Shirburnian 2024-25

SHIRBURNIAN THE

SUPPORTING AN INSPIRATIONAL CAUSE ...

“From September, Headmaster Simon Heard has made it compulsory for junior pupils to wear these beautifully crafted, intricate, colourful belts as part of their uniform... and now Shirburnians have the opportunity to wear their belt with pride, as a symbol of opportunity, hope and the shared thread of humanity which connects us all.”

STEPHEN BYRNE TEACHER OF MFL

For more on this story and how the House belts are raising funds for charity, please visit page 100.

Welcome to THE SHIRBURNIAN

In the pages which follow you will read of the many and various talents, adventures and achievements of our boys. As such, an introduction from me is arguably redundant. What they have achieved and all that you will read about is impressive and interesting in equal measure. It has been another superb year and as I look back over the last term (my first) and Commemoration I remember the depth of quality in all the achievements we recognised. I am consequently excited both for the year to come and for the opportunities we will be able to present to the boys.

I am deeply grateful to our governing body for their unwavering support to the staff, the challenge they provide to the leadership teams and their diligence in supporting the pupils. I am very grateful to the whole staff body for their professionalism and dedication in providing the holistic education

required to turn out the wonderful global citizens everyone tells me they meet as Old Shirburnians around the world and the country. I am also very thankful for the enormous support we receive both from parents and from our many alumni. I hope to see many more of you over the coming months.

Simon Heard Headmaster

A YEAR OF ACHIEVEMENT AND ENRICHMENT

The academic year has been rich in endeavour. Our boys have shown creativity, resilience, and energy across all spheres, all of which will be detailed in the pages which follow. Literary societies, Oxbridge classes, debating, Model United Nations, clinics, lectures and tutorials – all alongside the academic lessons – provide a rich intellectual learning environment. Music has been extraordinary, with dozens of recitals, competitions, services, and concerts. Drama, the Arts no less so. The full Co-Curricular provision has been extensive, challenging and rewarding in equal measure. In every area, boys seized opportunities and excelled.

The prize list at Commem 2025 reflected the breadth of talent across academic, cultural, and sporting life. While each recipient deserves recognition, one award in particular captures the spirit of Sherborne. The Bow Award, established in memory of Charlie Bow, a coalman whose friendship with the boys left a lasting legacy, honours a pupil whose contribution to the welfare of others is outstanding. This year, I was delighted to present the award to Freddie Fineman (U6e), whose calm leadership, creativity, and service across the School community exemplify all that Sherborne holds dear.

ACADEMIC ACHIEVEMENTS

Sherborne’s academic record continues to inspire confidence. This summer, our Fifth Form boys celebrated another year of excellent GCSE success: 53% of entries were graded 9–7, with 33% at grades 9–8, and one in seven at grade 9. Standout individual triumphs included straight 9s for two of our pupils.

Upper Sixth leavers likewise achieved excellent A Level results, with nearly a third of all grades at A*/A. One in six secured straight A*/A results, and all six Oxbridge candidates successfully met their offers. Pupils demonstrated breadth as well as depth: some achieved four full A Levels, while others extended their studies with EPQs, Core Maths, or international language diplomas. BTEC results were equally strong, with 90% of grades at distinction or distinction star, equivalent to A/A*. Most of our pupils have secured places at their first-choice universities, with destinations spanning the Russell Group, Imperial, Durham, Bristol, and institutions abroad.

The range of subjects chosen by leavers - Engineering, Business, Languages, Politics, Computer Science, Biomedical Sciences, as well as music, art, and apprenticeships - speaks to the School’s ability to nurture individual talents and ambitions.

CHARACTER EDUCATION AND THE FUTURE VISION

While academic achievement remains central, I am committed to cultivating the whole person, developing the whole character. Looking ahead, as I mentioned during my Commemoration speech, Character Education will be one of our most important strategic priorities for the future. Rooted in intellectual, moral, civic, and performance virtues, this framework will weave through all aspects of Sherborne life, helping the boys to become, amongst many other things, resilient, curious, humble, and service-minded individuals. The goal is to prepare them not just for examinations but for the rest of their lives. Lives of purpose, integrity, and compassion.

This commitment sits within the wider Sherborne Schools Group. One year into the Group’s establishment, the benefits of collaboration are already clear: enriched opportunities across both boys’ and girls’ schools, financial efficiencies, and global connections through Sherborne Schools Worldwide. In a challenging educational landscape, we are wellpositioned to adapt, innovate, and thrive – true to our heritage, while embracing the future.

There will be challenges ahead for us all. Nonetheless, I am filled with a sense of purpose, excitement and positivity. As we say farewell to our Upper Sixth, many of whom feature frequently in this year’s Shirburnian, I am certain we will have another fantastic year ahead of us to enjoy.

COMMEMORATION DAY | MUSIC | CREATIVE WRITING

ACADEMIC | CO-CURRICULAR | BOARDING HOUSES

SPORT | FAREWELLS | WELCOMING NEW STAFF

HEAD BOYS

Though I only had the pleasure of working with our Heads of School Charlie Perry (U6b) and Will Tatham (U6d) for a term, the respect with which they were clearly held and the fantastic job they had done over the rest of the year was evident from my first day. Down-to-earth, approachable and with a fantastic sense of humour (which was on show for all at Commem!), Will and Charlie were both utterly professional in their approach and always represented the pupils fairly and diplomatically, ensuring all views were heard rather than their own or just those of their year group. They were outstanding ambassadors for the School as well as talented and impressive individuals in their own right and we are all very grateful for their tireless contribution to ensuring the wellbeing, happiness and success of the pupil body. We wish them well.

Simon Heard Headmaster

Our Heads of School for 2025/26 are Johnny Moesel (L6c) and Cassian Ali (L6c) and they are supported by the Deputy Heads of School

Nenad Marinkovic (L6c) and Hugo Tyrrell (L6d)

Commemoration Day 2025

The weather held beautifully at Commem, it was a stunning occasion. The day started with a service in Sherborne Abbey with spectacular singing, followed by speeches and prizegiving in the Courts and delicious House lunches.

The Heads of School put on a wonderful display, combining the comic and erudite in their performance. The day came to an end with the Leavers’ Service in the School Chapel, followed by a fabulous ball held at Sherborne Girls.

Music at Sherborne remains as eclectic, vibrant and strong as ever. The boys have worked hard individually and collectively to produce some staggering performances over the year. Whether in the Choir in Abbey services, Joint Schools’ Symphony Orchestra, Swing Band, Jazz Ensemble, CourtsFest, RocSoc, Sherborne Abbey Festival concerts, in our weekly thread of Friday Lunchtime Concerts in Cheap Street Church or in the many other performing opportunities the boys have had, they consistently display top-flight excellence.

ALEXANDER EADON DIRECTOR OF MUSIC

It is always good to see a healthy number of diploma candidates and this year saw Oscar Boswall Sch.Mus (U6f) gain both an ATCL in Tuba and ARSM in Singing; Jack Arnold Sch.Mus (U6e) an ARSM for his Saxophone playing and Ian Liu Sch.Mus (5d) a Piano LTCL. They sit well alongside Grade 8s for five boys – and six Grade 7s too – as well as many other theoretical and practical exam successes. This, in addition to the two places at Oxford to study Music for Oscar Boswall (with a Choral Scholarship to Keble College) and Freddie Senior Sch.Mus (U6g) represents a year of outstanding pupil achievement.

There were twenty-five Lunchtime Recitals in Cheap Street Church allowing around sixty boys the chance to play to a friendly crowd and hone their performing skills, and further large ensemble concerts in the BSR (the sell-out “Mince Pies” Chamber Music concert at Christmas being a particular highlight) mean that many boys get to ply their wares to appreciative audiences.

The Choirs continue to impress – whether the 100strong Choir singing a diverse range of repertoire in the twice-weekly Abbey services, the Carol Services, Epiphany Carol Services and other occasions, or the Chamber Choir in their Joint Services with the Sherborne Girls’ Madrigal Society both on home turf and in Choral Evensongs at Winchester and Salisbury Cathedrals, as well as in the Sherborne Abbey Festival where they wowed a capacity crowd with repertoire including music by Randall Thompson, Anton Bruckner and Arvo Pärt among others. Their telling contribution to Commemoration Week’s Battle of the Organs was typically impassioned as they sang the Quatre Petites Prières de François d’Assise of Francis Poulenc.

In the Lent Term the Choral Society sang Britten’s St Nicolas with orchestra and Tenor Soloist Thomas Hobbs in a concert that also included Britten’s Te Deum in C and a new arrangement of Vierne’s Messe Solennelle – usually accompanied by two organs but on this occasion by one organ and string ensemble. We were joined, as ever, by a strong contingent from the town, as well as the Abbey Choir’s treble line, and produced a concert of wonderfully direct dramatic storytelling and top notch singing.

The Joint Schools’ Musical Showcase in January allowed both Boys’ and Girls’ to combine to their best effect with Choirs, Orchestras (including the junior Sinfonia) and some smaller joint ensembles to play together. This level of joint music-making is undoubtably beneficial to both the boys and girls and the standards were incredibly high. Music for the Joint Schools’ Symphony Orchestra included the famous Romeo and Juliet Suite by Tchaikovsky.

A Joint Schools’ Singing Competition was adjudicated by the internationally renowned soprano Katharine Fuge and there were deserving winners in their respective classes – Manu Manzelli Sch.Mus (3g) in the Junior Class, Henry Clayton (3b) in Musical Theatre, Benji Rimington Sch.Mus (5c) for the Intermediates and Oliver Chappell Exh.Mus (U6d) for the Advanced Class. The Trinity Term’s Patrick Shelley Competition for Advanced Instrumentalists and Singers was adjudicated by distinguished pianist and chamber musician Alexandra Standing. The winners were: Piano: Ian Liu ATCL LTCL Sch.Mus (5d); Woodwind: Ian Liu; Strings: Marc Fung ARSM (L6a); Brass: Oscar Boswall ATCL ARSM Sch.Mus (U6f); Percussion: James Whiteley Sch.Mus (L6b); Organ: Frazer Fielding Sch.Mus (4f); Singing: Oscar Boswall. The overall winner of the Patrick Shelley Cup was Ian Liu.

The Halliday Cup Piano Competition was also won by Ian Liu who was adjudged to have fought off stiff competition by Libby Burgess – an internationally renowned Pianist whose positive comments were welcomed by all

and gave great encouragement for further improvement, as well as useful words about performance more generally.

One of the year’s standout successes once again was the Jazz provision, headed up by Mr Dan Marks, the Deputy Director of Music. The Swing Band performed on many occasions –including their wonderful Dinner and Jazz night in the Lent Term and an outdoor concert on the final Sunday of the Trinity Term. Their junior counterparts, the Jazz Ensemble, raised a significant four-figure sum of money for a nearby church roof’s repairs at Buckland Newton by performing a concert there.

We were also proud of the boys that took part in our three contributions to the Sherborne Abbey Festival in May. The Festival itself is a wonderful event for the town to host as it brings the absolute crème of national and international classical music-making to the region, amongst which the boys’ concerts are equals. A concert of

small chamber groups, one of the Swing Band (to an astonishingly packed BSR) and a further one for the Chamber Choir & Barbershop Group saw some wonderful performances. The small ensembles concert involved the Symphonic Strings, Brass Ensemble, Wind Quintet, Ian Liu playing Debussy’s evocative Jeu d’Eau on the piano, violin trio and clarinet trio. Among the Chamber Choir repertoire performed, the highlights were perhaps the three contrasting settings of the Ave Maria text – by Bruckner, Biebl and Pärt – but there were also some lighter elements provided by Moon River and New York, New York

Later on, in May we hosted a Joint Prep Schools’ Choral Day and welcomed eighty children to join together to learn music to sing for Choral Evensong, alongside both the Chamber Choir and the Girls’ Madrigal Society in the Abbey.

Music by Ben Parry, Ernest Bullock and Philip Radcliffe was sung with great gusto by the assembled crowd in spite of learning all of the music on the day – a wonderful achievement and experience for all involved.

Programme

Gala Concert

Wind Band

My Fair Lady selection

Flight of the Thunderbird

Chamber Choir

Quatre Petites Prières de St François d’Assise i. Salut, Dame Sainte ii. Tout puissant iii. Seigneur, je vous en prie iv. O mes tres cheres freres

Symphonic Strings

Concerto Grosso in D minor RV 565 Largo e Spiccato Allegro—Adagio Spiccato e Tutti—Allegro

Soloists: Marc Fung ARSM, Freddie Facer, Inigo Russell

Brass Band

Second Waltz (from Suite No. 2)

Concert Orchestra

March and Coranto

Friday 27th June2025

June2025

7.30pm

Big SchoolRoom

Pomp and Circumstance March No. 4 in G

(from Five Courtly Dances from Gloriana)

Prelude in G minor, Op. 23, No. 5

Finlandia

Dmitri Shostakovich (1906–1975) arr. Kula

Sir Edward Elgar (1857–1934)

Benjamin Britten (1913–1976) arr. Stone

Sergei Rachmaninoff (1873–1943) orch. Davey

Jean Sibelius (1865–1957)

Wind Band

Conductor: Clare Jackson

Leader: Samuel Rippon Sch.Mus

Alto saxophone Jack Arnold ARSM Sch.Mus

Benjamin Hunt Sch.Mus

Michael Phayre-Mudge

Patrick Reynolds

Clarinet

Flute

Joon Sang Hyun

William Lewis Sch.Mus

Benji Rimington Sch.Mus

Samuel Rippon Sch.Mus

Joshua Burrill

Ian Liu ATCL LTCL Sch.Mus

Forest Purvis Sch.Mus

Freddie Senior ATCL Sch.Mus

Harry Sunderland

Oboe Manu Manzelli Sch.Mus

Bassoon

Trumpet

Trombone

Tuba

Inigo Russell Exh.Mus

Henry Ferguson Sch.Mus

Luke Anderson-Diaper Sch.Mus

Edward Booth

Ianto Davies Exh.Mus (Baritone)

Archie Gibbons Sch.Mus

Sirtaaj Grewal Sch.Mus

James Hambly Sch.Mus

Gabriel Irwin

Jasper MacWatt Sch.Mus

Charlie Scammell Sch.Mus

Josh Spolton

Ben Tall

Hugo Tyrrell

Arthur Wilson

Edward Kennerley Sch.Mus

Jack Maltby Sch.Mus

Archie Spenlove-Brown Sch.Mus

Henry Wight

Eli Yu

Oscar Boswall ATCL ARSM Sch.Mus

George Wight

Frederick Loewe (1901–1988) arr. Bennett

Richard Saucedo (b. 1955)

Francis Poulenc (1899–1963)

Antonio Vivaldi (1678–1741)

Euphonium Alex Biddulph

French Horn Louis Brodrick

Oliver Chappell Exh.Mus

Sebastian Quinlan

Louis Rippon Sch.Mus

Alex O’Sullivan Exh.Mus

Drum Kit

Percussion Sotaro Matsui Exh.Mus

James Whiteley Sch.Mus

Matthew Wong Sch.Mus

Chamber Choir

Director: Alexander Eadon

Luke Anderson-Diaper Sch.Mus

Nathaniel Booth Sch.Mus

Oscar Boswall ATCL ARSM Sch.Mus

Sam Bourke

Henry Brodrick

Oliver Chappell Exh.Mus

Henry Clayton

James da Costa Brookes

Ianto Davies Exh.Mus

Henry Ferguson Sch.Mus

Frazer Fielding Sch.Mus

James Hambly Sch.Mus

Raffy Heeb

Reuben Hobbs Exh.Mus

Tom Houston

Arthur Hudson

Benjamin Hunt Sch.Mus

Gabriel Irwin

Luke Jamieson

Edward Kennerley Sch.Mus

Sebastian Kunzer

William Lewis Sch.Mus

Jasper MacWatt Sch.Mus

Zeeshan Mahmud Sch.Mus

Jack Maltby Sch.Mus

Manu Manzelli Sch.Mus

Charlie Miller

Concert Orchestra

Conductors: Benjamin Davey, Clare Jackson, Alexander Eadon, Robert Costin

Leader: Marc Fung ARSM

First Violin Marc Fung ARSM, Freddie Facer Exh.Mus, Cedric von Studnitz Exh.Mus, Sophie Nicholls Sch.Cho

Second Violin Nathaniel Booth Sch.Mus, Raffy Heeb,

Viola

Cello

Double Bass

Harp

Reuben Fisher Sch.Cho

Lucy-Anne Allen

William Ashworth Sch.Mus,

Henry Clayton, Frazer Fielding Sch.Mus, Zeeshan Mahmud Sch.Mus

Lucas Cheng

Emerson Purvis Sch.Mus

Flute Ian Liu ATCL LTCL Sch.Mus, Forest Purvis Sch.Mus

Clarinet Benjamin Hunt Sch.Mus, Luke Jamieson, William Lewis Sch.Mus, Benji Rimington Sch.Mus, Samuel Rippon Sch.Mus

Oboe Manu Manzelli Sch.Mus, Inigo Russell Exh.Mus

Bassoon Henry Ferguson Sch.Mus

French Horn Oliver Chappell Exh.Mus, Sebastian Quinlan, Louis Rippon Sch.Mus

Trumpet Luke Anderson-Diaper Sch.Mus, Ianto Davies Exh.Mus (Baritone), Archie Gibbons Sch.Mus, Sirtaaj Grewal Sch.Mus, James Hambly Sch.Mus, Charlie Scammell Sch.Mus

Trombone Edward Kennerley Sch.Mus, Jack Maltby Sch.Mus, Archie Spenlove-Brown Sch.Mus

Tuba Oscar Boswall ATCL ARSM Sch.Mus

Percussion Alfonso Gayán Villagrán, Sotaro Matsui Exh.Mus

Sebastian Nissen-Meyer, James Whiteley Sch.Mus, Matthew Wong Sch.Mus, Perseus Wong Sch.Mus

Forest Purvis Sch.Mus

Louis Rippon Sch.Mus

Inigo Russell Exh.Mus

Charlie Scammell Sch.Mus

Archie Spenlove-Brown Sch.Mus

Harry Sunderland

Edmund Willmott Exh.Mus

Symphonic Strings

Director: Lucy-Anne Allen

Leader: Marc Fung ARSM

Violin

Nathaniel Booth Sch.Mus

Freddie Facer Exh.Mus

Marc Fung ARSM

Cedric von Studnitz Exh.Mus

Sophie Nicholls Sch.Cho

Reuben Fisher Sch.Cho

Viola Lucy-Anne Allen

Cello

William Ashworth Sch.Mus

Frazer Fielding Sch.Mus

Zeeshan Mahmud Sch.Mus

Inigo Russell Exh.Mus

Double Bass Lucas Cheng

Brass Band

Director: Robert Costin

Trumpet

French Horn

Trombone

Archie Gibbons Sch.Mus

Hugo Tyrrell

Sirtaaj Grewal Sch.Mus

Luke Anderson-Diaper Sch.Mus

Ollie Macmullan Sch.Org

Louis Rippon Sch.Mus

Archie Spenlove-Brown Sch.Mus

Jack Maltby Sch.Mus, Edward Kennerley Sch.Mus

Euphonium Ianto Davies Exh.Mus

Tuba

Oscar Boswall ATCL ARSM Sch.Mus

The final week of the academic year hit us all too soon. On the final Wednesday of term the School’s organists and Chamber Choir combined for the nowtraditional Battle of the Organs, a concert which involved music by Bach, CS Lang, Francis Poulenc and many others being given a run for their money in a friendly atmosphere of competition and fun played by Frazer Fielding, Manu Manzelli, Freddie Senior, Archie Spenlove-Brown Sch.Mus (L6f) and departing Organ Scholars Oliver Macmullan and Archie White, as well as Mr Eadon and Mr Costin. The Thursday evening saw the Leavers’ Concert. Over their five years, the various departing musicians – Award Holders and others alike – have given so tirelessly of their time and talents and much of that was exemplified here. The whole evening was a delightful apotheosis of their musical studies to date. We shall miss this crop of fine musicians and wish them well as they spread their wings in the wider world. On the final night of term the BSR hosted the Gala Concert – the larger Chamber groups and the Concert Orchestra provided many compellingly memorable highlights including Elgar’s Pomp and Circumstance March No.2 directed by Mr Costin, dances from Britten’s Gloriana directed by Mrs Jackson, Mr Davey conducting his own arrangement of the Rachmaninov Prelude in g and Mr Eadon taking the baton for Sibelius’ Finlandia

Towards the end of the Trinity Term there was the first publication of The Blue Notes under the editorship of Third Form Music Scholar Sirtaaj Grewal Sch.Mus (3a). He had noticed the Blue and Gold magazine that spoke of Sporting matters and decided to take things into his own hands to produce something similar to reflect happenings in the Music School. The resultant magazine is quite the endeavour indeed and, hopefully, also the herald of great things to come in terms of even greater boy-led enterprise. The first edition included reviews, interviews, articles and opinion pieces which provided compelling reading indeed.

Reflecting on my own first year at Sherborne, I look back with an immense gratitude to my amazing colleagues who unfailingly cajole, coax and encourage the boys (in roughly equal measure) to give of their best – both the full timers and the Visiting Music Teachers who have all been so supportive, expert and energetic throughout. However, for my own gratitude, it is the boys who deserve to take centre stage. They have remained a great source of enthusiasm, consternation and brilliance throughout and give us all great hope for the future of Music at Sherborne.

Alexander Eadon Director of Music

BRASS

The Brass department has enjoyed a highly productive and musically enriching year, with numerous performances showcasing both ensemble and solo talent.

The year began with the Brass Lunchtime Concert on 10 October 2024, featuring a diverse repertoire, ranging from Bizet and Mancini to lively sea shanties. The performers included Luke Anderson-Diaper Sch.Mus (3b), Sirtaaj Grewal Sch.Mus (3a), Louis Rippon Sch.Mus (5e), Ben Tall (4f), Edward Kennerley Sch.Mus (4g), and Charlie Scammell Sch.Mus (5f). A particular highlight was the Trumpet Trio.

As the festive season approached, the Brass Band contributed to the Mince Pies Chamber Music Concert on 6 December, performing a carol medley. They had also played the same medley the previous Sunday at the Sherborne Festive Shopping Day, spreading seasonal cheer to the local community.

The new year commenced with another impressive Brass Band performance on 31 January, featuring Dmitri Shostakovich’s Second Waltz from Suite No. 2. The soloists were Luke Anderson-Diaper, Louis Rippon, Sirtaaj Grewal, Oscar Boswall ATCL ARSM Sch.Mus (U6f), Gabriel Irwin (3g), and Charlie Scammell, demonstrating the depth of talent within the department.

A standout event in the Trinity Term was the Abbey Music Festival Chamber Music Concert on 2 May, where the Brass Band performed Gigout’s Grand Chœur Dialogué, with Organ Scholar Ollie Macmullan on the organ. Later

that month, on 9 May, brass and woodwind joined forces for a lunchtime concert, featuring Ben Tall, Sirtaaj Grewal, Gabriel Irwin, Archie Gibbons Sch.Mus (L6f), Luke Anderson-Diaper, and the Brass Trio.

Beyond ensemble performances, the brass section also played a key role in the Carol Service, providing the descants, and celebrated individual achievements. Notably, Oscar Boswall earned an impressive Distinction in his ATCL diploma on the tuba, a testament to his dedication and skill.

Finally, we extend our huge thanks to our outstanding brass teachers, Miss Whitemore and Mr Nordin, for their unwavering support and expertise. Mr Nordin further enriched the musical calendar with an excellent trombone recital as part of the Tindall Recital Series in May.

It has been a year of strong performances, collaboration, and individual accomplishments. We look forward to another fantastic year ahead.

Robert Costin Head of Academic Music

School Organist and Brass Co-ordinator

STRINGS

This year, Sherborne’s string players have participated in no fewer than nineteen concerts. The year began when Third Form Scholars Jethro Ware Sch.Mus (3m) and Nathaniel Booth Sch.Mus (3e) introduced themselves at the first Instrumental Soloists’ Recital, performing Ángel Villoldo and Bohm with style and panache.

Performances given so early into Sherborne careers are a rare occurrence and their musicality set the tone for the year. Since, Friday Lunchtime Strings and Instrumental Soloists Recitals at Cheap Street Church have consistently featured high-quality performances on both bowed and plucked strings, with repertoire spanning from the intricate lines of JS Bach, to the playful virtuosity of Sarasate. For many these concerts were joyful performance opportunities; for others they marked progress towards graded examinations. Congratulations go to ‘cellists William Ashworth Sch.Mus (U6b), Inigo Russell Exh.Mus (L6g), and Frazer Fielding Sch.Mus (4f), classical guitarist Freddie Lowe (4m), and violinist Nathaniel Booth for their achievements in the higher grades.

The ensembles have been no less active. In November, Symphonic Strings took part in a massed strings event led by Trinity Laban’s Head of Strings, Nic Pendlebury, and his team of professors. A busy afternoon of sectionals and full rehearsals concluded with a vibrant performance of Piazzolla/Desyatnikov’s Invierno Porteño, echoing Vivaldi’s Winter, and Grieg’s Holberg Suite. January’s Musical Showcase introduced the Joint Schools’ String Orchestra. Pupils from Sherborne Boys and Sherborne Girls came together just twice before delivering a sparkling, conductor-less performance of Karl Jenkins’ Palladio. Special mention goes to Leader Sophie Siu (LTCL, SG), CoLeader Freddie Facer Exh.Mus (L6a), Principal Second Violin Marc Fung ARSM (L6a), and Principal Double Bass Lucas Cheng (4b) for their leadership. This event led to another first, with Sophie and Marc joining the chamber orchestra for Choral Society’s performance of Vierne and Britten. Lyrical, yet exposed and technically demanding, the pupils demonstrated their able assuredness, blending their sound with the core of professionals.

At Blundell’s School, the Violin Trio (Marc Fung, Freddie Facer, and Austin Lai (5c)) made their debut at the Pro Corda National Chamber Music Competition, earning praise for their characterful playing. With growing experience, the Trio later performed Mussorgsky’s exuberant Hopak at the Sherborne Abbey Festival Chamber Ensembles Concert, before rejoining Symphonic Strings for a spiritually moving performance of Tavener’s Mother of God, Here I Stand, directed ably from the violin by Marc Fung.

The performing year concluded at the Gala Concert, where Marc Fung, Freddie Facer, and Inigo Russell led Symphonic Strings in Vivaldi’s Concerto Grosso in D minor – a piece, one player noted, that features on a playlist titled “Music to get Work Done Fast.” Judging by this year’s achievements, that playlist may well have been on repeat.

Lucy-Anne Allen

Head of Strings

INSTRUMENTAL

The Wind Band has had another exciting year starting off with our very first Joint Schools’ Wind Band performance in the Big School Room in December. This was a wonderful event, and we are hoping to continue to collaborate with Sherborne Girls with a Movie Special. In the Lent Term, the boys gave a spectacular Lunchtime Recital to an appreciative audience, again in the Big School Room.

A particular highlight from the programme was an arrangement of ‘The last of the Great Whales’ for Wind Band and Bagpipes. Our wonderful pipers Xan Arbuthnott (U6a) and Hector Sheldrick Sch.Mus (4m) were joined by Daisy Gillibrand from The Gryphon School. Finally, even in a busy academic term, the Wind Band have enjoyed learning the major songs from ‘My Fair Lady’ by Loewe to be performed in the Gala Concert at the end of the Trinity Term. As with every year we say farewell and thank you to our wonderful Upper Sixth musicians; Alex O’Sullivan Exh.Mus (U6d), Alex Biddulph (U6d), Freddie Senior ATCL Sch.Mus (U6g), Jack Arnold ARSM Sch.Mus (U6e), Oscar Boswall ATCL ARSM Sch.Mus (U6f), George Wight (U6f), and Oliver Chappell Exh.Mus (U6d).

Every year in September, the boys and girls audition for a place in the prestigious Joint Schools’ Symphony Orchestra, which rehearses weekly in order to perform twice across two terms. This year the Director of Music from Sherborne Girls, Mark Cracknell, chose a wonderful but demanding programme for our musicians to learn. The ‘open rehearsal’ in December and the January Musical Showcase both at the Merritt Centre tempted the audience with a selection of highlights of what they were learning. However, it was at the Joint Schools’ Symphony and Sinfonia Gala Concert in March, again in the Gransden Hall, where we were treated to a wonderful display of musicianship. The orchestra began their programme with selected movements from ‘Hary Janos Suite’ by Kodaly, followed by ‘Romeo and Juliet’ Overture and ending with the exhilarating ‘Danzon, No.2’ by Marquez. Once again, our thanks go to our leavers who have made such an excellent contribution over the years; William Ashworth Sch.Mus (U6b), Oscar Boswall and Oliver Chappell.

The junior version of the Symphony Orchestra, the Sinfonia, also rehearses weekly and has the very happy accolade of being the only ensemble, so far, to include all four schools in Sherborne Schools Group. Their major chance to shine was at the Joint Schools’ Gala Concert in March and the orchestra gave polished performances of six works, including the ‘Suite for Orchestra’ by Roman arr. Stone, Music from ‘Apollo 13’ by Horner, and the Academic Festival Overture by Brahms, arr. Kenny. Many of our members will now move into the Symphony Orchestra, subject to an audition, but this friendly orchestral space is a great way for our younger players to perform with others and make new friends.

The Woodwind department have continued to produce some wonderful solo items in our lunchtime concerts this year. Some notable and frequent performances have been from Jack Arnold ARSM Sch.Mus (U6e) on the alto saxophone as he prepared for an ARSM diploma, which he passed with Distinction. Well done, Jack! I am proud of all the performances the boys have given; to prepare for a concert is a major mark of progress. However, as well as Jack’s there have been a few other wonderful solo performances that have stood out this year.

Benjamin Hunt Sch.Mus (5b) with his ‘Yardbird Suite’ by Parker on the alto saxophone, Ian Liu ATCL LTCL Sch.Mus (5d) flute, with the third movement of the ‘Sonata’ by Martinu, Benji Rimington Sch.Mus (5c) on the clarinet playing Schumann Fantasy Pieces, Manu Manzelli Sch.Mus (3g) oboe, performing ‘Pan’ from Britten’s and Samuel Rippon Sch.Mus (L6e)

clarinet, performing the first movement from Sonata in F minor Opus 120 no.1 by Brahms. Finally, I would like to mention Joon Sang Hyun (U6f) who clearly loves music and who gave a truly moving performance on the clarinet of ‘Prelude’ from the ‘Victorian Kitchen Garden Suite’ by Reade in our May Lunchtime Recital. Well done, everyone!

Chamber music is a particular love of mine and it has been wonderful to create the first Joint Schools’ Wind Quintet, featuring three boys Benjamin Hunt, Louis Rippon (5e) and Manu Manzelli. This wonderful group competed in the National Pro Corda Chamber Music Competition, the only one of its kind, reaching the semi-finals. We hope to continue this talented group and perhaps reach the finals next year!

In busy lives it isn’t always possible to commit to a weekly time slot and so we devised a Third Form Woodwind Trio to rehearse for a few weeks one breaktime (with biscuits, of course!) in order for those boys to perform in a Woodwind Lunchtime Recital in May. They enjoyed it so much that two boys composed trios for that combination of instruments in their music lessons, which we hope to play through when time allows again. My thanks go to Luke Jamieson (3m) - clarinet, Harry Sunderland (3d) - flute and Manu Manzelli - oboe.

The talented Clarinet Trio gave a beautiful performance of ‘Flower Duet from Lakme’ by Delibes arr. Orriss in the Sherborne Abbey Festival concert. My thanks to Samuel Rippon, William Lewis Sch.Mus (L6d) and Benji Rimington.

Whilst we always highlight the more public concerts, it is worth mentioning that some boys don’t learn an instrument to be placed in the ‘spotlight’, or they simply want a little more experience in order to do so. Every term we run an Informal Concert that ends with cake and Effort Merits. We don’t publicise this event, or invite an audience, however, it’s proving to be a much valued ‘concert’ opportunity for boys and one we intend to continue. My congratulations to everyone who has performed this year!

Outreach is an important part of being a musician at Sherborne. This year, a group of boys have performed a Christmas concert at the Yeatman Hospital, and a mini concert at Eastbury House Residential Home. Bagpiper Xan Arbuthnott (U6a) delighted an audience at Trinity Manor Care Home on Burns Night. Our thanks to all our performers for giving their time to a highly appreciative audience.

Finally, In January with Catrin Win Morgan from Sherborne Girls, we began a primary school outreach project called the Oriana orchestra. Given that it was cold, wet and dark, our expectations for much of a take-up was low. However, ably assisted by two Sixth Form girls we now have around 20 boys and girls who are regular members from schools in Dorset and Somerset attending. In March and June, we have given a mini concert to their parents in order to show them the advances they have made with pulse, rhythm, and melody.

