Highlights 2025

2025

HIGHLIGHTS

St John’s Wins Prestigious Pre-Prep School of the Year Award We were delighted to be named Pre-Prep School of the Year at the Independent Schools of the Year Awards 2024.

This recognition celebrates our dedicated staff, innovative teaching, and the transformative impact of our Emotions for Learning (E4L) programme. With play-based learning at the heart of our Pre-Prep ethos, we continue to equip our children with the skills to navigate the modern world, fostering curiosity, resilience, and creativity.

“St John’s has been a sanctuary of care and encouragement for our child. The pastoral support is exceptional—every teacher and staff member truly sees and values each child. The Emotions for Learning programme has given our child the confidence to navigate challenges with resilience and empathy. We couldn’t have asked for a more nurturing environment.” (Current parent)

“With over 700 nominations, the competition was fierce and the judges admitted that it had been hard to choose a triumphant school from each category’s list of finalists.”

(Independent Schools of the Year 2024)

Highlights is written, designed, produced and edited by St John’s College School staff Front cover: Form 5’s The Wizard of Oz production : St John’s rowers on the River Cam

Highlights 2025

Head’s Introduction

2

Awards & Scholarships

4

Maths

6

English

8

STEM

12

Design Technology

14

Child-Initiated Learning

16

Emotions for Learning

18

Creativity

20

Play-Based Learning

22

Mindfulness

24

Philosophy

25

Mindsets for Learning

26

Coding Competition

28

National Science Quiz

29

French

30

Latin Play Competition

32

Humanities Challenge

33

Art

34

Music

36

Boarding

39

Choristers

40

Drama

42

Sport

46

Gym & Dance Show

49

Enrichment

50

Co-Curricular

51

Parents’ Association

52

Charities

53

Pupil Forum

55

St John’s College School 2025 • 63-75 Grange Road, Cambridge CB3 9AB • www.sjcs.co.uk • admissions@sjcs.co.uk

Farewell Reflection from Mr Chippington: Celebrating Nine Remarkable Years as Head of St John’s College School As I prepare to step down from my role as Head after nine unforgettable years at St John’s College School, I do so with a heart full of gratitude and pride. It has been the greatest privilege to lead such a vibrant, joyful and inspiring community. This School is more than a place of learning; it is a place of wonder, imagination, belonging and compassion. I know it will continue to thrive under the leadership of Mrs Sarah Wright.

Year after year, I am struck by the richness and diversity of life at St John’s and the 2024 – 2025 year has been no exception.

The children continue to astonish us with their spirit and skill, whether on stage, on the sports field, in the classroom or in acts of quiet kindness that make this community so special.

Musically, we have witnessed exceptional moments from beautiful choral performances in the Chapel and wonderful instrumental ensembles to inspiring solo performances. Our creative and performing arts programmes have offered children opportunities not just to perform, but to compose, choreograph, and write their own works. The Form 6 Passion Play, reimagined to honour wider perspectives in its storytelling, was a deeply moving culmination of that creative journey.

Academically, our children continue to shine. From the success of our mathematicians and scientists in national competitions to the articulate, compassionate perspectives shared in their writing, debates and discussions, their intellectual curiosity has never been more alive. Across subjects, children are encouraged to think critically, question sensitively and express themselves confidently- a foundation that will serve them well throughout their lives.

On the sporting front, we’ve seen a host of impressive accomplishments: our winning Girls’ relay team, unbeaten sports seasons, athletics qualifiers for National Finals, and even a pupil crowned World Kart Racing Champion. From sailing to show jumping, football to fives, our children have embodied courage, tenacity and joy in every pursuit.

We have also embraced innovation. Our robotics session, complete with interactive demos from our AI dog FOMO, have sparked conversations about the future of technology and the power of imagination. Trips to the Botanic Gardens, the Eden Project virtual workshop, and immersive historical experiences have made learning tactile, emotional and unforgettable.

Most importantly, our children continue to be kind. The culture of support, of older pupils guiding younger ones, of staff celebrating each child for who they are, remains the heartbeat of our community.

As I pass the baton to Sarah Wright, I do so with the utmost confidence and excitement. Sarah will bring warmth, vision, energy and a deep understanding of what makes St John’s so extraordinary. I know she will nurture its traditions while continuing to evolve and inspire.

To all our families, staff, governors and, most of all, our children: thank you. Thank you for the trust, laughter, shared purpose and belief in all that a school like this can be. I leave not with sadness, but with pride and great hope for all that lies ahead.

