events. The feeling of pride and accomplishment after winning was incredibly rewarding.
Siena B and Summer K (L6, Reader Harris, Heads of House)
East continued its beloved EASTer Egg fundraiser, supporting the Rainbow Trust Children’s Charity. We took full ownership of the project, from managing orders to delivering the gift bags. The collaborative effort brought everyone together, raising money and continuing a tradition that reflects East’s generosity and teamwork.
Aldhelmsted East L6 Prefects
A highlight of the year for Kenelm was winning House Lacrosse and Junior House Netball, not just for the wins, but for the incredible House spirit shown throughout. Girls from all year groups came together, each contributing their energy, talent, and determination. Whether it was a L5 stepping up with confidence or a L6 leading with experience, every player played their part. The powerful support from the sidelines united the House and encouraged players to give it their all. The collective House effort was a standout moment of pride and joy for everyone involved.
Annie P (L6, Kenelm, Head of House)
West is known for its vibrant atmosphere, where the sense of community is tangible, despite being the smallest boarding house. From sports matches to trips, West is always buzzing with energy. The support for each other, in academic, musical, and personal achievements, makes it such a special place. The close-knit nature of the House, along with the warmth of Mabel the house dog, have made it a wonderful place to live.
Maddie
B
(U4,
Aldhelmsted West)
Dun Holme upheld its proud tradition of charity work, hosting a candy cane charity appeal in support of the Little Lions charity in Nairobi, Kenya. The initiative, which saw pupils buy candy canes and write Christmas messages, was a resounding success. The event raised funds for students at the Little Lions school, showcasing Dun Holme’s commitment to making a positive impact both locally and globally.
Amelie T (L6, Dun Holme)
P R E S S P A S E
Lucy H (Wellbeing Prefect, U6)
In a world where busyness is often worn as a badge of honour, Sherborne Girls is redefining success by prioritising wellbeing.
Press Pause Day is a pioneering, school initiative that empowers girls to step back from their demanding routines and invest in selfcare. First launched in 2022, the day was inspired by the success of Sleep Weeks, recognising the need for dedicated time to recharge, reflect, and refocus.
As an U6 Wellbeing Prefect, I had the privilege of helping organise this year’s event. In the run-up, my fellow wellbeing prefects Breeshey P-R and Jasmine C and I worked with staff to design a varied programme of activities, ensuring there was something for everyone. We wanted the day to strike a balance between rest and rejuvenation, offering moments of fun, creativity, and calm reflection.
The day itself arrived just as the winter blues began to creep in, making it a
perfectly timed mood-lifter. It kicked off with an energetic dance warm-up led by Mrs Hinks, followed by a powerful performance of Makanaka by the Yeovil Worship Band. The opening assembly, led by Mrs Beard, Mrs Briggs, and us, reinforced the importance of pausing to protect our mental health, setting a powerful tone for the day ahead.
Girls then immersed themselves in a diverse range of activities. Some embraced creativity, finding calm through pebblepainting, bracelet-making, and colouring. Others sought tranquillity in guided meditation, gong baths, and reflexology. For those craving movement, there were Zumba, Boogie Bounce, and Laser Quest sessions, along with a 5km run for the more adventurous.
A highlight of the day was the Taskmaster competition, which saw staff take on a series of bizarre and brilliant challenges. Ms Mackintosh was crowned the winner for her hilarious portrayal of a Sherborne girl in holey tights, while Mr McClary’s toilet-roll portrait of Dr Sullivan won him second place.
As a Wellbeing Prefect, it was incredibly rewarding to witness the School coming together in this way. Press Pause Day was a wonderful break from our routines and acted as an important reminder that success isn’t measured by constant productivity, but by our ability to nurture our minds, bodies, and spirits. The event may only have lasted 24 hours, but its impact resonates for far longer.
FESTIVAL OF LIGHTS: A CELEBRATION OF HOPE AND UNITY ACROSS FAITHS
The Festival of Lights is a universal concept symbolising hope, renewal, and the triumph of light over darkness. Across the world, different faiths use light as a symbol for guidance, wisdom, and the promise of a better tomorrow. Pupils from various religions share their perspectives on the significance of light.
Tabitha C (U6) on Christianity: In Christianity, light is symbolised in the person of Jesus Christ, whom Christians believe to be the “Son of God” and God incarnate. The Gospel of John captures this beautifully:
“When Jesus spoke again to the people, he said, ‘I am the light of the world. Whoever follows me will never walk in darkness but will have the light of life.’”