Clare Jackson

Head of Instrumental Studies and Music School Timetables

COURTS FEST

As the head of RocSoc for 2024/25, I oversaw the buildup to, and organisation of this year’s CourtsFest. Having played at the first ever version of the event in the Fourth Form, it has been fun seeing it grow over the years, into what is now a great event. Alongside Mr Lehnert, we ran rehearsal sessions for potential acts over the year, leading up to Unplugged in March, which acted as selection for the CourtsFest lineup. This year we had the pleasure of hearing a Lower Fifth band from Sherborne Girls and were blown away by their incredible passion and admirable courage to play on a stage in front of the Sixth Form. The sound team we bring in is professional grade, ensuring a high-quality experience, feeding into the festival-like feeling.

As always, communication played a massive part in the lead up to CourtsFest, especially with Sherborne Girls due to the number of joint bands we have. Having heard about my brother’s experience of playing at the old version of the event, in the Courts – I was keen to try and recreate that atmosphere for this year. I’m keen for the event to continue to grow in the years coming, as I think there is an excitement which comes from live music, which isn’t quite the same for other socials. Beyond Sherborne, I would like to continue playing live, as well as continue releasing music with Liberty Pope (U6), (the singer of our band) from Sherborne Girls. However, it’ll be difficult to match the feeling of being on stage in the Big School Room (BSR). Alex O’Sullivan (U6d)

Creative Writing

COLD STONE

I can smell the gunpowder inside me, Harkening what is yet to come, My nib dripping with fresh ink, That scratches deep into the parchment.

Cold walls protect me from my own predicament, What is the point in Latin verbs? War will make redundant. And silence The knowledge scored into my memory, Soon to be lost?

Anonymous names carved into wrinkled oak Those who have gone before us. And whose only mark left on the world, Is a penknife score where dust collects.

I am not ready to give my life up, But then - who is?

A dark churning machine consumes us, My friends, family and older siblings.

I hear the organ in the chapel adjacent. I hear the clinking of the stonemason’s tools on the stairwell. Calloused hands etch yet more names, Into the war’s ruthless Domesday book.

War is a man who cares for nothing, A train who stops for no one, He has no heart.

Sunlight drips in through the thick curtains. Dripping down and cutting my cuspidate writing, Into little fragments. All I can do is wait. My time will come soon.

Ben Hunt (5b)

WRITERS BLOCK

Woeful willow trees and whatnot waste wander through my wondering mind as I watch for some wit to whittle into my wearied thinking box. Where Wilde and Wordsworth and Whitman draw their well rhapsodies from…

Where?

Whence? What…

…Do they want for? What must they wish for to wring wishes from my wishful, wistful not so witty mind?

Which? When?

Who…

…Weathered whispering that writing words on writs was a walk in a wondrous park?

Wallabies, watches, wolves and wagons, winsome waffles and whimsical women, wallowing whales and whispering waltz dancers.

Warriors winning wars and waiters waiting on weather forecasters, yet wit still ceases to wound my wimpy will to write.

Would?

With?

Why…

…Does one wither oneself to put wit to word on weak paper, what inspiration do those far worthier than me possess that I lack to work out…?

White windows and wicked witches, winter weddings and water waves, willing witnesses and waned wallets do not wish me wit for words, warehouses of wafers and wealthy… Whatnots…

Inspiration does not wish my whimsical mind abodes…

I… I… Waste…? I win? I quit.

Sebastian Willcox (4b)

FRIEND

Remember.

The sunrises that we shared.

The moments when that great chariot of ancient times

Ignorant of aging and sadness

Peaks and says hello.

The rays break through

The authority of night and gloom, And murmurs the victory

Of an unprecedented beginning

Exalt.

The time we shared in learning.

The time we spent with those who understand Football more than Pushkin.

Those who care more about lunch than the movements of stars.

Those missionaries of freedom and youth, who knew

The virtue of period 5 siestas

Who had bountiful courage and determination

For rebellion in the corners of classrooms

The sunlight that glittered on their hair

Respect.

Those instruments of silver and gold

That sing with colourful tones.

How we failed to play Mahler, And stumbled upon Beethoven.

But we had a voice

That not even Berliner Philharmoniker

Nor Karajan

Will dare to emulate

Truly one of a kind (in a good way or bad)

Admire.

Those evenings of confusion

Last minute cooking (failing)

Sharing of the half burnt bread

Shepherding the younger to go to bed

How right before turning the lights off,

We read out each and every persons name,

And heard their crystal voice of reply

Remember.

All the mistakes and failures

That we made together and separately

And how that all led to pain and growth

But when enough time has passed

That you no longer remember how you felt in that day of graduation

And feel the desire to blame your youth

Remember what I say.

Greater love has no one than this, That he lay down his life for his friends.

But I must add (which is nothing but a mistake), you were a friend worthy of dying for.

And I confirm,

That your youth is apologised by me.

Nothing bad can come from a truly miraculous youth

as the poets always say

Joon Sang Hyun (U6f)

}Young dumb and perfect. We’re all here at some point

Forcing the limit further from home

Chips in our porcelain shoulders

Scars down our smiles

Bright teeth, unaligned

We’re all laughing, all trying to be perfect in our heads

Because who we aren’t is who we are.

Edmund Willmott (4f)

If one were to get a gist of it, then one might see, They were never your virgin coasts or your crashing seas. Decades gather dust as time deviates courses, For you once gathered your men and looted their horses.

For it wasn’t May your flower departed, Larceny began, only when September started. For that tree is theirs and so that sun, Refrain cantering those chargers and unload that gun.

But now, the time has once again changed, Blowing dust off the scroll titled ‘decades’. You managed to doff your leather in foreign habitat, Prohibiting those to take it back.

For now, external soles tread and hope to bide. For you to raise mutilated knuckles and decline. There it was once you, who was eager to gather those herds, For now, you reject the aiding hand of a nurse.

This is a message for a nation to see, The bitter aura of hypocrisy.

Arlo Findlater (L6m)

EUROSTAR

Waiting to go under, waiting for that dark

To fill the glass and make of it a mirror.

To see crusted mineral lines down a flushed cheek, Sun-kissed across the flat expanses of Lille to Ypres, Where this heat hardens once soft ground And yellows uncut fields, wheat.

Iron in the earth was once smelt in hot rain, But now dried grasses lie between the tracks. Here a sober man with Silk Cuts Upturned in his linen pocket, Rides out the continent to a concrete place

Where this must end.

Freddie Fineman (U6e)

ACADEMIC REVIEW

Although my name sits at the foot of this, I’m going to talk entirely about someone else’s work here, not my own. I’m doing this not to try to claim credit (all plaudits to the architect herself) but rather because I want to share with you the exciting things that are going on around the School under her auspices. I’m talking about Judy Thurman, our much-loved Head of MFL who took up a well-deserved promotion to SLT in September 2024 as Director of Teaching and Learning. In fact, Judy’s work has been so successful that she has since been promoted to Assistant Head (Academic), where, from September 2025, as well as continuing to oversee teaching and learning, she will oversee pupil tracking and intervention and take responsibility for scholarship throughout the School, as well as other things.

So, what has Judy been doing? Unsurprisingly, it’s quite a long list! Put briefly, much of Judy’s work this year can be gathered under three umbrellas: classroom expectations; stretch and challenge; and assessment and feedback. The first point is a little like painting the Forth Bridge - hardly glamorous but certainly important, at least if you want your trains to stay dry. In much the same way, her careful, regular reminders and clear pupil expectations have helped boys to develop the habits that ensure success in the classroom. Putting your hand up when you ask a question, bringing the right equipment, arriving on time – all critical for effective learning and each the product of careful curation by staff. Judy has led on this, gently nudging (and occasionally pushing more firmly) the boys into line, generally without them noticing - no mean feat!

The second area appears far more exciting (though is of equal import): challenging every pupil to make progress in all of their lessons, whatever their level. This used to be called differentiation, and in many ways those principles still apply, though stretch and challenge tends to be achieved through more active measures; it also incorporates the raft of Higher Academic Potential (HAP) and scholarship provision Judy introduced with Charlotte Allen this year, which includes new clubs, such as Sixth Form Thinkers, Turing Juniors, Rostrum, PK club and Videre to name but a few. This programme of stimulating, interesting activities, combined with a focus on starter challenges, extensions and enriching classroom activities has helped to develop the provision for all pupils.

For the third area, assessment and feedback, Judy has worked closely with Heads of Department to review and then revamp the format of assessment, with further work in play on the types of Hall task, recommended to promote the most effective learning. Pupil Voice have been involved with this, ensuring that improvements made incorporate the boys’ ideas. The outcome? Each pupil will now be

set a piece of assessed work every two weeks, with clear guidance given on how the work can be improved. A new framework for storing and tracking work in OneNote assists pupils to build on earlier feedback and learn from previous mistakes.

Aside from these areas, Judy has also striven to promote our culture of professional development; she has rolled out a programme of peer observations to help colleagues share the best of what they do and learn from each

other’s experience. In similar vein, regular drop-in training (by staff, for staff) facilitates the same goal. Next year Judy plans to expand this across the Group with the launch of the Sherborne Research Hub – a homegrown online training platform for teachers.

DR TIM FILTNESS DEPUTY HEAD (ACADEMIC)

Teaching Learning &

As Director of Teaching and Learning (from September), my main focus this year has been to foster a culture and joy of learning across the School. The three main objectives for the year were to focus on staff development, stretch and challenge and expectations for learning. These three objectives have underpinned all new initiatives.

STAFF PD WORKSHOPS

This year, we launched staff-led PD workshops to great success. These sessions are delivered by the staff for the staff with an emphasis on sharing practical ideas, best practice and educational support. These engaging sessions have sparked lively discussion and encouraged further sharing of ideas among colleagues. For each set of workshops, teachers have selected from a menu of choices. For example, choices for the series on engaging pupils in lessons included: challenge for engagement; classroom routines; easy starters with a literacy twist; how metacognition can boost pupil attainment; and knowledge recall. We have also explored stretch and challenge, supporting university applications, enabling pupil progress through action plans and coaching and using AI to aid pupil progress.

TEACHING AND LEARNING GROUP

The new staff Teaching and Learning group, composed of fourteen interested and experienced colleagues from a variety of academic departments, meets weekly to share reading on educational research. Each half term has a theme, which ties in with staff PD workshop topics; so far teachers have discussed: how to create a culture of learning; stretch and challenge; feedback for pupil progress; collaborative CPD.

LEARNING WALKS

This year staff have been supported and encouraged to do regular learning walks, gaining fresh ideas and opportunities to reflect on and refine their teaching strategies. The learning walks programme is designed to give teachers a broad range of experiences. Lent Term saw colleagues observing within their departments, whilst Trinity expanded to observing teachers in other departments. Excitingly, next year teachers will do learning walks in Sherborne Prep and Sherborne Girls, which will develop our understanding and collaboration across Sherborne Schools Group.

HEADS OF DEPARTMENT TRAINING

Heads of Departments have also benefited from deeper training this year. We have introduced more variety into meetings by changing some sessions into extended meetings on specific teaching and learning topics. For example, we held an in-depth discussion on the purpose of feedback and assessment as well as a deep dive into the theory and practice of learning walks. Alongside this, Heads of Department and aspiring Heads of Department are invited to participate in a series of training sessions to ensure that they feel confident to drive improvement in their subject areas.

THE SHERBORNE RESEARCH HUB

The success of these initiatives, coupled with the opportunities that Sherborne Schools Group offers, has led to the creation of the Sherborne Research Hub. This initiative aims to ensure that professional development resources and expertise can be shared across all schools in the Group. Teachers will benefit from access to more in-house training materials, teacher expertise, and carefully curated educational research, all tailored to meet the needs of the Sherborne community.

PUPIL FEEDBACK

While much of the work this year has centred on staff development, we know that pupil voice can play an important role in shaping school improvement. The newly formed Pupil Teaching and Learning Steering Group will look to give boys the opportunity to suggest initiatives and lead by example. The boys are keen to set up an academic peer mentoring programme to supplement academic support and to develop a Sherborne Schools Group magazine to showcase the range of academic excellence across the group. They will also be supporting research on pupil motivation and independent work. The range of ideas and enthusiasm that has already come from the Lower Sixth in this group bodes well for the generation of new ideas.

JUDY THURMAN ASSISTANT HEAD (ACADEMIC)

SIXTH FORM HAPS AND SCHOLARS

The Sixth Form Scholars and HAPs programme is designed to extend pupils’ intellectual engagement and academic development to a pre-university level. Delivered collaboratively with Sherborne Girls, the programme offers a diverse range of enrichment opportunities, encouraging cross-school collaboration and fostering a culture of academic curiosity. Pupils particularly enjoy meeting intellectual sparring partners and supporting each other in their academic exploration.

THINKERS

TURING SOCIETY

Turing Society is aimed at expanding horizons and developing academic curiosity and interest beyond A Level subject areas. Named in honour of Alan Turing (h 31), and reflecting Sherborne’s historical connection to his legacy, the Society hosts a wide range of seminars and workshops delivered by invited speakers - often Old Shirburnians or members of the wider school or local community. This year’s highlights have included: a seminar on semantic linguistics led by OS Malhaar Shah (a 19) , currently a PhD student at the University of Maryland; a talk on artificial intelligence and machine learning by OS Robin Brinkworth (m 13); a workshop on strength profiling by a local headmistress; and an engaging Mastermind-style session hosted by a Mastermind Finalist (John Harden, OSS Secretary). These Saturday morning sessions provide valuable space for exploratory academic engagement and intellectual challenge.

Judy Thurman Assistant Head (Academic)

Thinkers is a weekly seminar group session in which pupils work in facultybased groups, aligned with their intended university subject. This programme provides a platform for them to share and develop their individual academic interests. The programme supports pupils’ progression from post-GCSE study to the demands of competitive university applications. Through a blend of collaborative and independent work, pupils undertake academic research, complete MOOCs, enter essay competitions, and conduct personal research projects which they present to their peers. Sessions are structured around a university-style model: pupils prepare material in advance, and sessions are used for discussion, debate, and academic development. The emphasis is on fostering critical thinking, intellectual autonomy, and articulate communication. A highlight of this programme is always the Trinity Term Oxbridge Presentation Evening. For this evening, faculty groups select an academically challenging question of combined interest. Each individual member of the group is tasked with researching and presenting a specific perspective or area. The presentations demand scholarly rigour, analytical depth, and confident use of academic language, all delivered within a tight time frame, adding to the challenge. Thanks to their thorough preparation, this year’s pupils spoke with clarity and authority, balancing precision with sophisticated expression. The standard across the evening was so high that the judges, the Heads of Sixth Form from the three schools, found it exceptionally difficult to choose the winners. The winning topics included: “Did the Cold War ever end?”; “To what extent does Shakespeare villainise witchcraft in his plays?; “Deflecting doom: how do we know if asteroids will hit the earth?” Prizes awarded to Shiburnians were: Johnny Moesel (L6c) (first place); Cassian Ali (L6c) (second place); Nenad Marinkovic (L6c), Will P (L6m) and Caio Waters (L6b) (fourth place); Ivo Finney (L6d) highly commended for presentation skills.

A pupil perspective: Charlie Frewen-Martin (L6b)

Joining the Sixth Form Thinkers group has been a significant part of my integration into the School community. Every Thursday, our History discussion group comprising pupils from Sherborne Girls, Sherborne Boys, and The Gryphon School come together to explore intellectual topics. These sessions often begin with a shared area of interest and evolve into lively, hour-long debates that frequently continue over dinner. In my view, this depth of conversation is what makes Thinkers both enjoyable and valuable. Beyond debates, we regularly engage in challenging academic activities, such as completing past exam papers, Oxford application tests, and general knowledge quizzes. These tasks provide not only academic preparation but also develop key skills, such as critical thinking, argumentation, and collaboration. What I value most about Thinkers is the opportunity to discuss topics which interest me. Each session expands our knowledge and our skills that are vital for higher education. As we prepare for our UCAS applications and consider competitive universities, these experiences have been instrumental in boosting my capability. The Thinkers group has truly enriched my school life and equipped me for the academic challenges that lie ahead.

English

At the start of the Trinity Term, I presented my Third Form class with a moral dilemma. I asked them to imagine themselves as business owners supplying mission-critical components to the military during wartime. What if, I asked, they discovered the parts were faulty? Would they ship them anyway, prioritising profit over principle? Or would they choose to be honest… risking the loss of the military contract, the collapse of their business and irreparable reputational damage?

After a lively debate, the class reached an agreement: we have a moral responsibility to our community to tell the truth. Yet, as our study of Arthur Miller’s All My Sons shows, not everyone possesses the integrity of the Third Form. Miller’s presentation of Joe Keller delivers a searing criticism of wartime profiteers and those who shirk their responsibility to society. Keller’s proclamation in Act Three that he would put a bullet in his head if there was something more important than family becomes tragically poetic. When he is forced to confront the consequences of his actions – the death of other

people’s sons because of the defective parts he knowingly supplied – he takes his own life.

Miller’s message is clear: we have a responsibility to each other.

To my mind, this is why the study of Literature matters. Literature is more than stories: it’s an insight into the human psyche, an exploration of morality and, above all, an opportunity for young people to challenge their world view. History shows us how the past played out. Literature reflects how contemporary writers felt about those world changes.

When we study Macbeth, we find ourselves debating the extent to which the idea of masculinity has evolved over the centuries and the complexity of power and leadership. In I’m the King of the Castle we explore the importance of kindness and empathy by observing Kingshaw’s tragic demise at the hands of the cruel Hooper.

Yes, Literature often explores dark subject matter. But it also offers a message of hope. We can be better, stronger, and more courageous. Initially, a pupil may see A Midsummer Night’s Dream as nothing more than a fairy tale about young

people lost in the woods. But dig a little deeper and you may find something else. Lysander and Hermia, for example, exhibit resilience and courage by refusing to give up on their relationship despite pressures from their society. In studying them, we might learn how to be a little more courageous ourselves.

But what about poetry? Boys will often groan when you present them with a poem but there’s a strange kindling that occurs within them when they get to grips with it. Boys find that they can express themselves in a way that is entirely personal and

unique through poetry. I am regularly surprised by the boys who turn out to be secret poets. To have the opportunity to share in their writing is an incredible privilege and one that I do not take lightly.

We gain a little something from our study of Literature that often we only realise in adulthood. Our childhood stories become our adult truths. As Hector implores at the end of The History Boys: “Pass it on, boys. […] Pass it on.”

SHERBORNE

SCHOOLS’

LITERARY SOCIETY 2024/25

Harriet Cant Head of English

The Sherborne Schools’ Literary Society is a termly event that brings young people together around literature. It offers a unique platform for invited Sixth Form pupils from Sherborne Boys, Sherborne Girls, and The Gryphon School, to engage deeply, creatively, and critically with literature through the presentation of longer-form lectures in front of an audience of Sixth Form peers, lower school pupils and teachers.

On 11 November, the inaugural Sherborne Schools’ Literary Society event was held in Gransden Hall. With just under 200 in attendance, the audience enjoyed three excellent pupil presentations and a staff panel

discussion in response to the theme, Shakespearean Futures: Tom Foster (U6a) from Sherborne Boys on Hamlet, Leya J (The Gryphon School) on Othello, and Bee Coode and Emily Foss-Smith (U6), (Sherborne Girls) on Measure for Measure. These presentations took the A Level set texts as starting points to explore issues such as social inequality, the interaction between political and domestic power, the interaction between theatricality and reality, the role of the state, and the administration of justice.

Tom Foster represented Sherborne Boys with an impressive reading of Hamlet, reflecting on philosophical questions related to mortality and

legacy. The evening concluded with a wide-ranging panel enquiry featuring Harriet Cant, Tom Payne, and James Winter from our English Department.

On Monday 3 March, the Lent Term event was held in the Powell Theatre in response to the theme, The Gothic Sci-Fi Contemporary. Again, three pupil presentations offered diverse and imaginative responses to the theme: Imi BoydWilliams (L6), (Sherborne Girls) examined the challenges of identifying Gothic and Sci-Fi conventions when they combine; Izzy S and Belle H (The Gryphon) analysed productive tensions and transgressions within genre writing; and Johnny Moesel (L6c) of Sherborne Boys delivered a bold and expansive analysis of Cormac McCarthy’s Blood Meridian, engaging with issues such as climate change, artificial intelligence, technological innovation, biological determinism, surveillance, and the abuse of power. The presentations were followed by an expansive panel discussion featuring Dr Tim Filtness, Deputy Head (Academic) at Sherborne Boys, Ian McClary (Teacher of English, Sherborne Girls), and Beth Oxford (Head of Media, The Gryphon School), further highlighting the interdisciplinary reach of literature.

Following the Lent Term event, Mr McClary and I fondly recalled that old adage – that literature is both historically determined, and historically determining. This first year of Sherborne Schools’ Literary Society events has affirmed the enduring power of literature to illuminate our past and present, helping us to better understand both ourselves and the world around us. It has also upheld the central role of literature in shaping critical thinking and constructive discourse across disciplines as we look to boldly conceive of futures.

Through the modelling of close, critical reading, interpretative exploration, and purposeful dialogue, pupils are encouraged to offer productive diagnoses of the dynamic social, geopolitical, scientific, philosophical, and

ethical issues taking place around them. Thus, the Sherborne Schools’ Literary Society promotes and platforms a Sherborne culture of genuine and generous scholarship.

Grateful thanks must go to Tom Foster and Johnny Moesel who represented Sherborne Boys with such maturity, humility, and sagacity at the Michaelmas and Lent events.

Gervase Gordon English Teacher and Head of Lower School Scholarship

HAMLET AND A SHAKESPEAREAN FUTURE

Giaconda or Le Jaconde is a painting by the Italian Renaissance painter, engineer, scientist, theorist, sculptor, and architect Leonardo da Vinci. Better known by its other name - Mona Lisa - it is commonly considered by art historians, art critics and art enthusiasts to be one of the great works of art. The British journalist John Lichfield once called it “the best known, the most visited, the most written about, the most sung about, [and] the most parodied work of art in the world.”

It could be said that the greatness of the Mona Lisa is rooted in its mastery of classical artistic tropes or in its use of innovative techniques, or even in its subtle use of contrast, colour and texture. But its status as a masterpiece is not only because of the technical brilliance it displays. It is also because of the many interwoven layers of meaning, emotion, mystery and mythology that can be found therein.

What is it about Mona Lisa’s facial expression that has so fascinated viewers for centuries? Her smile seems to change depending on the angle from which one views the painting and the mood of the observer. As you walk around her in the cool, marble corridor of the Louvre in Paris, her eyes seem to track you, watching, knowing. This enigmatic quality invites endless interpretation and engagement, making the portrait

a kind of psychological puzzle. Almost a challenge. Its cultural impact and the sense of human intrigue it evokes continue to inspire curiosity, admiration and scholarly study.

Why all this talk of the Mona Lisa? Well, it is surely this combination of technical mastery and mysterious complexity that inspired the great British 20th century poet and essayist TS Elliot to describe William Shakespeare’s Hamlet as “the Mona Lisa of literature”.

Hamlet offers us, the audience, a place from which to reflect upon questions of existence and identity, neatly encapsulated in the tragic protagonist’s legendary, quotable Act 3 soliloquy, “To be, or not to be: that is the question”. The play addresses what the philosopher Hannah Arendt might have described as ‘the human condition’ – those fundamental human experiences and universal dilemmas that afflict us all. This searching inquiry - To be, or not to be - echoes through the last four centuries of literary and cultural history as society has sought to confront the very nature of life and death, speaking to our enduring human struggle, and our attempt to find meaning in the suffering we witness around us, and perhaps also in the suffering we experience ourselves.

In Hamlet, the future is a recurring theme, approached with a sense of uncertainty, existential dread, and philosophical introspection.

Hamlet’s own view of the future is complex - he grapples with it both as a realm of potential action and as a space overshadowed by fate, inevitability, and mortality.

Hamlet’s contemplation of the future is often framed by his existential musings. When he states “To be, or not to be: that is the question”, Hamlet meditates on the fear of the unknown future in death. He imagines death as “The undiscovered country, from whose bourn / No traveller returns,” expressing his anxiety about what lies beyond life and how the mystery of this “country” makes people hesitant to act, thus “conscience does make cowards of us all.”

This soliloquy reveals Hamlet’s fear of a future he cannot control or fully understand. Rather than offering solace, the future is seen as an unsettling mystery, potentially filled with suffering and unknown horrors that inhibit his actions.

Hamlet frequently ponders whether his life and actions are governed by fate. When he meets the ghost of his father, Hamlet is essentially handed a “fate” - the duty of avenging his father’s murder. This sense of destiny looms over him, dictating his future actions. In Act 1, Scene 4, he even expresses his resolve to follow the ghost, saying, “My fate cries out, / And makes each petty artery in this body / As hardy as the Nemean lion’s nerve.”

By the end of the play, Hamlet seems more reconciled to his fate, adopting an almost fatalistic approach to the future. He tells Horatio, “There is a special providence in the fall of a sparrow. If it be now, ‘tis not to come; if it be not to come, it will be now; if it be not now, yet it will come: the readiness is all”. Here, he accepts that some things are beyond his control and that preparedness is more valuable than attempting to control the unknowable.

Hamlet is acutely aware that his own indecision has consequences for the future. Throughout the play, he is paralyzed by doubt and self-reflection, which delays his revenge and leaves Denmark in a state of unrest. He criticizes himself for this, particularly when he compares himself to Fortinbras in Act 4, Scene 4, seeing in Fortinbras the boldness he lacks: “How all occasions do inform against me, / And spur my dull revenge!”

Here, Hamlet’s procrastination is partly due to his fear of the future - specifically, the actual outcomes of his actions. He recognizes that his inaction has led him into a dangerous limbo, neither fulfilling his purpose nor allowing Denmark to move on from corruption.

Hamlet’s contemplation of death is a reflection on the ultimate future that awaits everyone. His fascination with Yorick’s skull in the graveyard scene emphasizes the inevitability of death and the

way it levels all distinctions: “Alexander died, Alexander was buried, Alexander returneth into dust; the dust is earth; of earth we make loam.” Hamlet muses on how even the greatest men of history such as Alexander The Great eventually return to the earth, reflecting his acceptance that all futures converge in death.

Hamlet’s preoccupation with death shapes his attitude toward the future, which he often sees as bleak or inconsequential in the face of mortality. This scene serves as a turning point, where he seems to recognize that his destiny is inescapable, and thus, he is drawn closer to the final act of vengeance.

By the play’s end, Hamlet’s view of the future has evolved. He no longer sees it as a looming threat but rather as an inevitable reality. His acceptance of “readiness” reflects a shift from anxiety to a stoic understanding of fate. This philosophy suggests a form of peace, even if only temporary, as Hamlet prepares for the final confrontation with Claudius.

The statement “the readiness is all” represents a significant transformation in Hamlet’s approach to the future. It’s not that he has solved the mystery of life or death but that he has come to terms with his role within the larger, unknowable flow of time.

In his play Hamlet, Shakespeare presents the future as a complex

force that haunts the present; a ghostly spectre of the imminent. It is a force that is filled with ambiguity; Hamlet confronts the inevitable while striving to understand his place within it. His final acceptance suggests a wisdom that, while hard-won, reflects a universal truth: while we cannot control the future, we can choose how we face it.

So, as we look to the future now, it seems clear to me that Shakespeare’s legacy will endure, particularly through works like Hamlet. In a hundred years, I believe we will see adaptations that reflect aspects of both the permanence and impermanence of human lived experience. As we continue to explore our struggles with identity, morality, and the ever-changing dynamics of the just city, Shakespeare’s plays will continue to be a lens through which we can examine contemporary issues. Hamlet must and will remain not just a historical artifact but a living, breathing and entertaining part of our cultural discourse.

Thank you.

Tom Foster (U6a)

BLOOD MERIDIAN AND THE SCI-FI GOTHIC CONTEMPORARY

“ War is God. If war is not holy, then man is nothing more then antic clay.”

This is it. The blood meridian. The creed of Judge Holden, the philosophising, alluring, horrendous villain of McCarthy’s magnum opus ‘The Blood Meridian or Evening Redness in the West’. A message so violent it is unignorable.

For those of you who don’t know, Blood Meridian follows the journey of a teenager with the infamous Glanton gang, a group of American scalp hunters that terrorise the dismal 19th century American Frontiers, warring with native tribes, Mexicans, and fellow travellers. Killing pretty much everyone they meet, actually. At the centre of this apocalyptic vision is Judge Holden, an enigmatic albino giant, almost 7ft tall; a murderer, philosopher, polymath and genius.

On the surface, this work might seem detached from the Gothic science-fiction theme of today. But, delving beyond superficial categorisations, we find the opposite. Fundamentally, science fiction and the gothic both act as a response mechanism to current societal concerns. Using contrast, either from darker ages or futuristic ones, these genres interact with the conditions in which they were written. Gothic science fiction is the confluence of the two, naturally fulfilling the same scrutinous, didactic function. However, it uses both a regression to the past and a progression to the future to emphasise present continuous – a lens that serves to isolate current issues.

Blood Meridian more than fulfils these ‘criteria’. McCarthy’s fuses the archaic and the futuristic primarily in the setting. The 19th century frontier feels both ancient and eerily timeless – ultimately it is just that, serving as a blank canvas of lawlessness to enable a true flourishing of unchanging human nature. It acknowledges the eternity of man’s inhumanity to man. The Judge himself possesses a formidable, philosophical knowledge; when coupled with his eerie omnipresence and agelessness, he resembles a post-human, or even artificial, intelligence.

Gothic science-fiction is often associated with the detritus washed up on the storm-smashed shores of modernity; future promises made redundant before they were even fulfilled. It often critiques the tacky vision of the future sold in the Post-War World as meaningless, commodified, and doomed. But Blood Meridian denies the existence of modernity altogether, because modernity implies progress. Whilst the trappings of the modern world may have changed, such as better instruments of slaughter, McCarthy believes that we can never achieve true modernity until human nature adapts to the new world of its creations - a flexibility he believes impossible for the human condition.

So, onto the judge. McCarthy often writes dismal, often unrelenting, narratives. The Road, for instance. But I highly doubt he is so self-indulgent as to fill 351 pages with wanton violence

purely for the fun of it. And that begs the question: what is he trying to do here? Well, the key to this question message lies in the philosophy and role in the narrative of the Judge.

The judge believes that humanity exists in a void, empty of meaning. War is an act of creation, the giver of meaning to an otherwise nihilistic life. War is the noblest art to which man can aspire, because war creates meaning in the empty void of the universe. Without conflict, there is no authentic interaction of life. Without conflict, and the dance of energy transfer through the molecules, atoms and quarks, the universe is but a cold, lifeless expanse. The Judge doesn’t believe his actions are evil, because he does not believe good and evil exist. This is just like nature, which can be shockingly beautiful yet shockingly brutal; but is neither ‘good’, nor ‘evil’. Nature simply is. To the judge, morality is merely the disenfranchisement of the powerful in favour of the weak. It contradicts natural law, and by extension it contradicts our own inherent human nature as biological organisms. He believes that his actions are noble, because they are, in his opinion, the only actions that can create meaning and purpose in an otherwise empty universe.

But war itself is not just an inherent part of just humanity, but all life. Before man was, war waited for him. Animals warred before humanity arrived. And war endures. As well ask men what

they think of stone. War was always here. The ultimate trade awaiting her ultimate practitioner: Man’s elevated status is simply a reflection of his superior practice of war. When we consider that war is just ‘the continuation of politics by other means’, in other words a clash of wills, this warped philosophy simply advocates for right by might. Authority does not come from law, it comes from power and violence. If ‘morality’ is a façade, then the law is simply the interest of the strongest.

Therefore, the judge represents natural law. Might by right. An escape from the constraints of morality and civilisation into a purer, more authentic expression of human instincts. But he’s not an individual. He’s part of us all. The judge is the influence of long suppressed biological instincts and urges in every human.

Consider his role in the narrative:

He illuminates Glanton’s warriors to their significance as warriors, magnifying the competence and brutality of their butchery, just as a ‘killer instinct’ would do. Within the limitless environment of the unruled frontiers, the ‘judge’ in all of them can reign unfettered. Moreover, the end is deliberately ambiguous, it terms of the objective narrative. But what is certain is that, after 18 years of detachment, the ‘kid’ is drawn gravitationally to the judge, and metaphorically consumed by him, succumbing to his ideology. He cannot escape the constraints of biological essentialism.