Neil Chippington 2

“Thank you for creating such a warm, inclusive, and welcoming school — a place where children are free to be themselves and are gently guided to become their best. St John’s is a truly special place, thanks to the leadership and heart you have brought to it over the years.”

“Choosing to send our children to St John’s is one of the best decisions we have ever made.

Thank you for all your hard work (especially through Covid) for making St John’s so special.”

“Your guidance, encouragement, and personal support in helping our children transition to their next school made a world of difference. We’re incredibly grateful for your insight and care, and for the confidence you gave both them and us at such an important stage.”

“We are so grateful for all you have done in your role as Headteacher. You’ve led with a quiet joy and unflagging commitment to the School and its pupils.”

“Thank you for leading and for helping to create the most nurturing environment for our daughters to be educated in.

You were actually one of the reasons we chose the School.”

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The St John’s Journey: Becoming their Best Selves St John’s provides an academically challenging environment, that is vibrant, stimulating and, most importantly, personalised to suit individual pupil potential. Pupils are encouraged to take ownership of their work, fostering independence and instilling a lifelong love of learning. Our School provides a broad and balanced curriculum that engages, excites and challenges pupils beyond the usual confines of the National Curriculum. It provides knowledge, skills, and understanding appropriate to age and aptitude, enabling our pupils to develop, progress and achieve, and then gain entry into their chosen Senior Schools. We are delighted that this year’s Form 6 have accepted places at the following Senior Schools: 13 to Perse Upper, 10 to Stephen Perse Foundation, 6 to Oundle, 4 to King’s Ely, 5 to The Leys, 2 to St Mary’s, 1 each to Bedford, Bishop’s Stortford College, Chetham’s, Gresham’s, Harrow, Hereford Cathedral School, Radley, St David’s & Uppingham.

In Forms 5 and 6, some children are further encouraged through rigorous academic programmes that promote curiosity and higher-level thinking skills beyond what is expected of them at 13+. We are delighted that our current Form 6 pupils achieved outstanding scholarship success across various disciplines, earning scholarship awards as outlined below. Their achievements reflect both talent and dedication, supported by a learning environment that fosters excellence.

The following awards were achieved as follows and, in bold, are those the pupil has accepted:

Academic:

Nicholas Garcia (Harrow) Inese Khaled (Stephen Perse Foundation) Peregrine Brice (King’s Ely & Stephen Perse Foundation) Amir Jambor-Sadeghian (Stephen Perse Foundation) Kasra Mohaddes (Stephen Perse Foundation) Matilda Newitt (Stephen Perse Foundation) Momoka Varian (Stephen Perse Foundation) Eniya Zhang (Stephen Perse Foundation)

Art:

Alice Allpress (Gresham’s) Sophia Sun (King’s Ely)

DET: Davi Saibrosa (Oundle)

Dance: Claudia Mudkavi (St Mary’s)

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Drama: Peregrine Brice (Stephen Perse Foundation) Magnus Cleevely (Stephen Perse Foundation) Aline Halban Taylor (The Leys) Arthur Griffiths (King’s Ely & Stephen Perse Foundation) Claudia Mudkavi (St Mary’s)

Music:

Magnus Cleevely (Stephen Perse Foundation) Cindy Di (St Mary’s) Toby Fairley (King’s Ely & Stephen Perse Foundation) Nicholas Garcia (Harrow) Emmanuel Mba (King’s Ely) Henry Skillings (Oundle)

Sport: Archie Lindsay Clark (Gresham’s) Emmanuel Mba (King’s Ely) George Morbey (Oundle) Lucy Sawtell (The Leys) Effie Thomson (King’s Ely) Henry Lambert (Uppingham) Harrison Cathcart (Bedford)

“I was incredibly proud to receive a Sports Exhibition from Oundle School. St John’s have helped and supported me to get this award, both in terms of my fitness level, and developing my focus and desire to achieve in all areas of sport.”

“St John’s has helped me a lot in my music journey and has inspired me from its music lessons, concerts, Choristers, Drama and so much more. Music is a key part at St John’s and it’s really fun! I love electric guitar and percussion and I will take what I have learned from St John’s to continue to explore music in my senior school and even further.”

Individual Excellence in Maths Congratulations to many of our pupils for their outstanding individual successes in national Mathematics competitions throughout the year.