Adeena G (M5) on Islam: In Islam, light symbolises Allah’s mercy, guidance, and eternal presence. During Ramadan, the festival of light reinforces that hope and perseverance lead to divine rewards. The Surah Al-Fatiha prayer offers solace through Allah’s forgiveness and the promise of a brighter future.
Reneé J (U5) on Buddhism: In Buddhism, every individual carries their own light, representing wisdom and understanding. To access this inner light, Buddhists focus on clearing their minds through meditation and self-reflection. Buddha’s teachings encourage:
“May your inner light of wisdom guide you toward your true and full potential.”
Anastasia H (L5) on Judaism: In Judaism, lighting candles on Shabbat and Hanukkah symbolises peace, holiness, and resilience. The menorah commemorates the miracle of light, reminding us that even a small light can dispel great darkness and inspire others.
“Blessed are You, Lord our God, King of the universe, who has sanctified us with His commandments, and commanded us to kindle the light of the holy Shabbat.”
Vaidehi S (U6) on Hinduism:
In Hinduism, light is central to Diwali, the festival of lights. Lighting Diyas (oil lamps) signifies light transcending darkness. This symbol has two meanings: one is good prevailing over evil and the other is knowledge, represented by light which dispels the ignorance of darkness.
The Gayatri Mantra captures this beautifully:
“Let us meditate upon the glory of God, who has created this universe, who is fit to be worshipped, who is the remover of all sins and ignorance. May he enlighten our intellect.”
Technology can be both helpful and distracting. In West, we’ve learned how to strike a pretty good balance.
When we use devices at school, they’re genuinely a helpful part of our learning. Whether it’s researching something during independent tasks, checking spelling, or logging into Teams to keep track of Prep deadlines, technology makes school life a bit easier.
That said, West has a ‘nosmartphone policy’, which means most of us have brick phones instead. While we don’t use them very often, usually preferring the house phone or school devices to call home, they come in handy when we’re heading into town or need to get in touch with someone quickly.
What’s made the biggest difference, though, is the atmosphere this creates. Without smartphones, no one’s hidden behind a screen, scrolling through Snapchat or Instagram. Instead, we’re more present, more sociable, and more likely to spend our free time actually talking, laughing, and just enjoying each other’s company.
A QUILT FOR SHIELA
Emilia B (U6)
As part of my Duke of Edinburgh’s award, I took part in the “My New Friend” letter-writing project. Over the past year, I’ve been exchanging letters with Sheila, a resident at Abbey View Nursing Home in Sherborne. At first, I didn’t know what to expect, but as we wrote to each other, I discovered how much we had in common, especially our shared love of textiles and quilting.
Our letter exchanges became something I looked forward to. I loved hearing about Sheila’s life and sharing a bit of mine. As the months went by, I started thinking about how I could make something for her.
I spent most of summer 2024 working on a quilt design, choosing fabrics and stitching everything together. This wasn’t just about making something pretty but about creating something personal for Sheila.
When I finally gave the quilt to her, the moment was so emotional. She was overjoyed and all my effort felt worthwhile when I saw how much it meant to her.
This experience taught me that small gestures can have a huge impact. Writing letters to Sheila was a simple act, but it brought us both so much joy. Creating the quilt showed me how powerful kindness can be. It’s something I’ll always carry with me.
Hattie P (L6)
A SPARK ING CURIOSITY
s a STEM (Science, Technology, Engineering and Mathematics) ambassador this year, I have had the incredible opportunity to lead workshops at local primary schools, sharing my passion for science with younger pupils. It’s been a rewarding experience, and I have learned just as much from the children as they have from me.
During our visits, Tabitha C, Jessica M (L6) and I have run multiple hands-on workshops on topics like electricity, light, and magnetism. It’s amazing to see the excitement on the pupils’ faces as they conduct experiments and explore these concepts in a fun and interactive way. From building simple circuits to exploring how light behaves through lenses, we’ve had so much fun bringing science to life.
What I didn’t anticipate was how much energy and focus it would take to keep the childrens’ interest. With only a short session each week, making the most of our time became essential. This experience taught me the importance of clear communication, adaptability, and maintaining a sense of fun, even when covering complex scientific concepts.
I hope that, by leading these workshops, I am not only helping younger students discover the wonders of science but also encouraging them to approach STEM subjects with curiosity and confidence. It’s been an incredibly fulfilling experience, and I look forward to continuing to inspire the next generation of scientists.