Ultimately, the judge and his ideology are alluring because he represents an inevitable biological function in us all; horrifying because we recognise his thought process to be hard-wired within us. But, the judge and his ideology do not act as an excuse for human behaviour, much less a guide - The Judge is an explanation. An explanation for genocide, murder and selfishness; an explanation of the biological condition that is responsible for man’s inhumanity to man.

“He says that he will never die. He dances in light and in shadow and he is a great favourite. He never sleeps, the judge. He is dancing, dancing. He says that he will never die.”

We’d better reconcile ourselves with him, because he is going nowhere. He will never die.

But unlike other animals, we have the free will to either suppress or succumb to these instincts. In a world of extortion, violence and abuse of power, McCarthy urges us to exercise our free will toward the greater good of those around us.

Thank you.

Johnny Moesel (L6c)

CECIL SOCIETY

Anacademic scholar, School Prefect, Head of House, chorister, pupil editor of The Shirburnian, Company Sergeant Major in the OTC, and 2nd XV Rugby team member, Cecil DayLewis CBE (d 1923) (1904–1972) - Poet Laureate from 1968 to 1972 - attended Sherborne Boys (Harper House) from September 1917 to July 1923. Cecil’s talent for writing was already evident at Sherborne, where in 1922 and 1923 he won the School’s English Verse Prize for his poems St Ambrose and The Power of Music. Among his other accolades, he also received the Barnes Elocution Prize, the Carrington Exhibition, and prizes for English Verse, English Essay, Latin Verse, and Latin Prose. A proud Old Shirburnian, Cecil remembered his time at Sherborne with great affection. In Sketches for a Self-Portrait (Poems 1943–1947), he wrote of “the mellow South West town / That spoke to him words unheeded but unforgotten...”.

While at Sherborne, Cecil was a regular attendee of The Duffers, a literary society founded in 1898 with the purpose: “To keep its members alive to all that is best in English Literature, and to do so in as happy and congenial surroundings as possible.” In that spirit, the now-renamed Cecil Society humbly seeks to continue this noble tradition - offering Sixth Form pupils from Sherborne Boys and Sherborne Girls a weekly space to come together and explore contemporary intersections of Literature, Culture, Science, Language, and the Humanities... in as happy and congenial surroundings as possible! And what a year it has been.

The Michaelmas Term featured sessions on narrative theory, Seamus Heaney, Caliban and Angeline Morrison, ‘brain rot’, the Archimedes Palimpsest, Chartist poetry, the evolution of Dracula, and Max Weber’s theory of charismatic authority, culminating in our now-annual The Gothic at Christmas celebration.

The Lent Term began with a memorable evening in the inspiring presence of Dame Harriet Walter, hosted by Sherborne Girls. One of the finest Shakespearean actors of her generation, Dame Harriet starred in numerous Royal Shakespeare

Company productions before becoming Artistic Director. For her television work, she has received multiple nominations, including a Tony Award, three Primetime Emmy Awards, and a Screen Actors Guild Award. In 2011, she was appointed Dame Commander of the Order of the British Empire (DBE) for services to culture. You may also recognise her from Downton Abbey and Succession. She recently published a book on Shakespeare and over the course of 90 minutes she offered invaluable reflections on her life and career - as a Shakespearean, a screen actor, an artistic director, and a writer.

Following this, the Lent Term continued with sessions on the liminal, Sci-Fi Gothic composition, Edward Hopper’s liminal and the unspoken, Modernist poetry, Petrarchan love poetry, and the pathetic fallacy as misunderstood literary device. Over the Trinity Term, we have enjoyed sessions on Elizabeth Bishop and coded characters, eagles in the poetry of Alfred Lord Tennyson and Ted Hughes, and finally, ‘uncreative writing’ and AI poetry.

Sherborne Girls (U6): Bee Coode, Bobby Henderson, Jess Hodgson, Amelia Pearson, Amaka Agwo. Sherborne Boys: Freddie Fineman (U6e), Tom Foster (U6a), Freddie Senior (U6g), Mingo Burrow (U6a).

As I reflect on the year as a whole, many highlights come to mind, but two stand out in particular. The first was a pupil presentation session at the start of the Lent Term, where Cecil Society members were invited to respond to the theme of the liminal in any way they saw fit. We enjoyed a dazzling range of presentations; a Bob Dylan poem; the film City of God; Alexandre Dumas’ The Count of Monte Cristo; Jean Rhys’ prequel to Jane Eyre, Wide Sargasso Sea; and All the Birds, Singing by Evie Wyld. Mr McClary and I learned a great deal from these presentations and were immensely proud of the pupils’ efforts and

execution. It struck us both as a shining example of Sherborne at its best - pupils and staff from both schools working closely together to provide a truly enriching educational experience for each other.

The second highlight was a wonderful session hosted by my Sherborne Girls colleague and cosupervisor of Cecil Society, Mr McClary on automatic writing and the unspoken, where attendees wrote and then shared and then critiqued spontaneous freeform responses to a selection of Edward Hopper’s paintings; a fascinating and thoughtprovoking exploration of

the ways in which the written word interacts with other modes of expression.

To me, these two moments, in particular, highlight the ways in which Cecil Society continues to embody the core components of genuine scholarship that first inspired its creation 127 years ago - curiosity, creativity and collaboration… “in as happy and congenial surroundings as possible!”

Gervase Gordon English Teacher and Head of Lower School Scholarship

Maths

TThis year, we removed calculators from Third Form Maths classrooms. Such a decision can prompt debate in some circles. In a world where AI can solve equations, generate graphs, and even write essays, isn’t insisting on doing things by hand just hopelessly outdated?

If mathematics were only about multiplying five-digit numbers, then yes – it would, by now, have gone the way of blacksmithing or horse-cart repairs. But Maths lessons aren’t about testing how fast you can answer calculation questions. They’re about something far more important: developing deep understanding, building mental discipline, and strengthening the ability to think logically and solve problems. They teach us how to analyse, how to generalise, how to think with precision. These skills are not obsolete. In fact, they are more vital than ever.

It’s tempting to believe that with search engines and AI at our fingertips, we no longer need to learn things ourselves. Why memorise facts or practise solving problems when you can just ask

your phone or an AI assistant for the answer? But if we follow this logic, we could just as easily argue that physical fitness became pointless when the steam engine was invented. If machines can move us, why walk at all? And yet, we all understand that our bodies need exercise. Without it, our muscles weaken and we become physically unwell.

But while asking, “When will I ever need to solve a quadratic equation in real life?” is trendy among some Sherborne boys, I suspect PE teachers don’t hear “When will I ever need to do a press-up in real life?” Yet the parallel is striking –the same principle that we (rightly) apply to our bodies by participating in sport applies to our minds. Without the challenge of thinking, reasoning, and solving problems, our mental faculties deteriorate.

Mathematics gives our minds the training they need to stay strong. And more than that, it gives us the tools to participate in the world we live in. The greatest technological revolutions of the past three centuries – the steam engine, the electronic computer, and now AI –

all began as mathematical ideas. In fact, what are now AI chatbots were, ten years ago, an obscure method of approximating solutions to simultaneous equations.

If you want to build the future, you’ll need Maths. But even if you don’t, understanding the systems around you helps you use them wisely – and not be used by them. If we treat advanced technology as incomprehensible magic, we face a choice: reject it entirely and live in the past, or accept it blindly and become passive consumers.

But there is another way –understanding it. And that begins with learning. Learning is like building a tower in your mind. A tower built of ideas, with mathematics as part of its foundation. If you remove too many basic blocks – thinking “I can just Google that”, “AI can do that for me”, or “I’ll type it into my calculator” – your tower becomes unstable. You are not building understanding. You’re playing Jenga. And you know how that ends.

Paul Walter Head of Mathematics

Chemistry

TWO JOURNEYS INTO CHEMISTRY:

Recently, I asked two pupils, Nenad Marinkovic (L6c) and Marc Piney (L6f), to reflect on their time in the Chemistry department. Their paths have been very different, with Nenad coming to Sherborne from Serbia in the Sixth Form and Marc, a Bermudan, who had been with us since the Third Form. Both reveal something valuable about what it means to study Chemistry at Sherborne.

NENAD: SEARCHING FOR THE SPARK

Nenad has always been drawn to the big questions. “I remember being fascinated by science,” he wrote. “I wanted to understand how everything happens. Why does soda have bubbles? What makes the sky blue? How can water turn into ice? I perpetually had questions racing through my mind.”

It was only natural, then, that he expected Chemistry at school to be full of excitement: lab coats, bubbling potions, perhaps even a baking soda volcano or some elephant’s toothpaste. The reality, however, fell short. “We never once did a single experiment practically. As a matter of fact, there was no laboratory in my school.” Understandably, Nenad looked ahead to secondary school for the Chemistry he had always imagined. And did this happen? “Yes and no,” he said, with the straightforward honesty one expects from a Shirburnian, there was a lab, but it was “very cramped” and the experiments were basic, happening “once every two weeks” at best.

It was not until Nenad arrived at Sherborne that his long-held vision of Chemistry came to life. “Not only was I greeted by high-tech, modern and spacious laboratories (we are particularly lucky in that respect, he could also have added outstanding technical support!) filled with anything you’d ever need,” he wrote, “I was ecstatic to find that multiple times a week, the pupils had the chance to perform experiments practically by themselves. Flame tests, titrations, identifying unknowns, organic preparations, you name it”; Nenad was finally immersed in the hands-on Science he had been waiting for. “To me, they were everything I had hoped Chemistry would be.”

MARC: FROM SET 6 TO A LEVEL CHEMISTRY

Marc’s journey began quite differently. Moving from Bermuda, he found the shift to the English curriculum a real adjustment. “I started Third Form in set 6 with not the best grades in Physics and Biology,” he recalled. But rather than be discouraged, Marc embraced the challenge: “I was encouraged to push myself and helped tirelessly by my teachers.” That support – and his own determination – paid off. “By the end of the Third Form I was moved up to set 2.”

For Marc, Chemistry had always stood out: “I loved the practical element and the detail it got into about the world.” When it was time to choose his A Levels, his 8:8 score in dual award showed that he was more than up to the task.

Still, it was not plain sailing, the transition to A Level rarely is. “The course did not start off easily,” he admitted, “but with the help of teachers, my tutor and friends I was able to start to handle the workload. I found the course very fulfilling, and the feeling of finally mastering a topic extremely satisfying.” What stood out most for him were the Core Practicals. “They’re fun,

especially at the level they get to, some lasting over several lessons.” It was in these moments that Chemistry came to life.

Nenad and Marc came to Chemistry from different traditions, one with a head full of questions and unmet expectations, the other from a place of quiet perseverance and steady progress. Both discovered something deeply rewarding: a subject that is as much about hands-on exploration as it is about understanding the inferred interactions behind them. Their stories remind us that there’s no single route to success in Science. Whether you arrive full of fizz or fighting to find your footing, what matters is sticking with it and asking questions. Chemistry is about transformations, but it can also be transformative in its own way, as both our boys have discovered!

William Buckley Head of Chemistry

Biology

The Lower Sixth Biology pupils went on their field trip to Holway Wood. During the day they needed to run a transect along the woodland floor and count the numbers of banded and unbanded snails (Cepaea nemoralis). Later we would carry out the Chi Squared test, to see if there was a statistical difference between the numbers of each type. We also measured the size of nettle leaves in a sunny and shady spot. Again, we would statistically test the difference in leaf length, using the pupil’s t-test and Spearman’s rank correlation coefficient. These statistical tests, along with others, are a required part of their A2 Biology course.

As a bit of fun, we thought we would summarise the day in the guise of Michael Rosen’s We’re going on a Bear Hunt.

WE’RE GOING ON A BEAR SNAIL HUNT

We’re going on a snail hunt, We’re finding Cepaea nemoralis! What a beautiful day, We’re not scared!

Uh-oh! A nettle patch! Prickly and tall! Can’t go over it, Can’t go under it, We’ve got to go through it! Swish-swash! Ouch! Ow! Sting-sting!

We’re going on a snail hunt, We’re finding Cepaea nemoralis! Banded shells of every hue, We’re not scared!

Uh-oh! A shady woodland! Dark and dappled! Can’t go around it, Can’t tunnel under it, We’ve got to tiptoe through it! Crunch-crackle! Snap-snap! Step-step!

We stop and observe! Look! Wild garlic – pungent and green! Look! A birch tree – silver bark peeling! Look! Red campion flowers; Male plants here... female plants there! Dioecious! Let’s remember that!

We’re going on a snail hunt, We’re finding Cepaea nemoralis! Time for a transect, Search, count and tally, We’re not scared!

There’s one! Yellow shell, no bands! There’s another! Pink with five dark stripes! And another! Brown and banded! Count-count! Tally-tally! Mark-mark! Record every morph we see!

Now back to those nettles! Fourth internode – that’s our target! One leaf in blazing sunshine... One leaf in cool, deep shade... Measure-measure! Record-record! Collect that data!

We’re going to test our hypotheses! Chi-squared for snail shell patterns; Are they random? Are they not? Student’s t-test for nettle leaves; Sunny bigger? Shady smaller? Spearman’s rank for correlation; Let the numbers tell the story!

Uh-oh! Storm clouds gathering! Rain drops starting! Time to pack up, Time to head back, Let’s get back to the minibus!

Back through the shady woodland –Step-step! Crunch-crackle! Hurry-hurry! Back through the nettle patch –Swish-swash! Ouch-ouch! Nearly there!

We’re not on a snail hunt anymore, We counted our Cepaea nemoralis! Data sheets full of measurements, What a scientific day! Calculators ready, Statistics to compute; P-values, here we come!

Jon-Paul Manning Head of Biology

Physics

One hundred years ago in 1925 was the birth of Quantum Mechanics as we recognise it. The idea had been around for several years, but it was the theory developed in this year that really took off. It is only 110 years since Einstein published his theory of General Relativity, which is essentially a theory that explains how gravity works. These two theories underpin our modern world and have been cornerstones of most of the discoveries that we have made in the last century. With increasing life expectancy, it is possible that some of our current pupils will see 2125; so, what could the next 100 years bring?

Quantum Mechanics gave us insight into the amount of energy that could be liberated from changes in an atomic nucleus. The race to nuclear fission, and its associated weaponization, is well documented; hopefully by 2125, the possibilities of nuclear fusion will have been harnessed and will be ubiquitous. Fission is the splitting up of large nuclei into smaller ones, e.g. breaking uranium into elements such as barium and krypton, with the release of neutrons carrying vast amount of kinetic energy ready to be harvested. Fusion sees small nuclei combine to form larger ones, e.g. fusing hydrogen into helium, releasing energy in a similar fashion to fission without the drawback of the production

of heavy radioactive nuclei. Nuclear fusion is the most abundant energy source in the universe, it powers every star, but you therefore need to reproduce the conditions in the centre of a star on Earth. You need millions of degrees Kelvin in temperature, and that’s not the most challenging part: stars are very tempestuous entities and controlling them is very difficult. Building a self-sustaining fusion reactor that produces more energy than it uses is the dream. So far, we can only manage it for a few seconds, but there are many groups trying to achieve this goal. It is hoped that the $50 billion experimental reactor, ITER, being built in France, or one of the many other projects, will put us on the right path to this almost limitless energy resource.

Quantum Mechanics tells us that reality is a very strange place but is also full of possibilities, one being quantum computing. Our most famous alumni, Alan Turing (h 31), devised the fundamental computer in the Turing Engine. This was a theoretical electrical computer based on a ‘bit’ of information being either a 1 or 0, a switch being on or off. Given enough time and storage you can encode everything into bits which are then manipulated by the engine, but each state would have to be transformed separately. You can have two engines that deal with two states in parallel and will

do the job in half the time, which is why supercomputers have architecture based on multi-core processors. Quantum computers go far beyond this: they don’t deal with bits, but instead ‘qubits’ which don’t need to be 1 or 0; they can also be a combination (superposition) of both, and a transformation can be applied to this quantum state. You are essentially able to take all the blocks of data and look at them all at the same time, rather than one at a time, by processing the data in parallel universes (depending on interpretation). Quantum computers will see the end of standard cryptography where RSA codes depend on factorising very large prime numbers. A supercomputer could try every single possibility and take many years, but a quantum computer could test them all at the same time. Luckily quantum mechanics also brings us the possibility of quantum cryptography and teleportation!

Who knows what we will see in the years to come. Maybe someone will crack the unification of Quantum Mechanics and Generally Relatively and produce a Grand Unified Theory (GUT) that eluded Einstein and many brilliant minds since then. Maybe we will find conclusive proof of a fifth force. Both of these would lead to massive paradigm shifts in Physics and if this was the case, we can only imagine what technological possibilities they will bring.

Richard Brown Head of Physics

I Geography

It has been another fantastic year in the Geography department, with plenty of hard work and determination on display from our pupils – especially as they approached their end of term exams. I hope their revision efforts have paid off, and that those who need to improve have learned a great deal and will adapt their approach going forward.

As Head of Geography, I have a deep love of maps. However, I often find it amusing – and slightly frustrating – that when I tell people what I do, they assume Geography is just about colouring in maps! While analysing and plotting data using maps is certainly a key part of what we do, colouring them in is not. In fact, I don’t believe that has been the focus of school Geography for the past twenty years or more.

At the end of term, different year groups were focused on a range of exciting topics: Environmental Management, Coastal Environments, Hazardous Environments, Globalisation, and a Microclimate Study.

As we head into the holidays, I hope pupils take the chance to relax and enjoy a well-earned break. For those travelling, whether near or far, it’s a great opportunity to think like a geographer – considering how landscapes have formed, how people interact with their environment, and how places differ from one another. Whether it’s observing coastal erosion on a beach, noting the effects of tourism in a city, or simply appreciating the layout of a town or transport system, there’s always something geographical to notice and wonder about.

That said, never underestimate the power of a good map. Over the holidays, I plan to read Maps That Changed the World by Jon O. E. Clark and Prisoners of Geography by Tim Marshall – books that highlight how maps are far more than just sheets of paper waiting to be coloured in!

Richard

Fuller Head of Geography

Modern Foreign Languages

AN EXTRAORDINARY LINGUISTIC FIND IN THE SCHOOL ARCHIVE

a teacher of Languages, I often find myself saying to pupils, “You never know where your languages will take you.”

The truth of this struck me afresh in March, when we took Lower Sixth French, Spanish, and German groups on our annual field trip to the Sherborne Boys’ Archive, evocatively located beneath the Library.

Archivist Rachel Hassall had laid out her usual selection of 17th and 18th century dictionaries and multilingual Bibles, alongside a copy of a Berlin newspaper dated 12th November 1918. But what caught my eye this year was a small, rusted-stapled booklet titled simply SPANISH VERBS (etc.), dated Manila 1942/3.

Rachel explained that it was written by Peter Richards (b 27), a former pupil from a diplomatic family who had been in Abbey House during the 1920s. Inside were typed conjugation tables of AR, ER, and IR verbs, with accents carefully added by hand, along with lists of adverbs and adjectives.

The story behind the booklet is extraordinary. Peter had been working for Gestetner, a

manufacturer of duplicating machines, in Manila in 1941 when the Japanese Navy attacked Pearl Harbor and, a day later, the Philippines. When Manila was occupied, the Dominican University of Santo Tomás was seized and turned into an internment camp for ‘enemy civilians’. Peter and his wife Dolly were imprisoned there until the camp’s liberation in February 1945.

Among the internees were pupils and teachers from the International School. Soon, a rudimentary camp school was established. Peter began teaching beginners’ Spanish partly because they could not locate a suitable teacher and he was willing to try. Using his Gestetner duplicator, he produced the Spanish grammar booklet we saw in the archive so that he would not have to write out verb tables anew every day.

When American tanks rolled into the camp in February 1945, Peter and Dolly used the duplicator one last time - to produce a Liberation Bulletin, also preserved in the School Archive. Peter proudly noted that the children in the camp school were ahead of their peers when they returned to regular schooling.

With this year marking the 80th anniversaries of VE and VJ Day, Peter’s grammar feels even more poignant. But it also made me reflect again on that question: Where will languages take you? Peter’s study of French prepared him for a role as a language teacher in unimaginably trying circumstances.

Where will languages take this year’s linguists, as they complete their A Levels and GCSEs? Many recent leavers have found themselves in unexpected corners of the world, using languages they studied at Sherborne - or learning new ones along the way. I wonder if the archive of the future will hold any artefacts reflecting their linguistic endeavours and adventures, now that physical records are rarer and digital artefacts so fleeting, but I expect that Peter Richards’ SPANISH VERBS (etc.) will retain its power to evoke for the reader an extraordinary historical, and linguistic moment in time.

You can read more about Peter Richards’ remarkable story in Rachel Hassall’s article here: https://oldshirburnian.org.uk/pe ter-clifton-richards-obe-19091992/

Philip Morrow Head of Modern Foreign Languages

EAL

ENGLISH AS A SECOND LANGUAGE:

INTERVIEW WITH THE FOURTH FORM

Three of our Fourth Form international pupils, Romeo Damjanovic (4a), Alfonso Gayán Villagrán (4c) and Matthew Chang (4f) reflect on their first two years at Sherborne.

WHY DID YOU CHOOSE TO COME TO SHERBORNE?

Matthew:

My dad went to Sherborne and always said it was a fantastic school. After my interview, I agreed. I’m really into Maths and Science, and the facilities here are excellent. I also love playing Rugby and Tennis.

Alfonso:

When I visited The Green, I was impressed by its size and the beautiful garden. I’m a passionate trainspotter, and I love that Sherborne is on a rail line. The South Western Turbo Class 159 is one of a kind and runs through here.

Romeo:

Honestly, it wasn’t really my decision at first – some of my friends were coming to Sherborne, so I decided to check it out. I ended up loving it, and here I am.

WHAT ARE THE MAIN DIFFERENCES BETWEEN EDUCATION HERE AND AT YOUR PREVIOUS SCHOOL?

Matthew:

In China, classes were much biggerabout 50 pupils per class. We mainly studied Chinese, English, and Maths, with fewer subject choices. PE focused on fitness like running and skipping, rather than a wide range of sports like here.

Romeo:

One difference compared with my school in Germany is how much we use computers here. It’s more efficient and helps us get familiar with technology, though we still do handwriting.

Alfonso:

In Spain, there’s less support for individual learning needs, and the system relies heavily on rote learning, which isn’t my strength. At Sherborne, there’s learning support. Lessons here are more interactive and practical.

WHAT WAS YOUR FIRST IMPRESSION OF SHERBORNE WHEN YOU ARRIVED?

Romeo:

I was amazed by the size of the School – the sports pitches, Boarding Houses, and classrooms. The atmosphere is relaxed and friendly.

Alfonso:

In the first few weeks, I spent a lot of time trainspotting! I made friends quickly, starting with a boy called Kevin. The teachers are great, and there’s a wide range of subjects and excellent classroom facilities.

WHAT CHALLENGES DID YOU FACE AS A SECOND LANGUAGE SPEAKER?

Matthew:

At first, my English was poor, so I struggled to understand lessons. It made subjects I enjoy, like Science, much harder. I was nervous at first, but my housemates supported me a lot.

Alfonso:

The British accent was tough at first - I didn’t expect it to be so different. Studying Shakespeare in the Third Form was especially challenging.

Romeo:

Starting at an English school can be hard when the language isn’t familiar. I had to concentrate a lot to understand people, but over time, it got easier. Trust me!

WHAT HAS HELPED YOU OVERCOME THESE CHALLENGES?

Romeo:

Being in an English-speaking environment really speeds up learning. I also read car magazines in English, which helped with both speaking and spelling.

Matthew:

In Science, we use lots of diagrams and videos, which help. I use an online translator, and the teachers are very supportive. I also had extra ESL lessons, and my friends help me with spelling and understanding.

HOW WILL STUDYING IN ENGLAND HELP YOU IN THE FUTURE?

Matthew:

I want to study Chemistry at university in the UK. I’m thinking about becoming a Chemical Engineer or a Medic.

Alfonso:

I hope to study engineering at a top university. My dream is to become a pilot, so speaking English well is essential, along with strong knowledge in subjects like Physics and Maths.

WHAT DO YOU ENJOY MOST ABOUT STUDYING IN SHERBORNE?

Matthew:

I love the house atmosphereplaying ping pong with friends and sharing snacks at break. I’m proud of getting five grade 9s in my exams and enjoy playing lots of Sport.

Alfonso: My friends - they’ve helped me through tough times and celebrated my successes with me.

... some of my friends were coming to Sherborne, so I decided to check it out. I ended up loving it, and here I am.

Academic Music

TThe Academic Music department has enjoyed another successful year, with pupils achieving at the highest levels both in their studies and university aspirations. We were particularly proud to see our A Level musicians secure places at leading institutions including Durham, Manchester and Newcastle, while Oscar Boswall (U6f) and Freddie Senior’s (U6g) offers to read Music at Oxford University represent a tremendous accomplishment. Their success was supported by our thriving Oxbridge Music Club, which continues to provide invaluable preparation through regular sessions focusing on interview skills and academic enrichment.

Beyond these standout achievements, our broader academic provision has gone from strength to strength. The Academic Music clinics have remained a cornerstone of our support system, offering pupils additional opportunities to deepen their theoretical understanding and hone their analytical abilities. Our new Third Form curriculum has made an

exceptionally promising start since its introduction last September, successfully engaging pupils through innovative projects that blend composition, technology and practical musicianship. These carefully designed modules have allowed boys to explore their musical identities, while developing both creative and technical skills, culminating in impressive final projects that showcased their year’s progress.

Technology continues to play a central role in our pupils’ musical development, with GCSE and A Level candidates producing increasingly sophisticated work using professional-standard software. This integration of Music Technology has not only enhanced their compositional output but also prepared them for future studies and careers in an ever-evolving musical landscape.

Robert Costin Head of Academic Music

None of these accomplishments would be possible without the dedication and expertise of our Music staff - Mr Eadon, Mr Marks, Mr Davey and Mr Lehnert, whose commitment extends far beyond the classroom. Their passion for Music education continues to inspire our pupils and cultivate an environment where talent can flourish. With another promising cohort preparing for their examinations and a growing culture of musical excellence, we look forward to the year ahead with great anticipation.

Classics

nostos and the enduring appeal of Classics

TThe theme of nostos, the longing for homecoming, from which derives the English word ‘nostalgia’ (νόστος and ἄλγος, ‘pain’), originally meaning ‘the painful longing to return home’, but today referring more broadly to the sentimental longing for the past, runs through ancient literature. Whilst mostly focused on geography, it can also be used as a metaphor for memory and identity. Aeschylus describes the tragic return and murder of Agamemnon, Sophocles portrays Philoctetes yearning to return to a society that had abandoned him and in Plato’s Phaedo, Socrates describes death as a nostos for the soul. But nowhere is it more vividly explored than in Homer’s Odyssey, where Odysseus, the weary hero of Troy, spends ten arduous years journeying back home to Ithaca (ἀλλ

, ‘nothing is sweeter to a man than his own country’, Odyssey 9.32). Along the way, he battles savage monsters, loses loyal companions and confronts his own identity. Even after reaching Ithaca, Odysseus must prove himself again,

confront the suitors and reunite with Penelope. His return is more than a physical journey; it is a quest for meaning and belonging, and to reclaim his identity as king, husband and father. For ancient audiences, and for modern ones too, it resonates as a powerful metaphor for healing and belonging after turmoil.

It is no coincidence that The Odyssey is enjoying a resurgence in popular culture. Rick Riordan’s Percy Jackson franchise continues to thrive, Netflix has developed

The Return, with Ralph Fiennes sinewy and racked by self-doubt and guilt as Odysseus, Christopher Nolan’s $250 million IMAX blockbuster is scheduled to be released in July 2026, and even Ethan Hawk receives his mission briefing in Mission Impossible – Fallout from inside a copy of Homer’s Odyssey. It seems the ancient idea of nostos still speaks powerfully to audiences today.

In part, this is because homecoming has rarely felt so fragile. In the wake of a

pandemic, war and displacement, the idea of return to one’s roots, to a stable identity, to truth has renewed resonance. Odysseus’ journey mirrors the modern human condition: navigating an ever-shifting world, tested by forces beyond one’s control and constantly asking ‘Who am I, and where do I belong?’.

Modern film and television are increasingly exploring this. Percy Jackson involves fast-paced, monster-filled plots, but the young demigod strives to find out who he is and to survive the trials set by divine forces. Ethan Hunt, like Odysseus, is an action hero tested by loyalty, deception and impossible odds on a perilous journey home. The Return reframes The Odyssey, presenting Odysseus as a physically and psychologically scarred man, haunted by the trauma of the Trojan War and his long journey home. The enduring appeal of nostos is set to reach a whole new audience with Christopher Nolan’s upcoming adaptation of The Odyssey, starring Matt Damon as Odysseus and Tom Holland as Telemachus. It seems likely that the film will focus not just on Odysseus’ long voyage, but also on the impact of his absence on those left behind –especially Telemachus, whose own coming-of-age mirrors his father’s

journey, exploring the modern resonance of identity and fatherson relationships.

These stories also showcase what makes a classical subject so compelling to study. Far from being dusty or irrelevant, the world of Greek myth, literature and philosophy gives pupils a toolkit for understanding both the ancient world and the present one. ‘People love stories’, as Ralph Fiennes’ Odysseus comments, but through studying texts like The Odyssey, pupils learn not just about gods and monsters, but about leadership, resilience, temptation, trauma and the importance of home - themes as urgent now as they were in Homer’s time.

This is perhaps the greatest strength of a classical subject: its ability to connect the ancient and the modern, the imaginative and the intellectual. It develops analytical skills, historical awareness and cultural literacy. Whether in the original or in translation, pupils learn to read texts closely, to weigh evidence and to write persuasively. They come away not only with the knowledge of Greek myth or Roman politics, but with the capacity to think across time. And that is more important than ever. In a world of polarised

debates, rapid change and technological distraction, Classics offers depth, reflection and perspective. It encourages pupils to look beyond the present moment, to understand where ideas came from and to consider the legacy of the past. It asks them to think like philosophers, historians and storytellers - often all at once. It also fosters empathy. Reading The Odyssey, we do not just follow a hero; we consider the pain of exile, the strain of leadership and the suffering of Penelope and Telemachus waiting at home. We come to understand the cost of war and the challenge of reintegration. In this sense, nostos is not just about Odysseus, it is about all of us trying to find our place in a changing world.

So, when a Netflix series or a Hollywood film revives these myths, it is more than entertainment. It is part of a much older conversation – one that Classicists are uniquely equipped to join. They can analyse why Medusa is portrayed as a victim, why modern retellings reframe the gods as flawed or fading or why the idea of home still holds such emotional power. They become not just viewers, but interpreters - not just pupils, but cultural critics.

In that sense, studying Classics is itself a kind of nostos – a return to foundational stories that shape who we are. And, like Odysseus, pupils who make that journey emerge not just older, but wiser.

Stephen Heath Head of Classics

Business & Economics

The Impact of AI on Modern Businesses and Business Education

Artificial Intelligence (AI) is no longer a concept reserved for science fiction – it is fundamentally transforming the world of business. From streamlining operations to enhancing customer experiences, AI is rewriting the rules of the marketplace. But beyond the corporate world, how is AI reshaping the way we teach and learn about business itself?

One of AI’s most significant impacts on businesses is automation. Why spend hours on repetitive tasks like data entry, invoice processing, or scheduling when intelligent systems can complete them in seconds? AI not only improves efficiency and accuracy but also allows employees to focus on more meaningful, creative, and strategic work. Developing an understanding of these processes in a more digital world is vital for pupils studying business.

In addition, AI’s ability to analyse large amounts of data is changing the way business decisions are made. In a world overflowing with information, how can pupils make sense of it all? AI tools help identify trends, forecast demand, and generate insights that give businesses a competitive edge. Whether it’s a retailer predicting

next season’s hot product or a bank detecting fraudulent activity in real time, AI is turning data into a powerful strategic asset.

But the influence of AI doesn’t stop in the boardroom - it’s also transforming business education. What does it mean to teach business in an era where algorithms can out-analyse human experts? At Sherborne Boys, AI is enhancing the learning experience. Intelligent tutoring systems can adapt to individual pupil needs, offering customised feedback and resources. Virtual simulations and AI-driven case studies allow pupils to explore real-world scenarios in dynamic, interactive environments.

Moreover, educators are rethinking what business pupils need to learn. Should future business leaders be fluent in Data Science and Machine Learning? Increasingly, the answer is yes. As AI becomes embedded in Finance, Marketing, Operations, and Human Resources, Business Education must evolve to include digital literacy, ethical AI use, and an understanding of algorithmic decision-making.

AI is also fostering innovation across industries. Could machines help design new products, generate marketing content, or even create art? Absolutely. In sectors like healthcare, AI assists in diagnostics and treatment planning. In Manufacturing, it predicts equipment failures before they occur. The creative potential of AI is even being harnessed in content creation, design, and music composition.