UKMT Intermediate Maths Challenge One of our Form 6 pupils (top left) achieved remarkable success in the prestigious Intermediate Maths Challenge, earning a coveted place in the Grey Kangaroo round.

Competing independently to stretch her abilities, she first secured an impressive Gold certificate in the opening round—an exceptional feat for her age. She then continued her success with a Silver certificate in the Grey Kangaroo round, placing her among the country’s top young mathematicians.

University of Southampton Junior Mathematics Challenge Another of our Form 6 pupils (bottom left) gained an outstanding result in the University of Southampton Junior Mathematics Challenge, earning a Distinction for her exceptional solutions. She has been invited to a special Mathematical prize-giving evening at the University.

Her impressive result places her among the top 30 entrants nationwide, highlighting her creativity, perseverance, and advanced problem-solving skills.

Completing the Challenge independently outside of School required remarkable determination, adaptability, and rigorous thinking.

UKMT Junior Maths Challenge St John’s pupils have once again excelled in the UKMT Junior Maths Challenge, showcasing their talent and dedication in this prestigious competition. Every Form 4 participant earned an award, with Gold, Silver, and Bronze winners across the board.

Among Form 5, six pupils qualified for the next round, including two Junior Olympiad qualifiers (middle left)—an extraordinary achievement, as both missed only one answer in the entire Challenge and were crowned ‘Best in the School.’

Meanwhile, five Form 6 pupils are advancing to the next stage, having achieved success across all award categories.

The Challenge, designed to test Mathematical reasoning, precision, and problemsolving fluency, highlighted the pupils’ ability to tackle complex problems with confidence. Their accomplishments reflect not only their skill but also their perseverance and love for the subject.

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St John’s Teams Collaborate in the National Maths Quiz Championship Six teams from both Forms 4 and 5 took on the exciting challenge of the National Maths Championship, showcasing impressive teamwork, collaboration, and problem-solving skills. The fast-paced competition tested mental dexterity, quick-fire calculations, and logical reasoning across key mathematical concepts, including time, measurement, fractions, percentages, statistics, geometry, and algebra.

With 40 multiple-choice questions spanning a wide range of difficulty levels, our pupils worked in teams to tackle complex problems, demonstrating strategic thinking and precision. Their outstanding efforts highlighted not only their mathematical ability but also their ability to communicate, collaborate, and support one another—making for a truly rewarding experience.

“I enjoyed the Quiz because it pushed me to work faster while still being accurate. It also helped me improve my problem-solving skills, especially with logic and patterns!”

“Seeing our pupils tackle the challenges of the National Maths Quiz, some for the first time, with such focus and determination was a joy.”

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Pupils Shine in Young Writers’ National Poetry Competition Our young poets have once again achieved remarkable success in the prestigious Wonderverse Young Writers’ National Poetry Competition, with 10 entries selected for publication!

The Competition celebrates the awe and wonder of our world and universe, inspiring pupils to express their creativity through poetry. This year’s winning submissions showcase a diverse range of themes, from a heartfelt lullaby to the stars to a humorous take on the four seasons. One particularly poignant entry, penned by a 13-year-old, reflects on the wonder of new parenthood (‘A Father’s Love’)—demonstrating the depth and maturity of our pupils’ storytelling.

Each successful poet will have their work published in a special Wonderverse poetry collection, honouring their talent and insight and highlighting the emotive and poetic voice of pupils here at St John’s.

A Father’s Love

Starbound

The moment I saw you

Stars shine bright, lighting the sombre sky,

everything changed.

My eyes are wide and filled with life,

So small and fragile,

All are still and yet I’m not,

A pristine snow flake,

All are asleep, yet all I am, is counting sheep,

Delicate yet holding the power

Vibrant waves fill my body, fizzy and hot,

to transform my world.

Swirling around me as if in a bubbling stew pot,

When I touched your miniature hands,

Slithers of sleep avoid me, twisting and turning,

I felt a sense of purpose,

I am lost and cannot be found,

A depth that I never knew I had.

Sleep overtakes me at last, embracing and laughing,

Your tiny fingers curled around mine,

Finally I go, starbound.

and in that instant, nothing else mattered.

By Martha Logan (aged 13)

For you have captivated me, Entangled me in your deep blue eyes.

By Davi Saibrosa (aged 13) Artwork by Sophia Sun (aged 13)

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Inspiring Young Readers in our Book Week Book Week was once again a stand-out event of the year.

