From bold leadership and academic innovation to artistic brilliance, sporting triumphs and global adventures, we celebrate a year of spirit, ambition, and inspiring stories at Sherborne Girls.
WELCOME TO OUR SCHOOL MAGAZINE
Iam delighted to introduce this year’s edition of our school magazine, a vibrant celebration of life at Sherborne Girls. This publication brings together the voices of our pupils, offering a rich and authentic insight into a community defined by curiosity, ambition and kindness. What emerges most strongly is a sense of pupils engaging deeply with the world around them, approaching their learning and experiences with enthusiasm, originality and purpose.
Across the School, learning is enriched by experiences that extend well beyond the classroom. Pupils are encouraged to connect ideas, think independently and apply their understanding in meaningful ways, developing not only knowledge but the confidence to use it well. Whether through academic exploration, creative endeavour or practical challenge, they are supported to engage fully with opportunities for learning and personal growth.
Equally striking is the way in which the girls work together and lead. They willingly show initiative, question thoughtfully, and contribute to conversations that matter within and beyond the School. Alongside this, they show imagination and resilience in their pursuits, valuing the process as much as the outcome.
Co-Curricular life and service further shape this experience, offering challenge, teamwork and shared endeavour. Across all areas of school life there is a strong sense of connection: girls supporting one another, growing together, and developing the selfbelief to make a positive difference.
At Sherborne Girls, we are committed to helping each individual discover her strengths and use them with courage and integrity. This publication is a celebration of that journey.
DR RUTH SULLIVAN HEAD
LEARNING BEYOND THE CLASSROOM
Cecily D (L5)
There is a noticeable difference between learning a language from a textbook and living it in the streets of the country itself. Our trip to Spain this year proved just how powerful cultural immersion can be in bringing classroom learning to life.
From the moment we arrived, we found ourselves using Spanish in real situations. Whether we were speaking in shops, ordering meals or listening to tour guides, we were constantly putting our classroom learning into practice. At first this felt a little daunting, but as the trip went on our confidence grew and we began to communicate much more naturally.
Alongside improving our language skills, we were able to experience Spanish culture first-hand. In Bilbao
we visited the famous Guggenheim Museum and explored the city’s lively streets, while in Madrid we walked through busy squares such as Puerta del Sol and visited the Prado Museum to see some of the world’s most famous artworks.
Perhaps the most valuable part of the trip was the confidence it gave us.
Speaking another language in a new environment can feel challenging, but each conversation made it easier. By the end of the trip many of us felt far more comfortable using Spanish and have been more inspired to keep improving.
Emme R (U4)
M THE CREATIVE POWER OF PIXELS AND AI
inecraft Club on a Friday has been a unique and exciting experience for all of us. Our project - to reimagine London as a sustainable C40 city using Minecraft Education, has involved designing and building everything from fountains and rooftop gardens to polytunnels and science labs. Using technology as a creative tool has allowed us to bring big environmental ideas to life in a hands-on way.
From the very beginning, when we were choosing project titles, to engineering systems to make the city more sustainable, we have worked in teams with the support of Miss Jeffcoat and Mrs Carvia-Meadows. We have also used digital tools and AI to help generate ideas, solve problems, and think more creatively about how a
sustainable city might work in real life.
After much fun and hard work, our projects are now complete. Andy Knueven, Education Community Program Manager for Minecraft Education, judged them and gave us constructive feedback on how we could improve if we were to do the project again. Those who won this project were generously gifted a ring light, microphone and stands to enjoy. Everyone, thoughwinners or not - enjoyed taking a different approach to learning, that wouldn’t normally be experienced.
SKILLS FOR LIFE
Flora S-G (L6)
longside my A Levels, I am studying a BTEC in Enterprise and Entrepreneurship (E&E), which has already become one of the most valuable parts of my Sixth Form experience, particularly in preparing me for life beyond school.
AWhat I enjoy most about E&E is how relevant it is to the real world. We cover topics such as mortgages, interest rates, student bank accounts and business liquidity; things I have often heard my parents discuss but never fully understood. As a result, I feel far more confident discussing financial matters and making informed decisions, skills that I know will be essential at university and in future careers.
The course combines academic learning with practical application. There are two exams, one in the Lower Sixth and one in January of the Upper Sixth, alongside coursework which includes organising our own event. This practical element is particularly valuable because it develops key transferable skills such as leadership, teamwork, problemsolving and organisation. These are all qualities that employers actively look for and which will be useful in any career path, not simply in business or management roles.
One of the advantages of the BTEC is that much of the assessed work is completed before the
summer term of the Upper Sixth, allowing students to focus fully on their A Levels at a crucial time and manage their workload more effectively. It also provides reassurance that a significant part of the Sixth Form pathway has already been completed before final examinations begin.
Another highlight of the course is being part of a mixed class with pupils from Sherborne Boys. This provides the opportunity to meet new people and work collaboratively in a different environment, reflecting the kind of teamwork experienced in the workplace. The relatively small class sizes also create a supportive atmosphere where everyone can contribute and develop their ideas.
Looking ahead, I am considering applying to Russell Group universities such as Newcastle or Exeter. The BTEC is highly regarded by universities, with a Distinction or Distinction* equivalent to an A or A* at A Level. More importantly, it is helping me develop a clearer understanding of potential career pathways and giving me the confidence to take the next steps towards my future.
WE OBJECT (RESPECTFULLY)
Siena A (L6)
During the Michaelmas and Lent terms, Alexa S (U5), Constance M (U5) and I took part in a series of debating competitions through the Wednesday afternoon Co-Curricular programme, led by Mr Payne. It was an exciting opportunity to step beyond the classroom and apply the analytical and evaluative skills we use in our humanities subjects, while also developing our public speaking and critical thinking.
In the first round, we debated the motion: “Should reality TV shows (such as Love Island) be banned?” We debated against the motion, suggesting that a ban would not be feasible and that many shows are improving their duty of care towards both participants and viewers. While we acknowledged that reality TV is not perfect, we suggested that a complete ban was not the solution. We also explored ideas around freedom of choice, media responsibility, and public demand. Despite strong opposition, we worked effectively as a team. Alexa delivered a particularly strong rebuttal as second speaker, and Constance gave a clear and persuasive summary. It was incredibly rewarding to learn that we had progressed to the next round, defeating Wellington School.
In the second round, we faced a more complex and wide-ranging motion: “Does
politics fail young people?”
This time, we championed the motion, exploring themes such as political disengagement, lack of representation, and generational inequality. I found this debate particularly interesting as it linked closely to my A Level Politics studies and allowed me to apply my knowledge in a more dynamic and practical setting.
The experience was incredibly valuable. It strengthened my confidence in public speaking, improved my ability to structure arguments quickly, and developed my capacity to think critically under pressure.
A huge thank you must go to Mr Payne for his constant support and encouragement. He pushed us out of our comfort zones and inspired us to engage more thoughtfully with current affairs.
A LESSON
In the early weeks of November 2025, the M5 cohort were lucky enough to attend a talk from Dorset Youths’ Voice, an external organisation dedicated to connecting young people across Dorset with those in positions of influence. We were in for a treat as our visiting speaker kept us fabulously involved and captured the room’s attention...
IN LEADERSHIP AND VOICE
Evie D (M5)
...We began with a group discussion exploring what democracy is and why it remains so important in the modern world. It was fascinating to hear such a wide range of perspectives. What struck many of us was just how frequently we rely on democratic principles in everyday life, from sharing the workload in collaborative projects, to choosing teams in sports lessons, even to debating which film to watch on a Saturday afternoon. The fundamental ideas of democracy shape far more in our lives than we often realise. Through Dorset Youths’ Voice, we were introduced to the national organisation Youth Parliament. This body oversees elections that allow young people to represent their counties and act as a voice for their peers. Elected members meet twice a year in the Houses of Parliament to debate real issues affecting young people today. Previous topics have included lowering the voting age to 16 and proposing a
social media ban for under16s. They also work closely with county councils to deliver manifestos focused on key issues such as sustainability, knife crime, and inclusivity.
For me, this experience became deeply personal. I felt compelled to support a cause close to my heart: improving mental health provision in schools. I wanted to contribute to meaningful change and help ensure that young people receive the support they need.
As an Academic Scholar, I seized the opportunity to deepen my engagement with politics, inspired in part by our previous ‘Lunch for Democracy’ events.