However, as with any major technological shift, AI raises important questions. Will it replace jobs or create new ones? What happens to workers whose roles are automated? And how do we ensure that AI is used ethically and responsibly? Businesses and educators alike must grapple with these challenges. Reskilling the workforce and teaching pupils to think critically about technology will be essential.

AI is transforming not just how businesses operate, but how they are taught and understood. The question isn’t whether we should embrace AI, but how we can prepare ourselves to use it wisely. Will your business – or your classroom - adapt to the age of AI? This is the question we face in light of changing technologies. It is difficult to close pandora’s box as AI is here to stay. It is the role of educators to utilise it effectively and ensure pupils have the critical thinking skills to use AI for its advantages rather than as a tool to stifle creativity and innovation.

Robert Cousin Teacher of Economics and Business

Why Religious Studies is blooming in Sherborne

i

I imagine not many people reading this piece will have heard of the Bloom review, but for Religious Studies (RS) teachers like myself it is an important document. While it might sounds like a picturesque piece about the Chelsea Flower Show, it is a report, recently commissioned by the Government, into the state of RS in UK schools today.

It argues that RS, far from blooming, is in some cases withering on the vine.

Some of the problems it outlines are: inconsistent quality across schools, failing to teach the subject in sufficient depth, it being an undervalued subject and a lack of faith literacy among students. This is particularly surprising as RS is required to be taught in every school.

As Head of Theology, Philosophy and Ethics here at Sherborne Boys this report of course made me question my department’s work and I wondered whether we could be accused of any of the shortcomings that were outlined in other schools. While we’re always trying to be better, I think the subject is in good health at Sherborne.

Unlike in many other schools, all boys are required to take RS in the Third Form. It is taught along with Wellbeing and the syllabus involves a look at Judaism, Islam and some of the ethical questions that most people have to face in their lives around animal rights, religious identity and questions of life and death. The last question was made relevant by the debates in the House of Commons about the Assisted Dying Bill and the boys always like to discuss the current issues of the day.

RS is one of the only humanities subjects’ boys are required to take when they enter the School, and it was quite interesting (and alarming) to hear how few of them enjoyed the subject when they started at the School. Happily, their experience in the Third Form turned those opinions around rapidly. By the beginning of the second term, when the GCSE choices are made, around a third of the year group had chosen RS as one of their options. There are lots of reasons why RS makes a great GCSE choice: it’s relevant – most people will find it useful to learn about other faiths in their lives after school. One former parent shared with me that on a recent holiday to Sri Lanka her son was able to guide the family around a Buddhist shrine, explaining what the lotus drawings and stupas meant.

All the teachers enjoy finding ways to make RS accessible and fun, and that’s really what every boy wants. So, I think it’s fair to say that Religious Studies is blooming at Sherborne, and should be for a long time to come.

James Crawford Head of Theology

ACADEMIC DRAMA

The Sherborne Boys Drama Department entered a new era in the 2024/2025 academic year, with every member of staff starting brand new. Alastair Kirby is Director of Drama, Jodie Glover and Jan Wrigley are our new LAMDA Teachers and Lily Potter is our Drama Graduate. This has brought a new energy and freshness to the department, and whilst carrying on the traditions that were already in place from a very successful department, we plan to push the excitement and vigour of Drama at Sherborne Boys. We have had a wonderful year in the classroom, where we have explored plenty of plays, practitioners, styles of performance and productions.

THIRD FORM DRAMA

In the Third Form, the course is designed to spark enthusiasm for Drama and Performance, all while starting to learn the skills required for the GCSE course. This year, some of the topics we have explored in the classroom have been as follows: a research project on the National Theatre, the National Theatre production of Peter Pan, working on scripted monologues, Kneehigh Theatre, Commedia Dell’Arte and Masks, performance work on One Man Two Guvnors, stage combat and we finished the year by looking at the design in the National Theatre’s production of Treasure Island

GCSE DRAMA

In the Fourth and Fifth Form, we study the AQA GCSE Drama course and we have had a wonderfully successful year with our GCSE candidates. In Fourth Form, we have spent time studying their set text, Blood Brothers by Willy Russell, learning how to answer the written examination and prepare a short performance for their component 2 - Devising Drama (40% of their overall GCSE). In Fifth Form, we spent time preparing for the component 3 - scripted performance, which is probably the highlight of the GCSE Drama course. As part of these performances, the boys performed to a visiting examiner and small audience in the Powell Theatre. We also spent time in the Fifth Form reinforcing knowledge for the written paper, to ensure the boys go into the exam room feeling as prepared as possible. It is fair to say that GCSE Drama is gaining popularity and momentum at Sherborne Boys.

JUNIOR SCHOOL DRAMA TRIP TO BLOOD BROTHERS

During the Michaelmas Term, Drama pupils in the Third, Fourth and Fifth Forms had the opportunity to visit Portsmouth to see Blood Brothers This was tremendously enjoyed by all the boys, and really helped the Fourth Form, who are studying it as part of their GCSE written examination. Willy Russell’s timeless story of class, family, and fate came to life on stage, leaving a lasting impression on everyone who attended.

The pupils were captivated by the powerful performances, particularly the emotional journey of the twin brothers, Mickey and Eddie. The production skilfully balanced humour and heartbreak, while the powerful delivery of songs like Tell Me It’s Not True mesmerized the audience.

Beyond the entertainment, the trip provided those studying Blood Brothers for their GCSEs with the chance to see their set text brought to life. The entire experience offered valuable insights into professional theatre, showcasing impactful staging, lighting, and the way the actors brought complex characters to life.

GCSE DRAMA TRIP TO THE NATIONAL THEATRE, LONDON

In the Trinity Term, the Fourth Form went on a London Theatre Trip, something that we plan to offer annually for all GCSE Drama pupils. As part of this trip, we visited the National Theatre to watch Dear England, a production written by James Graham that explores the England Football Team and their manager, Gareth Southgate. The boys also enjoyed a backstage tour of the National Theatre before the production, which really helped to gain an insight into the workings of a professional theatre. It is fair to say that the boys had a wonderful time.

OUTREACH

Outreach and creating links with local schools is an incredibly exciting opportunity for the Drama department. This year provided us with the opportunity to invite local schools to watch our Joint Schools’, whole-school production, A Christmas Carol in December. This was a wonderful opportunity for us to showcase a quality piece of work that the pupils had been working on during the Michaelmas Term. It also allowed us to demonstrate the type of opportunity on offer when you get involved in Sherborne Drama. After performing for the visiting prep school children, the cast led a themed workshop, teaching the visiting pupils a section of dialogue from the production, and The Sir Roger De Coverley, an English country dance that featured in the show. This was a wonderful opportunity for interaction between cast and audience and proved very successful.

We also continued our school’s Drama Festival, which was established by previous Head of Drama, Victoria Clayton. We welcomed Farleigh, Sherborne Prep and Port Regis to this event, where staff from the Drama department offered workshops on Stage Combat, Poetry and Script Work, and a Mask Workshop. The pupils were an absolute joy to teach and throughout the day demonstrated wonderful enthusiasm and creativity.

Alexandra, a pupil from Port Regis wrote the following on their day:

‘Ms Matthews recently took a group of pupils to the Sherborne Drama Festival with Sherborne Prep and Farleigh. It was an amazing trip. We took part in three workshops, including a stage combat workshop, a script one and a mask one. In the script workshop, we learnt how to learn to watch each other instead of dawdling on stage. We did this while acting out one of Roald Dahl’s Revolting Rhymes. In our mask workshop, we learnt to express our emotions while wearing masks. We did this by making arguments about a minute long. After the amazing workshops, we all gathered to watch Sherborne Drama scholars perform two LAMDA pieces. The performances were superb! Then we all got a chance to show the rest of the children the performances we made in the workshops. Lots of children did the mask arguments, which were good! There were also a few combat fights which were realistic. My friend Vinnie and I were the youngest there as it was mostly for Years 7 and 8 and we are only in Year 6. It was an amazing day out. Thank you to Ms Matthews and everyone at Sherborne!’

LAMDA

LAMDA has continued to thrive this academic year, with plenty of boys taking Speech and Drama lessons and LAMDA examinations. The results that the boys have been awarded this year have been outstanding and truly reflect the high standard of teaching in this area.

Our boys have taken LAMDA examinations ranging from Grade 4 to Grade 8 over the course of the year. These examinations culminated in two wonderful Drama Showcase performances, one held in the Powell Theatre and the other in the garden of the Drama School. We anticipate the Trinity Term results to be with us very soon and hopefully they are as successful as our results from the Lent Term, which consisted of 14 Distinctions and 4 Merits.

A particular highlight of LAMDA from this academic year was Siegfred Johnsen (U6a), who completed a Level 3 Certificate in Speech and Drama: Performance Studies (PCertLAM). For this challenging examination, he was awarded with a very High Merit.

Alastair Kirby Director of Drama

Design Technology

THEyear began with a refreshed approach to the department’s Third Form curriculum, aimed at maintaining its breadth and accessibility, while ensuring a strong foundation for GCSE. Departments were challenged this year to focus on the skills pupils need to succeed - not only as independent learners, eager to develop their creativity and discover new interests, but also to equip them with a suite of robust competencies to help them thrive academically.

With this in mind, beyond subject content, the first term of the Third Form curriculum concentrated on the delivery of core skills. In Design & Technology, we collaborated with the Science department to explore innovation and critical thinking. We introduced an early challenge to help pupils assess their current level in these core skills before embarking on projects designed to develop them further.

In addition to setting teachers an informal competition to highlight where skills were being delivered in each lesson, the modified projects enabled pupils to identify which skills were evident in their work, while also encouraging them to enhance these. Towards the end of the first term, as GCSE options began to be discussed, it was helpful for both pupils and teachers to recognise skill development, progression, and talent when advising on subject choices.

With three full GCSE classes beginning their final two-term examined coursework, we were immediately impressed by the level of engagement with the exam board set design contexts. Delivering the subject in a full-boarding environment allows pupils access to both teachers and facilities outside of the timetable. This enables them to decide how far they wish to push their skills and the complexity of the challenges they undertake.

Bertie Burrell (5m) explored the connection between the celebration of sporting achievement and ‘the feast’. He developed a tall, modular, wood-fired Argentinian grill designed to help a cook prepare and serve large quantities of meat for a post-match celebration. He applied his skills on the metal lathe and horizontal bandsaw across many weekend activity slots, turning components to weld together a robust and beautifully constructed grill. The finished product earned him a Headmaster’s Commendation, as it represented work of ambition and quality, beyond the demands of the GCSE qualification.

Chun Lok Choy (5f) focused on developing his skills in building virtual product components using ComputerAided Design (CAD). This required him to learn demanding drawing techniques and gain an appreciation for concepts such as dimensional tolerance. While Bertie was turning and welding, Chun Lok was refining and combining all the necessary components for a telescopic selfie stick, capable of taking post-match team photos. He learned how to build and effectively mesh gears with racks, and his design components were printed, tested, and refined on the 3D printer over several weeks as the manufacturing deadline approached.

Henry Curtis (5f) selected a challenging context from the exam board’s list: to design products that promote social skills in pre-school children. A key factor in Henry’s success was his primary research, which involved visiting a nursery school in the summer to interview staff and observe the children’s interactions firsthand. Through both designing and scale modelling, Henry developed a water play station intended to encourage pupils to work together - pumping, channelling, and playing with the water flow. With numerous considerations around product safety, durability, and functionality, Henry had set himself a real challenge. Seeing the product being tested by children on a bright spring day helped Henry recognise his talent for three-dimensional problem solving.

With this year’s sixteen A Level pupils progressing to study degrees in Engineering, Architecture, Product Design, and Business Management, it is wonderful to see their confidence growing as their skills develop - leading them to take steps into exciting, creative careers.

Peter Chillingworth Head of Design & Technology

Sixth Form Higher Education & Careers

A FLOURISHING FUTURE

SSherborne helps pupils plan for a purposeful future, as Deputy Head (Sixth Form) Alex Boyd-Williams and Careers Manager Zoe Fraser explain:

Ask Alex Boyd-Williams to summarise the approach taken to careers education at Sherborne Boys and he gives a pithy reply.

“We help every pupil find the most inspiring individual pathway towards a life of purpose and positivity.”

It’s a straightforward dictum, and one that could well serve as a mission statement for the whole school. Which, as Alex also remarks, is rather the point.

“What’s the purpose of education if not to prepare young people for a flourishing future?” he asks. “We very much see our careers provision as running throughout a boy’s time at Sherborne.

“We start when they first arrive to help them think about the future, and sharpen their focus as they near the end of the Sixth Form. The idea is to give them a great foundation on which to build for the rest of their lives.”

A good base

The Careers Centre is located in a newly refurbished space above The Hub café at Sherborne Boys. Alex and Careers Manager Zoe Fraser believe it provides a great base, where pupils come to explore their options.

“We wanted to make this an attractive space in which to spend time,” explains Zoe. “We’ve put interesting artwork on the walls and made it feel crisp and professional – like a cosy, contemporary workplace rather than a traditional school environment. That means pupils are in a slightly different headspace when they come here.”

By pupils, Zoe means those who study at both Sherborne Boys and Sherborne Girls. “We’re working more closely since the governance merger,” she explains. “While Sherborne Girls retains its own careers function, we welcome pupils from both schools to use our facilities and attend our events.”

Such events encompass a multiplicity of opportunities for young people to build their network, find out about an array of careers, and be inspired for the future.

“A good example is our Lower Sixth Careers Convention,” says Alex. “We held this from 9 to 10 May and the focus was on helping pupils think about their path to success.”

Before attending a weekend carousel of seminars involving people working in industries as diverse as finance and law, the creative industries, and sustainability, pupils were given a masterclass in networking. They also attended a talk by Matt Thornton, head of talent acquisition at Deloitte, Elizabeth Lewis, head of strategy – global security operations at Amazon, and Chloe Duckworth, executive search at CGD Consulting. All three are experts in the recruitment sector and longstanding supporters of Sherborne.

“Our events don’t just alert pupils to the range of careers available in the modern world,” says Zoe. “They’re also a chance to build contacts and start establishing a profile among potential employers.”

Business breakfasts

It is with networking in mind that Alex and the team organise monthly business breakfasts. These are informal gatherings in the Careers Centre, where guests from industry share insights about their sector while chatting with pupils over coffee and pastries.

“Pupils need to know how to behave in a professional context,” Zoe says. “Career success doesn’t only come from academic attainment or by gaining work experience. They also need to foster relationships that help them develop a professional identity.”

Alex expresses the Careers team’s ambition in terms of the wider Sherborne ethos: “We form good men who protect, provide and show up. They help people feel safe by building good relationships; they are able to support themselves and other people financially and make a worthwhile contribution to society; and they are fully present to every opportunity. These are the hallmarks of a Shirburnian.”

As well as encouraging boys to embody the Sherborne values in person, the careers team works with them to curate their online presence. “So much of modern business involves social media,” says Zoe. “We want pupils to have an effective and appropriate profile online as they build connections for the future.”

The team offers LinkedIn training to boys in the Lower Sixth and works with pupils to develop their digital skills. “We encourage boys to send follow up emails to people they meet at careers events,” explains Alex. “It’s all about continuing to build relationships after an initial meeting.”

A strong network

It helps that Shirburnians have a powerful network on which to draw. “We’re lucky to have so many Old Shirburnians, parents and friends of the School who are willing to give their time to the current generation of pupils,” says Alex. “Sherborne Connect (the School’s website for Old Shirburnians) is another powerful tool. It gives pupils access to a global network of people who can advise and support as they build their careers.”

But Alex is quick to point out that a strong network isn’t sufficient of itself to build a thriving future. “Pupils understand they need to prove their worth and work hard to succeed,” he says. “Sherborne’s network gives pupils plenty of doors to knock at. But they need to give a good account of themselves if they’re to build strong relationships.”

That is why the embedded careers curriculum – which starts in the Third Form and continues throughout a pupil’s time at School – is so crucial.

“The careers programme is a part of the academic schedule,” Zoe explains. “We have Monday tutor time allocated for careers, and every personal tutor is trained in using our careers platform, Unifrog. Pathways education is hardwired into the pupil experience. It’s always on the agenda.”

Of course, the trick is to retain a future focus without narrowing options – something Alex says is at the heart of Sherborne’s approach. “We understand that every pupil is different and their hopes and aspirations will change as they move through school. By ensuring careers conversations are a regular feature of tutor time, we’re able to help them discern a path that inspires and motivates them at every stage of their time at Sherborne.”

Future focus

There are moments when the focus necessarily sharpens. Zoe, for example, meets Fifth Formers in small groups to help them think about Sixth Form choices. And the move towards life beyond school inevitably gives fresh impetus to careers conversations.

“Most of our pupils go on to university after leaving Sherborne,” says Alex, “with a good proportion studying at Oxbridge, Russell Group or specialist universities. We’re also seeing growing interest in degree apprenticeships, which pupils see as a good route to getting an academic qualification while earning a decent living and building their career.”

Alongside the popularity of traditional A Levels, Sherborne’s BTEC offering is proving a winner among Sixth Formers. “Our BTECs in Enterprise and Entrepreneurship, Sport, and Creative and Digital Media give boys a chance to study in a more applied way,” says Alex. “They’re a great way for pupils who don’t always thrive in more academic subjects to garner UCAS points that open the door to premier league Higher Education.”

It is striking how often Alex and Zoe use the image of a door opening: a neat summary of the approach to careers and pathways education at Sherborne. “School is the start of a process, not its culmination,” Alex concludes. “If we can help every pupil identify the appropriate next step to find fulfilment in their working lives, we’re doing well. You could say our job is to get pupils ready to leave!”

Matt Bone, Director of Art

A PLACE TO PAUSE

A publication such as The Shirburnian serves as a fitting reflection of just how remarkably full life at Sherborne is, for both pupils and staff alike. As an Old Shirburnian myself, I’ve experienced this from both perspectives. The sheer volume of opportunity available to our boys is nothing short of extraordinary: eye-watering and exciting in equal measure. More often than not, pupils embrace this abundance with enthusiasm; some are gently nudged by parents or tutors, but most throw themselves wholeheartedly into the many offerings on hand. Over the course of a typical week, let alone an academic year, this creates an unrelenting tempo, a day-to-day bustle that defines much of the Sherborne experience.

A recent meeting with a parent brought this reality into sharp focus. We were discussing her son’s art portfolio and the apparent lack of progress being made. As we talked, it became clear that he had very little time, amidst his myriad school commitments, to stop, reflect, and give his creative work the thought it deserved. The irony wasn’t lost on either of us: in order to fit the meeting into our own overloaded schedules, we had to convene before our working days began, with a 5:30am commute for her, no less! In the busyness of school life, and indeed life more generally, it’s

easy to be swept along by endless tasks, notifications, and obligations. But without moments of intentional stillness, we risk losing sight of what truly matters. Taking time to slow down, to think without distraction, allows our minds to rest, process, and begin to see more clearly. It’s also in these quieter moments that creativity thrives, when the mind is freed from the noise, able to imagine, explore, and look beyond the immediate.

With that in mind, much of the Trinity Term has been spent converting the now-defunct mezzanine, the Art department’s

former desktop computer suite into something altogether calmer: a space where pupils can pause, sit, read, and reflect. Somewhere to gather their thoughts and recharge, both literally and metaphorically.

Thanks to the generous gift of the Hugh Hildesley (b 60) Library this time last year, we’ve now created a permanent home for this fine collection and, in doing so, a space where both pupils and staff can enjoy the books as Hugh intended when he gave them to the School. My hope is that this newly refurbished mezzanine will

become a haven, free from digital distractions and filled instead with comfort, quiet, and the kind of stillness that fosters both clarity and creativity.

There’s a pleasing symmetry to this space being housed within the Art department. After all, I firmly believe that art itself offers a rare and valuable moment of pause, a chance to slow down and reconnect. Perhaps next time you’re passing, you might drop in, take a seat, and take five.

• Freddie Fineman (U6e)

• Freddie Bennett (U6g)

• Rufus Watson (U6a)

• Rufus Watson (U6a)

• Magnus Macintosh (U6f)

• Luke Boylan (U6d)

• Will Ashworth (U6b)

Dra m a

A FESTIVE TRIUMPH: JOINT SCHOOLS’ PRODUCTION OF A CHRISTMAS CAROL: A GHOST STORY

In December 2024, the lights dimmed and silence fell over the audience as the curtain rose on the eagerly awaited Joint Schools’ production of A Christmas Carol: A Ghost Story, adapted by Mark Gatiss. This heartwarming retelling of Charles Dickens’s classic story brought together pupils from both Sherborne Boys and Sherborne Girls creating a beautiful celebration of talent, creativity, and teamwork.

From the moment Ebenezer Scrooge, played with impressive depth and charm by William P (L6m), stepped onto the stage, the audience was transported to Victorian London. The haunting figures of Jacob Marley and the Ghosts of Christmas Past and Present were vividly brought to life, thanks to stunning costumes, enchanting lighting, and powerful performances by Forest Purvis (L6b), Nenad Marinkovic (L6c), and Liberty Marriage (L6).

A particularly touching highlight was Archie Osborne’s (L6f) portrayal of Bob Cratchit, which radiated sincerity and warmth. Cratchit’s unwavering hope and love for his family, despite their hardships, provided a heartfelt contrast

to Scrooge’s cold indifference. The scenes featuring Tiny Tim moved many of the audience to tears, reminding everyone of the story’s important messages of kindness and generosity.

The ensemble cast captivated the audience with their lively depictions of bustling streets, heartwarming family moments, and spine-tingling supernatural encounters that make A Christmas Carol such a beloved tale. The pupils’ dedication was evident in every line delivered, every dance step taken, and every emotion conveyed.

The production received standing ovations and glowing reviews from attendees, all of whom were touched by the show’s emotional depth and festive spirit. It served as a beautiful reminder of the power of storytelling, the magic of theatre, and the significance of kindness and redemption during this season of giving.

Congratulations to all involved in making A Christmas Carol: A Ghost Story an unforgettable experience!

“This year’s joint production also highlighted the amazing work of the designers and technicians. From the eerie fog that enveloped the stage to the seamless transitions between past, present, and future, the backstage crew’s efforts infused the performance with a polished and professional touch.

“

LYON HOUSE PLAY

HORATIO WILL BE LATE

BY BURTON BUMGARNER

Earlier in the term, Lyon House captivated audiences with their hilarious and chaotic production of Horatio Will Be Late, a playwithin-a-play set in a school frantically preparing for a performance of Hamlet. With everything that could go wrong going wrong, the production delivered an evening full of laughter, surprises, and brilliant performances.

As props go missing, lines are forgotten, and chaos ensues, the cast expertly captured the escalating hilarity while keeping the audience on the edge of their seats. Standout performances included George Brookes (4g) as the frazzled director, Mr Duncan, trying to hold everything together, and Harry Cole (L6g) as the overenthusiastic actor determined to steal every scene. As well as the incredibly funny performances from Ned Jones (L6g), Archie Robbins (5g) and Tom Shaw (4g). The ensemble’s chemistry and comedic flair brought the quirky characters to

life, and the timing of the mishaps - both scripted and delightfully improvised was spot on.

Behind the scenes, the production team shone just as brightly. Clever set designs transformed the stage into a bustling school Drama department, while dynamic lighting and sound effects amplified the comedic tension. The direction, led by Annie PriceHughes, seamlessly balanced the humour and the absurdity, creating a thoroughly entertaining experience.

Congratulations to Lyon House for delivering a great production!

HARPER HOUSE PLAY DEATH COMES TO CHARLESWORTH PARK

BY A.K. IRBY

Harper House took to the stage with their highly anticipated production of Death Comes to Charlesworth Park. What followed was a riotous evening of theatrical disaster, executed with impeccable comedic skill, that had the audience crying with laughter from start to finish.

The play is a classic whodunnit gone wrong, showcasing the struggles of the Harper House Dramatic Society as they attempt to stage their own murder mystery. As the performance progresses, it becomes clear that the real challenge is whether the cast can survive a series of mishaps, including collapsing furniture, forgotten lines, unexpected entrances and resurrections (Roddy Harris (3d)) and an uncooperative fireplace, all contributing to the comedy and chaos of the night.

Standout moments from the performance included an unfortunate incident in which Tallulah, played by Charlie Miller (L6d), was knocked out. This situation left the rest of the cast committed to the mantra, ‘the show must go on.’ Meanwhile, the crew, led by Stage Manager Alan (played by Hugo Tyrrell (L6d)), scrambled to figure out how to get her off stage. This resulted in the humorous sight of the crew hoisting the unconscious Tallulah through a window.

Another notable moment of chaos occurred when Ben Brady (L6d) and Arthur Burton (L6d) continued to maintain their roles, have a fight and answer the phone, all while the set was quite

literally falling apart around them. George Johnstone’s (4d) performance as Stevens, the butler was a masterclass in deadpan delivery, especially while stuck in handcuffs. While Ivo Finney (L6d), playing ColinHead of the Dramatic Society as well as Inspector Wickson, had the audience in fits of laughter with his increasingly desperate attempts to hold the production together.

Behind the scenes, the tech team played a crucial role in ensuring that everything went ‘wrong’ in just the right way. The sound and lighting operators, Jake Kingsford (3d) and Alfie Blacker (3d) respectively, delivered a delightfully chaotic performance, missing nearly every cue and providing sound effects and disco lights at the worst possible moments. The dedicated backstage crew, Hugo Tyrrell, Harry Sunderland (3d), Milo Crosthwaite-Eyre (3d), Archie Tyrrell (3d) and Robin Chambré (4d), expertly managed the controlled chaos, ensuring that doors failed to open, props disappeared at critical moments, and the set collapsed precisely on cue.

Despite - or rather, because of the night’s endless mishaps, Death Comes to Charlesworth Park was an undeniable triumph. The cast’s energy, comic timing, and ability to keep the show going through every unexpected obstacle made for a truly unforgettable performance.

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A huge congratulations to the entire cast and crew for delivering an evening of perfectly orchestrated mayhem. We eagerly await Harper House’s next production - though after this, one wonders what could possibly go ‘wrong’ next!

ABBEY HOUSE PLAY CAPTIVE AUDIENCE

BY JENNY GILBERT

Abbey House graced the stage in early February with their production of Captive Audience by Jenny Gilbert. The play centres on Tom, a young man who finds himself handcuffed to the furniture in the communal kitchen of his university halls after an encounter with a group of drunken students. Despite Tom’s

best efforts to break free, the help offered by his fellow students proves futile, especially when a visitor threatens to reveal all of Tom’s secrets.

The responsibility of directing fell to James Whiteley (L6b), who expertly guided his cast to deliver a truly captivating performance.

Standout performances included Forest Purvis (L6b) as the exasperated Tom and Sebastian Willcox (4b) as the overenthusiastic and verbose Sheila. Eddie Robertson (4b) and Charlie Perry (U6b) formed an excellent comic duo, bringing the early courtship of Michelle and Nigel to life with delightful humour.

SCHOOL HOUSE PLAY

JEEVES AND WOOSTER

BY P.G. WODEHOUSE

The School House play, Jeeves and Wooster, was conceived as a community project, aiming to involve as many boys from the House as possible. With a cast and crew of over 40 boys, it certainly fitted that bill. Enthusiasm for the play was so high that several additional roles had to be written into the script to accommodate eager participants! The School House live band, under the remarkable musical direction of Sirtaaj Grewal (3a), wowed the audience with a beautifully executed rendition of the Jeeves and Wooster theme tune.

The band provided a seamless musical backdrop for the elaborate scene changes, involving revolving flats that transported the audience from one setting to another. Special

credit must go to the stagehands for their well-choreographed scene transitions.

The entire cast embraced the spirit of their characters. The Drones Club members provided a lively start and finish to the play, setting the scene for the 1920’s aristocratic tomfoolery.

Narrator Bertie, played by Olly Macdonald (5a), guided the audience through the unfolding chaos with his perfectly clipped accent. Comedy moments were abundant throughout, thanks to standout performances from Jayden Graham-Douglas (5a) as the scheming Aunt Dahlia, Toby Ridgway (L6a) as the sneering butler, Anton Krnc (4a) as the newt-obsessed Gussie FinkNottle, Solomon Macaulay (5a) as the dour-faced Sir Watkyn Bassett and Thomas Gower (L6a)

as the bullish dictator, Spode. Clarence Watson (3a) and Henry P (5a) convincingly embodied 1920s femininity with their mannerisms and voices.

Cameron Campbell-Steele (L6a) hit exactly the right note with his portrayal of Jeeves, coming across as shrewd, deferential and cynical. James Keeping (5a) perfectly captured Bertie Wooster’s blend of cluelessness and joviality. Siegfred Johnsen (U6a), as co-director, demonstrated a masterful understanding of how to bring P.G. Wodehouse’s world to life. School House set out to be ambitious, achieving what could be a House play record through having a live band and such a big cast. Siegfred and the House have proved how much can be achieved through creative vision, teamwork and House spirit.

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It certainly looked like a stylish and accomplished productionthe Island Voices with the blue theme was lovely. Best wishes from me to everyone involved.

RICHARD CONLON

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JOINT SCHOOLS’ JUNIOR PRODUCTION

HOPE SPRINGS

BY RICHARD CONLON

Hope Springs, this year’s Joint Schools’ Junior Production, was a gripping and thought-provoking play set on a remote island, home to a privately run youth correction facility. The story follows a group of teenagers sent to the island for ‘behaviour modification’. When a mutiny breaks out, two educational inspectors, played by Max Lette (3c) and Eddie Pears (3g), are instructed to visit the facility and discover the truth behind the event and the institution.

This chilling and timely production resonated strongly, especially in an era where teenage behaviour frequently dominates headlines. The talented cast, made up of Third and Fourth Form pupils from across Sherborne Boys and Sherborne Girls, fully embraced their roles as defiant youths questioning the authority of the adults who placed them in Hope Springs.

The play was expertly directed by Jodie Glover, with support from Lily Potter, Jim Donnelly, Beth Yates, and Alastair Kirby. Together, the production team brought Richard Conlon’s powerful script vividly to life. Standout performances came from George Brookes (4g) as Sam, Tom Shaw (4g) as the Ringleader, Max Lette and Eddie Pears as the Inspector and his Assistant, and Gabriel Irwin (3g) and Arthur Wilson (4f) as the Principal. A huge congratulations to every pupil involved, who all contributed to a polished and compelling performance.

Adding to the production’s success, writer Richard Conlon shared his praise after seeing production images on social media, saying: ‘It certainly looked like a stylish and accomplished production - the Island Voices with the blue theme was lovely. Best wishes from me to everyone involved.’

Alastair Kirby Director of Drama

SCHOOL HOUSE PLAY

A REVIEW BY ROBERT HARRIS

HOUSEMASTER SCHOOL HOUSE

There’s something special about a House play. Not just the laughter, or the frantic set changes, or the badly timed entrances. It’s what happens behind all that – the way a group of boys, many of whom had never seen the inside of the Drama studio, come together to do something entirely, gloriously, unnecessary. And in doing so, make something unforgettable. There is also the constant threat that something is about to go wrong.

This year it was Jeeves and Wooster. A script full of fast-paced wit, outrageous characters, and an orchestra of comic timing. To take it on was ambitious. To let it be directed by a pupil – braver still. But from the first rehearsal, there was a feeling that this was going to be something special. Our inHouse director didn’t just direct it – he owned it. Quietly, confidently, he brought a cast and crew to life. And they followed, willingly (although he did, at times, display a rather authoritarian streak).

Over half the House was involved. That is worth pausing over. These are boys with packed timetables and busy Co-Curricular engagements. And yet somehow, they found time. Time to rehearse, to build, to create. Time to lift one another, learn lines at breakneck speed, and master the elusive art of comedic pause.

This was the first House play to feature a live band. Not just any band – a House band. Rehearsals were limited, but they brought the performance alive in a way we hadn’t dared to hope for. And at the centre of it all was the Musical Director: a Third Former. Yes – Third Form. Unflappable, focused, and bursting with ideas. He led the group with the kind of instinctive authority you don’t often see in adults, let alone thirteen-year-olds.

Somehow, between the jazz underscoring and the scene-stealing performances (and, let’s be honest, some fine over-acting), something remarkable happened. A House turned into a company. It didn’t matter if they were on stage, in the band, or sorting props backstage – they belonged to it. And it belonged to them.

Of course, it wasn’t all smooth sailing. We had the usual minor crises: forgotten rehearsals, misremembered lines, and an ongoing dispute about whether the ensemble cast could act as if they were a “lad” at a party (they could). But nothing stopped them. It cost me a truly obscene number of Domino’s pizzas – but it was all worth it. What I’ll remember, though, is not the (considerable) polish, but the process. The way boys became collaborators. The way the Sixth Form helped the Juniors. The way the shy ones found

their voice. The way laughter stitched them together.