BUILDING COMMUNITIES IN KENYA
During the October Half Term, our pupils embarked on a transformative journey to Kenya, where they volunteered at several schools, including Eileen Ngochoch Primary School, Ed Club, and Vanessa Grant Special School.
During their stay, they led lessons in Maths, Science, French, and Spanish, infusing the classrooms with enthusiasm and energy. Beyond academics, they created a vibrant and inclusive atmosphere by engaging pupils in singing, dancing, and sports – helping to create a dynamic and joyful environment for learning.
This trip was made even more impactful through their fundraising efforts at home. In the weeks before departure, they organised a mufti day and candy stall, raising money to support the Good Period Programme. While in Kenya, they saw the direct impact of their contributions as the programme distributed sanitary pads to girls at the schools. A few of the girls wrote diary entries during their travels, from which the extracts on these pages are taken.
“Today it was eye-opening to see the challenges young women in Kenya face, especially when something as basic as access to sanitary products can have such a profound impact on their education and wellbeing. Our donations were appreciated, and it made me realise that no young girl should ever have to worry about something so essential.”
Alice D (L6)
“Today we visited Nakuru dumping site, a place that starkly highlighted the challenges faced by many in the local community. As we walked through the area, the sight of waste piled high and the conditions under which people lived and worked left a lasting impression on all of us. We were struck by the resilience of those who call this place home, and it made us reflect on how easy it is to take the comforts of our own lives for granted.
The visit gave us a profound sense of gratitude for the basic necessities we often overlook, such as clean water, proper sanitation, and the safety of our own living environments. This experience deepened our understanding of the inequalities faced by others and made us more determined to contribute to positive change.”
Tilly S (U6)
“Volunteering in Kenya was an unforgettable experience. I had the chance to teach, help lead lessons, and connect with the children through dance and song. I hope our work, whether it was helping with exams or contributing to the construction of classrooms, has helped the community and given them the resources and support they need to continue growing.”
Ealish P-R (L6)
STORIES FROM SOUTH AFRICA
The Warriors Accelerated Programme is a transformative adventure designed to push pupils beyond their limits, physically, mentally, and emotionally. Set in South Africa, the week-long experience blends highadrenaline challenges with deep cultural immersion and meaningful service. Three Sixth Form girls reflect on how Warriors helped them discover their inner strength and shaped their outlook for life.
“The Warriors trip was anything but comfortable, and that’s exactly what made it unforgettable. It took a few days to adjust, but by the end of the week, I didn’t want to leave. From the terrifying Big Swing on day one to rock climbing, caving, and even skydiving, each challenge stretched my limits and pushed me further. Not every moment was high adrenaline. Meeting Jessica the hippo,
visiting the Elephant Whisperers, and spending time at a rehabilitation centre provided moments to pause and take in our surroundings. Warriors taught me how to find strength in discomfort and embrace every moment. I left with lasting memories and friendships I’ll always treasure.”
Arabella W (L6)
“My week on the Warriors trip was one of the most powerful experiences of my life. I faced fears, made new friends, and took part in more than 20 activities I’d never tried before.
My highlights? The Big Swing and skydiving. Both terrifying, both exhilarating! Visiting the orphanage was an emotional and sobering experience that helped me fully appreciate the opportunities I have at home. It felt rewarding to spend time playing with the children and learning about their lives.
Warriors gave me confidence I didn’t know I had and taught me to say yes, even when it’s scary.”
Charlotte F (L6)
“The Warriors trip to South Africa turned fear into fuel. Within hours of landing, every comfort zone was exceeded. From skydiving to caving, each challenge tested my resilience and strength in unexpected ways. The toughest part wasn’t the activities but
adjusting to life on the other side of the world with new people, far from home. I learned that growth comes from embracing the unknown.
The programme taught me to say yes to every opportunity and give my all, no matter the challenge. I’ll always cherish my time in South Africa and the unforgettable memories it gave me.”
Poppy F (L6)
LEADING WITH PURPOSE
THE HEADS OF SCHOOL - 2024-25
OUR OUTGOING HEADS OF SCHOOL REFLECT ON THEIR HIGHLIGHTS AND MEMORIES FROM A STIMULATING FINAL YEAR AT SHERBORNE GIRLS...