The campaign itself was exciting and gave me real insight into how democratic processes work on a smaller scale. I created a manifesto video, which was shared with schools to communicate my ideas and ambitions. Sherborne Girls went the
extra mile by setting up a physical voting booth, lending the experience a sense of authenticity and formality. The school office also circulated emails encouraging participation, and this clearly had an impact as the majority of the School came along to cast their votes.
One of the most memorable aspects of the campaign was the overwhelming support I received from across the School community. Pupils from all year groups shared kind messages of encouragement, making the experience incredibly meaningful regardless of the outcome. Although I was not elected, the process itself was invaluable, and I am immensely proud of what I achieved. Importantly, it has opened the door to further opportunities with Dorset Youth Council, allowing me to continue pursuing my passion for making a positive difference and ensuring that young people’s voices are heard.
FROM SCHOOL LACROSSE TO THE INTERNATIONAL STAGE
Hermione M (U6)
As I entered my final year of lacrosse at SG, I set myself three goals: to become the strongest I possibly could, to test my decision-making under pressure, and to make the England U20 squad for the Home Internationals.
To achieve these goals, I worked hard both at school and in my own time through extra training, gym sessions, and fitness work. I knew I had to become obsessed with the process and keep going even when progress felt slow, knowing that the work I put in when no one was watching was exactly what would matter when it counted. Looking back now, I am proud to say that I achieved all of my goals and am especially proud of my selection for the England U20 squad, just 12 months after my successful trial for the England Aspire programme.
All the hard work paid off when I was selected to play for the England White Team at the Home International Tournament. From a young age, it had been my dream to represent my country and wear the England kit. The pride and excitement I felt while singing the National Anthem made every early morning and every tough training session completely worthwhile. The experience showed me that dedication and commitment can help you achieve things you once thought were impossible.
The tournament lasted three days, during which we played against Wales, Scotland, and the England Red Team. On Friday, we played Wales
and came away with a win. Saturday’s match against the England Red Team was extremely competitive and went to golden goal (the first goal scored) in extra time. On Sunday, we played Scotland and achieved another incredible result.
Playing internationally for the first time was an unforgettable experience. Throughout the weekend, we worked closely as a team by reviewing games, producing scout reports, and discussing our focus for upcoming matches. One quote that really stayed with me was: “Instead of trying to be the best on the team, be the best for the team.” This motivated me throughout the tournament and reminded me how important teamwork is in sport.
Overall, the experience helped me grow in confidence and taught me valuable lessons about resilience, teamwork, and hard work. It proved to me that stepping outside your comfort zone can lead to amazing opportunities and outcomes. I would strongly encourage anyone aspiring to achieve their sporting goals, as I have done, to seize every opportunity when it arises. Doing so has played a significant role in shaping me into the player I am today.
GAME ON
Chloe S (U6)
Leading the 1st VII netball team this year has been both an honour and a defining experience. As my time at Sherborne Girls comes to an end, I have found myself reflecting not only on my final season, but on five years of competitive netball that have shaped me as both a player and a leader.
The season began with a significant challenge. An injury in the first term meant I was unable to play, missing key tournaments and fixtures at a crucial point in the year. Having always been so heavily involved in sport, this was incredibly difficult. However, stepping away from the court offered a different perspective on leadership. I remained closely involved with the team, attending fixtures, supporting from the sidelines, and helping to coach the U14s. While I could not contribute on court, I focused on maintaining team morale and supporting others, which proved just as valuable.
Despite the setback, the team continued to compete at a high level, facing strong opposition across a demanding fixture list. Their commitment and resilience set the tone for the season, and I was proud to continue leading them in a different capacity during that time.
My recovery was supported exceptionally well by the School. Through regular physiotherapy, structured strength and conditioning sessions, and access to facilities such as the gym and swimming pool, I was able to rebuild my strength. By the
time pre-season began in January, I was ready to return. From that point onwards, I was fortunate to remain injury-free and to play consistently throughout the rest of the season. Competing week after week against highcalibre teams pushed me to develop my game further, and I felt I reached a new level of confidence, composure and tactical awareness on court. A particular highlight of my return was competing in the Bristol 7s tournament, where we performed exceptionally well to finish 4th overall against strong opposition. Leading the team through this period, particularly after time away, made the experience all the more rewarding.
What has stood out most this season is the strength of the team as a whole. The commitment shown at training, the intensity brought to matches, and the support we gave one another created a culture of trust and determination. It is this collective spirit that has defined our success and made the season so memorable.
I am incredibly grateful for the support I have received throughout my time at Sherborne Girls, particularly during my recovery, which made this final season possible. To finish my time here leading such a dedicated and talented team has been a privilege, and I am proud of everything we achieved together.
TAKING THE HELM
Molly R (L6)
Growing up in Malta allowed sailing to become a huge part of my life. I sailed for the Royal Malta Yacht Club, where I was fortunate to gain invaluable experience from expert coaches and professional sailors.
When I joined Sherborne Girls in 2022, I was thrilled to see that a girls’ sailing team was beginning to emerge. Since then, it has become one of the most important parts of my school life. Under the instruction of Mr Ewart-Smith, the sailing teams across both schools are constantly growing in strength and confidence. His dedication to the sport is inspiring and undoubtedly fuels our own passions.
We sail double-handed boats, mainly Fireflies, which demand constant communication between helm and crew. In team racing, there is no room for hesitation. Decisions are made in seconds, and success depends not only on individual performance but also on collective strategy. Participating in races across the country has given us the opportunity to compete against schools strong in sailing, often in challenging conditions, pushing our skills to develop continuously.
One of the most exciting developments since I started at Sherborne has been the growth of a dedicated girls’ team. Seeing more girls step confidently into competitive sailing has been incredibly inspiring. It reflects a wider shift within the sport, where female sailors are increasingly visible and successful. Being part of that change at SG has felt significant, particularly for the six of us currently representing the team.
Now, in the Lower Sixth, sailing is about more than just competition, although our determination to win certainly drives us. I was honoured to be one of the first recipients of the Andrew Yorke Award last summer, which enabled me to complete my Dinghy Instructor qualification on the Isle of
Wight. Since then, I have taken on a greater leadership role, helping younger pupils with sailing both on and off the water.
Sailing has taught me resilience, adaptability, and confidence in ways few other experiences could. It continues to shape my time at school in ways I will carry far beyond Sherborne Girls.
PLAYING AND STEPPING
Nelli H (U4)
When I joined Sherborne Girls in September 2025, I was a keen athlete but also a little nervous about moving to an all-girls school. However, from my very first term, sport helped me settle in quickly, and I have loved every moment since.
I started by playing in the West 1st Team for hockey, and before long I was given the opportunity to play up in the U14A team. I felt incredibly proud, as it showed that the hard work I had put into the West team was being recognised. Playing with the U14s has been an amazing experience. Competing on a full 11-a-side pitch challenged me to improve my skills and grow in confidence, and I learned so much from playing alongside older pupils.
This term, I was also invited to trial for the U14 netball team, which went on to Regionals after winning the County Qualifiers. I was thrilled to earn a place in the squad and, once again, had the chance to play up in their Saturday matches. These opportunities have given me a really exciting glimpse of what
sport will be like in L5, and they have made me even more motivated to keep improving. Recently, I was awarded a sports scholarship, which has been a huge honour. Even before that, I had the chance to join Strength and Conditioning sessions with the L5 sports scholars. The facilities and equipment available are incredible and I can’t wait to make the most of everything that SG sport
I hope that anyone joining Sherborne Girls will enjoy sport as much as I do!
has to offer in L5. One of my favourite sporting moments so far was a hockey match against KES Bath in a knockout competition. It was a tough 90-minute game that ended in a draw, so we went straight into shuffles. Both teams worked tirelessly, but we managed to secure a hard-fought win. It was such an exciting and unforgettable experience. What stands out most to me about sport at Sherborne Girls is the sense of community. No matter what the result, there is always encouragement from coaches. Even if you’ve had a difficult game, they focus on what went well and how you can improve next time. There is never negative criticism, only support that helps you grow.
I also love the variety of sports on offer. In just one week, I can take part in several different sports, from hockey and netball to tennis and lacrosse. There are so many opportunities to try new things and be part of a team.
TEAM SPIRIT ON THE SLOPES
Alice d L (U6)
This year has been an exciting and successful one for the Sherborne Girls Ski Team, with strong performances, wonderful team spirit, and plenty of memorable moments along the way.