The House play lets boys take risks, be ridiculous, be brave. And in doing so, they show us sides of themselves we’d never otherwise be lucky enough to see.

This wasn’t just a performance. It was a celebration of what happens when you trust boys to lead, to try, to fail – and to try again. And somewhere between reading through the scripts for the first time and the curtain call, something lasting was made.

Curricular Co.

COMBINED CADET FORCE

After joining Sherborne in 2020 and hearing stories about the CCF from my older brother, I knew I wanted to join The Royal Marines section when I reached the Fourth Form. One of my main goals at Sherborne was to make the most of all the School had to offer. Balancing this ambition with CCF was challenging at times, but the rewards that both the CCF and the School’s extra-curricular programme made it all worthwhile.

The CCF has allowed me to develop into the person I am today, teaching me skills that I will continue to use for the rest of my life. Being in The Royal Marines section, I have been taught the Commando values, spirit, and ethos. These are now values that I live by.

The CCF offers an incredible number of opportunities to everyone. My favourites have included a parachuting trip, a trip to CTCRM Lympstone to watch a new troop of Royal Marines pass out, and a shooting competition held by The Rifles. This was an

incredible experience - being taught by some of the best military marksmen in the UK and the world. We were also hosted by The Rifles in their officers’ mess, where we had the opportunity to interact with and ask questions to Rifles officers at various stages of their Army careers.

We were able to enter five teams for the Ten Tors challenge this year, with three teams from the Fourth Form completing the 35-mile challenge and two teams from the Lower Sixth completing the 45-mile challenge. This is the largest number of teams that the CCF has ever been able to enter this incredible challenge.

A couple of standout moments this year include the Rifles Cadet Cup and the Royal Marine Pringle Trophy. We were able to put out full-strength teams for both competitions, with the Rifles team coming third overall. However, the greatest achievement was from the Pringle team in achieving first position out of 16 other teams from all over the country. This was a goal that the team and Mr Mackenzie-Green have been aiming to achieve and building for over the past four years. I would like to express my thanks to Mr Mackenzie-Green for continuing to push us and believing in us,

even when things didn’t go our way.

This year, field trips saw us conducting exercises in a series of different locations. These included Longmoor, Salisbury Plain, and the Navy Section being hosted at HMS Raleigh. The trip to Longmoor allowed Fifth and Sixth Form cadets to develop their fieldcraft skills and put into practice what they had learned during the term. This included skills such as CQB, room clearances, patrolling and protecting a harbour area. The trip in the Summer Term to Salisbury Plain saw the Fourth Form’s first time in the field. They were able to test all the skills they had been taught over the year, including section attacks, break contact drills, and casualty evacuation. We were also lucky enough to be hosted by a series of different units, including RNAS Yeovilton, 6 Rifles, and 42 Commando. These experiences allowed the cadets to gain a better understanding of current military operations, and the equipment used to complete their tasks.

At the end of the Lent Term, the Sixth Form cadets paraded for the Headmaster’s inspection which went incredibly well and proving that plenty of drill practice paid off. This was followed by the CCF dinner, where we were lucky enough to have Major General James Coote DSO, OBE, as our guest speaker. This parade and dinner marked the end of my and

the Upper Sixth’s time in the CCF and was a great opportunity to celebrate and reflect on our experiences.

Just before the start of this academic year, Imo Coote (SG), Freddie Hope-Hawkins (U6e), and I were all fortunate enough to receive Army Scholarships to RMA Sandhurst. We all believe that the CCF has been a huge part of our ability to earn these prestigious awards. The opportunities that the CCF offers have enabled us to develop our leadership and teamwork skills.

Finally, I would like to thank all of our staff volunteers for their help, encouragement, and motivation over the past year. I would especially like to thank Mr Le Poidevin, Mr Hall, Mr MackenzieGreen, Dr Campbell, and Mr Wilson. Without their efforts and hard work behind the scenes, none of what we do and learn in the CCF would be possible.

Over my time in the CCF, I have seen it grow into a force of over 300 cadets. The opportunities available continue to expand, and the programme consistently develops some of the most capable and committed pupils from both schools. I am extremely proud to have been part of this journey and look forward to following its continued success in the years ahead.

Henry Cole (U6g)

THE DUKE OF EDINBURGH’S AWARD

It has been another fantastic year for Sherborne’s Duke of Edinburgh’s Award programme. With another big cohort of over 180 new sign-ups across the three award levels (Bronze, Silver and Gold), the success of the DofE continues to showcase Sherborne’s thriving Outdoor Education provision.

Participants have worked exceptionally hard this year fulfilling the demands of the sections of their DofE awards. With the Volunteering section boys have supported their communities significantly, helping in local primary schools, singing in the Sherborne Abbey, representing on the Youth Town Council and working in the Eastbury Care Home. Achievements on the sports pitches have supported the Physical section where our boys triumph with the array of sports they undertake. Hobbies and musical talents are used to complete the Skills section and the highlight of the award, the Expedition section saw our participants travel across England, Scotland and Wales embarking on expeditions to complete their Awards.

104 Third Formers took part in the BRONZE Award this year, which culminated in two consecutive weekends of expeditions and camping in May. On the first weekend, the 15 teams camped at

Carey’s under staff supervision. Working in teams, they set up camp, cooked a meal, and were taught vital skills to prepare them for their Qualifying Expedition. This took place the following Sunday and Monday, where all 15 teams walked unaided across the Dorset countryside. Carrying all their provisions on their backs, they endured scorching weather, but exciting terrain. They camped at the Trooper Inn, cooked meals, made packed lunches, and most importantly, made memories and built bonds that will carry them through their time at school and help pave the way for future success at Sherborne.

After the practice expedition, I realised that when we went to cook that a packet of weird sauce had burst open in the food bag and everything was covered in it – we only had salami and rice. Despite this we managed to craft a meal that wasn’t totally inedible, but annoyingly we underestimated the sauce, so it all ended up tasting the same. However, later that night I struck gold when I found a sticky, saucy packet of biltong in one of my bag pockets and washed it off. The next morning when we were walking, I remembered the biltong and I opened it. I kid you not, if it were not for that biltong, I don’t know if we would have made it. It was genuinely the biggest morale boost of the entire walk.

Tom Houston (3f)

Silver DofE was an unforgettable adventure. On the practice in the New Forest, we stayed in a cosy bunkhouse, played an exciting game of ‘Moo’, and laughed over pizza. Planning meals and cooking fusilli with tomato sauce as a team brought us closer. My birthday was in the practice and after a rainy hike, Mr Stuart surprised me with cake, making it extra special. The qualifying in Exmoor was more challenging but just as rewarding. We trekked through hills, rivers, and forests, finishing near the sea. Tired but proud, we celebrated with a McDonald’s, a perfect end to an incredible Silver DofE journey.

Ian Ho (4g)

The 28 SILVER participants undertook their expeditions early in the year, completing four days of training and practice in the New Forest over the first exeat in Michaelmas Term. Two nights were spent in a rustic bunk house where essential expedition skills were taught and practised, before embarking on a three-day Practice Expedition through the pony-filled forests of the New Forest. Torrential rain made for a challenging experience, but the team’s resilience was rewarded with a pleasant late Autumn expedition across Exmoor in the October holiday. Despite early evenings and cooler conditions, the Fourth Form boys showed spectacular camaraderie and expertise as they navigated along the beautiful valleys and coastlines of Exmoor.

Our joint GOLD Expeditions with Sherborne Girls continue to be successful, and with over 90 Lower Sixth boys and girls signing up for walking and canoeing expeditions this year, we had an extraordinary year of expedition training, preparation and adventure, where the boys and girls were able to spend time together, conquering challenges and learning from and depending on each other.

The 63 walkers enjoyed a glorious and unusually dry six days in the Brecon Beacons in the Easter holiday on the Practice Expedition, where they were trained up under instructors to endure a self-sufficient Gold standard expedition. The blisters, the sore feet, inedible ham and cheese after day three, and other challenges provided vital lessons for the nine teams as they worked together, growing closer and building friendships in preparation for their tough Qualifying Expedition.

The nine teams undertook their Qualifying Expedition in the Rhinog Mountains in Snowdonia where the challenging mountain terrain

made for a rewarding four-day expedition where months of preparation paid off.

Accompanied by incredible views of mountains, rivers and sea, it was lovely to see the pupils enjoy time away from civilisation, away from their phones, disconnected and reconnected with nature and each other. The expedition ended on the beach, where after a celebratory meal of pizza (and a musical performance from Mr Herod), the participants enjoyed a sunset dip in the sea to end off their Gold Expedition.

During my Gold Duke of Edinburgh expedition my group found a majestic and yet peaceful spot by a quiet river, just off from the busy track. We sat there and listened to the river as it rushed through the rocks in a haphazard manner, feeling completely calm and connected with nature. After lunch and considering the radiating 27-degree heat, we decided to go for a swim! It was a basic yet unforgettable moment that no one else could experience, therefore making it so special and a fun memory I will always have.

Eddie Henderson (L6m)

After a long day of walking due to the weather being too rough to paddle, we arrived at the end of Loch Ness, just a beach away from our final campsite. We were told we had to canoe over to the campsite, so we set out on our adventure. Due to there being white horses breaking out in the loch, the journey proved to be extremely challenging. We tried to reach the campsite safely, however, the treacherous conditions had other plans. Around 100 metres in, the waves got too much for team three and this caused the canoes to fill with water, creating chaos and havoc among the paddlers. After this, with some serious grit and determination, a plan was hatched to perform group rescue. During the emergency landing, one of our teammates fell into the depths of Loch Ness. With our wit, courage and speedy reactions we all jumped in, rescued the kit and our fellow team mates.

Caspar Garton (L6f)

Shirburnians old and current enjoyed a splendid day out at Buckingham Palace in May at the Gold Award Celebration event for Gold Award achievers. Hosted by HRH The Duke of Edinburgh, it was a great opportunity to meet some celebrities and other notable Gold Award achievers and hear about their accomplishments and achievements, and most importantly celebrate the end of all the participants Gold Award journeys.

Well done to all the Bronze and Silver award achievers and a special congratulations to the following boys who completed their Gold Award this year: Thomas Langley (U6e), Arthur Macdonald (a24), Oliver Livingston Booth (U6g), James Thorne (U6f), Freddie Griffith (U6c), George Wight (U6f), Zander Lacy-Smith (U6d), Toby Warman (U6c), Henry Perrin (U6m), Rufus Watson (U6a), Oliver Cope (U6a) and Archie Robertson (L6m).

It is wonderful to see the DofE participants challenge themselves not only on the gruelling expeditions but also across the other sections of the award. With a fantastic staff team supporting our boys, writing reports, helping on expeditions, we will continue to see our boys thrive, pursuing outdoor ventures that set them up for successes not only at Sherborne but beyond, and as they head off into the world, practising resilience, committing to service and charity, and continuing to do their best in spite of the challenges they may face.

Mark Stuart

DofE and Outdoor Education Assistant

TEN TORS

Ten Tors is a unique event. As well as physical and mental strength, it takes resilience, determination and persistence through gritted teeth to complete. Spread out over two days, it consists of a traverse and camp across ‘ten’ allocated tors, plus other checkpoints of Dartmoor National Park, in thirty-five, forty-five and fiftyfive-miles categories. It is performed by mostly cadets in school military organisations and pushes them to the absolute limit in their respective distances. In short, it really is the ultimate ‘make or break’ experience.

I can still recall the exact moment when I was rudely awoken by the harmony of Chariots of Fire on that Saturday morning. I poked my head out of my group tent among the many at the Okehampton Camp and the air was damp and frosty, yet as the sun came up it became quite a pleasant morning. After a bacon sarnie and a bowl of oats, it was time for our group; six strong, made up of myself, Wilf Hargreaves (4c), William James (4c), Josh Spolton (4m), Angus Eadie (4m) and Henry Brookes (4m). We trudged our way with our rucksacks to the start line just outside the camp. One sight I will never forget is 2,500 people walking on one path to the beginning of an ultimate hike.

After much patience with the singular kissing gate between the camp and the start line, we finally lined up in our pen and were met by the spectacular sight of the Red Devils’ parachute display team and the sun rising above the moors, creating a spectacular atmosphere for our journey ahead. After a short speech, the cannon went, and everyone sprung into life. There were two initial routes, and the majority of the participants split into two herds. We were all completely relaxed, and I remember talking to a member of my group calmy until two Merlin helicopters thundered over our heads at a crazy low altitude!

The morning overall went well and we were making good progress. We’d passed around four checkpoints by midday. In the afternoon however, we ran into a bad headwind which really was painful to walk into and tired us out. Nevertheless, we pushed on and picked up our pace. Our aim was to make it to the eighth tor which was the furthest we could travel on the first day. We pushed on and ended up making it to the ‘7.5’ checkpoint, Ferndown, which we were satisfied with.

After a rough night’s sleep, for the second time, we scrambled out of bed and fired up our stoves to cook a ration pack ‘meal’ of BBQ Breakfast Beans. Although it was extremely horrid, I knew I needed the energy for my final morning of walking and after getting our stuff together, we half-heartedly set off at just after six in the morning, determined to finish early. The weather was again the same as the day before and with blue sky above, we knew we could’ve been worse off. After passing our eighth tor and close to our ninth, we were convinced that we were making good progress – up until inevitably we encountered a glitch. The Army officer at the checkpoint told us we had gone to the wrong place and pointed to a tor a couple of kilometres in the complete opposite direction. Some in my group took it better than others,

however we knew it was a minor navigational error due to our map plotting, and we continued to our next objective, a little downhearted, yet we knew the end was in sight.

After getting back on track from our scenic route, we passed the final checkpoint, and at last our journey was nearing its end. Though we ran into a cloudy rain shower, we kept pushing and pushing, ignoring the weight of the rucksacks, feeling heavy as ever now. Finally, we arrived at the top of the hill and could see at the bottom the green inflatable arch that marked our finish. After a quick photo and a swig of water we trudged down the hill and were met by hundreds of parents and people I didn’t even know supporting and cheering us on. At last, we crossed the line and realised our wishes had become a reality – we had completed Ten Tors.

For me it was a huge milestone. Completing something that I had trained for since October the previous year was a great feeling. It made me realise that I was part of something bigger than myself. Although I struggled at that time and may have felt reluctant at first, now thinking back on it, I enjoyed the experience and it will be a core memory that I have made with some great people, which will stay with me for the rest of my life.

Seb Noori (4c)

Ten Tors was both the best and worst thing I’ve experienced to date. From living off questionable ration packs and feeling like I was walking on glass, to forming close bonds with people I barely knew beforehand, it was an unforgettable journey.

Some of my teammates were complete strangers to me before Ten Tors. Now, I can confidently say I’ve seen them at their absolute lowest - crying from hunger or popping ibuprofen like breath mints. The training in the lead-up to the event was revealing. It quickly became clear who was cut out for the challenge and who wasn’t. Ten Tors is just as much a mental game as it is a physical one, and those who lacked the right mindset, simply couldn’t keep up.

The training weekends got harder each time. People dropped out left, right and centre. The walks got longer, the food got worse, morale dropped - and unless you’re part of a strong team, it’s impossible to make it through. As the weekends intensified, we became more accustomed to the harsh reality of Dartmoor and the damage it can do. More importantly, we learned how to overcome its challenges.

We started with a basic walk, then progressed to one day on Dartmoor, then two days, and eventually three days simulating the actual event. It’s difficult to explain just how painful Ten Tors is, but I’ll try to paint a picture. Imagine a rucksack weighing over a third of your body weight digging into your waist and shoulders. Your feet feel like you’re walking on shattered glass and hot coals. Your legs are on fire, your lungs are struggling to breathe, your teammates are complainingor worse, telling you you’re “almost there” when you’re still 2 km away. (We were “almost there” for a good 30 minutes.) Seconds feel like minutes, and minutes feel like hours. Your only proper source of nutrition is some biohazard generously provided by the CCF. When you finally reach the top of a Tor, you have to do it all again.

At camp, if you’re lucky, you sleep for three or four hours. Our team watched the sunset… and then watched it rise again. The tent stank of sweat and feet. And yet, Ten Tors forced my “third eye” open to what I could really achieve. Having done little physical activity before, this was a massive step up.

It was a brilliant challenge – and, let’s be honest, a good way to get out of morning assemblies and secure House Colours. My only real “preparation” was completing Bronze, Silver and

Gold DofE. Some highlights of my Ten Tors experience include:

• Watching Mr Stuart fall into a river, while demonstrating how to cross it safely

• Watching The Blair Witch Project at the base of the appropriately named “Scary Tor” with Angus James (L6c) and Cassian Ali (L6c) (yes, I was sandwiched in the middle every single weekend)

• Being named “Mr Morale” by my teammates because I carried all the snacks

• And finally… the pasty at the finish line

We started with over 80 people trying out. Only a fraction of us made it through. Each weekend, the bus got smaller as more people dropped out. That was dauntingit meant the event was getting closer.

Ten Tors tested every limit I thought I had. Without my team, I couldn’t have finished. The sense of brotherhood and teamwork Ten Tors builds is like nothing else. You help each other through everything, whether it’s pitching tents or dealing with blisters. The worst

thing that can happen is feeling alone, because once that happens, you start believing you can’t go on. I had those moments. I wanted to give up.

But when you fall behind, you face a choice: give up and fail, or summon the willpower to keep going. Dartmoor takes no prisoners.

If you can walk to the fridge, you can walk around the house. If you can get up the stairs, you can climb a hill. If you can climb a hill, you can do DofE Bronze. From Bronze, you can go on to Silver. Once you’ve done that, you can handle the training. And once you’ve done the training, you might just be ready for Ten Tors.

Overall – despite the excruciating physical and mental toll – we pushed through and had one of the most memorable experiences of our lives. I’ve made close friends I never would have met otherwise. And now I can say I’ve completed the 45-mile Ten Tors Challenge. That’s pretty cool to me.

William Kirkwood (L6b)

CLUBS & ACTIVITIES

A COMPONENT OF CHARACTER EDUCATION IS FOR PUPILS TO SEEK OUT OPPORTUNITIES TO TRY NEW THINGS OR SIMPLY DO THINGS THAT DO NOT FORM PART OF THE CURRICULUM.

Our Clubs and Activities programme provides avenues for our pupils to do that. They often pick up new skills and develop virtues without even realising they are doing so. Bellringing, Radio Sherborne, Lego Club, Gardening, Meditation, Sherbot (AI), Debating, Volunteering at a primary school, Environmental Action Group, Chess, Ceramics, DJ, Board Games, Badminton are all examples of clubs and activities from our eclectic offering.

Next year, we shall be doing even more in collaboration with pupils and colleagues from Sherborne Girls with the intention of getting pupils to run more of them to develop their leadership opportunities. We hope that participation in these clubs and activities may light a fire and help pupils develop life-long interests.

For some pupils these activities also help them develop new friendships and help them become more engaged and curious citizens. Teamwork, collaboration and communication are often at the heart of all these things and complement our intention to provide a holistic education.

Rob Le Poidevin

Assistant Head SAL (Sports, Activities, Leadership)

CHARITY & COMMUNITY OUTREACH

Christopher Foyle Head of Charities and Outreach

In Outreach and Charity, Sherborne Boys hosted the Youth Town Council at the end of the Lent Term. This included representatives from all the Sherborne schools, including Sherborne Schools Group, The Gryphon School, Sherborne Abbey Primary and Sherborne Primary. Discussions ranged from bollard decorating competitions to improvements to Pageant Gardens. The Boarding Houses continue to strengthen their links with local schools with Harper House and Abbeylands

volunteering with reading sessions and clubs at Sherborne Primary and Sherborne Abbey Primary, respectively.

The Classics department also continue their link with The Gryphon School, offering weekly Greek and Latin classes. On the sports fields, the culmination of the Cricket calendar is the Ruth Strauss Foundation Cricket Week – which has raised over £6,000 –helping support families facing the death of a parent, whilst also driving the need for more

research into non-smoking lung cancers. In DofE, boys have continued to offer their services to the local community with boys from The Digby volunteering each week at the Eastbury Residential Care Home. This was complemented by Sherborne’s Music Scholars who, as part of this year’s Sherborne Abbey Festival, delivered a 30-minute concert at the care home to some very appreciative residents who were unable to make the journey to the Abbey.

STITCH BY STITCH, BEAD BY BEAD: A SHERBORNE CONNECTION WITH KENYA

When King Charles III announced his Birthday Honours for 2024, local philanthropist Jacqueline Comyn (Jax) was awarded an MBE in recognition of her dedication to supporting education in Kenya. This represents a hugely welldeserved tribute for her years of quiet determination and community-building. Sherborne is equally proud to have played a small part in supporting this remarkable journey.

As we emerged from the Covid years, Jax Comyn and I hatched a plan to create and stock beaded belts in House colours. This scheme gained momentum, permission was gained within the School, parents ordered the first belts by email and the School Shop began to take over sales. Pupils started wearing belts which reflected both their House spirit and their support of an inspirational cause. From September, Headmaster Simon Heard has made it compulsory for junior pupils to wear these beautifully crafted, intricate, colourful belts as part of their uniform.

The story is remarkable. Jax is the mother of Henry Comyn (d 09), a former Head Boy of Sherborne Boys – a legacy that stretches further back still, as her brother, Tony Batcup (d 82), was a Head of

House. “I remember coming to Commem,” says Jax, “and saw my brother in a straw boater, which I guess they wore in those days. Very smart and he was so proud!”. And the connections run even deeper. When I came across Bushbells (www.bushbells.com), the enterprise Jax founded, I was struck by an unexpected link to Kenya, where I had once taught. To my astonishment, Enoch, the skilled artisan behind the collars and belts, turned out to be someone I had actually met years earlier during my time there.

Bushbells was born eighteen years ago, when Jax and her mother Anne began selling kikoys to raise funds for an extra classroom at a small rural village school in Watamu, on the Kenyan coast. It was a modest beginning, but the impact was profound. The

“ “

If you think you’re too small to make a difference, try spending the night with a mosquito. (African proverb)

initiative gave security and opportunity to Sammy, a gifted tailor who had recently been widowed and was raising three children by himself. Today, his eldest child is graduating from an international university in Nairobi, an extraordinary achievement considering his starting point.

The original Bushbells school was completed in 2014 and served around 200 children. When it eventually became selfsustaining, Jax and her team launched a sister school, Bluebells. Founded in 2016, it now boasts nine classrooms, a computer room, a magnificent library, and three outdoor learning spaces. Despite the challenges of the pandemic, Bluebells thrives. It supports 250 children with fourteen dedicated staff members and is known locally for its excellence.

The sale of Bushbells’ belts to our pupils through the School Shop has had tangible results: funds have provided solar panels and fans for key school buildings at Bluebells; furnished the library with sturdy tables, and created

outdoor reading areas. Anyone who visits Kenyaparticularly Watamu where the schools are built, will recognise the warmth of the people, the beauty of the land, and the richness of the culture. Bluebells school now welcomes volunteers. Every item sold supports a meaningful missio - crafted stitch by stitch, bead by bead. And now Shirburnians have the opportunity to wear their belt with pride, as a symbol of opportunity, hope and the shared thread of humanity which connects us all.

Stephen Byrne Teacher of MFL

Meet the new Head of Boarding

Rhidian

McGuire is a long-serving Housemaster, so has the experience and insight to lead Sherborne’s boarding operation

WWith Ben Sunderland’s elevation to the role of Deputy Head (Operations) at Sherborne, a vacancy was created for a new Head of Boarding.

Rhidian McGuire, who has been at Sherborne for 12 years and served the last six as Housemaster of Abbeylands, was the successful appointee. Rhidian says of his new role: “I found the chance to shape boarding across the whole school hard to resist. I’m excited to bring my experience as a Housemaster to bear more widely at Sherborne.”

A VISION FOR FULL-BOARDING

Sherborne has always been committed to the idea of 24-7, full-fat boarding. “We believe it creates such a unique opportunity for pupils to be fully immersed in school life during term time,” Rhidian explains. “Not only does it give us more hours to play with. It also enables us to create an intentional community in which we can form the whole person.”

This speaks of Sherborne’s interest in “character education”: the task of shaping a pupil’s dispositions and habits so they grow into the best version of themselves.

“Character is about being a sound judge in every facet of life,” Rhidian explains. “By developing the character of our boys, we’re helping them become people who are, for example, generous, considerate, thoughtful, compassionate, and conscientious. And by habituating those virtues through full engagement in school life, they become instinctive. In other words, they become hardwired into their personality.”

At the heart of character formation is an understanding that it happens through participation in practices. Rather like learning to drive a car or play a musical instrument, virtues are formed through repeated performance, rather than by

learning abstract principles and applying them to actions.

“We become good by being good,” Rhidian explains. “So, in the context of Sherborne’s boarding life, our pupils develop good character by displaying it in the plethora of activities that make up an average week: Sport, Music, Academic Study, Socials, CoCurricular pursuits – and lots more, besides.”

SIGNPOSTING GROWTH

Rhidian understands that much of what he describes has long been a feature of Sherborne’s ethos. He sees his role as helping bring it to the foreground, so boys are more reflective about their formation during their time at School.

“If we’re more intentional about the process, boys can engage with it fully and chart their own growth and development,” he says.

“Character is something we can all work on, and that happens most effectively in community with others.”

On the subject of community, Rhidian is keen to celebrate the togetherness that boarding at Sherborne creates. “We want every boy to have the same experience, regardless of the House they live in,” he says. “In that respect, being a Shirburnian is as important to the boys as the particular House they belong to.

“That said, we understand boys feel pride in their House, and we want to celebrate that as a feature of school life. Activities like Inter-House Sport and charity events enable them to lean into their House identity, even while participating fully in the wider Sherborne culture.”

For Rhidian, that culture is about participation and a sense of shared endeavour. “We celebrate every individual’s success, understanding that everyone has their own strengths and that these contribute to the whole,” he says. “Another great feature of full-boarding is that boys really get to know each other, so they value their differences as well as what they hold in common.

“ “

The result is a culture of generosity and mutuality – it’s a powerful thing to be a part of, especially during this formational period in a boy’s life.

BUILDING COMMUNITY

Helping boys take responsibility for each other’s wellbeing is a further important feature of the Sherborne approach to boarding. As Housemaster of Abbeylands, Rhidian has always encouraged older boys to mix with their younger peers, serving as role models and mentors as they navigate the vicissitudes of teenage life.

“One of the challenges I’ve set myself and the boarding team is to modernise the experience for boys,” Rhidian says. “For example, we want to find creative ways of building on the interactions between boys of all ages.

Peer-to-peer learning and support is so powerful when it comes to forming character. It gives younger boys exemplars to follow and helps older boys think about what they’re modelling.”

Modernisation may not prove a revolutionary activity. “There are some areas that we want to tweak, including homework,” Rhidian explains. “But we have strong foundations to build from. Sherborne’s been offering full boarding for generations. There’s a huge amount of good practice to follow.”

With a new Senior Housemaster in Will Mackenzie-Green (Housemaster of The Green) and several former Housemasters in Sherborne’s Senior Leadership Team, Rhidian believes it’s a great time to take on the Head of Boarding role.

“Sherborne is in an exciting period of change and growth,” he says. “The arrival of a new Headmaster always shifts the dynamic in a school. I’m excited by the prospect of being a part of that shift, ensuring we maintain the excellent practice that is our legacy and pursue new ways of forming boys for their future”.

“ “

To me, the Head of Boarding role is a chance to make a wider impact, drawing on all I’ve learned as a Housemaster and teacher at Sherborne. I feel privileged to be taking it on.

Full Boarding is thriving at Sherborne and we are delighted to be able to share our new Boarding video with you –you may spot your son in the footage and we’re grateful for all those involved in the production.

www.sherborne.org/boardingpastoral/boarding-at-sherborne

SCHOOL HOUSE ( a )

When the history of School House is written, Housemaster Robert Harris believes the performance of Jeeves and Wooster in Lent Term 2025 will be seen as a moment of some significance.

The play itself was a huge success, garnering acclaim from across the School community for the quality of acting, direction and production. It was all the more notable because it featured more than a half of School House’s population – which is no mean feat for a House Play.

“It was a delight to see so many boys involved in the play, either on stage or backstage,” says Robert. “One of the things that helped with this was a club scene right at the start of the play, which required a large cast. Mind you, even with the benefit of this scene, several additional roles had to be written, to accommodate all those who wanted to play a part!”

Another salient feature of the play is that it was directed by one of School House’s residents, Siegfred Johnsen (U6a). He did an excellent job of drawing out the humour of the script and evoking the feel of 1920s London.

“Siegfred’s efforts were greatly enhanced by a newly arrived Third Former, Sirtaaj Grewal (3a), who proposed that live music should be a feature of the production,” says

Robert. “Sirtaaj formed a jazz band to play incidental music and bring the club scene to life. The quality was fantastic, and it was a great example of boys working across age groups to create something really rather special.”

Sirtaaj has since built on the success of his Jeeves and Wooster musical accomplishments, keeping the band together and launching a School music magazine. “There’s a huge amount of House pride in this project,” says Robert, “especially because it’s been spearheaded by one of our younger boys.”

Robert says collaboration across year groups is an important feature of School House’s culture – and something he’s worked hard to enshrine during his tenure as Housemaster. “I love seeing the boys just goofing around in their free time,” he says. “They’re often in groups of mixed ages, which creates a warm and friendly atmosphere in house.”

This sense of camaraderie translates to success in other spheres, too. Robert reports that School House won the Inter-House Water Polo this year, having been beaten in the final for the three preceding seasons.

“We were so pleased to get over the line and win the competition,” he says. “It was a real team effort, with

boys from the Upper Sixth, Lower Sixth and Fifth Form working together to deliver the result. That’s a great reflection of our House culture, and also means we’ll have a strong team to defend our title next year.”

Similar multi-year representation was seen in School House’s team for the indoor Cricket competition, which Robert says all participants enjoyed immensely. “Our boys have lots of opportunities to play Sports together,” he reports. “We run regular ‘Sports in the Courts’ sessions, where they play a mix of games and enjoy socialising. These events really contribute to a sense of togetherness among the boys.”

With barbecues, trips out and all manner of Co-Curricular activities readily available, Robert concludes that School House is as vibrant as ever: “It’s a great place to be, where boys’ characters are being formed in all sorts of ways. The House Play exemplified our culture and made it visible to others. It was an important event, precisely because is expressed so much of what School House stands for.”

@sherborneschhou

ABBEY HOUSE ( b )

Regular readers of Housemaster Hugh Tatham’s weekly updates to parents will identify a salient feature of life in Abbey House: the boys are encouraged to make the most of every opportunity that comes their way.

“The full-boarding environment offers a unique opportunity to develop character through participation in an array of activities,” says Hugh. “At Sherborne, we create a community where individual achievements are celebrated and teamship is prized.

“That has long been the story of Abbey House,” Hugh continues. “I’ve spent some time looking through our archives this year and I’ve been fascinated to discover more about our predecessors. Their achievements inspire us all.”

It turns out inspiration comes from former Housemasters as well as pupils. For example, Hugh discovered that Mickey Walford, Housemaster from 1955 to 1971, won a silver medal with the Great Britain Hockey team in the London Olympics of 1948. “That knowledge has certainly kept me on my mettle this year!” he laughs.

Talking of sporting accomplishments, Abbey House has great representation in School teams and has gone deep in several Inter-House competitions this year. “We’ve had some frustrating missed chances,”

says Hugh, “with our teams losing finals in competitions including Water Polo, Senior Rugby, Junior Cricket and Golf. We also came second in the debating competition.”

The boys of Abbey House don’t let such near misses get them down, of course. They simply move onto the next activity and try to do as well as possible in that.

“We’ve had a great year for fundraising, bringing in more than £4,000 for worthy causes,” says Hugh, by way of illustration. “Our boys participated in the Ruth Strauss Foundation Cricket Week in June with a ‘Dad v Lads’ Cricket match on Father’s Day.”

Of particular note is the sponsored walk the boys organised in December for the Campaign Against Living Miserably (CALM) – a charity that helps people who are dealing with depression or suicidal thoughts.

“The boys were joined by parents for a six-kilometre walk through the grounds of Sherborne Castle,” says Hugh. “Added to the raffle held back at Abbey House over tea and cake, the event raised more than £2,000 for CALM. Best of all, the whole event was very much led by the boys.”

The concern for mental wellbeing reflects a deeper awareness among Sherborne’s pupils. Emotional health is something they pay close attention to in their interactions with each

other, and which the Prefect team has enshrined in School life over the past year.