Kate C (Head of School)
Looking back on my seven years at Sherborne Girls, I am filled with gratitude for all the experiences I’ve had, including being appointed Head of School. In my role, I have endeavoured to create an atmosphere of kindness, where every member of the school community feels supported.
Being part of the prefect body has been extremely rewarding. As a team we have organised several events over the past 12 months, with the standout for me being the Glee Cup right at the start of the year. I am so proud of how we have all come together as a group, with the shared aim of making the school a happy, inclusive place.
One project I am particularly proud to have been a part of is the Eco Council’s clothes swap, where members of the school community donated and exchanged clothes they no longer wore, with additional money raised supporting the charity, Better Journeys. This event was hugely successful and helped to play a role in promoting a culture of sustainability at
Sherborne Girls. It feels bittersweet to be finishing my time at Sherborne this summer. I am sad to be leaving behind the school community. But I am excited for the next chapter, knowing I’ve made lifelong friends and memories.
Tamara A (Head of School)
As Head of School, I was determined to leave a meaningful legacy – not necessarily through large actions, but by helping to foster a positive and supportive environment.
One of the most rewarding aspects of the role was working closely with the prefect team, both at Sherborne Girls and alongside our counterparts at the boys’ school. As we carried out our duties and introduced new initiatives, it was wonderful to see a strong sense of teamwork develop, which enriched our leadership and made the year all the more enjoyable. For me, the biggest reward has been the opportunity to
give back to the school community, through initiatives such as the MacMillan coffee morning, which brought people together for a meaningful cause, and exploring ways to support the Candlelight Bursary, so others can benefit from all that Sherborne Girls has to offer.
Every girl at SG is unique, with her own talents and strengths. It has been a privilege to be part of such a vibrant community. From reading in Sherborne Abbey to leading tours and speaking at school events, I’ve been fortunate to take part in opportunities that have stretched and strengthened my confidence.
Something I’ve especially valued has been speaking on the panel during tour mornings. Answering spontaneous questions and reflecting on my experiences has not only deepened my love of public speaking but also made me truly appreciate how lucky I’ve been to be a part of this school.
Having both my sisters at Sherborne Girls during my final year has made it even more special, and I have no
doubt I’ll be back to visit them! As my final term draws to a close, it feels exciting to look ahead to life after school, knowing that everything I’ve learned – both inside and outside the classroom – puts me in good stead for whatever lies ahead.
Breeshey P-R (Vice Head of School)
My U6 year at Sherborne Girls has been filled with opportunities for growth –from setting an example to younger girls to preparing for life beyond school. Being appointed Vice Head of School was an incredibly proud moment and the perfect culmination of my six years here.
Over the past year, I’ve worked closely with both the Prefect Team and Senior Leadership Team to help ensure that Sherborne Girls remains a friendly, welcoming community. A real highlight has been working alongside Mrs Beard, fellow Wellbeing Prefects Lucy and Jasmine, and the Lower Sixth Wellbeing Leads.
Wellbeing is central to life at School, especially in such a busy environment. This year, we organised our biannual “Press Pause Day” – a wholeschool initiative offering workshops, talks, and activities focused on mental health, mindfulness, and self-care. It gives girls the chance to slow down, reflect, and reset –something pupils across all year groups consistently appreciate.
As I prepare to leave Sherborne Girls, I am grateful for the support system that has been offered to me. This includes teachers, who have guided me every step of the way, and especially my tutor, who has never failed to offer words of encouragement and wisdom.
Sherborne Girls has shaped the person I am today. While it is daunting leaving this summer, I know I have made friends and learnt lessons that will carry me through into the future.
Eli B (Vice Head of School)
Reflecting on my past year as Vice Head of School, I feel incredibly honoured to have held such a rewarding and fulfilling role – one that has given me countless opportunities to engage with every aspect of school life.
A particular highlight has been supporting the brilliant Pupil Voice initiative, which ensures every girl feels heard, valued, and empowered to share her views and reach her full potential.
I’ve also greatly enjoyed working alongside the prefect team during tour mornings, Abbey services, and events such as the fabulous Glee Cup. Together, we’ve helped uphold Sherborne’s warm ethos and strong sense of community.
As I prepare to leave, I feel proud of all that I’ve contributed to this final year. This role has not only enriched my time at Sherborne but also prepared me for the future. I will always look back on my time here with gratitude. It has been shaped by meaningful experiences, lasting friendships, and memories I’ll cherish for years to come.