The season began with an indoor competition in Milton Keynes, where it was fantastic to see such a large turnout of enthusiastic pupils eager to try out for the team. The energy and commitment shown at this early stage set a positive tone for the rest of the year.
Later in the season, the team travelled to Flaine in the French Alps for five actionpacked days of skiing and to compete in the British Schoolgirls’ Races. The trip was not only filled with racing, but also plenty of tobogganing, swimming, and mountain food! During the trip, we competed in three events, beginning with the parallel slalom. This is a fast-paced relay race where competitors ski side-by-side on parallel courses. An excellent performance from the B team – Loulou D (U6), Mirabelle S (U5), and Daisy H
(U5) – saw them deliver an outstanding result, defeating Tudor Hall (one of our biggest competitors) and progressing further in the competition.
Our second race was the giant slalom, which proved to be another highlight. Everyone skied exceptionally well, with notable individual results including Hermione J (L5) placing 5th in the U14 registered category, Alice D (M5) achieving 2nd place in the U16 unregistered category, Daisy H (U5) placing 5th in the U16, Mirabelle S (U5) 21st in the U16, and Loulou D (U6) 7th in the U18, while I secured 1st place in the U21 unregistered category. These results contributed to a remarkable team achievement, with the A team finishing 2nd and the B team 3rd overall in the Giant Slalom Best Unregistered
School Team category, meaning that all the Sherborne Girls skiers came home with a medal!
The final event, the slalom, saw continued strong performances across the team. Hermione J (L5) placed 8th in the U14 registered category, Alice D (M5) 9th in the U16 unregistered category, Loulou D (U6) 17th in the U18 unregistered category, and I claimed 1st place in the U21 unregistered category. Overall, the ski team performed exceptionally well this year. It has been a season to be proud of, and we look forward to building on this success next year. It truly was the best trip and a fantastic five days of racing and team spirit.
RETURN TO THE TORS
Grace Z (L6)
Among the wealth of opportunities that Sherborne Girls provides, few have tested me as profoundly as the Ten Tors Challenge. Demanding both physical endurance and mental resilience, it stands as one of the most rewarding experiences of my journey at SG so far.
Ten Tors is an annual expedition across northern Dartmoor, requiring participants to cover 35, 45, or 55 miles over two days while being entirely selfsufficient. I took part in the 35-mile challenge in M5 and trained for the 45-mile route this year (clearly, I enjoyed it enough to return for more!). Preparation for the event involved consistent training throughout the Michaelmas and Trinity terms. Weekends were spent on Dartmoor, tramping across boggy terrain and navigating through dense fog in search of the correct bearing. The unpredictable weather and
unforgiving environment highlighted the importance of teamwork. Even in moments of exhaustion, we never failed to encourage one another; whether by walking beside each other on a steep climb or sharing a well-earned pack of Jelly Tots. Our shared determination to reach the finish line together was empowering, and the rewarding feeling after each training weekend remains truly irreplaceable. I had the honour of captaining the 35-mile team in M5, an experience that taught me how leadership is rooted in trust, support, and
decision-making under pressure. Siena’s calm navigation, Thalia and Honor’s cheerful spirits, and the unwavering support of Elodie and Livie made the journey unforgettable. Although there were challenging moments, it was precisely these that shaped us into more understanding and resilient individuals. The 45-mile challenge itself was an unforgettable experience. Joining a combined team with Sherborne Boys brought new perspectives and strengthened the collaborative spirit that Ten Tors fosters. Over two
A PADDLE ON THE WILD SIDE
Charlotte P (L6)
demanding days, we navigated the rugged Dartmoor landscape, overcame physical and mental challenges, and relied on one another to keep moving forward. Reaching the finish line was an immensely proud moment, made all the more meaningful by the teamwork, resilience, and determination that had carried us there. The experience reinforced everything that Ten Tors represents and remains one of the most rewarding achievements of my time at Sherborne Girls.
Choosing canoeing for my Gold Duke of Edinburgh’s Award expedition has been one of the most defining decisions of my DofE journey so far.
While the award itself is about commitment, resilience and personal growth, for me, canoeing has given that journey a real sense of purpose. That choice was inspired by an extraordinary experience in December 2022, when I had the rare opportunity to canoe in Antarctica. Paddling through such a remote and unpredictable environment sparked a fascination with canoeing in wild places and a desire to challenge myself in a similar way again. It made me realise that canoeing was not just something I enjoyed, but something that could truly challenge me.
Since then, I have completed the practice phase of my Gold DofE canoeing expedition, and it has already tested me in entirely new ways. The experience has required teamwork, adaptability and perseverance at every stage. Throughout it all, I have found myself drawing on what I learned in Antarctica. Navigating such a harsh and ever-changing environment taught me how to stay calm under pressure, respond to challenges, and work closely with others, all essential skills for a successful DofE expedition, and ones I know will be just as important for my final expedition. What excites me most is how the Gold DofE expedition allows me to build on that initial spark and turn it into something meaningful. Canoeing in these wild places has shaped how I see adventure, challenged me both physically and mentally, and given me a skill that I will carry forward long beyond the award itself.
CADETS IN COMMAND
From first steps on the drill square to representing the very highest levels of the Armed Forces, the Combined Cadet Force at Sherborne continues to shape confident, capable and resilient young people. The following accounts offer a glimpse into the breadth of opportunity within the CCF, and the remarkable achievements of those who commit themselves to it.
The CCF at Sherborne has offered me so many unforgettable opportunities and experiences throughout my three years as a Royal Marine Cadet. In 2024, after a rigorous selection process, I was selected to compete in a team with eight boys at the Sir Steuart Pringle Trophy, which Sherborne won for the first time in 20 years. I then progressed to
compete again in 2025 and have since been appointed First in Command for the team.
Through the integrity and perseverance demonstrated by the Pringle team, as well as the support of those around me in the CCF, my leadership, initiative and motivation have all developed significantly. With the help of the CCF, I have been able to apply these skills every Wednesday and on every field trip. The CCF has drilled into me the love of physical and mental challenge, which has allowed me to push myself to my absolute limits and develop resilience in the face of uncertainty.
In October, I was nominated to apply for the First Sea Lord’s Cadet appointment for 2026, an opportunity offered to only eleven cadets across the UK each year. The field was highly competitive, but through determination in both my application and my
commitment to the CCF over the years, I was fortunate to be successful. This has given me the incredible opportunity to represent not only the Sherborne Cadet Force, but also cadet organisations across the UK, as well as the First Sea Lord himself. I would like to acknowledge the importance of the support, care and commitment shown by the staff in the CCF and across the School, as without their guidance this would not have been possible.
As part of my role as a First Sea Lord’s Cadet, I have taken part in several once-ina-lifetime events. In January, I attended my Investiture alongside ten other cadets aboard HMS Victory in Portsmouth, where I met the First Sea Lord and was given a tour of HMS Dauntless, dressed in my Number 1 Blues uniform. Following ambassador training, in February I was fortunate to attend and support the
Royal Marines Band Service at the Mountbatten Festival of Music at the Royal Albert Hall. It was an unforgettable experience, and I was honoured to assist and engage with such highly ranked Naval and Marine officers.
Looking ahead, I have several more exciting events during the remainder of my tenure. Later this summer, I will travel to Windsor Castle to attend the Presentation of the Colours with His Majesty The King. After the summer, I will attend the Trafalgar Day Parade, visit the Ministry of Defence Headquarters, and support the Admiralty Carol Service in December.
I am ecstatic about the second half of my tenure and my final next year in the CCF, particularly Pringle Trophy, and am currently looking to join the British Army after attempting an Army Scholarship this year.
Rosie A (L6) First Sea Lord’s Cadet
Hattie P (U6) Regimental Sergeant Major
Sherborne Combined Cadet Force has played a defining role in shaping who I am today, particularly through the opportunity to serve as Regimental Sergeant Major (RSM). From leading the Remembrance Service to representing the contingent during the Biennial Inspection, each experience has strengthened my confidence and leadership over the past year.
What stands out most is the commitment shown by all the girls involved in the CCF. Every challenge is met with enthusiasm, determination and genuine pride.
The programme consistently pushes us beyond our comfort zones, encouraging resilience and growth in ways that extend far beyond the parade ground.