“The Prefects launched the ‘Golden Moustache’ award to honour the person in the Lower School who shows the most kindness to their housemates in the course of a week,” Hugh explains. “It’s a muchcoveted prize and has underlined the commitment to character formation at the heart of Sherborne’s ethos.”

Other activities that play a part in developing character include the Duke of Edinburgh’s Award, which Hugh enthusiastically champions, and events like the Chamber Choir’s Sung Evensong in Winchester Cathedral, which featured several Abbey House boys.

The boys’ sense of togetherness was also in evidence in the brilliant House Play: a production of Jenny Gilbert’s Captive Audience that featured boys from all year groups and won rave reviews.

“I’m always so pleased to see the boys performing brilliantly together,” says Hugh. “Whatever the context –a play, a musical performance, academic study or a social event –the boys in Abbey House are a delight. They pull together, celebrate each other, and create a positive environment for us all.”

THE GREEN ( c )

When boys of The Green face a decision about how to be, they ask themselves a simple question:

“What would a good bloke do?”

“I’ve seen the boys in every year group adopt the ‘good bloke’ mindset,” says Housemaster, Will Mackenzie-Green. “It’s great to hear from parents, members of the public and fellow teachers that The Green’s boys live up to their billing. They’re a bunch of good blokes, and the atmosphere in the House reflects that.”

Most pleasing for Will is the way senior boys lead by example and embody the House culture.

“They’ve been here for long enough they simply behave well in the situations with which they’re faced,” he says. “Not only is that great from the point of view of their own attitudes. It also sets a fantastic example to the younger boys.”

It is perhaps because of such modelling that The Green’s new boys tend to assimilate to House life with alacrity. Will says this year’s new Third Formers and five new arrivals in the Lower Sixth were no exception.

“It’s great to see new boys of all ages settle into House and School life,” he reflects. “We’re all about building a culture that fosters a sense of belonging. The litmus

test of that is the way in which newcomers quickly feel a part of the gang.”

For this reason, Will tends not to think in terms of the year’s highlights as being set-piece events like Commemoration or the Christmas party – enjoyable though such celebrations are. For him, the highlights are the everyday moments when The Green does its thing: casual conversations with boys in the corridors, weekend barbecues and trips out.

Will says he hopes the boys are becoming more accustomed to operating outside of their comfort zones and are willing to take risks. To help build character, he wants them to fail often and learn fast.

“I’m never happier than when I hear the guys outside my office window getting stuck into a game of Badminton or knocking a football around,” Will says. “I love to hear boys of all ages interacting and having a good time. These are the moments when we see what The Green is all about.”

With this in mind, the annual Garden Party is a deliberately lowkey affair. “We invite parents to a picnic in the grounds, during which they can see the boys hanging out together in their natural environment,” Will says.

“It’s always lovely to receive feedback afterwards, where parents tell us how nice it is to get a sense of our behind-the-scenes atmosphere.”

For all that, there are features of the year that stand out in Will’s memory. A typically impressive performance in Inter-House Sports is a case in point, as is the annual 10k fun run in aid of Movember.

Will is also keen to celebrate the relationship with Friends of the Yeatman Hospital, which remains the House charity. “Some of our Sixth Form BTEC pupils made a promotional video for the charity,” he explains. “It was a fantastic piece of work that will feature on the Friends’ website. A great example of Sherborne sharing its facilities and expertise for the good of the community.”

The very essence, in other words, of everything Will and his team instil in The Green’s boys. Thanks to his example, and the staunch support of Senior Matron Nicky Taylor, new Assistant Matrons Helen Stratton and Sharon Chaffey, and the House Tutors, The Green looks set to be a bulwark of good blokeism for many years to come.

@sherbornethegreen

HARPER HOUSE ( d )

Amid the many highlights of the past academic year, Harper’s Housemaster Nick Scorer says one thing stands out.

“I have received several comments from colleagues and members of the public concerning the behaviour of our boys,” he reports. “They have all said how courteous, polite and helpful they are. For me, that is one of the most important features of our House. It is something of which we all feel proud.”

Nick encourages this mindset of other-regard through the half-termly award of the Bon Oeuf boater. This is given to the boy who shows the greatest kindness and care over the period in question. Needless to say, it is greatly coveted.

Such awards celebrate all that Harper House’s residents value. They contribute to a culture in which looking out for others is seen as the best test of a person’s character. And these dispositions are of course formed by participation in all that the School offers through academic study, Co-Curricular pursuits, and the full-boarding experience.

“One of the most popular activities among boys this year has been involvement with Sherborne Primary School,” Nick says. “We raised money for the School at our annual garden party and have sent a good

number of boys there to run various sporting activities twice a week for the children.

“As a House, we committed to raising money to fund weekly visits from Yeovil Town FC professionals, using Sport to inspire and educate the pupils,” he continues. “Our boys have reflected on how much they gain from involvement in Sherborne’s sporting activities. They want to give the pupils of the primary school a chance to experience something similar.”

This all speaks of a spirit of service that is at the heart of Harper House’s culture. It provided a theme for Nick’s VE Day address to the boys. He showed them a piece of embroidery that was made by an Old Shirburnian named Evered Leigh Windsor (d 31) while he was a Prisoner of War. “I wanted to remind them of the sacrifice made by their forebears,” Nick says. “This beautiful piece of cloth provides a tangible connection with our history, keeping us in touch with the generation who fought and gave up so much in the Second World War.” Moments like this bring the House community together. The same is true of the House meals where Sixth Formers cook for a group of 15 boys from across year groups. “The more we mix as a House, the stronger the bonds are between us,” Nick says.

“We see the fruits of that in areas like the House Play, which was a triumph, and in the Inter-House singing competition. Harper came second, with an amazing performance that was put together with minimal staff input.” Working well as a collective doesn’t diminish the opportunities for individuals to shine. As Nick points out, Harper House’s victory in the Inter-House Cross Country shows how the two things closely align: “If everyone puts in the maximum effort, we all benefit. That’s the ethos of our House.”

Other successes include the involvement of Harper House boys in the School’s new sporting magazine Blue and Gold, and in extensive representation across the range of Sport and Co-Curricular pursuits.

Harper House has had a strong year. Above all, its boys have embodied kindness and compassion. “Get that right,” concludes Nick, “and everything else falls into place.”

@sherborneharper

WALLACE HOUSE ( e )

“It is the sense of community that makes Wallace House such a special place. The older boys look after and nurture their younger peers. We have a culture of mutual support.”

So says James Hull, who has just completed his third year as Housemaster of Wallace House. He believes the House’s atmosphere is testament to the strong bonds that exist across age groups. “There’s an almost brotherly feel to the interactions between boys,” he explains. “I love watching them play together, whether it’s football in the gardens or a board game in the common room. The boys relish time in each other’s company.” This spirit of togetherness is embodied in other ways, too. For example, James is proud of outstanding performances in several InterHouse competitions this year, including victories in the senior futsal and rugby competitions.

“Another significant event was The Static Turing Ride, which raised more than £1,200 for Sherborne Voluntary Ambulance,” adds James. “This involved boys from every year group riding considerable distances to support our House charity. The event made a worthwhile contribution to

our local community, as well as deepening the morale of everyone in Wallace House.” In fact, says James, the strong sense of teamship reflects where Wallace House is at this time in its life. “We see that boys want to be involved in House events. They are happy to step up and give things a go, even if it involves being out of their comfort zone. Working with them has really affirmed my sense of the privilege of being a Housemaster at Sherborne.”

A further contributing factor to the House’s vibrancy is the programme of improvements to its fabric. “The boys have a sense of pride in their surroundings,” James reflects. “They appreciate that the House genuinely feels like a ‘home from home’. It is somewhere they enjoy spending time, whether they’re relaxing at the weekends or focusing on study and Co-Curricular activities during the week. There’s always a sense of bustle around Wallace House. It is a lively place to be.” None of which is to say the boys aren’t pleased to venture further afield. Regular weekend trips are always popular, for example, with the annual visit to the waterpark in Poole proving a highlight. James has also been pleased by the enthusiasm among boys for

School activities such as Duke of Edinburgh and the CCF. “We’ve seen significant representation from Wallace House in things like the Pringle Trophy and DofE expeditions,” he says. “Boys really see the value of engaging in these activities, which build character and help develop their skills. I look forward to seeing that continue in the years ahead.” Talking of the future, James says the incoming Upper Sixth Formers in Wallace House are a skilled group, from whom he expects to see exemplary leadership. “They’ve had a great example in the outgoing Upper Sixth,” he says. “They’re already champing at the bit to take on that senior role and help form the House culture.” All of which brings us back to James’s opening observation: Wallace House is a thriving community in which boys look out for each other. “I look at the mix of activities our boys are involved in, and their individual and shared achievements in areas as diverse as music, sport, drama and academics, and it feels very much as if they’re flourishing,” he concludes. “What more could a Housemaster wish for?” @sherbornewall

ABBEYLANDS ( f )

Rhidian McGuire admits to having tears in his eyes when he told the boys in Abbeylands that he was leaving his post as Housemaster. He also admits that his emotional response rather caught him by surprise.“It shows what an important part of my life this community has become,” he reflects. Not just Rhidian’s life, but that of his whole family. They’ve all played a role in making Abbeylands a place of welcome and fun, where everyone is encouraged to be the best version of themselves and contribute fully to House life.

“I’ve been fantastically supported by a brilliant team of matrons and tutors,” Rhidian says. “People like Tom Scott, Giles Robinson, John Willetts and Stephen Heath have been with me from the start. They’ve all played a role in supporting our boys and shaping our culture.”So too has Head of Drama Alastair Kirby, who joined as Assistant Housemaster this year and has made a massive impact. “Mr Kirby has proved a big success in Abbeylands,” says Rhidian. “He’s enlivened our culture and been a fantastic colleague.”

Rhidian also pays tribute to Matron Rachel Hiscock and Assistant Matron Ness Stockton. “Everyone has done an amazing job this year

to give the boys a fantastic boarding experience,” he reflects.

The year got going with an event that Rhidian ranks as one of his favourites during his time at Abbeylands: the Sixth Form’s Dorset Three Peaks Challenge.

“The boys threw themselves into the challenge and raised more than £3,000 for the Young Minds Trust, helping support adolescent mental health,” Rhidian reports. “I was so chuffed to see this event come off, with the boys being joined by the whole staff team –and my family – for the eight-mile hike. We’ll feast on that memory for a long time to come!”Other highlights include the Summer Garden Party, which involved its customary picnic, barbecue and games. The raffle raised money for play equipment at Sherborne Abbey Primary School, with which Abbeylands has formed a relationship this year.

“The Fifth Formers and Lower Sixth volunteer in the School to help pupils with reading and Sport,” Rhidian explains. “It’s great experience for them, helping them give something back to the wider community.”

This speaks of the burgeoning interest in Sherborne in “character education”: the process of forming

boys holistically so they exemplify virtues like generosity, kindness and compassion in every sphere of life. Rhidian is pleased to see this take hold in Abbeylands and says it translated to success in the School Merit Plate for both Michaelmas and Lent Terms. “The boys took great pride in this accomplishment,” he says. “It’s been a lovely thing for me to see during my last months in post –especially alongside the pride boys have taken in activities like the House Music competition and our annual Christmas dinner.”

Talking of his departure, Rhidian says a focus has been preparing the ground for his successor, Ryan Buckley. “We have a great bunch of prefects who are really invested in the House’s success. That’s mirrored among our parent community, who have been a fantastic support to me over the years. Abbeylands is in a good place. I’m sure Ryan will take it to ever greater success.”And, best of all, Rhidian will still be at Sherborne, with an oversight of boarding. “I won’t be able to have favourites,” he laughs. “But Abbeylands will always hold a special place in my heart!”

LYON HOUSE ( g )

Housemaster David Murray always tells prospective parents the important feature of a Boarding House is not the building, but the people inside. It’s a comment he repeated at the Old Shirburnian Lyon House Dinner on 9 May, 2025: for him, it’s the staff and pupils that make Lyon such a special place to be.

“There is a real sense of community in this House,” he says. “Everyone works hard to support their peers, with all year groups mingling and contributing to a sense of shared purpose.”

Never is this culture more in evidence than when it comes to the set-piece events that punctuate the School calendar. “Our Christmas Supper and Leavers’ Dinners are always lovely events,” David says. “They provide a welcome chance to celebrate the ties that bind.”

Such celebrations also involve a healthy dose of leg-pulling and humour, which David says is part and parcel of life in a Boarding House. “We all enjoyed our Christmas karaoke, for example –not least because it gave us a chance to spend some time relaxing in each other’s company.” Mixed with the moments of levity, David and his team work hard to

get the very best from the boys. “We take pride in having a good showing in academics and cocurricular activities,” he says. “We always try to be competitive in Inter-House sport and celebrate our representation in School teams.”

On that subject, David is pleased that seven boys turned out for Sherborne’s 1st XV this year, and that the House supplied strong players in other sports. “We did well in Inter-House competitions, too,” he adds, “with the senior rugby team being undefeated and both our senior and junior teams falling to narrow defeats in the futsal final.

“We also had a good time in events like the Inter-House singing competition. I had Lionel Richie’s All Night Long stuck in my head for several days afterwards!”

Of particular note is the success of the House Play: a production of Burton Bumgarner’s comedy, Horatio Will Be Late, directed by Resident Tutor Angharad PriceHughes.

“I was delighted to see boys from across the year groups appearing in the play, or working backstage,” says David. “Particular kudos goes to two Third Formers, who put

themselves forward despite only being in their first week at School.”

That’s the kind of spirit that makes Lyon House special. “It’s an environment where everyone is encouraged to get stuck in,” David says. “We have a fantastic tutor and matron team, for whom I’m very grateful. The boys know they will be encouraged in all endeavours, and they absolutely rise to the challenges and opportunities that come their way.” It all puts David in mind of a quotation he came across from one of his predecessors, Alick TrelawnyRoss, who served as Housemaster of Lyon for 32 years: “It is (in the Boarding House) that boys meet with triumph and disaster, learn to take the rough with the smooth … there, in short, that they learn the art of living together and build up a spirit of service.”As David concludes: “This remains as true today as it was when Trelawny-Ross wrote it in 1929. Our boys in Lyon House show every sign of having learned how to live well in each other’s company. They’re forming habits that will shape their character for life. It’s a privilege to be a part of that process.”

@sherbornelyon

THE DIGBY ( m )

September signals a time of beginnings at Sherborne Boys. The Third Formers arrive and get settled into their new lives. The Lower Sixth turn up, smart in their suits and ready to embark on a fresh phase of their school journey. And the Upper Sixth take on the mantle of leadership, assuming responsibility as House Prefects and setting an example to their younger peers.

For The Digby’s Housemaster Christopher Foyle, the start of a new cycle felt all the more poignant in September 2024. He was stepping into the role of Housemaster, taking the helm from Rob Le Poidevin. It was also the 60th anniversary of The Digby, which first opened its doors to Sherborne’s pupils on 18 September 1964.

“There was a real sense of a new beginning, but continuity with all that has gone before,” Christopher reflects. “I inherited a House in rude health thanks to Rob’s leadership. And with a brilliant staff team in place, I knew we were in for a fantastic year.”

So it proved, with highlights too innumerable for Christopher to mention them all. “I’ve loved hearing the sound of the piano, or guitars and singing, echoing around our corridors. Then there are the day-to-day interactions among the

boys: the banter and mutual support over waffles or bacon rolls in the kitchen. The Digby has felt a very happy place to be.” That happiness translates to high levels of engagement in the richness of School life. The Digby’s boys have thrown themselves into CoCurricular pursuits including the Duke of Edinburgh’s Award, CCF, sport and, of course, music – with a memorable performance of “Careless Whisper” sealing the Inter-House Singing Competition. “This was a fantastic expression of our House spirit,” laughs Christopher. “The boys performed with a smile on their faces and really engaged the audience.”

House spirit was also much in evidence in March, when the boys completed a sponsored swim in aid of the charity School in a Bag. “We set ourselves the challenge of swimming the distance of the English Channel,” Christopher explains. “In the end, staff and pupils combined to cover 34.72 miles across 2,235 lengths. We smashed our target and raised a great sum of money for a worthwhile cause.” The boys celebrated with a House barbecue on The Digby’s lawns – one of many moments that embodied their camaraderie. Others include the inaugural House football and cricket competitions, which saw teams of mixed year groups

compete for top honours. “It was a great example of friendly rivalry that brought the whole House community together,” says Christopher. “The boys thoroughly enjoyed the chance to compete alongside, and against, their friends.” Of course, when they go up against other Houses, The Digby’s boys always function as a cohesive unit. So it was that, in Inter-House sporting competitions such as futsal, rugby and hockey, the number of boys cheering from the side lines far outweighed those competing on the pitch. “There’s a tangible sense of pride in belonging to The Digby, as there is for all Houses in Sherborne,” says Christopher. “The boys always strive to give their best when playing in House colours.”

Many who know The Digby would say ‘twas ever thus. And, as its sixth Housemaster in six decades, Christopher feels the force of that tradition. “We’re proud of our heritage,” he concludes, “and excited by all that lies ahead.”

@sherbornedigby

OUR ANNUAL SHERBORNE’S AC ACROSS

THE BRO

SPORTING PURSU TO CELEBRATE

ROUND-UP OF COMPLISHMENTS AD SPECTRUM OF ITS – WITH MUCH IN EVERY SPHERE

David Guy

DIRECTOR OF

SPORT

Sherborne Boys continues to provide a vibrant and successful sporting environment, offering pupils a wide range of opportunities to participate and develop skills, and, in some cases, compete at the highest level.

A key development was the completion of the Sherborne Sports Centre in early 2024. These top-tier amenities have greatly improved training and competition opportunities for pupils across numerous Sports throughout the year.

Climbing has grown rapidly in popularity and success, thanks in no small part to the new facility. Sherborne’s pupils have achieved strong results, including Joshua Cheng (L6e) who finished second in the lead event at the Independent Schools’ Climbing Championships.

On the four new courts, Squash has also flourished and in the Mike Davis Sports Hall our Badminton team not only finished top of the inaugural Wessex Schools League, but also won the Dorset Championships to qualify for the South West Regional Finals. In the swimming pool, Bryden Lam (4e) and Akila Bakrie (L6b) have smashed several school records, while the Golf simulator has been a very popular addition among Golfers of all abilities.

In team Sports, Rugby continues to flourish, with large numbers of boys participating throughout the age ranges. Several individuals achieved representative success with Bath Academy, including Jem Lye (L6g) and Edwin Langley (L6e) at U18 level. Meanwhile, Ali Reid Thomas (U6m) had a final trial for Scotland U18s.

Our Football teams have enjoyed considerable success in the 2024–2025 season, performing strongly in the Wessex Independent Schools League (WISL), with the JCAs enjoying considerable success and the 2nd XI finishing the Lent Term undefeated.

Hockey continues to improve with depth returning to both the senior and junior squads, while the outstanding achievement this year is the selection of Jamie Guy (U6g) for the Wales U18 Hockey squad for the forthcoming 2025 European Championships in Turkey.

Ski racing continues to be a highlight, with Sherborne athletes excelling at the 2025 DHO British Schoolboys Championships in Wengen, Switzerland, in January. The team earned several podium finishes, including a second place for the senior team in the dual slalom and an overall victory in the U21 category for Will Norton (U6b).

Tennis remains one of Sherborne’s most popular Sports. The recently resurfaced hard courts at Hyle Farm provide excellent conditions for training and matches, with Henry Wight (3c) leading the way in various tournaments and securing his place in the Cornwall U18 representative squad aged just 14.

Our cricketers have enjoyed the summer weather, which has allowed plenty of fixtures with impressive performances from a number of individuals – including a maiden century for the 1st XI for Fifth Former Fergus O’Connell (5c).

Alongside these sports and many more, Sherborne maintains a holistic sporting philosophy focused on personal growth, teamwork, and resilience. The School’s combination of excellent facilities, expert coaching, and a supportive community ensures every pupil can engage, develop, and thrive through Sport.

RUGBY

The Rugby season got underway in impressive style, with more than 130 boys participating in a pre-season training camp. This is the largest number ever to get involved in pre-season training at Sherborne and the effort seemed to pay dividends as fixtures got underway.

The First XV, who attended an additional training camp in Portugal at the start of the

season, romped to five victories in their first six matches. This included wins over Canford, Marlborough College, Bryanston and King’s College, Taunton.

It was a similar story for the younger boys, who put in a series of impressive performances in tough matches to make their mark. The Junior Colts showed grit in every match, including a hard-fought 17-17 draw for the A team against Marlborough

College that really tested their mettle. This was quite a turnaround from the five-try defeat the same team fell to against Marlborough College last year – evincing the progress they’ve made as a competitive unit.

Other highlights from the Junior Colts campaign included an edge-of-seat victory over Radley and a last-minute win against King’s College, Taunton. It seems

these boys have a knack for playing entertaining Rugby that captures the attention of spectators. Likewise the Mini Colts, who showed exceptional team work at every level and underscored the promise in Sherborne’s younger pupils. The Mini Colts A team had a strong run in the National Cup: they reached the fourth round and beat stiff competition along the way.

The Colts squads are Sherborne’s seniors-in-waiting, and they more than lived up to their status. Most striking is the way the players have grown in stature – physically and in their presence on the pitch. The Colts As showed astonishing resilience in a tough match against Millfield U16s in October, falling to a narrow defeat that didn’t diminish their commitment or self-belief. Memorable victories over Marlborough College, Seaford and Dauntsey’s showed that Sherborne’s reputation on the Rugby field will be in good hands next year.

That’s excellent news, because the outgoing First XV have been an impressive bunch. A highlight of their season was the Merchiston Castle Festival in Edinburgh. They racked up impressive victories against Barnard Castle and Durham

Rugby sevens

Those who mourn the end of the Rugby season have something to look forward to each January: the start of the Rugby sevens season. This faster-paced game suits athletic players and leads to some thrilling contests.

To make sure they were properly prepared for the challenges of seven-a-side Rugby, Sherborne’s players put in extra hours on the training pitch. This commitment paid off, with the senior VII notching up wins against Marlborough College, Taunton and King’s Worcester in quick succession.

A couple of more challenging games followed, including some bruising encounters at Millfield. Whether they won or lost,

Sherborne’s teams left the encounter with a sense of where they needed to improve – and put in the hours to do so before their next matches.

For the seniors, the result was a run to the Plate final in the South Coast Sevens tournament, in which they fell to a brave defeat. The Colts VII, meanwhile, won the Vase competition at Gordon’s School.

The denouement of the sevens season is the Rosslyn Park National Sevens in late March. Sherborne was represented in all relevant age groups and the results speak of a mixed bag. The Colts and Mini Colts failed to make it out of their groups, but put in some good performances nonetheless.

The First VII, meanwhile, topped their group and won their first knock-out game to make it through to the second day and a further group stage. They weren’t able to go deeper in the tournament, succumbing to defeat at the hands of George Watson’s College and Whitchurch High School.

For all teams, Rosslyn Park proved a memorable experience and a helpful exposure to the cut and thrust of Rugby sevens. A good way to end a fulfilling season for Sherborne’s growing band of sevens enthusiasts.

H O CKEY

If the measure of a school’s sporting success is the representation among its pupils at county and national level, Sherborne’s Hockey season has been a marked success.

Several Third Form boys – Hugo Horsley (3c), Beau Bourne (3c), Harry Sunderland (3d), Luke Jamieson (3m), Harry Went (3d) and Will Rooke (3m) – were selected to represent Dorset U14s in November and December. Meanwhile, Sixth Former Jamie Guy (U6g) became the first Shirburnian in three years to be selected for a national sporting team. He was selected to join the Wales U18 Hockey Squad for the European Championships in Turkey. An outstanding achievement, of which the whole school is very proud.

With the Hockey season really getting going in January, Sherborne’s players were champing at the bit to get out on the pitch. Each team had a topsyturvy season, with the 1st XI winning seven out of their 17 games, with seven defeats and three draws. They had a good run in the National Cup, but were eventually beaten 3-2 by Blundell’s to leave at the quarterfinal stage.

It was a similar picture for the other age groups, where emphatic victories blended with disappointing losses in a season that was as hard to predict as it was enjoyable to spectate.

The most consistent performers were the 2nd XI, who lost just two matches from 13 and won 10. This

follows an unbeaten season in 2023-24 and reflects the strength and camaraderie that is a feature of this team.

Sherborne’s younger players had plenty of opportunity to shine, and Teddy Carvosso (4f) did well to score his first-ever goal as a newcomer to the Sport.

The most progress was seen in the Mini Colts A XI, who delivered a particularly strong result against Queen’s College, Taunton. Their season ended with two difficult losses to Clifton College and King’s College, Taunton – but they have plenty of scope to build and return stronger in 2025-26.

CRICKET

Trinity 2025 saw some of the finest weather for many a long year, meaning that – despite the brevity of the term – the Cricket Club was able to play a grand total of 110 matches, of which well over half resulted in light blue victories. This provided well-deserved reward for the boys, who had worked tremendously hard throughout the winter months in preseason training, and for their coaches – with Mr Buckley very much to the fore. Prior to the season’s start, the 1st XI also enjoyed a masterclass from former South Africa and Ireland coach Graham Ford, whilst the InterHouse Tournaments were won by School House (Senior) and Lyon House (Junior), respectively. We were also delighted to be recognised as one of ‘The Cricketer’ magazine’s Top 100 schools and to be chosen as a Performance Centre for Dorset Cricket. Eleven boys were selected to represent five different counties –Dorset, Herefordshire, Jersey, Somerset and Sussex – whilst the match between MCC and Dorset (men’s) 2nd XI was especially noteworthy, including eight Shirburnians past and present amongst the two teams. Meanwhile, our third Ruth Strauss Foundation Cricket Week (pages 123) showcased Sherborne Cricket to a wider audience, raising both a lot of money for, and vital awareness of, the wonderful work of this superb charity.

Fielding four teams, the Mini Colts started their Sherborne cricketing careers with some promise, and it was great to see the C and D teams playing with such enthusiasm and enjoyment of the game. The As reached County Finals Day, hosted on The Upper, before losing to Canford, the eventual champions, and they also had three super days at the Hurst Festival in the final week of term where Stirling O’Connor (3c) scored 194 against Cheltenham –one of the highest scores ever recorded by a Shirburnian. The B team enjoyed some massive victories alongside some heavy defeats – but also the rarity of a tie against Bryanston – whilst Digby Duder (3c) took five wickets against Millfield.

The Junior Colts squad can also look back on a strong season overall, with the A team winning the DISC100 and also reaching the Final of the ECB/ESCA County Cup.

The two-wicket win over the Guppy XI on a glorious Sunday afternoon on The Upper was a particular highlight, as was the clean sweep of victories for all three teams against the might of King’s, Taunton. Both the A and B teams also experienced cricket’s shortest format, T10, against Dauntsey’s during Cricket Week. Meanwhile, Fin Gardner (4m) was rewarded for his consistent performances with selection for the 1st XI.

A strong core of Upper Sixth players led the 2nd XI to a successful season, in which they reached the DISC100 Final en route to winning three quarters of their matches. Hugo Bishop (5d) picked up a five-wicket haul

against Bryanston, as did Ollie Mullings (U6c) against Clayesmore. The 3rd and 4th XIs frequently overwhelmed their opponents, recording a succession of handsome victories and just one defeat between them. Meanwhile, a century for Fergus O’Connell (5c) took the Under 17 XI past Mount Kelly in the National Cup before Marlborough proved too strong in round 3.

Starting at the Bradfield Festival, the 1st XI’s tally of ten victories was its best in recent years. These included three wins (over Wellington, South Gloucestershire College and Bryanston) in a run to the South West Quarter-Final of the National Under 18 T20 competition, before we were knocked out by the eventual National Finalists, Clifton College. As reported elsewhere, three long-format victories came in Cricket Week, but there was also a fantastic run chase of 246-7 in just 33 overs against Free Foresters, in which Will Tatham’s (U6d) sparkling innings of 72* saw the boys home. Lastly, the superb partnership between centurion Fergus O’Connell and Sam Grocutt (L6f) on OS Day resulted in a mighty total of 312-5 in 50 overs, which proved a bridge just too far for the Sherborne Pilgrims. Both Fergus and Jordan Graham (L6e) passed 600 runs for the season and, in the process, the former reached the milestone of 1,000 runs for the 1st XI since his debut in Third Form. Charlie Robinson (U6m) was the leading

wicket-taker with 25 scalps as he and Will Tatham, respectively white and red ball Captains, ended their lengthy 1st XI careers, having played over 100 matches between them.

The season had begun with the tragic news of the death of Josh Lawrence, aged just 34. A former gap student and an outstanding cricketer, Josh had returned to Sherborne as batting coach over the winter and had already had a huge impact on the boys. Despite the sadness of the occasion, the 1st XI’s match against Marlborough, with both sides wearing black armbands, served as a powerful tribute: the game was closely-contested in a fantastic spirit, whilst the skill and character of both teams would have made Josh very proud.

At the term’s end, we also said farewell to Giles Reynolds after 36 Cricket seasons at Sherborne. Throughout them all, his enthusiasm for the game (not to mention his unerring ability to steal a single from the final ball of an over!) has remained undimmed; there is a huge number of Shirburnians who have benefitted from his unparallelled experience and expertise, and we will all miss him hugely. Those who remain – whether players or coaches – are left with a wonderful example to follow when the 2026 season comes around.

Hugh Tatham Master i/c Cricket

RUTH STRAUSS FOUNDATION CRICKET WEEK

With 25 matches, ranging in length from T10 to allday declaration games and involving eleven Sherborne teams and fourteen different opponents, this year’s Ruth Strauss Foundation Cricket Week was our biggest to date, and has (at the time of writing) raised £6,063 for this wonderful charity.

The 1st XI’s four matches were very much the centrepiece of the week, culminating in a fantastic –and rare – victory over M.C.C. on the final day as, inspired by Fergus O’Connell’s (5c) superb innings of 136, the side chased down a daunting target of 240 to win by five wickets. Earlier in the week, Fergus’ third century of the season had not been enough to hold off Blundell’s, but Sherborne Pilgrims and the Giles Reynolds XI were both well beaten as the boys ended their season in fine style. Jordan Graham (L6e) also got himself on the Honours Board with a century against the Pilgrims, in a match which was also notable for Charlie Robinson’s four-wicket haul, whilst the game against Giles’ composite side – containing players from every part of his cricketing career –provided an appropriate ending to his incredible 36year Sherborne career. As ever, the team played in special red caps whilst their red warm-up shirts, generously supported by The Hillbrook Hotel, were another super addition. Throughout the week the sun shone, the runs flowed and The Upper – resplendent with red balloons, stumps and boundary markers –was at its magnificent best.

Of course, it wasn’t just the top side who contributed to the fun. From Sherborne Prep, via the Mini and Junior Colts, to the senior teams, the old boys and Bow House, every level of Sherborne Cricket was involved. Even the parents got in on the act, with the Abbey House ‘Mums and Dads v Lads’ match providing an entertaining curtain-raiser to the week on Fathers’ Day. Meanwhile, Castle Court –appropriately playing in red shirts – were the

deserved winners of the Jimmy Adams Prep Schools’ Trophy, beating Millfield Prep in the Final.

Cricket Week, of course, is about so much more than just the games played and this year we have raised more money than ever before, leaving our £5,000 target far behind. There were the usual souvenir brochures and Mr Senneck’s beautiful prints, and a nonuniform day, whilst the prize draw and generous matchday sponsorships from local businesses meant that the week had a real community feel in which the whole town was involved. Meanwhile, Ecco Gelato’s travelling stall kept everyone cool whilst adding funds to the pot. Lastly, the generosity of the Chaplain in donating the collection from the Commemoration Service to the total means that we will have been able to make a real difference to the lives of a great many young people.

And that, at its heart, is what Sherborne’s Ruth Strauss Foundation Cricket Week is all about: raising money for, and awareness of, this fabulous cause and its support for families facing bereavement from cancer. The Foundation has –this year – launched a new campaign focusing on schools, and it is a campaign in which I am delighted that we are centrally involved. Every day in just about every classroom in the United Kingdom, children are facing the loss of a parent: our efforts will make a huge difference to them and to the work of the charity in supporting them. Thank you to everyone who contributed, and to all those departments of the School which made the week such an enormous success. Sherborne should be immensely proud.

Hugh Tatham Master i/c Cricket

Freddy Price (3c)

George Parker (3d)

Harry Hicks (3c)

Jamie Dineley (3d)

Harry Fraser (3c)

Art Littler Pepper (3a)

Archie Tyrrell (3d)

Beau Bourne (3c)

Sebbie Gray (3g)

Rory Reid Thomas (3m)

Sholto Hedderwick (3f)

Felix Thorburn (3m)

Stirling O’Connor (3c)

MINI

C O LTS CRICKET FESTIVAL

Mini Colts A Cricket Festival at Hurstpierpoint College –

The Co-Captain’s Review.