After four years as part of the CCF, I can confidently say it has been one of the most valuable and formative experiences of my life. It not only develops discipline and teamwork, but also instils the skills and mindset required to lead effectively.
When I first joined, I never imagined I would one day become RSM. However, watching Tamara W (K’23) take on the role two years before me inspired me to aim higher and challenge myself. That ambition, nurtured by the CCF, ultimately led me to where I am today.
The lessons CCF teaches are ones I know we will all carry forward long into the future.
Having been in the Royal Marines section of the CCF for the past four years, I quickly realised that being in the military is a dream that I couldn’t wait to pursue. While exploring Army careers, I learned about the opportunity to apply for an Army Officer Scholarship. Last summer, I was fortunate enough to undertake the application process in Westbury, having already completed medical assessments and online interviews.
This involved two demanding days of physical and cognitive tests, command tasks, group work, essay writing, and interviews. Being placed in a group of people I had never met before was a daunting experience, as I knew I was competing against a number of highly motivated, likeminded individuals. My experience in the CCF gave me a significant advantage throughout the process, as it equipped me with key skills such as confidence when interacting with new people, the ability to be both a good leader and listener, and the courage to perform under pressure. During my time in Westbury, I used all these skills to demonstrate my passion for the Army and my determination to earn a scholarship to Sandhurst.
After an anxious few weeks of waiting, I received a letter confirming that I had been awarded the scholarship which was the proudest moment of my life so far! This achievement enables me to receive support through university or to go straight to Sandhurst at any point in the next five years, which is the route I have chosen to take. Without the opportunities Sherborne has offered, such as CCF, DofE, and Ten Tors, I would not have had the confidence to apply for the scholarship or develop the skills required to achieve such a competitive award.
Poppy F (U6) Scholarship to Sandhurst
WEST END CALLING
Esme A (L6)
For this year’s musical, Les Misérables, I auditioned for and was cast in the role of Éponine, one of my favourite roles in musical theatre.
Our cast worked tirelessly from September to December, rehearsing three times a week to prepare for the big show. During the process of Les Mis, I made so many new friends, and the final result was utterly spectacular. Playing Éponine allowed me to explore my strengths and improve my weaknesses in musical theatre, with my voice growing stronger thanks to the constant singing. As many of the songs in Les Misérables are vocally challenging, this proved very useful. I can honestly say that it will remain one of my favourite shows I have performed.
In the audience at our final performance was a representative from the National School Theatre Awards (NSTAs), a prestigious and nationally recognised organisation often referred to as ‘the Oscars for schools’, which celebrates school productions across the UK. The awards range from ‘Best Play’ to ‘Best Prep School Production’, expanding to other areas of theatre such as ‘Best Set, Lighting or Sound Design by a Pupil’ and ‘Best Choreography by a Pupil’. The NSTAs had come to see if our production met the standards to be nominated for some of their awards - and it had! Our cast received nominations for ‘Best Musical’ and ‘Best
Ensemble’. Jonah W (L6 at Sherborne Boys) who played Javert, was nominated for ‘Best Actor in a Musical’, and I was nominated for ‘Best Actress in a Musical’ and ‘Best Female Musical Solo’ for On My Own. As a result of our nominations, Jonah and I will be going to London on Monday 22 June for the awards ceremony, which will be held at the Gillian Lynne Theatre in the West End. The ceremony is a redcarpet event, with interviewers stationed around the venue talking to nominees about their productions and their overall thoughts on the event.
Since learning of the nominations, I was emailed by the director of our production to say that I had been invited to perform On My Own at the NSTAs ceremony. Only ten schools in the UK are selected to perform, so I could not be more honoured. I was absolutely ecstatic when I found out and told my family and friends the second I read the email. Since then, I have been rehearsing the song and preparing myself to perform as Éponine one last time on what is most definitely the biggest stage of my career so far. I am incredibly grateful to have been given these opportunities, and I am already excited for next year’s musical!
IN THE WINGS
Being part of school productions has been an extremely rewarding experience. From helping backstage at West productions to stepping up and contributing to my first senior production, Les Misérables this year, each opportunity has brought new challenges and achievements. I particularly enjoy working backstage, as it allows me to take responsibility, collaborate closely with others, and ensure everything runs smoothly behind the scenes. It is a role that demands organisation, quick thinking, and clear communication, qualities that make it both challenging and fulfilling.
One of the most satisfying aspects of the role is experiencing both the intensity of the build-up and the magic of the final performance. There is a unique energy backstage in the moments before the curtain rises, and it is incredibly rewarding to then watch everything come together on stage. Seeing how the cast transforms weeks of preparation into such a compelling and polished performance is always inspiring.
With so many responsibilities involved both on stage and behind the scenes, working backstage offers a completely different perspective from performing. It reveals the
level of effort, coordination, and dedication required from everyone to achieve the final result. Although it often involves long, late nights and a great deal of hard work, the sense of accomplishment during each performance makes it all worthwhile.
Looking back on previous productions, I can see how much my confidence and ability have developed. I have learned to remain calm under pressure, adapt quickly when things do not go to plan, and support both cast and crew effectively. Overall, working backstage is something I have become truly passionate about, and it has been a highlight of my time at Sherborne so far.
Honor M (M5)
HOUSE SPIRIT AND TALENT SHINE IN DANCE SHOWCASE
Martha T (L6)
he Dance Showcase at Sherborne Girls was a vibrant celebration of creativity, teamwork and talent, bringing together dancers from both the senior school, West and Sherborne Prep. The evening featured a wide variety of performances, from hip hop and commercial dance to ballet and western, all performed with remarkable energy and confidence.
TMany of the dances were curated by the brilliant choreographer Eloise, whose imaginative routines allowed the girls attending dance lessons at SG and Sherborne Prep to showcase both their technical skill and expressive performance style. The dedication and enthusiasm of the dancers was evident throughout the evening, creating an uplifting and exciting atmosphere for both performers and audience members alike. Another highlight of the showcase was the inclusion of dances curated by girls in Lower Sixth as part of the House Dance competition that took place
last term. This gave pupils a valuable opportunity to show off their hard work and impressive choreography. Working collaboratively in teams encouraged confidence, communication and originality. I ran house dance for my house; Wingfield Digby, and I honestly think that the effort and enthusiasm we give for our house competitions is a key part of what SG is all about. It really enables pupils to express creativity, practice leadership skills and work closely with girls of all ages in house, creating close relationships
and strong house spirit. The showcase itself was full of sparkle, excitement and celebration, all thanks to Mrs Scott, who organised and hosted the event so brilliantly. She never fails to create the most exciting events of the year; the time and effort she puts into them doesn’t go unnoticed and we’re so grateful for her fabulousness. From the dazzling costumes to the energetic atmosphere she helped create, the evening truly felt magical and was a wonderful reflection of the creativity and community spirit within the School.
For Summer K (U6), the Sherborne Schools Group production of Les Misérables marked a fitting and memorable school finale to her years in the performing arts.
Having been involved in theatre from a young age, the excitement I felt when I discovered that my final performance at Sherborne Girls would be Madame Thénardier in my favourite musical cannot be overstated. From the very first rehearsal, there was a tangible buzz, with everyone eagerly anticipating what was to come, and from that moment on, the entire experience was truly unforgettable.
Each member of the cast gave their all, regardless of the size of their role. The younger performers from both West and Sherborne Prep were a particular joy to work with. Their energy and enthusiasm constantly reminded us how special the opportunity was, even at 9pm on a Thursday.
Playing such an eccentric and comedic character provided the perfect escape from the pressures of A Levels, offering a few hours each week to fully immerse myself in something creative and joyful. My only regret is how quickly it all passed. It went by in the blink of an eye, and I already find myself missing the makeshift family that formed within the Les Misérables cast.
Reflecting on this sense of community, one of the most striking aspects of the production was the dynamic created by our youngest members. Keen to understand their experience, I spoke to
A SHARED STAGE
“My favourite moment was on Friday night, when my parents, grandparents and little brother were all there watching me. It has been one of my favourite moments so far at Sherborne Girls. I would do it all again if I could.”
Summer K (U6)
Jemima I-C (U4), who played Little Cosette. “Last term, I had the pleasure of playing Little Cosette, which meant I got to sing Castle on a Cloud, something I really enjoyed,” she says. “We had rehearsals on Tuesdays, Thursdays and Sundays, and it was always so exciting leaving house to go to rehearsals and then telling our teachers and friends all about it afterwards.”