The recent Cricket Festival at Hurstpierpoint College was an unforgettable experience for all involved. Over three days, we had the privilege of playing against strong opposition in challenging conditions. For many of us, it was our first taste of 50-over Cricket. As captains, we are incredibly proud of how the team performed – both on and off the field – and how much we all grew as cricketers and teammates.

Our first match was a 50-over fixture against Hurstpierpoint College, and it was the perfect way to start the trip. The boys were switched on from ball one, showing real intensity in the field.

We managed to restrict a strong Hurstpierpoint batting line-up to 260-5 with some tight bowling from George Parker (3d), Sholto Hedderwick (3f) and Jamie Dineley (3d). Batting second, we chased down Cheltenham’s total with a mature and well-paced performance. Harry Fraser (3c) got us off to a great start with a patient 47, before Beau Bourne (3c) upped the pace with a composed 54, anchoring the chase and setting the tone for the rest of the game. Rory Reid Thomas (3m) played an outstanding knock, finishing unbeaten on 50*, showing real composure and flair. Freddy Price (3c) also shone with a fluent 50* of his own, highlighting the depth of talent in the squad. The energy and belief in the squad after that win was brilliant to see.

The second match saw us face Cheltenham in another 50-over game. It was a tougher contest –at one point we were 20-5! But that was when Stirling O’Connor (3c) came to the wicket. He produced the standout performance of our Cricket season, scoring an amazing 194 runs off 155 balls. He was brilliantly supported by Archie Tyrrell (3d) and Art Littler Pepper (3a), allowing us to reach a good team total of 338-7. Credit to Cheltenham for their strong performance and a very impressive run chase, despite some tight bowling from Art Littler Pepper and Harry Hicks (3c). We took a lot away from the experience and identified areas we want to improve with our bowling, fielding and catching. Despite the loss, the boys

remained positive and united –and exhausted!

Our final match was a 20-over game against Stowe. The shorter format brought a different challenge, and although we again came up short, there were some standout performances. Batting first, our opening pair of Sebbie Gray (3g) and Freddie Price managed to give us a solid platform. Beau Bourne gave us some acceleration scoring 84 off 52 balls in the middle overs, but ultimately, we struggled to build enough momentum thanks to some clever bowling and good ground fielding. At the change of innings, we felt like 166 runs would be a total we could defend, but we would need to bowl and field at our best.

However, Stowe’s talented openers showed immaculate technique to play the tricky pitch, and ultimately, we didn’t quite have enough to get over the line.

Off the field, the Festival was a huge success. The boys bonded brilliantly, supported each other throughout, and represented the School with pride and maturity. The matches were all played with a good balance of competitive spirit and camaraderie. On the last night, we had a BBQ and a huge game of Touch Rugby in the evening sunshine with all four schools playing in mixed up teams, which was such good fun.

We’d like to thank all the staff, parents, and coaches who made this trip possible – in particular, Mr Guy, Mr Gordon and ‘the driver’, Mr Watson. It was such a memorable few days together, and we learned so much. We can’t wait to get started in the winter nets in September! George Parker, Harry Fraser, Beau Bourne & Art Littler Pepper

JOSH LAWRENCE

The Sherborne community was deeply saddened in April by the death of Josh Lawrence, aged just 34. Josh had previously been a gap student at Sherborne in 2010-11 before returning to volunteer here as a Cricket coach over the winter.

Joshua Mark Lawrence was born in December 1990 in London and, from a young age, showed himself to be an outstanding sportsman. He played in the 1st XI at Dulwich College from year 9 before going to Millfield School in the Sixth Form on a Cricket Scholarship. He had already played at the world-famous Bunbury Festival, alongside future England captains Ben Stokes and Joe Root, and was incredibly unfortunate that his time on the staff with Somerset and Surrey did not lead to a full-time contract. Indeed, he is the only recipient of Millfield’s Adrian Dunning Batting Trophy not to have gone on to a professional cricketing career. He was also a dominant figure in the Dorset League for Sherborne CC, scoring 2915 runs, including 14 centuries, at an average of 70. A fine footballer too, he was an inspirational captain of Old Alleynians FC in the Arthurian League.

However, it was as a teacher and coach that Josh truly found his vocation, first at Oakfield, then Dulwich College Singapore, before moving to Dulwich Prep. When he was diagnosed with cancer, Josh returned to Sherborne and had an enormous impact on our senior cricketers as a batting coach. The boys loved his commitment, his expertise and his sheer joy in his work, and his input was – and would have continued to be – transformative for many of them. He was a wonderful role model. In his honour, the 1st XI’s match against Marlborough saw both sides wearing black arm bands (as did Surrey CCC in their match with Yorkshire), and we were proud to welcome Josh’s parents, Mark and Toni, and his partner, Emily, as our guests on The Upper. Tributes were paid to Josh from across the country, with England batter Rory Burns saying “I played alongside Josh growing up: he was a great cricketer and a pleasure to share the field with. I was greatly saddened to hear of his passing and my best wishes are with all who knew him.” Josh’s funeral in Sherborne Abbey was attended by several of his former team-mates, as well as by the 1st XI, and the congregation of over 500 people heard a humorous and moving address from Mr Arkwright.

Sadly, he was too unwell to do so, but Josh would have loved to have seen the boys he coached in action in 2025: their successes, character and team spirit would have made him very proud.

Hugh Tatham Master i/c Cricket

F OO TBALL

Football thrives at Sherborne, with many boys choosing it as their first-choice Sport in the Lent Term and relishing the chance to play in highly competitive fixtures against well-drilled opponents.

The First XI played some thrilling Football this year, getting things off to a heady start with a memorable comeback against Bournemouth Collegiate in their first National Cup match of the season. They were 3-0 down and looked to be well beaten, but ended up as 4-3 victors after some brilliant team work and moments of individual brilliance.

This typifies the culture around Sherborne’s Football teams. No boy is in it for himself, but puts the interests of his team front and centre. That said, where players have a chance to shine, their achievements are celebrated by all – a reflection of the School’s wider ethos and a sign of the contribution Sport makes to forming boys’ characters.

There were some challenging moments for all teams, including a 6-1 loss to Winchester for the First XI in the ISFA Cup in October. Despite such disappointments, all teams bounced back from defeats and put in some brilliant performances to deliver high-margin victories against tough opponents.

Take the First XI’s 6-0 win against Clayesmore in late November as a

case in point, or the Colts A XI’s 7-0 away victory over Bristol Grammar School. And, of course, it would be remiss not to mention the Junior Colts A XI’s 13-0 win over Bristol Grammar School in early February. A memorable occasion for players, coaches and supporters alike.

Perhaps the most significant thing to say about Football at Sherborne is that the boys learn how to win and lose well. As a result, they treat the highs and lows with the same measured response: enjoying the good times and learning from the bad.

Beyond the statistics and scorelines, perhaps the most

significant aspect of football at Sherborne is that the boys learn to handle both victory and defeat with equal grace. They approach triumphs and setbacks with the same measured response: celebrating achievements whilst learning from disappointments. This season saw exceptional consistency from several teams, with the Junior Colts A XI and 3rd XI each losing just one match, while the 2nd XI completed an unbeaten campaign. These achievements reflect not only the players' dedication and skill, but also the strength of character that defines Sherborne football.

TENNIS

This past year marked Sherborne's most successful Tennis season in recent memory, with outstanding performances across all year groups, cup competitions, and school fixtures. A modest but focused winter training period laid the foundation for what became an exceptional Lent and Trinity Term. The commitment shown by both senior and junior players was reflected not just in results, but in the spirit, depth, and maturity of performances throughout the season.

Sherborne teams achieved an impressive 73% win rate across all fixtures played against other schools this year. Consistent progress was evident across the age groups, but it was in the regional and national competitions that the boys truly distinguished themselves. In the Year 9/10 Division 1 competition,

Sherborne A, led by a dominant core of players, won all four of their matches, dropping only one set throughout the campaign. This remarkable performance earned them a place in the regional finals, to be played in September. Equally impressive was the performance of Sherborne B in the Year 9/10 Division 2 competition. They remained unbeaten, delivering strong team performances that showcased the growing depth of talent emerging in the younger years. They too will compete in the regional finals next term. At the senior level, the Year 11–13 squad saw Sherborne A qualify as regional finalists, a result that speaks volumes about the leadership, consistency, and drive of the senior players.

In the prestigious Glanville Cup, Sherborne reached the match before the national finals,

narrowly losing to Millfield, who went on to finish fourth nationally. The standard of play in that match was exceptional, and Sherborne pushed one of the country’s top teams to the limit, reflecting both the skill and the competitive mindset of the squad.

This season also saw Sherborne represented in the “Play Your Way to Wimbledon” competition, where two pairs qualified for the regional finals. Rupert Dorey (4e) and Fabian Simanjuntak (4e) delivered an excellent performance, narrowly missing out on the final after losing to the eventual winners in the semifinals. Meanwhile, Henry Wight (3c) and his partner from home progressed even further, qualifying for the National Finals held at Wimbledon. Representing both themselves and the School, they performed with great credit

and composure on the national stage.

The annual ISTA (Independent Schools Tennis Association) tournament once again gave our players the opportunity to compete against some of the strongest opposition in the country. The boys rose to the occasion, producing high-quality individual and team performances that underlined the standard of tennis currently being played at Sherborne. In the fiercely contested Springthorpe Cup, a top-level singles competition, Henry Wight and Xavier Aparicio (4g) achieved a 3rd/4th place finish, demonstrating not only technical strength but also exceptional mental resilience.

Leadership was a key component of this year’s success. Special recognition must go to Billy Baker (U6c), who captained the 1st team with a rare blend of maturity, tactical awareness, and exemplary sportsmanship. His influence extended well beyond match day, setting high standards in training and serving as a role model for younger players. Billy’s leadership was especially evident in highpressure matches and was a major factor in Sherborne’s successful season. Henry Wight continued to impress across every level of competition. Selected for county representation with Cornwall, Henry is a player of considerable

potential and was instrumental in several key victories throughout the year. His performances at Wimbledon and in the Springthorpe Cup were particularly commendable. Rupert Dorey also played a pivotal role this season. With a fantastic serve and being a calm presence under pressure, he formed a formidable doubles partnership with Fabian and Charlie Sclater (U6m) contributing significantly to Sherborne’s progress in several competitions.

This has been a truly landmark year for Tennis at Sherborne. With multiple teams qualifying for regional finals, national-level appearances, and a series of dominant performances in school fixtures, the outlook for the future is exceptionally bright. The dedication of the players, the leadership from seniors like Billy, and the emergence of young talent across the School suggest that this season’s success is not an isolated achievement but part of an exciting and growing tradition of excellence.

Richard Keen Director of Tennis

“This has been an excellent season for the 1st VI tennis team, marked by commitment, skill, and a true spirit of camaraderie. Under the outstanding captaincy of Billy Baker, the side has enjoyed one of its most memorable terms in recent years. Billy has been an exceptional leader throughout, setting the standard of high play both in training and in matches, serving as a role model to his team-mates, and ensuring the smooth organisation of the team week after week. He also made himself available for every single fixture, showing the dedication and reliability that have defined his tennis career at the School. This season is especially significant as it brings to a close Billy’s fine record of representing us since his very first appearance in the Fourth Form, and it is fitting that his final year has been such a strong one.

The team can be proud of some excellent results, including a thrilling 5–4 victory over Millfield, a resounding 9–0 win against Bryanston, and strong performances against Clifton (6–3) and Canford (6–3). These matches

SAILING

showcased not only individual talent but also the collective strength of the side, with players consistently supporting one another both on and off the court. Indeed, one of the greatest achievements of the season has been the sense of unity within the squad; every player displayed a high level of commitment and the willingness to put the team first. This togetherness was key to securing victories and ensuring that the group maintained a positive and determined mindset throughout the term.

By the close of the season, the 1st VI had won 75% of their matches, an impressive record that reflects both their ability and their determination to succeed. It has been a real pleasure to watch the side grow under Billy’s leadership, and the future of school tennis looks very bright indeed.

“

Kester Jackson 1st VI coach

Very much a year-round activity, Sailing involves pupils from both Sherborne Boys and Sherborne Girls. It’s a great example of the benefits of collaboration, with mixed teams benefiting from each other’s talents and enjoying rich social engagements along the way.

Overall, it’s been a successful year for Sherborne’s dinghy sailors, with victories in competitions against the likes of Clifton College, Millfield and Milton Abbey.

There were some moments of challenge, however. A highly experienced touring team from Port Solent taught Sherborne’s youngsters a few lessons – but the event was conducted in good spirit and both sets of competitors enjoyed mingling across generations.

Early March saw a Sherborne team compete in the Keel Boat Championships in Berkshire. The sailors weren’t on their best form for the event, but enjoyed the experience nonetheless. They then restored their pride with a triumph in the annual pupilparent event at Sutton Bingham Reservoir.

As the days lengthened, the opportunities to go Sailing increased. Sherborne came a creditable seventh in the Southern Area Championships in Slough in April and lost narrowly to a strong team from Winchester College in May. They ended the season on a high, with a comprehensive victory against Bryanston in beautiful conditions.

G O LF

News that recent alumnus Theo Anderson Gannon (e 24) had won a University of St Andrews Golf Scholarship gave Sherborne’s golfing enthusiasts a welcome fillip at the start of the year. They harnessed that positivity to deliver some impressive individual and team performances across the months.

A highly competitive training match against Clifton gave both the senior and junior squads plenty to work on. They then fell to defeat against tough opponents from Millfield and Blundell’s before drawing against Truro School to progress in the SWIFTS Foursomes Competition.

Building on this success, both teams secured victory in their next matches: the seniors against Milton Abbey and the juniors against Clifton College. A couple of subsequent losses didn’t dampen their spirits, and the juniors squad put in another strong performance against Truro School in their Foursomes match to record another well-deserved victory.

Taking the year in the round, Sherborne’s golfers suffered more losses than they celebrated victories. But that belies some fantastic individual performances, and genuine growth among all players. Golf may be one of the most frustrating Sports anyone can play. But for these young men, it teaches patience, resilience, and a commitment to continuous improvement. They will return next year stronger – and wiser – than ever.

BADMINT O N

With fixtures taking place across both the Michaelmas and Lent Terms, there is plenty of opportunity for Sherborne’s Badminton players to shine.

They certainly did that, with the first team enjoying a nearunbeaten season and winning the Wessex Schools league. Wellestablished players joined with less experienced peers to build a winning mentality that gave Sherborne the edge in matches against the likes of Millfield, Wells, Canford, Taunton School and Sherborne Girls.

The Sherborne Girls victory is worthy of note, not least because long-serving first-team player Tom Cao (5a) scored a memorable win against the topseeded player from Sherborne Girls, who came with a reputation for being unbeatable. That helped the team to a comfortable victory, made all the sweeter because it was against their local sporting rivals and social companions.

February saw the seniors qualify for the Regional Finals of the National Schools Championships. This success prompted a period of dominance in their fixtures, including a 22-2 defeat of Millfield and a 16-0 win over King’s College, Taunton.

The season ended with a solid victory over Wells Cathedral School – wrapping up an impressive spell in which Badminton has really flourished at Sherborne. Given the strength of the teams, which include several players who still have plenty of time left at School, there are high hopes for future ongoing success.

SQUASH

New courts seemed to put an extra spring in the step of Sherborne’s Squash players as the season got underway. They recorded an encouraging 7-2 win over Clayesmore in their first fixture, laying down a marker for the months ahead.

A brief blip ensued, courtesy of a 4-6 loss to Bryanston. But this was followed by a streak of victories against the likes of King’s College, Taunton, Canford and – avenging the earlier defeat – Bryanston.

The Lent Term brought some stiffer challenges and the team struggled to assert the same dominance as it had before Christmas. They were outgunned by a strong King’s Taunton team and a 1-5 score line at Millfield belied some very close individual games.

Two emphatic victories over Canford helped restore some positivity for the players and they closed out the season at the end of March with a tightly fought win over Clayesmore.

In all, then, it was a good season with some outstanding moments. Sherborne’s Squash players have learned a great deal and will return stronger than ever in September. And, with first-rate facilities at their disposal, there is every reason to think Squash will continue to grow in popularity among Sherborne’s sporting enthusiasts.

FIVES

Fives remains a popular pursuit among Sherborne’s pupils, with many appreciating its blend of traditionalism and athleticism.

The School tends to put in a good showing in Fives fixtures, and this year was no exception. The boys had a good win rate, scoring victories against the likes of Blundell’s, the Rugby Fives Association and Marlborough College.

They fell to a narrow defeat against strong competition from Winchester College and were well beaten by the Old Whitgiftians. But even when defeated, the boys remained positive, and determined to learn lessons from opponents who were often more experienced players.

As the season drew to a close, there were notable performances in the Charlie Calquhon tournament at Marlborough College, where Johnny Moesel (L6c) won the Senior Plate competition and Alasdair Tursi (4b) came second in the Colts Plate – missing out on victory by a handful of points.

CR O SS COUNTRY

It may be a Sport in which individuals compete against each other, but Sherborne’s runners take great pride in representing the School as a team. That gives them an extra spur when the going gets tough - translating to some impressive performances throughout the season.

For example, Sherborne’s runners put in a good showing in the Leweston Cross Country event in November, and again in the County Cross Country Championships in Bournemouth in January. Unfortunately, no Sherborne pupils qualified for the regionals from this event, but the experience proved grist to the mill for those with ambitions to achieve greater things.

Just a few weeks later, Sherborne won the Inter-Boys competition at Milton Abbey, beating runners from Bryanston, Kingwood and Canford to claim victory.

After placing just outside the medals, a week later in the Bryanston Relays, Sherborne once again fared well in the Canford event, with a team finish of second place and an individual bronze for Seb Noori (4c) in the intermediate age group.

The team rounded off the season with a top finish on home ground, placing first in the team competition of the Sherborne Trophy in March.

SWIMMING

With a good programme of galas across the region, Sherborne’s swimmers have plenty of opportunity to test their mettle against pupils from other schools. The North Dorset Senior Schools Gala in November was one such opportunity, and Sherborne Boys teamed up with Sherborne Girls so they could post a complete set of results in the event. In a field of six teams, the U18s came second and the U16s were third, with excellent team and individual performances throughout. Particular mention goes to Bryden Lam (4e), who broke both the U16 50m butterfly and U16 100m freestyle records. In March, Sherborne took part in the Bath Cup, held at the London Aquatic Centre. The team trained extra hard for this prestigious invitational event and put in a good showing: winning their heats in the 4 x 100m freestyle relay and 4 x 50m medley relay.

Unfortunately, the boys didn’t return with any silverware, but they did break the School record for the medley relay and came in ahead of local rivals Marlborough College and Bryanston. Victory in both age groups came at the Blundell’s gala in early May and again later in the month at Sherborne Girls, where they beat Bryanston, Canford and King’s College, Taunton.

WATER P O LO

With so few other schools offering water polo, this year has focused on regular training sessions and internal matches rather than fixtures.

During the Michaelmas Term, the Senior House Water Polo Tournament saw many boys competing. Abbey House and School House made it into the final, thanks to superb teamwork and exceptional leadership from their respective Captains, Akila Bakrie (L6b) and Marc Fung (L6a). After a fiercely fought final, School House emerged with a 4-3 victory. The team enjoyed a match against Millfield in the Lent Term, with Akila Bakrie captaining. The score was 8-3 to Millfield, with a goal from Sander Marshall-Lee (L6c) and two from Akila Bakrie.

In the Trinity Term, it was the turn of the Juniors to compete for the Junior House Trophy. Hugo Spink (4d) and Alexander Hayes (4d) led the defending champions, Harper, in the final against former title-holders, The Green. It was The Green who ultimately triumphed 4-2, including a hat-trick from their captain, Alfonso Gayán Villagrán (4c). Special mention must go to Alexander Hart (L6f) who has started to take a lead role in supporting the training and development of younger players.

CLIMBING

The popularity of climbing has grown nationally since the 2024 Olympics, and Sherborne continues to see strong interest in the Sport among pupils.

Of note are the achievements of Joshua and Gabriel Cheng (L6e). The brothers totally dominated a bouldering competition in Bryanston in December, emerging in joint first place after completing all routes at the first attempt and scoring maximum points.

They followed up with a similarly impressive performance at the Independent Schools Climbing Championships in March, where they were joined by Will Bennett (L6e). The Sherborne team came fifth out of 37 teams, while Joshua took silver in the lead rope event.

CLAY PIGEON SH OO TING

The highlight of the Clay Pigeon calendar was the British Independent Schools Clay Pigeon Shooting Championship in March.

Sherborne’s seniors followed up on some strong performances in various friendly competitions to come fifth out of 19 in the team match. Meanwhile, Hugo Bishop (5d) came joint fourth in the individual competition after shooting 44 out of 55 clays. Hector Wilson (L6b) was one place behind, sharing fifth after shooting 43 out of 55 clays.

The Colts also had a strong event: they came sixth in their category and showed good promise in their individual performances.

SKI RACING

Despite wet weather and heavy snowfall, Sherborne’s Ski racers enjoyed a successful trip to the British Schoolboys’ Championships in Wengen in January.

The conditions meant that day two of the competition was cancelled, meaning the boys only competed in the parallel slalom and giant slalom.

Having performed well in their opening rounds of the parallel slalom, Sherborne’s A and B teams met in the quarter final. The As won a narrow victory and progressed through the semi-final to meet a very accomplished team from Reed’s School in the final.

Competing against a four-strong team featuring three Team GB Skiers, Zander Lacy-Smith (U6d), William Norton (U6b), Jamie Guy (U6g) and Jago Lacy-Smith (5d) put in a fantastic showing. They succumbed to defeat, leaving them in an admirable second place for the event.

Once the snow had cleared, the competitors were able to compete on day three in the famous giant slalom down the Lauberhorn Run – a World Cup piste that challenges even the most accomplished Skier.

Sherborne’s boys did brilliantly, with Zander coming third in the U18s category, William winning the U21s and the others all coming inside the top 10 for their age group.

With these enthusiasts as inspiration, many younger boys have joined Sherborne’s Ski racing programme. So, even as three Upper Sixth Formers move on from school, it seems as if the Sport has a bright future – with many more Wengen adventures to come.

P O LO BASKETBALL

Polo is a year-round Sport at Sherborne with players in the arena during the Michaelmas and Lent Terms, then playing the traditional grass game in the summer. Training takes place throughout the year on a Thursday for boys and any Sherborne Girls who are available at that time.

To put their training into action, Sherborne entered two teams into the SUPA Senior Schools’ Tournament at Rugby Polo Club on Sunday, 2 March. Both teams played three chukkas, winning one apiece and losing the other two. This placed them fourth in their divisions and gave them plenty of excellent experience on which to build.

With the grass season fast approaching, the team played friendlies against Eton and Marlborough College in midMarch. Even though they didn’t emerge victorious, they played some superb Polo and showed great control. The matches were notable as the competitive debut of Senya Opanasenko (3m), as

well as a showcase of the talent of goal scorer Josh Spolton (4m) and playmaker Teddy Instone (4c) with Mattie Cormack from Sherborne Girls also proving impressive.

In the Trinity Term, the arena practice was evident as the players quickly transitioned onto grass. Unfortunately, the complex logistics, differing handicaps, rising costs and exam dates all contributed to the loss of fixtures this term, including the major SUPA tournament which did not take place. The players enjoyed some friendly chukkas against Marlborough College towards the end of May, which they played superbly to win 5-3. Josh Spolton, Teddy Instone and Senya Opanasenko are particularly exciting juniors to watch for the future.

It is always bittersweet to see players progress so well and then say goodbye but as Mattie Cormack and Algy Lindsay-Fynn (U6b) leave Sherborne they have joined the worldwide Polo community.

Michaelmas Term saw Sherborne’s Basketball team focus on building fitness and finessing match play before the season got underway in January. They lost a tight pre-season match against Marlborough College but learned a huge amount that would stand them in good stead come the new year.

Unfortunately, the season began with back-to-back losses to Marlborough College and Bishop Wordsworth’s School. While disappointing, these results appeared to galvanise the team, who then surged to victory against Gillingham School, Wells Cathedral School and Winchester College.

Both the home and away fixtures against Canford yielded the narrowest of defeats, but the team put in a strong performance in between to see off Monkton Combe.

In summary, it was a pleasing season for a Sport that continues to grow in stature and popularity at Sherborne.

ATHLETICS

Trinity Term sees many Sherborne pupils participating in county or Inter-School Athletics competitions – and they usually put in a very impressive showing.

2024-25 lived up to expectations, with several boys putting in strong individual displays and contributing to the whole team’s success.

For example, Theo Knott (L6m) was strong in the high jump at Dauntsey’s, while Dylan Carr (5e) was in the leading pack in the 800m.

In May, Sherborne’s team finished second in the Lutra Shield, with Charlie Wilson (L6m) (long jump) and Tom Foster (U6a) (triple jump) proving especially strong.

Charlie’s form continued later in the month during an event at Canford, and the whole team did

brilliantly in the North Dorset Trials in mid-May. Several of them scored personal bests and qualified for the Dorset County Championships.

By the time the county finals were over, Sherborne had three winners: Hugo Dutton Medlock (3g) (junior high jump), Cyrus Jahanbani (4c) (intermediate discus) and Max Cogan (L6f) (senior discus). Hugo and Max went on to represent Dorset in the South West Championships in June, with Hugo also winning a place in the Dorset squad for the English Schools Championships in July.

SP O RTS DAY

The boys had a great afternoon in the sunshine for our Sports Day. Thanks go to all who made the day possible and those colleagues who managed to run four consecutive field events in two hours, a feat unheard of on the athletics circuit! Please see the team totals below.

WELL DONE TO THE GREEN!

What do you do if you think your school needs a sports magazine? Start one from scratch of course!

Four Upper Sixth Formers have done just that and started journalistic careers by creating a brand-new sports magazine for the boys at Sherborne Boys. Led by chief editor Will Tatham (U6d), the team of Charlie Tyrrell (U6d), Henry Holme (U6b) and Thomas Langley (U6e) are all hugely keen athletes, who – between them – have captained the School at Cricket and Football, as well as playing Hockey and Rugby, and they are delighted at how the early issues of the magazines, named Blue and Gold for Sherborne’s colours, have been received by their peers.

There have been articles covering just about every Sport of the twenty-five or so played at the School, from Basketball to Tennis, alongside quizzes, Sports book reviews by members of the teaching and coaching staff, and interviews. Some of these have been with current pupils and coaches, but also with Old Shirburnian Rugby stars Will Parry (b 22) and Sam Reynolds (c 20), and former South Africa Cricket coach Graham Ford. Another old boy, Northampton’s Tom James, is lined up for a forthcoming issue too…

The team has loved its first foray into the realms of sports journalism – not just as writers, but also developing their skills in graphic design and presentation, in marketing, and online. As they head off to their post-A Level destinations and their sporting lives beyond school, Charlie, Henry, Thomas and Will leave behind a legacy for Sherborne’s boys which, they hope, will last for many years!

Hugh Tatham Housemaster – Abbey House Teacher of Theology & Master i/c Cricket

OUR 475TH ANNIVERSARY

‘Vivat Rex Edwardus Sextus! Vivat! Vivat! Vivat!’ –every time we sing the rousing chorus of The Carmen we celebrate our School’s royal foundation in 1550 by King Edward VI, the 475th anniversary of which we commemorated on 13 May 2025.

We at Sherborne are justifiably very proud of our royal foundation – reminders of which can be found all around the School. It is therefore hardly surprising that we were known locally as the ‘King’s School’.

The most prominent reminder of our royal foundation is above the main entrance to the School, where the Tudor royal arms of King Edward VI (featuring the English lion and the Welsh dragon) welcome visitors and are a daily reminder to boys and staff of our royal roots.

Until 2008 the Tudor royal arms were used as the School’s official crest. This was in spite of the Royal College of Arms declaring that the School had never been granted a right to use them, though we pointed out that as we had been using them since 1550, we had historical precedent on our side!

Edward VI’s royal arms are also displayed on other buildings around the School. They can be seen above the entrance to the Old School Room (OSR), which was purpose-built as a classroom in 1606. In 1645, during the English Civil War, the Parliamentary forces ordered the royal arms to be taken down but they were returned to their rightful place following the restoration of the monarchy in 1660. Inside the OSR a statue of King Edward VI carved from Portland stone has kept watch over the room since 1614.

Some people may wonder why the Tudor royal arms are displayed on the east end of the south front of Sherborne Abbey. In 1559 the School Governors

acquired the two partly demolished Lady Chapels at the east end of Sherborne Abbey and converted them into living accommodation for the Headmaster. By placing Edward VI’s royal arms on the building, the School Governors were not only stamping on it their ownership but also displaying the School’s royal credentials.

Other reminders of our royal foundation are represented in the School Colours of royal blue and gold, which derive from the Tudor royal arms. These colours have traditionally featured on ties, badges, boater ribbons, and blazers awarded for sporting excellence. In 1950, to celebrate the School’s 400th anniversary, the future Poet Laureate Cecil Day-Lewis (d 1923) wrote ‘A Commemoration Ode’ in which he referred to ‘The colours fast – blue for a royal beginning, Old gold of these mellowing walls, young

gold in blossoming hearts.’ It seems fitting that this poem is now inscribed on the walls of the corridor leading from the OSR to School House.

The Sherborne Penny, which in 2008 was adopted by the School as its official crest, is in fact a copy of the seal granted by King Edward VI to the School Governors in 1550. In the centre of the seal are the words ‘VIVAT REX

EDWARDUS SEXTUS’. This phrase was used by Headmaster Edward Mallet Young when he wrote the words for The Carmen which, set to music by the School’s Director of Music Louis Napoleon Parker, received its first public performance at a Commemoration Day concert on 30 June 1887. That same year the glorious stained glass window was installed in the Upper Library to celebrate Queen Victoria’s Golden Jubilee. Designed by the prestigious firm of

Clayton & Bell, the window depicts King Edward VI granting the founding charter to the first School Governors on 13 May 1550.

With reminders everywhere, it’s hardly surprising we remain so proud of our royal foundation.

Rachel Hassall School Archivist

OS

SOCIETY

The best way to learn about something is to do it. But in the daunting landscape of career changes, where finance, future, and family hang in the balance, trial and error is rarely an option. In fact, according to the HRLSI, the stress of changing career ranks just below the death of a close friend – an intimidating prospect indeed.

The next best way is to learn from someone who has done it. Fortunately, the OS community boasts a wealth of diverse career paths among its members. Among these are Rob, Rupert, and David, who have navigated radical career changes and achieved notable success along the way. After interviewing them, here is who they are, what they did, and, most importantly, the key lessons they shared.

ROB RYDON ( m 83)

Rob left Sherborne with almost every possible accolade: Head of School, captain of both Rugby and Cricket, and a member of the 1st XI Hockey team. After a decades-long career in the turbulent terrain of finance, Rob made a full-circle return to the classroom, swapping demanding investors for (potentially even more demanding) schoolchildren.

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A human ‘Swiss Army penknife’. After a military career (which included earning a Military Cross for ‘courage and inspiring leadership’ in Basra and a tour of Helmand), Rupert transitioned into finance with considerable success. He now creates and manages start-ups, focusing particularly on environmental building projects.

( g 05 )

Another military man. After serving as a platoon commander during an operational tour in Afghanistan, David discovered his passion for technology, while transitioning into private sector business. This led him to an MBA at Stanford, followed by a globespanning career in security and defence technology.

RUPERT LANE

DAVID NICHOLLS

Although each career change yielded unique insights, some common themes emerged in their advice, revealing a few key lessons:

1. The Importance of Networking

“Maybe it is about the friends you make along the way.” In reality, it certainly is. All three interviewees emphasised the value of networking. Rob, a former President of the Sherborne Pilgrims, highlighted how connections formed in education – be it at school, university, or through courses –can help open doors. Rupert recounted how Sherborne connections led to a pivotal call from his future CEO and fellow Shirburnian, Rupert Jones (g 87).

Networks, however, extend beyond old schoolmates. Both Rupert and David praised the enduring value of military connections. While these examples underline the importance of established networks, it’s equally vital to seek out new opportunities. Jim Rohn famously stated, “You are the average of the five people you spend the most time with.” Therefore, avoid relying solely on familiar networks; surround yourself with people who align with your future aspirations, even if you initially feel like an imposter.

2. Back Yourself

Confidence is indispensable in the world of work and even more so when navigating a career change. This includes not just confidence in your abilities but also in trusting your instincts. Intuition can guide you towards choices that resonate, even if they defy logic. It’s also worth reframing the idea of ‘pursuing your passion’. Rather than chasing an idealised dream, focus on areas where you feel energised –fields that engage your interests and strengths.