For Jemima, being part of a joint schools’ production brought a strong sense of belonging. “It was such fun to feel part of the older school community,” she explains. “I also loved having the chance to get to know people from Sherborne Prep. The older students in the cast and crew were so friendly and supportive, and they really made us feel welcome.” The performances themselves were a highlight. “We performed on Thursday, Friday and Saturday, and the atmosphere backstage was buzzing,” she recalls.
SHAPING A FUTURE IN MUSIC
Over the five years I have studied at Sherborne Girls, music has become an integral part of my daily life, whether it is through practice, music lessons, or the connections that I have made.
It was over years of deliberation that I decided I wanted to pursue music beyond secondary education, and my time here guided me along that path: from participating in a wide variety of ensembles, to taking part in special events and competitions. This past year has continued to strengthen my commitment further.
My main focus during the Michaelmas term was my university and music conservatoire applications. This involved completing multiple applications, filming video recordings, and preparing for interviews and auditions. Remembering the wonderful musical experiences I have had over the past years helped me through moments of stress. The process taught me the importance of preparation, discipline and resilience. In the end, I received offers
from Cambridge and the Royal College of Music, among others, and accepted my offer from the latter.
During the holidays, I attended residencies with the National Youth Orchestra (NYO), where I met some of the most inspiring young musicians and performed a wide range of repertoire around the country. This is my second year in the orchestra, this time as part of the 2nd Violin section. As one of the older members of the orchestra, I became more aware of the importance of encouraging and supporting others, which challenged me to become more confident and reliable within the section. The narrow margin for error in a performance, and the precise execution of details that have been rehearsed extensively creates an experience that is hard to match. Despite the high
intensity of each rehearsal, the dedication and passion of everyone involved is incredibly motivating.
The Lent term saw many performances from our school ensembles, such as the Joint Choral Society’s performance of Bernstein’s Chichester Psalms and Jenkins’s The Armed Man. The Symphony Orchestra also performed at London’s Cadogan Hall for their final performance. Having led both the choir and Symphony Orchestra, it has taught me valuable lessons in taking responsibility and action. I additionally took part in multiple competitions this year, one of which included BBC Young Musician. Although I did not progress beyond the live round, the experience has been immensely valuable. It gave me insight into how different the atmosphere of playing at a televised large-
scale competition was. Additionally, it reminded me how much more there is ahead of me to work on, which only makes me more excited to start my studies at the Royal College of Music.
While my final term is largely focused on my A Levels, I am also working towards the performances at the end of the year, such as the concerto and commemoration concert, a special way to conclude my time at the School. I am deeply grateful for the guidance I have received from the music department, who have enabled my passion for music to flourish, as well as my academic teachers and friends, who have supported me along the way. Looking back, I feel very fortunate to have been part of such a supportive community, and I am excited to see where music will take me next.
Looking back, I feel very fortunate to have been part of such a supportive community, and I am excited to see where music will take me next.
Sophie S (U6)
THE SOUND OF BECOMING
Betsy C (U6)
If you had told me five years ago, when I joined Sherborne Girls, that I would leave as a music and academic scholar, Head of Choir, and a diploma-level musician, I wouldn’t have believed you.
I had started piano at four and cello at six, but for years music felt obligatory: structured practice, repeated setbacks, and very little enjoyment. By the end of lockdown, I had stopped completely, convinced that music was simply not for me. Unexpectedly, it was compulsory choir auditions in Lower Fifth that shifted that trajectory. Being placed in Quintable was not something I welcomed at the time, but it proved to be a turning point. With steady encouragement from teachers, I began singing lessons and, gradually, returned to the cello and piano. My relationship with music became something I chose to pursue.
From there, progress was both gradual and, at times, surprising. By the end of
Lower Fifth, I had achieved a distinction in Grade 7 cello and Grade 3 singing, and for the first time, music felt like something I could actually do, rather than something I avoided. I became involved in as much as possible: symphony orchestra, string orchestra, chamber groups, choirs, and outreach ensembles.
A defining moment came when I was loaned a French cello from the Cherubim Trust, which allowed me to develop far greater technical and expressive confidence. I also began entering competitions, which pushed me further. At the Taunton Festival of the Arts 2023, I was awarded the Nesta Franklyn M.B.E. Cup, the Cavey Cup, and Best Musical Performance, and later placed second in Taunton Young Musician of the Year. I also reached the semi-finals of the Rotary Young Musician Competition in 2024. At the Mid-Somerset Festival 2025, I won both singing and cello classes, gaining the Hope Leslie Cup and the Thelma King Award.
Equally significant were the opportunities provided by the School: masterclasses with musicians such as Guy Johnston and Gary Ryan, alongside a breadth of performance platforms, from informal lunchtime concerts to formal evening recitals, from regular Abbey services to choral evensongs in prestigious venues such as Westminster Abbey, and orchestral performances at Cadogan Hall. These experiences built the confidence that led to my solo debut, performing Saint-Saëns’ Cello Concerto No. 1 with the Dorset Sinfonia. Since then, I have performed widely, including with the National Youth Inspire Orchestra and regional ensembles, with upcoming engagements such as Vivaldi’s Cello Concerto with Wessex Strings.
In the Sixth Form, I was awarded a music scholarship and appointed Head of Choir, leading ensembles while continuing to perform at a high level. Highlights include the School’s concerto
concert, reaching the final of Choir of the Year with Madrigals, and singing solos in the Christmas Service and the Choral Society Concert, as well as reaching the finals of the Pro Corda Chamber Music Competition with my Aurora Piano Trio. Alongside this, I portrayed Grantaire in the joint schools’ production of Les Misérables, which pushed me beyond my usual sphere of performance but became one of the most rewarding experiences of the Sixth Form.
Most recently, I achieved distinctions in both ARSM diplomas (48/50 in cello, 46/50 in singing), won Sherborne Young Musician, placed third in Taunton Young Singer, and won a string competition with Trinity Laban Conservatoire of Music and Dance. Looking back, the transformation is less about accolades and more about rediscovery. Progress has not been linear; it has been shaped by long hours of practice, missed notes, performances that did not go to plan, and the gradual process of learning to begin again. For me, music is no longer defined by obligation or outcome, but by curiosity, discipline, and enjoyment. Just as importantly, it has been shaped by the people around me. Teachers whose patience made that progress possible, and ensembles that turned rehearsals into something I looked forward to.
As I prepare to read Law at Durham University, I hope to remain involved in music through a choral scholarship. More than anything, I am interested in where music might continue to fit alongside everything else and how far it might still take me.
BEHIND THE SEAMS: THE SG FASHION SHOW 2026
Excitement was running high as everyone rushed around preparing for the Sherborne Girls Fashion Show 2026! All the textiles pupils who had worked so hard to create their fabulous pieces were finally bringing them to life with models, makeup and music.
Pupils from Hanford Prep showcased their beautiful summer dresses and tops, the U5 displayed their stunning GCSE projects, and the L6 modelled their fantastic corset and waistcoat projects. These pieces were interspersed with looks inspired by the 1960s, punk, and the circus, bringing together a fun show for the friends and family supporting in the audience. This all led to the climax - the Upper Sixth A Level final pieces. These unique garments took inspiration from a variety of sources, 1950s cocktail dresses, Punk workwear, 1990s Supermodels, Festivals, and the 1960s.
My final piece explored the early modern art period from Impressionism to Fauvism. I researched designers who have been inspired by art in their work, such as Elsa Schiaparelli and Vivienne Westwood, and developed designs, in consultation with History of Art lecturer Mrs. Ellis, eventually reaching a final design after much experimentation. I used a variety of techniques from fabric painting and printing to embroidery and beading on canvas panels, framed in yellow edging to create the appearance of a gallery within a garment. After putting in so much work, it was thrilling to see my piece, modelled by Asenath A, really brought to life to finish the show!
Having been home educated until joining SG in L6, I am grateful to have had the opportunity to be involved in creating something truly special with many others in an area I am so passionate about. The transition from home education to SG was a thoroughly enjoyable one, as there are so many fantastic facilities and staff. Guidance from my fashion and textiles teacher Mrs. Warwood-Smith has also really helped me to improve my skills and confidence in designing and making. As I walked onto the stage, I felt nervous, but standing there next to Asenath displaying my work, and hearing the crowd’s applause and cheers, made me proud of what I had achieved.
Rosie C (U6)
CONNECTING ART, SCIENCE + SUSTAINABILITY
Cape Farewell has been an important project this year because it helped us think more carefully about the world around us and the ways people can become more environmentally friendly in everyday life. Through the partnership, we explored environmental issues not only through science, but also through photography, art and creative activities, which made the experience more engaging and practical.
One of the main parts of the project was visiting the Cape Farewell headquarters. During the trip, we looked at wildlife around the area, including hibernating moths and different plants and animals that are often overlooked. We also worked with biologists who collected algae samples from the river and explained how they study ecosystems and environmental change. Seeing this work first-hand helped us understand how connected different parts of the environment are and why protecting them is important.
We also used photography to document what we saw around the site. Taking photos of animals, plants and natural textures encouraged us to pay closer attention to our surroundings and notice details we might normally overlook. In the dark room, we created photograms, which linked science and art together in a creative way. Afterwards, students combined work from different green subjects into a large collage map of the headquarters. The final display included photographs, prints and written work.
A lot of the work we produced in lessons and during the study days has been displayed around school for other pupils and visitors to see. This helped share the message of the project more widely and prompted conversations about sustainability and climate issues within the School community.
The Cape Farewell partnership has really helped us become more aware of environmental issues and think more about sustainability in everyday life. The project showed that even small observations and creativ responses can help people connect more closely with the natural world and think differently about how to protect it.
Eva R (L6)
Working with Lily and the Cape Farewell team also encouraged us to think about how creativity can help communicate environmental ideas. Instead of only learning through textbooks, we were able to explore environmental themes through practical activities and group projects, which made the topics feel more relevant and memorable.
BEHIND THE SCENES IN A MOROCCAN CLOTHING FACTORY
Eva R (L6)
Over the past year, during the holidays, I had the unique opportunity to undertake work experience at a clothing factory in Salé, a city in north-west Morocco. It was an experience that gave me a genuine insight into the fashion industry beyond what we see in shops or online.
Before going, I had a general idea of how clothes were made, but I did not fully appreciate the level of coordination involved. Seeing the entire process, from raw materials arriving at the factory to finished garments being steamed and prepared for shipping, completely changed my perspective. I now think more carefully about the clothes I buy and the people behind them. Every item on a shop rail represents hours of labour, skill, and dedication.
One of the most interesting aspects was observing the process of mass production. Clothing is created through a series of carefully organised stages, including fabric storage, pattern printing, cutting, stitching, quality control, and packaging. Each worker has a specific role, and even a small mistake can affect hundreds of garments. This highlighted the importance of precision and teamwork in large-scale manufacturing.
I also had the opportunity to make my own item of clothing, which gave me a new appreciation for the skill involved. What took me two days to complete could be produced by experienced workers in just a few minutes. The experience
reinforced how much expertise and effort go into every garment we buy.
Another valuable aspect of the placement was shadowing workers and managers. By following employees throughout the factory, I gained insight into the day-to-day operations and the demands of their roles. Despite long hours and physically demanding work, everyone I met was welcoming and generous with their time.
I was also able to sit in meetings with managers and learn about the business side of fashion. Discussions about costs, efficiency, and production decisions demonstrated the complexity of balancing
quality with affordability, particularly when producing for major high-street brands.
What stood out most was the contrast between the effort involved in creating garments and the speed at which they are often consumed and discarded. This prompted me to reflect on the environmental and ethical challenges facing the fashion industry and the importance of more sustainable approaches.
It strengthened my interest in pursuing a career in fashion while giving me a greater appreciation of the people, processes, and challenges behind an industry that consumers often take for granted.
S YES, CHEF!
Immy S (U6)
After completing the Leiths course this year, a small group of us were fortunate to spend time in the kitchen at The Fox Inn in Corscombe, a wonderful opportunity to put all the skills that we had learned into practice in a professional kitchen.
For many of us, it was a first experience of this kind: fastpaced, demanding, and immensely rewarding. It offered a new perspective on the discipline and precision required behind the scenes, and it is an experience for which we are all extremely grateful.
While the Leiths course assessed our dishes individually, service at The Fox required a completely different level of coordination. Every plate needed to be ready at the same time and to a consistent standard. Skills that had been repeatedly emphasised, for example, knife work, organisation, and mise en place, quickly proved essential. Efficient preparation of vegetables and meat, careful organisation of ingredients, and maintaining a clean workstation were highly important to a successful
service. Working under time pressure showed us just how important thorough preparation really is.
The menu we prepared for guests featured dishes that were entirely new to us. However, the techniques and skills learnt whilst taking part in Leiths, meant that we
were fully prepared and able to execute the dishes successfully. The experience not only strengthened our cookery skills but also allowed us to refine our approach to plating and presentation. It was important to make sure that each dish looked uniform, it was a challenge that we all
welcomed and, as a result, we created both beautiful and delicious dishes that were enjoyed by all our guests.
Communication and teamwork were central to the evening’s success. Calling orders, supporting one another, and collaborating on plating enabled us to work efficiently and cohesively under pressure. Cooking at The Fox Inn transformed our learning from theory into practice.
It sharpened our skills, built confidence, and, for many of us, affirmed a growing passion for cookery and nutrition.
Leadership at Sherborne Girls is rarely about titles alone. More often, it is about service: stepping forward to support others, strengthening the community around you, and setting an example through commitment and character. Whether on the stage, the sports field, in the Chapel, or through the Combined Cadet Force, our pupils show that leadership can take many forms.
Three of this year’s pupil leaders reflect on what their roles mean to them, and how they hope they’ve made a difference.
Arabella W (U6) FIRST TEAM HOCKEY CAPTAIN
In my role as First Team Hockey Captain, I feel my purpose is to serve the School and support my teammates in achieving their full potential, both on and off the pitch. Leadership in sport is about setting standards, maintaining commitment and creating an environment where everyone is motivated to improve. I’ve aimed to help build a team culture that values hard work, resilience and accountability, while
representing the School with pride in every match and training session.
Most importantly, I hope to be a positive role model for younger girls in the School. I want them to feel confident, ambitious and excited about sport (especially hockey) and to know that through teamwork and determination they can achieve more than they think they are capable of.
Hattie P (U6) REGIMENTAL SERGEANT MAJOR, CCF
Hi, I’m Hattie and, as Regimental Sergeant Major for this year’s CCF, I see my role as supporting both Sherborne Girls and Sherborne Boys in gaining as much as possible from their experience in the Combined Cadet Force.
My aim is to encourage commitment to the wide range of activities, training and trips that CCF offers. These experiences build confidence, resilience and teamwork, and I want everyone involved to make the most of them.
I also hope to act as a role model for other girls within the CCF, showing that leadership, determination and enthusiasm can help you get the most from the opportunities available.
Bella W (U6) CHAPLAINCY PREFECT AND DRAMA SCHOLAR
I’m Bella and, in my role as Chaplaincy Prefect, I aim to help bring the School community together each week by supporting the Reverend in leading Abbey services, evening and Wednesday Prayers. One of the parts of the role I enjoy most is connecting with younger girls in the School. For example, I often visit West to help run PJ prayers during Sleep Weeks, which are always a lovely opportunity to spend time with Year 7 and 8 pupils and help them feel part of the wider school community.
As a Drama Scholar, I also try to be involved in as many school productions as possible. When performing isn’t possible, I enjoy supporting productions behind the scenes. This has included helping at performances such as Les Misérables and Legally Blonde, scanning tickets and assisting in ways that help the events run smoothly. Through these roles, I hope to give something back to the School community and to show appreciation for the staff who work so hard to create such memorable opportunities for us all.
SEVEN YEARS IN THE MAKING
Ealish P-R (U6)
I joined Sherborne Girls seven years ago, walking in as a much smaller and much quieter version of myself. I truly believe that it is the support and opportunities that the School has given me over the years that has shaped me into the person I am today.
The boarding experience was intimidating at first, living away from home, and with other girls who were essentially strangers to me. However, it soon turned out to be one of the most influential parts of my Sherborne experience. There is something special about living in the boarding house, the rituals of house life, and the friendships that develop when you are living alongside people, day in and day out. The house quickly becomes a home away from home.
Sport turned out to be one of the highlights of my time at SG, providing new opportunities and experiences. I went to Sherborne not knowing what I could do, and Sherborne gave me the chance to
find out. I tried sports that I had never even heard of before, I represented teams that I am proud to have been a part of, and I have participated in House sports with a real sense of pride. Events such as House netball and sports day have a unique atmosphere that nothing else can match. Those afternoons showed me that sometimes the best experiences come from just turning up and giving it your all.