3. Think Long-Term

If you know the destination, it’s easier to get there. Setting a long-term goal can help you stay focused, particularly when challenges arise. As Rupert said, “Don’t let someone or something take it away from you just because they put barriers in the way.”

Having a clear goal also helps define your boundaries. Before embarking on a career change, establish what matters most to you – whether that’s work-life balance, location, or salary. Knowing your limits will guide your decisions.

4. Work on Yourself

Experience and transferable skills are invaluable. All three interviewees stressed the importance of chasing opportunities and broadening your horizons. Rupert’s repeated advice – carpe diem – captures this well.

Rob pointed out that employers look for more than just grades, valuing the character shaped by varied experiences. For David, exploring new fields unearthed his passion for technology, which shaped the trajectory of his career.

Valuable experiences aren’t limited to traditional internships. Rupert described a transformative trip to Kenya during his Fifth Form, which starkly revealed his privilege. Such moments, even if unrelated to your career, can provide powerful insights – so keep an open mind.

Career changes will always be challenging. There are no shortcuts or magic wands. But by embracing the right attitudes, approaches, and processes, you can make the journey more informed and rewarding.

Farewells

DR DOMINIC LUCKETT

HEADMASTER & CEO

Dominic arrived at Sherborne in the Lent Term of 2016, at a time when the School needed a Head of proven experience, calm authority, and clear vision. Having previously served as Headmaster of Mill Hill, Deputy Head at Worth, and Head of History and Assistant House Master at Harrow, he brought a wealth of leadership and academic expertise. From the outset, he brought much-needed stability, and pupil numbers began to rise steadily. Parents appreciated his candour and attention to detail, and prep school heads respected his professionalism.

Among the most significant developments during his time was the merger with Sherborne Prep. Though it posed risks and required courage, he recognised the long-term benefits, and he supported the Prep’s staff, led by Annie Gent, in revitalising the School. This merger laid the groundwork for the more ambitious unification of Sherborne Boys, Sherborne Girls, Sherborne Prep, and Hanford Prep into Sherborne Schools Group (SSG) in July 2024. The “Separate Yet Together” ethos he developed with Sherborne Girls has been retained as a foundation for the Group’s collaborative vision.

Dominic’s tenure also saw important improvements to the School’s facilities, notably the completion of the Sports Centre in 2023. Despite the considerable disruption during its construction, he championed the project throughout, understanding that modern facilities were essential for Sherborne to remain competitive. The Centre now benefits pupils across the Group and the wider community.

Under his leadership, Sherborne’s academic offer expanded to include BTECs, a decision he made to better support a broader range of pupil strengths. While some initially feared this might dilute academic standards, the results have proven otherwise: many pupils have thrived in these subjects, regularly achieving distinctions. Alongside this, GCSE and A Level results have improved significantly, even during the challenges posed by the pandemic.

Dominic was also committed to the School’s pastoral life, working closely with a strong team of Housemasters and supported by exceptional tutors, matrons and staff. The emphasis he placed on kindness, respect and individual care remains a defining aspect of Sherborne’s boarding culture.

His approach to leadership has been methodical, meticulous, and professional. He built and retained a highly effective Senior Leadership Team, navigating the School through the considerable pressures of VAT reforms, inflationary costs, and COVID-19 with calm assurance.

Yet his impact has also been personal. Known for his attention to detail, Dominic set exacting standards, and always led by example. His colleagues speak of his loyalty, clarity of thought, and intellectual rigour. He encouraged others to be equally thoughtful in their decision-making, always reminding them of the responsibility owed to pupils and parents.

Those who worked closely with him came to appreciate his dry humour, fierce intelligence, and wide-ranging interests, from early English clocks to classical music and the comedy of Stewart Lee.

A serious scholar and schoolmaster, Dominic was shaped by formative experiences at Harrow, Worth, and Mill Hill, and by his academic training at Leicester and Oxford. He brought those experiences to Sherborne with authenticity and seriousness of purpose.

He has been a personal mentor to many, offering wise counsel in times of challenge. While he rarely made the strain of headship visible, those close to him understood the weight of the decisions he carried, and the grace with which he bore them. His thoughtful, composed leadership style has left a lasting mark on Sherborne.

And the Sherborne community extends sincere thanks for his service and wishes him and his family happiness in the next chapter.

Robin Leach and Matthew Jamieson

MATTHEW JAMIESON

INTERIM

HEADMASTER & SENIOR DEPUTY HEAD

Matthew Jamieson leaves Sherborne Boys after distinguished service as Senior Deputy Head and, more recently, as Interim Headmaster. During this period, he offered the School calm, principled and collegiate leadership. He brought clarity of purpose and a values-driven approach, ensuring every decision centred on what was best for the boys. His tenure was marked by a renewed sense of mission and coherence, underpinned by his integrity, humour and intellectual sharpness.

Matthew’s assemblies became a hallmark of his leadership: clear, compelling and deeply relevant, they encouraged pupils to think critically and empathetically about the world around them. Whether explaining complex global affairs or championing emotional intelligence, his talks helped shape a culture in which thoughtfulness, curiosity and responsibility were seen as central to leadership.

He brought energy and warmth to all areas of school life - in the History classroom, concert halls, on the touchline or in the Dining Hall - always present, always engaged. Colleagues speak of a person who listened generously, challenged supportively, and led by example. He always expected high standards, yet remained humble and approachable at all times.

Those who worked closely with Matthew also know him as a dedicated Spurs fan (with a soft spot for Glasgow Rangers - to the bemusement of the other members of his Scottish Football fan WhatsApp group). He is an avid collector of sports memorabilia and, despite initial misgivings, became a convert to the pleasures of cake eating thanks to a persuasive argument or two from colleagues.

Matthew left Sherborne in April to become Executive Headmaster of Wycombe Abbey Nanjing. He goes with the deep respect and affection of colleagues and pupils alike. Matthew will be remembered for his kindness, clarity, and enduring contribution to the life of the School over many years.

Christopher Samler

DAVID COLE

CHIEF OPERATING OFFICER

David Cole’s pedigree of a PhD in Geology and then a succession of senior executive roles in Government Agencies, businesses and university fitted him ideally for the novel challenges of the Sherborne Bursar from the very day he arrived in December 2020, and for the unremitting stream of challenges in the subsequent nearly five years. It was to be no sleepy sandstone Dorset sinecure of a job!

David’s steady hand on the bursarial tiller was vital in steering the School through the stormy waters of the COVID financial consequences and then he triumphantly delivered the Sports Hall, a £14 million project, miraculously to budget.

Invisible to most has been the ‘heavy lifting’ and phenomenal volume of work which fell to David on the finances, governance and administration as the School undertook the merger with Sherborne Prep and then the bigger merger with Sherborne Girls, along with Hanford Prep. This was a huge and impressive achievement by David, never shy of long hours and tackling immensely complex issues, not least negotiating with our bankers and major contractors. Add to this his never-ending patience as Clerk to the Governors.

Appointed in July 2024 as Chief Operating Officer of Sherborne Schools Group, his foremost tasks were to implement the new management model for the Group of four schools, achieve significant savings from the economy of scale and merge the professional and administrative staff of all four schools into one team. As if that was not demanding enough, the Government moved the goal posts with its 20% VAT hike on school fees making the budgeting and affordability challenges even more exacting.

This has been a demanding tenure for any Bursar, but David has rarely flinched from the difficulties and has laid a solid foundation for the Group’s future. He has been a modern, professional Bursar and Chief Operating Officer. If he has been too edgy for some, then they might not appreciate both today’s challenges for a school COO and the need of a modern professional approach to meeting them. David has been a loyal and successful steward of Sherborne and Sherborne Schools Group. We wish him well as he moves to a similar role at Winchester College.

David Leakey

DAVID LEAKEY

CHAIR OF GOVERNORS

When the recent history of Sherborne Boys is written it will doubtless focus on this period as being one of significant change. David Leakey’s tenure as Chair of Governors started in 2020 and until July 2024 he led the School through what is arguably one of the most tumultuous changes in both its structure and governance.

Whilst the origins of a merger with Sherborne Girls go back many years it took the drive, energy and vision that are all characteristics of David to make it happen. David and the Board of Governors were determined that the future of the School be secured by coming together to form Sherborne Schools Group. They were equally determined that, although they would accrue both pupil and financial benefits from merging many elements of the two organisations, the schools would remain separate. Each of the schools in the Group would remain single sex and retain their individual identity, culture and leadership.

With characteristic focus David, his team of Governors together with his counterpart at Sherborne Girls, drove this vision through the numerous historical, legal, political and practical roadblocks that were an inevitable feature of a school with a history dating from the 1540s or earlier. Such challenges were overcome only as a consequence of David’s determination and ability to galvanise his governing body. His charm and good humour together with a deep sense of conviction got the ‘deal done’.

The creation of the Group apart, David’s evident love of the School and his keen interest in doing the very best for its staff and pupils shone through his every initiative and interaction with the School’s leadership and parents. Open, approachable and direct, sometimes uncomfortably so, David was often found on the touch line or at a concert. He also had a particular soft spot for Sherborne Prep, which he was determined to help flourish.

David’s dedication, commitment, and tireless work as Governor and Chair were instrumental during a period of significant change. Following the successful merger at the end of his tenure, David chose to step down, ensuring a smooth and well-supported transition for his successor. His handover and gentle mentorship were as thorough as they were appreciated.

Happily, David lives close to Sherborne and is still very connected to the School through, among other things the Pilgrims and Bow Society and I know he will follow our progress with a keen and informed interest. I speak for all Governors, Staff and parents to thank David for his immense contribution to the School and wish him and Sheila the best for a happy and slightly less full retirement.

Christopher Samler

ANNE MEGDICHE

DIRECTOR OF ADMISSIONS

As we bid farewell to Anne, we celebrate her many contributions to Sherborne Boys and the warmth she brought to the School community.

During her time as Director of Admissions, and as a valued member of the Senior Leadership Team, Anne ensured that every family’s experience – from first enquiry through to entry – was welcoming, professional, and supportive. Anne delivered the highest level of customer service to all our families, and always with empathy and kindness.

Anne worked closely with colleagues across the School – from the Headmaster and Housemasters to pastoral and academic teams –fostering collaboration and a joined-up approach to pupil recruitment and induction. She also built and maintained strong relationships with feeder schools and overseas partners, representing Sherborne Boys with professionalism, warmth, and a personal touch.

Colleagues will particularly remember Anne for the time she took to talk, support, and connect with those around her. She was always ready with a kind word, and her legendary baking often brightened afternoons in the Admissions Office and beyond.

Anne’s dedication and care for others have made a real difference at Sherborne Boys, and she leaves with our warmest thanks and very best wishes for the future.

Katherine Massey

CHARLOTTE ALLEN

HEAD OF HISTORY

Charlotte is a true Stakhanovite: someone who rolls up her sleeves and just gets stuff done no matter the cost in time or the ferocity of the gale blowing overhead. Ask any Fourth Former on an Action Plan and they’ll tell you her tenacity is limitless - a kind of human Duracell bunny with a very big heart. However, for me the example that best reflects her energy and the depth of her commitment happened during COVID - sorry, I know many of you have worked hard to forget that period. However, if you cast your mind back to the first lockdown you may remember that the Fifth Form, having had their exams unceremoniously cancelled, each completed a full EPQ project in just one term. Charlotte did that. Remotely. Using Teams. Herculean doesn’t even begin to cover it: the labour of a hundred herded cats.

Charlotte’s long list of job titles also reflects the wide range of her successes (and her awesome work ethic too!): appointed as Head of History, in her six years Charlotte has also been: EPQ Coordinator; Resident Tutor in Abbey House; Head of Politics; member of SLT; and Director of Lower School Pupil Progress. The fact that she has taken on many of these roles simultaneously just emphasises the point. Yet, despite this, Charlotte always seems to have time for people, whether supporting new colleagues, helping her team in Politics, developing new resources for the historians, or simply lending a friendly ear to those in need of her advice and skills.

Friend is exactly right - Charlotte has certainly been one for me and I have greatly valued her ideas, her advice, and, on occasion, the stridency of her candour.

That’s another of her great strengths - her integrityand, when combined with selflessness her passion to see the interests of others well-served, she makes a potent force for good. That’s actually a fair description of her role in SLT this year, where, above anything else, Charlotte has always championed doing what is right for the boys. She has been tireless in that pursuit, introducing (and then running) a host of activities and enrichment groups for HAPs, which the boys have enjoyed immensely, and which have now become something of a poster child for recruitment. At the other end of things Charlotte has overhauled pupil tracking, reified Action Plans, run tutor and HoD training on them, and added teeth to the Academic Issues system. The new ‘SLTDT’ she introduced has worked brilliantly, providing a space for boys to catch up with work and receive help without the negative connotations of a detention. Like many things, it worked because of the care and effort Charlotte invested: she took the majority of the SLDTs herself.

Charlotte leaves us to take up a post as Deputy Head (Academic) at Wycombe Abbey, Nanjing, becoming Matthew Jamieson’s ‘strong right hand’. She thoroughly deserves the promotion and will, I have no doubt, prove excellent in this role. Drawing heavily on her dual wells of academic and pastoral experience, it’s an excellent opportunity for her. I fully expect to see her taking up a leadership position of her own in just a few years’ time. She goes with our best wishes and leaves a wide gap for us to fill.

Dr Tim Filtness

REVD DAVID CAMPBELL

SENIOR CHAPLAIN

The School was saddened to say farewell to the Revd. David Campbell before the start of the 2025-6 academic year. As Chaplain, teacher of Religious Studies, stalwart of the CCF Navy section, Football and Rugby coach, and as a wise guide and friend to so many, David was a true pillar of the Sherborne community and he will be deeply missed by us all.

David joined Sherborne in September 2017, having previously worked at Marlborough and Fettes and, from the very outset, it was quickly apparent what an enormous impact he would go on to have. His first sermon – at the New Boys’ Service – had several hundred anxious new boys and their parents rolling in the aisles, as his tales of buying a dog in the depths of Devon replaced their nerves with laughter. His ability to use humour to put people at their ease, and to address everyone in a manner that really spoke to them, is an abiding memory – even if the white knuckles of the Headmaster, as he worried what David might say next, told a slightly different story!

As a colleague in the Religious Studies department, David was always a source of common sense and wisdom, displaying a cavalier attitude towards routine administration and the latest grand initiative, but also demonstrating genuine scholarship and the rare knack of enabling both the most able and the most recalcitrant of his pupils to prosper in their studies. As in so much that he did, David’s genuine love for his fellow man was always in evidence and, whether dealing with young or old, and all points between, he always left people feeling better than he found them. That he could also persuade the pacifist Kester Jackson to accept a position in the CCF is just one demonstration amongst many of the calm, kind – but powerful – influence that he exerted!

David’s warmth and humour found a wonderful expression in his coaching of sport at what he often described as ‘Academy level’. In truth, of course, his

players tended to be amongst Sherborne’s lesser sporting lights but they revelled in his company and his enthusiasm and were – as in so many other areas of school life – much enriched by their time together. Nowhere was this joy more apparent than in his frequent visits to The Upper in the cricket season: usually around teatime, David would appear on his hard-working bicycle and regale players, coaches and supporters alike with witty – but always kind-hearted –repartee, often leaving the assembled company in stitches but also feeling so much better about life.

I suspect that many Shirburnians – long after they have left the School – will remember some of David’s sermons in the Abbey, even if they never again enter a place of worship. Alongside the humour, David is blessed with the wonderful skill of speaking about what is really important in terms which are accessible to all, of speaking with both power and humility, and making his congregation really listen to what he has to say. This rare gift has often been most evident at times of sadness: his words to the School when we heard of the tragic death of Angus Tett still linger in my memory, as he addressed both the overwhelming sense of sadness and loss, whilst also offering the Christian hope of the resurrection. It was masterly, but it was certainly not a one-off. No wonder so many members of our community asked him to preach at baptisms, weddings and funerals; no wonder, too, that he always obliged.

Now, with his move to Dornoch in the Highlands, David has turned the clock back almost forty years to when he first lived in Scotland. He will be muchmissed and long-remembered here as his cheery breakfast greeting of ‘Aye, comrades’ fades from earshot. We wish David and Lucy all good fortune and happiness, and they go with our immense gratitude for his massive contribution to our community. Sherborne will not be the same without him.

Hugh Tatham

CAROLINE CARRIER

TEACHER OF LEARNING SUPPORT AND ADHD LEAD

Caroline joined Sherborne Boys as the Head of Learning Support in September 2018, showcasing remarkable energy and passion right from the beginning. However, it was in her role as the ADHD Lead, which she developed from the ground up in September 2022, that she truly excelled. Her personal drive and fervor for understanding the workings of others’ brains and behaviors were evident through her numerous training sessions on ADHD awareness and provision for the staff. These sessions ranged from whole-staff INSET to 10-week training courses and SLT awareness sessions. Caroline proved to be an exceptional speaker, presenter, and trainer, serving as a genuine source of inspiration for our pupils with ADHD.

She offered invaluable support to parents embarking on their child’s ADHD journey and provided guidance for pupils facing attention difficulties, as well as for staff, Housemasters, and support staff on the best approaches to support these neurodiverse individuals. Caroline’s enthusiasm and dedication were truly remarkable, and her presence in her classroom, often on a walking treadmill, listening to music, was unmistakable. Her deep understanding of her pupils and her ability to inspire many made her a highly respected colleague.

Caroline’s kindness and caring nature will be greatly missed by all who had the privilege of working alongside her. As she moves on to focus on developing her own ADHD coaching business, we extend our heartfelt wishes for success and fulfilment in her new venture.

Sarah Ollis

DAVID GUY

DIRECTOR OF SPORT

Dave joined Sherborne Boys having made the long journey south from Hymers College, in Hull, where he had spent a number of years. This was in the Lent Term of 2011, to take up the post of Director of Rugby. Although a proud Welshman, Dave was often to be seen in his England kit, as he continued to play a key role in the England U16 Rugby pathway and coaching team, and many a Rugby-playing Shirburnian has benefited from his wealth of experience in the game.

Dave’s position at Sherborne soon changed as he took on the reins as Director of Sport, a role that he held for the following fourteen years. In this time Dave has overseen the building of a fantastic new Sports Centre, and it is no coincidence that Sports such as Badminton and Climbing are now among Sherborne’s fastest growing and successful Sports. Dave is a passionate supporter of Sherborne’s multi-sports approach and has overseen a steady expansion of the sporting provision at Sherborne.

On the Rugby pitch Dave has coached the 1st XV for a number of seasons, as well as his more recent role as lead coach for the Mini Colts and the key task of setting generations of Third Formers on their Sherborne Rugby journey. This complemented Dave’s strong relationships with our feeder prep schools, which have been forged through visits near and far and more blasts of his refereeing whistle than even he might care to remember!

Dave has been a valued member of the PE department, teaching both GCSE and A Level, in addition to his wider roles: although his fourteen years tutoring in The Digby might not quite win a long service award by Sherborne standards, he has helped many a wearer of green and black to navigate school life, both in and out of the classroom. He has been a stalwart of the House team.

Sevens, Cricket and Tennis players have all enjoyed his coaching over the years, while Dave has also guided the Sherborne Ski Racing programme from strength to strength. Sherborne’s team at the 2025 British Schoolboys’ Championships, for example, was the largest on show and all teams have met with annual success on the slopes of Wengen under his watch.

Although his children have far outgrown Saturday morning childcare in the PE office (in fact Jamie Guy (U6g) is now the School’s first international Hockey player in some time), and despite his recent foray into Pyrenean property, Dave will not be sailing into the sunset of full retirement, but he will continue to grace Carey’s and perhaps even the Upper in his new role of Specialist Sports Coach. Another crop of Shirburnians will enjoy Dave’s knowledge, enthusiasm and drive to help them to be the best they can be and for that, they and we should be grateful.

Tom Scott

YIFAN HU

STEVE READ

TEACHER OF MATHEMATICS

In the Mathematics department we say farewell to Yifan Hu, who arrived in 2017 as a fresh-faced enthusiast, and leaves us eight years later still annoyingly just as fresh-faced! He has been a wonderful colleague to all of us, both inside and outside the department, full of ideas, always willing to help and be helped. Kind, thoughtful and hard-working, Yifan has tutored in Wallace House, and he has taken over the Clay Pigeon Shooting club, both examples of how he has thrown himself into many aspects of school life. He moves to Alleyns, sacrificing the hedge-lined contours of Dorset for the bus-laned busyness of south Londona great move for him to a superb school, but we will miss him greatly and he leaves with our thanks and very best wishes.

Tim Dawson

CUSTODIAN

At the end of June 2025, we bade goodbye to the retiring Steve Read, a Custodian for almost three decades, an achievement in itself. There was more to Steve than met the eye, he had many facets, personal and professional.

A loyal colleague to the end, Steve could always be relied upon to support whenever needed, his attitude being “well someone has to do it”. You could guarantee that he would lift your spirits, regaling you with his tales of Custos past and anecdotes from life in generaland there were many!

Steve would keenly pass on his experiences. For a short while he taught the boys about game shooting, one of his many pastimes. He cared about the School and those within the community - a team player who wanted to help those around him, staff and students alike.

When Steve left us on Commem Day this year, the fuss and accolades bestowed on him were well deserved and I am sure appreciated by the man himself, especially the poem that was written for him by our Headmaster, Simon Heard.

Thank you for your service to the school, Steve. We all hope you enjoy your retirement, though I have a feeling you will be busier than ever somehow.

Tony Hurman

GILES REYNOLDS

TEACHER OF HISTORY

It would not be entirely fanciful to say that sometime early in his career Hugh Grant must have met Giles Reynolds. Put aside for a moment their different schooling, Grant by way of Latymer Upper School, Reynolds via Wellington; there is, in Four Weddings and a Funeral, a scene in which Hugh Grant, delivering the best man’s speech, presents a moment that is quintessential Reynolds. The puppyish, loveable, clubbable, slightly chaotic mask is dropped and the knowing, insouciant, ironic, witty character emerges from the chrysalis -” I am here today to talk about Angus and there are no skeletons in his cupboard.” And here I can distinctly hear Giles say “or so I thought ....”

Giles’ appointment to Sherborne came in part via a searching reconnaissance meal at Pheasants restaurant, and the keen recruiting acumen of a fellow historian and cricketer, the Headmaster, Peter Lapping, but mainly through the decision that to welcome someone of Giles’ academic, sporting, educational and all round ability to the School would be too fine an opportunity for the School not to take.

It would be an easy mistake to concentrate on Giles’ sporting life, because of his extravagant and natural talent, but he was equally gifted in the academic arena. He was a labourer in the vineyard of the GCSE and A Level study of the Rise of Nazism that seemed to have been the staple of schools in the eighties and nineties; but I believe, with others, that his heart was closer to the study of the Carolingian Renaissance of the eighth and ninth century. Indeed, the contributions of Alcuin and Theodulf of Orleans would have been more in line with Giles’ sensibilities, laying, as they did, the foundations for the future intellectual and cultural development of Europe. I once tried to engage with him on the subject of the Crusades and the Steven Runciman approach, only to be swotted to the boundary with the comment that the thesis had been challenged and dismissed. He was an excellent History teacher in the classroom, creating a wonderful rapport with pupils through his enthusiasm and the ability to reimagine scenes from another age. It was unsurprising that he should succeed Dr Huw Ridgeway as Head of the History department.

In 1996 he took over the Green from Mike Cleaver. It was in many senses the beginning of a new era in Sherborne. The House had moved from the site of the Angel Inn to

Greenhill House. In other houses too there was a new “band of brothers” amongst the Housemasters, similar in age and interest to Giles, and it was if a new breeze was blowing through the School. As in other areas of his life, he demonstrated the Hemingwayesque quality of ‘grace under pressure’. His dealings with all members of the community were marked by a transparency and an unconditional desire for the best to be aspired to and achieved. Although Kate was involved in Leweston at the same time, there was always a family feel in the House with Tutors, Matrons, Ancillary staff and boys. For a House that had always had a strong reputation for games, the Reynolds years saw it almost turn into a theatrical repertory company with a cast led by Charlie Cox (c 01), Benjie Dudgeon (c 02), Hall, Tom Fox-Davies (c 03) and Nick Francis (c 04).

Giles came to Sherborne with a glittering sporting CV. Wellington had benefited from his prowess as a centre three quarter and he had been a member of the 1st XI for three years. Oxford saw him take a Cricket Blue and others more highly qualified than I am say he established himself as one of the best Minor County cricketers during his career with Dorset. But it was not the statistics that mattered for him: what was supremely important was the spirit in which the game was played. He was a great team man, scrupulously fair, modest to a fault. It was impossible not to gain some positive advice in his company, as generations of Shirburnians who came up through his teams will testify. He took to any Sport with ridiculous ease and adroitness - on the Fives court he will be remembered for his hybrid style of cutting the ball in the Eton fashion with guile and cunning while playing Rugby Fives.

At the end of the Trinity Term he leaves Sherborne after more than thirty five years to become a camp follower as Kate takes up the position of Principal of The International School, Bangalore in India. You would have thought that he would thrive in the crucible of international Cricket but I suspect that he will be just as happy to follow the path of that great chronicler of camp followers, Rudyard Kipling, finding fellow outsider adventurers like Stalky, McTurk and Beetle, or more characteristically like the irrepressible Kim who “...sat, in defiance of municipal orders, astride the gun Zam-Zammah on her brick platform opposite the old Ajaib-Gher...”

Paul Carling

STEPHEN SMITH

TEACHER OF PHYSICS

The Physics department was very fortunate to recruit Stephen last year when he was looking to return to Dorset after his time in Dubai. He brought with him a wealth of teaching experience that he has enthusiastically shared with the department and the boys in his classes. We have all valued his time and energy and I have greatly appreciated every time that he has stepped up and gone above and beyond what had been asked of him. He has added greatly to our bank of resources and his experience as an examiner has been particularly useful.

Outside of Physics he has been a committed member of The Digby tutor team and has been a passionate and dedicated member of the Hockey community. Whether on the field or off, Stephen brought enthusiasm and a team-first attitude. His consistent willingness to help with umpiring, often stepping in at short notice, demonstrated his commitment to the Sport and to ensuring matches run smoothly. His involvement has made a lasting impact, and his efforts are appreciated by players and coaches.

He has been heavily involved in the CCF in his short time here. Stephen, we estimate, has worn uniform for 36 years, with many of those in service with the CCF. Stephen’s enthusiasm for the CCF and the development of cadets is palpable, and this lifetime of service is to be commended. His knowledge on all things cadets is second to none. Whilst Stephen says he will now finally hang up his uniform, it would not surprise us if he were persuaded to support the cadet movement in future! Whilst his tenure here was short, he is moving on for good reasons. His new job in Poole means that he will be closer to home and family with much less time being spent in the car. I am sure that he will make as much of an impact there as he did here.

HELEN STRATTON

ASSISTANT MATRON

Helen was a caring and dedicated matron. Whether gently guiding boys in their manners, helping them to tidy their rooms or supporting them through their EPQ’s, she brought immense value to the lives of the young men in her care and enriched the experiences of colleagues who were fortunate to work alongside her. Perhaps most memorably, she arrived each day with her beloved dog, Odin, whose loyal presence and muchneeded cuddles brought comfort and joy to the boys in the House. Both Helen and Odin will be missed, but they will always remain part of The Green family.

William Mackenzie-Green

Richard Brown

JAMES WALKER

TEACHER OF DESIGN AND TECHNOLOGY

James Walker joined Sherborne Boys in September 2017, making the move south from Northampton Boys’ School. He joined at a time of change, as new specifications had just been published and he was keen to work with the GCSE groups developing excellent resources to help the pupils to adapt, adopt and apply their new material these specifications contained. He swiftly became a popular teacher; setting high expectations and bringing a great sense of fun into the boys’ learning. He established somewhat of a recommendation for ‘loading’ the Academic Support the department ran as he wanted the best for the boys and he recognised that, for many, this meant helping them to see that they could do more, that they could do better and he supported them in making this step.

With James’ interest and experience in coaching Basketball, he helped to build the Sport at the School, taking over as Master-in-charge when the opportunity arose and drawing more staff in to help to coach the boys. Here too he felt there was more to be gained through developing the boys engagement with the Sport and his demanding coaching and training sessions continued to raise the profile of the Sport at the School, running away fixtures every week when the School’s own courts were out of action during the Sports Centre redevelopment.

Many staff and boys will know James best for his running of the popular Road Cycling Sport across the Lent and Trinity Terms. James competes in triathlons and so his fitness enabled him to both set a pace of the fastest boys but also to double back and sweep up those looking to build their fitness. James’ interest and care resulted in the numbers of boys cycling increasing and so many other keen cycling staff joined James as they headed out into the lanes of Dorset several times a week. It seemed natural that he would also support

the School with the popular Turing Bike Rides and so James got to know both the boys and their fathers as they marked Alan Turing’s original 60 mile cycle to Sherborne, so he didn’t miss the start of his first term.

Both as a Tutor in Lyon House and in the department, James’ work ethic, his care and his sense of fun helped benefit the staff, as much as the boys. He was very much a ‘can-do’ man; the first to volunteer or put forward suggestions. When he finally chose to leave to run his own department, his new school needed James in-post in January. It was typical that James negotiated a delayed start so he could see his Upper Sixth Form group through to the end of their coursework, helping to provide the stability and continuity which they would greatly benefit from. He left Sherborne at Easter, and it was lovely to be able to pass on so many messages and thanks from both parents and pupils at this year’s Commem. They appreciated all that James did to encourage and support their son’s through both GCSEs and A Levels. We wish him the very best of luck with his new role, confident that James will swiftly embed himself and will continue to provide children with a love of the subject and the confidence to excel.

Peter Chillingworth

PATSY WOOLDRIDGE

MATRON - THE DIGBY

Patsy has been a wonderful and much-loved Matron for The Digby. She recounts with fondness when a departing year group told her that she puts the ‘mate’ in matron, such was the affection in which they held for her. Patsy’s care for the boys and the House is abundantly clear. This care takes many forms, including a willingness to let boys know when they’ve fallen short of her expectations!

Living in a Boarding House can be a rollercoaster experience, but Patsy has been a constant presence for the boys over the past ten years. She has shown herself to be a selfless servant. I do not recall a single grumble from Patsy about caring for a boy during antisocial hours. A hospital trip could often lead to a fast-food meal on the way home to boost the morale of a bandaged boy. Patsy spoiled the Sixth Form every Saturday night when they returned from their social to be hit by the smells of chilli, fajitas, burgers, pizzas and much more. Boys returning from break time could drool when they entered the Bargeyard where they were met by the wafts of freshly-made cookies. Patsy has helped out with catering on teambuilding courses and has even provided sausage rolls and pastries for boys on the Duke of Edinburgh’s Award, who weren’t even in The Digby!

Pasty provided a kind, listening and discreet ear to parents or boys if they shared any concerns about the challenges of life for the boys. Her background in libraries, guides and catering enhanced a formidable skill set. She wasn’t afraid to change, adapt and try new things over the years including a period where she would read to the Third Form at bedtime or host games and activities for socials. Patsy’s year group breakfasts went down an absolute storm with the boys as she lavished a hearty meal on them as a reward for being good citizens. Patsy has been a big personality in The Digby, and she can look forward to a wellearned retirement knowing that although she will be missed, she has played a vital nurturing role in the crucial adolescent years of many boys.

Rob Le Poidevin

Welcoming New Staff

Ruby David Sports Intern

Chris Farrell Head of Athletic Development and Rugby Coach

Julian Hamm Teacher of Physics with Maths

Lea Hauquin French Language Assistant

Julian Leang Head of History and Politics

Finley Lyall Organ Scholar

Georgie Macdonald Matron

Conor Mackellar Sports Intern

Alexander Mahony Teacher of History and Politics

Joshua O’Neill Organ Scholar

Lucas Selby-Jerrold Choral Scholar

Rory Shaw Teacher of CDM

Tom Taylor Director of Sport

Simon Worthy Interim Chief Operating Officer

Sebastian Young Choral Scholar

EDITORIAL BOARD

HARRIET MCKAY

ZOE TUCKER

TIM GIBSON

WITH THANKS

This edition of The Shirburnian was made possible by the outstanding creativity and hard work of many people in the School community. We are grateful to all boys and staff who have contributed to this edition.

PHOTOGRAPHY BY Josie Sturgess-Mills, Katharine Davies, Len Copland, Mark Stuart, Sarah Tobin, Tom Soper, Ollie Senneck, and others

Boarding House photographs have been reproduced by kind permission of Gillman & Soame photographers and can be ordered online at https://www.gsimagebank.co.uk/sherborneschool/t/bkd1gt2025

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