Throughout my time at Sherborne Girls, I have been fortunate to take part in a variety of charity events which always seem to make you feel a sense of achievement once they are completed. This year, in Mulliner I took part in the 24-hour runathon
where the whole house was able to come together to support an amazing charity.
All in all, it is the lively community at Sherborne Girls that has made the
greatest impact on my time at School. It is a community of support and camaraderie. The people here are warm and welcoming. The teachers genuinely support you and believe in you. The
friends I have been able to make throughout my years here are ones who I know for certain will be friends for many years to come.
I will forever be grateful for all that I have learned from the School and the memories I have made over the years which are guaranteed to last a lifetime.
UNPACKING INDEPENDENCE
Jane W (L6)
Alice S-S (U6) WHEN I JOINED SHERBORNE GIRLS, I EXPERIENCED MANY “FIRSTS” IN MY LIFE;
FIRST TIME AWAY FROM MY PARENTS, FIRST TIME BOARDING, FIRST TIME DOING THE LAUNDRY MYSELF.
As an international student, going through this in a completely new country felt daunting, but with the help of my friends and teachers, I always knew that I wasn’t alone.
Living in a boarding house means sharing space with people across the years. As someone very sociable, I love bumping into people as soon as I step into house and talking with them for ages. Relaxation is also important while living in a communal place, I usually find some quiet time in my room or by simply watching movies with some friends in the drawing room. This helps me create time for myself. Learning how to live independently is easier with others around, I can always reach out for help from across all the year groups. Staff are always happy to talk, chatting in the office with them feels very safe and comforting!
I personally enjoy evenings in house the most. After handing in our devices, there are no distractions from spending quality time with friends, whether it be trying not to burn bread in the toaster, applying facemasks orcomfy chats in bed, I enjoy every moment. We invented treat nights like “frosty Friday”
and “Mini Roll Monday” in house. I’m glad we get to enjoy ice cream even in the coldest winter nights! Saturday socials are also fun. Since I was in an all-girls school before, connecting with the Sherborne Boys every weekend helped me step outside of my comfort zone. As the School is separate yet together, I can still have lessons with the girls while also building friendships with the boys during socials.
House activities are the best part of boarding. They create friendly competition that ignites my house spirit. I’ve grown closer with younger years through these competitions as well as with my own year too. Nothing beats screaming house chants to cheer your friends on. Challenging times make me
miss my parents, but after boarding for so long, I know that my friends go through the same things too. I can always call my parents when I need them, but they trust me and know that I am doing well at school. My Housemistress gives amazing advice, she always makes me feel better. Immersing myself in co-curricular clubs that I enjoy also brightens my day. School arranges transport to take me to my ballet lessons, allowing me freedom to do activities outside of what school offers.
Sherborne Girls gave me opportunities that I’ve never had before, I am truly grateful!
FINDING JOY IN GIVING
Over the Christmas holiday I went and helped at the Santa Isabella orphanage in Angola. The orphanage is part of a nonprofit charity and was started in 1996. Its aim is to respond to the needs of children in vulnerable situations, by providing shelter for young people or children who are victims of war, abandonment or who are disadvantaged. They provide education and the teaching of life skills, therefore improving their chances of finding work. They also instil values such as Christianity - it is extremely important and a cornerstone of their beliefs and education. The children must attend their church’s Sunday school where they will get confirmed - a big event in the community.
Since the charity has been established, it has sought to improve the wellbeing of the community and help integrate the children into society. To be able to carry out these activities they rely heavily on external help through donations and volunteering. Every time we travel back to Angola, we go and support the visits which they do. Over Christmas I helped distribute presents to the 183 children currently at the orphanage. These gifts were tailored to the age
groups; they received basic needs such as toiletries, but they also received other items such as new footballs, shoes, and books. After we handed out the gifts, we then shared homemade cookies, juice and popcorn, the younger children especially enjoyed these. We also played music and interacted and played with the children.
Due to the language barrier, I struggled at first with the interaction with the children, but a lot of the younger children between the ages of one to four were sweet and loved to be picked up, while playing with the items that they had received. This experience for me is something that I really enjoyed, not only as I was able to have those interactions, but I was also able to appreciate everything that I have. It really showed what these children
Lilli B (L6)
Over Christmas I helped distribute presents to the 183 children currently at the orphanage.
lack, but how much joy can come out of so little, and the resilience that is shown is amazing. Not only was being at the orphanage eye opening for me, but driving to the orphanage through areas called Bairros, was also revealing.
Living in Angola has presented me with experiences that I thought I would never have and it has shown me that material items aren’t that important, and it’s the experiences and what you do with them that define you. I look forward to continuing my volunteering and supporting other children when I return again.
Ruby R-J (U6)
A THE POWER OF ONE HOUR
s EDCLUB coordinator this year, I have seen first-hand how something as simple as an hour a week can make a real difference.
EDCLUB (Encourage Disadvantaged Children to Learn Using the Broadband) connects us with children in Huruma, a community on the outskirts of Nairobi, where access to education is far from guaranteed.
For many of the children we work with, daily life is uncertain. Food is not always assured, and school is something that can feel out of reach. It is easy to take our own education for granted, but through EDCLUB, I have been reminded just how powerful it can be. What we offer is not just help with schoolwork, but
encouragement and an additional source of support for them.
Each week, we log on and spend time mentoring, using simple resources like BBC Bitesize or Google. At first, it might be helping with small things, such as explaining a concept or working through a question, but over time, you begin to see the children’s confidence grow.
What makes EDCLUB especially meaningful at Sherborne Girls is the history behind it. For over a decade, pupils here have supported the programme, and many have even travelled to Huruma themselves. There is a real sense that we are continuing something bigger than ourselves, and I feel incredibly proud to be part of that ongoing connection.
This year, I organised a Mufti Day to raise money for EDCLUB. Thanks to the generosity of the school community, we were able to fund 50% of the university fees for Dennis, one of the students we support. Dennis is the first in his family to attend secondary school and is now preparing to go to Amref International University. Hearing that his mother, who is raising ten children on her own, is “bursting with pride” was a moment I will never forget. One hour of your time each week, really can help change a life.
BETWEEN FEAR AND FLIGHT
Thais C (L6)
his year, I found myself stepping into the unknown by boarding a long-haul flight to South Africa alongside two other Sherborne Girls, Flora S-G and Lucy L. We had been selected for the Warriors Accelerated Scholarship Programme, an annual opportunity that offers three pupils the chance to take part in an intensive, adventure-filled experience unlike anything else.
TBy the time we landed, exhaustion had set in. Dropped into an unfamiliar country, far from home comforts, there was a shared, unspoken question between us: what exactly had we signed up for? That uncertainty only grew when we were greeted by a team of hugely enthusiastic instructors, cameras already rolling as they documented our every move. It was a whirlwind from the very start.
Our first night (camping in torrential rain) did little to settle our nerves. Cold, tired
and out of our comfort zones, the reality of the week ahead began to sink in. But by the following day, something shifted. Standing on the edge of a 70-metre gorge, preparing for a backwards bungee swing, hesitation gave way to adrenaline. In that moment, everything changed. Fear became exhilaration, and we began to realise the scale of what lay ahead.
What followed was a week of extraordinary experiences. Each day brought something entirely new: walking alongside elephants at a sanctuary, hiking to hidden waterfalls, and even meeting Jessica, a friendly hippo. We visited a cultural village for an evening of performance and food, spotted wild giraffes, toured an animal rehabilitation centre, and spent time helping at a local day nursery.
Interwoven with these moments were daily physical challenges. Early morning runs, yoga sessions, games, and campsite activities were all designed to push us further, both physically and mentally. It was intense, demanding, and at times overwhelming, but also deeply rewarding.
A huge part of the experience was the people. We were joined by two girls from Tudor Hall whom we rapidly became friends with, and we are still in contact with them today.
The final day brought the challenge we had both feared and anticipated in equal measure: a skydive. Nothing can truly prepare you for stepping out of a plane and into open air. The freefall was, without question, the most extraordinary experience of the entire week and a memory I will have for the rest of my life.
For any pupil considering applying in the future, my advice is simple: do it. You have nothing to lose, and you could end up on the most amazing trip of your life!
PUSHING LIMITS ON THE TURING RIDE
Genevieve M (M5)
I was lucky enough to be invited to take part in the Turing Cycle. I decided to enquire to see if there was still a position available, as it sounded intriguing and I was looking forward to an inspiring challenge.
I was somewhat underprepared; my usual cycling experience consisted of riding my old, rusty bike - with unreliable brakes and no gears - to visit my pony on weekends, or looping around the rural lanes near my home with my dad. This, however, sounded far more demanding and I did worry a little as to whether I would physically be able to rise to the challenge.
I arrived at the end of Hanford drive with Mr Poulain, with a mixture of apprehension and excitement building. At first glance, the other participants were slightly intimidating as they descended the hill, kitted out in sleek Lycra and impressive gear. I however, rocked up in Nike Pros kit and running trainers, feeling noticeably out of place. However, my nerves quickly dissolved as I discovered how genuinely welcoming and encouraging everyone was. Their enthusiasm was infectious and I soon felt both included and eager to begin.
There were countless highlights along the way offering a chance to relax and bond as a group. One especially memorable moment was cycling down the endless road along the terraces feeling exhilarated and invigorated. I could not help but think about how exhausted Alan Turing must have felt having cycled 100km and I had done not even half that distance. What an inspiration.
That said, it wasn’t without its struggles. The hills were undeniably difficult and definitely tested my stamina. Yet, arriving at Cheap Street at the end filled me with a profound sense of accomplishment. I felt immensely grateful for the experience; the encouragement and support I received transformed it into something truly rewarding and unforgettable.
MILES FOR MEMORY
Lottie T & Annie S (M5)
Over October half term 2025, we completed a 150 kilometre walk along the South West Coast Path to raise money for the Alzheimer’s Society. This charity is especially close to Lottie’s heart, as both of her grandfathers are living with Alzheimer’s. She has witnessed first-hand the profound impact it has on families. It is heartbreaking to see a loved one slowly forget who you are, and we wanted to do something to help others who are navigating this incredibly challenging journey.
We completed the walk over a week, hiking during the day and camping each night. The challenge served as a powerful reminder of the resilience required by those affected by this horrendous disease. We originally aimed to raise £1,000, but thanks to everyone’s generosity, we surpassed that target, increased it to £3,000, and have since raised over £5,700. This money will support the vital work of Alzheimer’s Society, which provides essential help to people affected by dementia, through advice lines and local groups, funds
groundbreaking research to find a cure and improve understanding of the disease, and campaigns to make dementia a political and social priority.
The walk itself was an amazing experience that we will never forget. We began on the first day in Clovelly at midday, spirits high, excited for the challenge ahead. Some days were far tougher than others, both mentally and physically, especially the 25km stretch from Hartland Quay to Bude, which included ten valleys in a row and too many stairs to count.
But whenever it got difficult, we thought about the 55 million people living with dementia and remembered who we were doing it for and that made every blister and second worth it.
There were many highlights too: the incredible scenery, watching our fundraising total climb, and of course the countless sweets! We owe a huge thank you to everyone who supported us - our school, our Friends, and especially our families for driving up and down the coastline all week and for being there for us. We are also grateful to our friends Alma and Honor for joining
us for a day when things got tough. Our evenings in the tent were so much fun, and pesto pasta for breakfast turned out to be the perfect fuel!
Over the week we walked hundreds of thousands of steps, took hundreds of photos, and made countless memories. Walking those miles wasn’t just about reaching the finish line, but it was about the 55 million people suffering from this awful disease. When we finally completed our 150th kilometre, our amazing parents surprised us with a big “150” balloon and cupcakes, which felt like the
perfect way to end an incredible week.
After we completed this milestone, Alzheimer’s reached out to congratulate us, offering to come and present us with a cheque. Sian, a representative from Alzheimer’s Society, came to see us at school and presented us with certificates and badges. She also told us about her own experience with the charity, and how all the money we raised would help make a difference to someone battling dementia every day. All that was left to do was take one final photo to end what has been an amazing journey!
HEADS OF SCHOOL
25/26
Siena B
My journey through the School has been filled with endless opportunities, as well as a strong sense of community and kindness. Whether through the quiet laughs in house, or when performing in front of the whole school, this has been such an amazing finish to my five years at Sherborne Girls.
As I prepare to finish my A Levels, I cannot help but reflect on how grateful I am to have had the unwavering support of my teachers and friends over the last few years. Being appointed Head Girl in June 2025 was an incredibly proud moment, and since then I’ve endeavoured to leave behind a legacy of continued curiosity and kindness.
One of the most rewarding aspects of the role has been working alongside the younger years in our school’s MUN. Beyond promoting an interest in international affairs, debating and research, witnessing the girls from different year groups learning to work together and encouraging each other to voice their ideas and opinions has really highlighted the support and inclusivity I’ve felt throughout my time here. This view has been reaffirmed through watching the incredible commitment and camaraderie shown in the prefect-run Glee Cup, Food Fest, visiting my old house to speak to the younger girls, taking part in the School’s production of Les Mis, and seeing the School come together to support charities.
It has been an honour to have been given the role of Head Girl this year, and as I bid a sad farewell to the School, I know I will always be extremely grateful for the opportunities and experiences I’ve had here, as well as for the amazing people who have shaped me into the person I am today. I can only hope that I go on to make the School proud.
Darya J
I feel lucky to have experienced many opportunities during my five years at Sherborne Girls, including being appointed Head of School. This past year has been particularly rewarding, allowing me to motivate others, create a supportive environment, and further develop my confidence across a range of responsibilities within the School.
It has been a privilege to represent the pupil body, working closely with Dr Sullivan, Mr Banks, and the prefect team. A personal highlight was organising the Glee Cup, which proved to be a memorable and exciting occasion. Collaborating with the prefect team in Abbey services has also been incredibly meaningful, helping to create a strong sense of community and reflection throughout the year. Exploring future career paths and preparing for life beyond school is a crucial part of the Sixth Form experience. As Business and Entrepreneurship Prefect, I have been proud to support pupils in connecting with external speakers, who have achieved success in their respective fields. The Business Breakfasts have given students a chance to explore different future paths, particularly at a stage where things can feel quite uncertain. I’ve really valued attending them as I feel they have broadened my own perspective, and I hope they continue to help others as they begin to consider what comes next.
As my time at Sherborne Girls comes to an end, I feel proud of all that I have achieved and grateful for the friendships I have formed. My experiences here have shaped me into the person I am today - someone I am proud to be.
I leave with a strong sense of excitement for the next chapter, confident that Sherborne Girls has prepared me well for the future.
Bella W
Reflecting on my Upper Sixth year, I feel very fortunate to have been Vice Head of School. It has been a rewarding role that has allowed me to be involved in many different aspects of school life.
I have really enjoyed working with the prefect team, from organising the Glee Cup at the start of the year to taking part in Abbey services. It has been a genuinely enjoyable and valuable experience.
One of the highlights of my time at Sherborne has been joining Mulliner, as this unique opportunity has helped me strengthen existing friendships and build new ones. The friendships I have made here are something I will continue to value long after I leave.
As I prepare to leave school, I feel so proud of all that I have achieved, but this has only been possible with the support of Sherborne Girls, and the vast opportunities it provides. I will always look back on my time here with great gratitude, shaped by experiences, strong friendships and lasting memories.
Summer K
Being Vice Head of School has been an incredible honour and the perfect way to culminate my five years at Sherborne Girls. The role has pushed me outside of my comfort zone and enabled me to pursue new opportunities.
As Social Prefect it has been a wonderful experience to help Mrs Scott in creating exciting weekends for younger girls, as I know how important it is in a full boarding environment to create memories with friends and include moments of fun in such a busy week.
I particularly enjoyed organising events such as the Glee Cup, which has always been my favourite school event. It is so special to see new girls forming bonds within their houses and making friends who will last a lifetime, just as I have. Over the last year I have also thoroughly enjoyed taking part in Tour Mornings, particularly in the Q&A panel, as well as working with the prefect team in Abbey services and discussing initiatives in Prefect Supper.
As I leave Sherborne Girls, I look back on my time here with great fondness and overwhelming gratitude for all the staff members who made my journey one of such happiness. Although I’m sure I still have lots to learn in life, this school has instilled in me values that I will carry into the future. I am entering the “real world” truly proud to call myself a Sherborne Girl.