The children benefited from visits from renowned authors, poets, and illustrators such as Robin Stevens, Tom Palmer, A.F. Harrold, Isabel Thomas and A.F. Steadman.

The much-loved Byron House ‘Book at Bedtime’ and the whole school ‘Dress as a Book Character Day’ remained firm favourites.

The Book Fair, featuring a wide array of fiction and nonfiction books from the Norfolk Children’s Book Centre, was another highlight.

At Senior House, the children also enjoyed exchanging their favourite books during Buddy Bookswap. A new whole School bookmark competition was also a resounding hit!

“I liked that we got to meet our favourite authors and it was a great opportunity to speak to them and ask them questions about what inspired them to write.”

Top left: Science writer and children’s author, Isabel Thomas and top right: Poet, performer and children’s writer, A. F. Harrold

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Debating Competitions Inspire Confidence & Critical Thinking Debating is a vital skill that empowers pupils with confidence, analytical thinking, and the ability to present persuasive arguments. This term, each Senior House year group at St John’s has taken part in a House Debating Competition, providing an exciting platform for our pupils to develop their public speaking and reasoning skills.

Standing before their peers to articulate ideas and construct arguments has helped pupils overcome the fear of public speaking, boosting self-assurance that carries over into academic performance and social interactions. The Competitions have also fostered the ability to organise thoughts effectively, requiring pupils to structure their arguments logically and present complex ideas with clarity. Beyond rhetoric and persuasion, debating nurtures critical thinking and problemsolving—essential skills that prepare pupils for future challenges. The House Debating Competitions have not only encouraged lively discussions but also reinforced the importance of respectful dialogue and intellectual curiosity, making debating a truly enriching experience for all involved.

Four Form 4 pupils made a strong impact at the inaugural Debating Competition at Culford Prep School, showcasing their confidence, reasoning, and rhetorical skills. Competing against older pupils in Years 7 and 8, their participation highlighted the strength of debating at St John’s, with teachers from other schools impressed by their poise and delivery.

Form 3’s First House Debating Competition

“Debating has helped me think on my feet and structure my arguments clearly. It’s given me the confidence to speak in front of others and defend my ideas with logic and persuasion.”

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Sounds-Write Phonics & Kinetic Letters This year, Byron House introduced the Sounds-Write phonics programme for pupils from Kindergarten to Form 2, following extensive research, school visits, and consultation with literacy professionals. Chosen for its evidence-based approach—demonstrated by its success in improving literacy levels—Sounds-Write aligns with our commitment to joyful, discovery-led learning.

Sounds-Write is a structured synthetic phonics programme designed to teach reading, spelling and writing effectively.

The programme focuses on linguistic phonics, helping children understand how the sounds in spoken language map onto written words. Our Byron House Form teachers have been expertly equipped with the skills to teach phonics in this way with real confidence.

Sounds-Write is used for whole-class instruction, smallgroup interventions, and individual support, making it adaptable for different learning needs.

“Our Kindergarten children have taken really well to the routine and structure and, as we had hoped, the children’s focus has been shifted straight to the learning.”

“I love doing phonics because I feel like a word detective! Strong Bear helps me to write big stories.”

By beginning with sounds and teaching children to decode written language, Sounds-Write equips them with lifelong reading strategies. While there are fewer songs and images than before, children find joy in the accomplishment itself—cracking the code of language.

In our Pre-Prep, Sounds-Write is paired with Kinetic Letters, an evidence-informed programme designed to develop both the cognitive and physical foundations of handwriting. Through key body positions inspired by animals, children build core strength and free their focus for content rather than the mechanics of writing.

With structured, familiar phonics and spelling sessions from Kindergarten to Form 2, children quickly settle into routines, enabling them to apply their brainpower directly to reading, writing, and mastering literacy.

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Leading the Way in STEM: Inspiring Innovation and Discovery St John’s fosters a dynamic STEM learning environment, inspiring curiosity and innovation at every stage. Form 2 pupils engage in weekly STEM sessions, developing foundational skills in Science, Technology, Engineering, and Maths through hands-on exploration. Meanwhile, Senior House pupils participate in advanced STEM workshops, tackling real-world challenges and deepening their understanding of complex concepts. Through engaging lessons and collaborative projects, we empower pupils to think critically, solve problems creatively, and embrace the possibilities of STEM.

Building Bright Futures in STEM Form 2 pupils immerse themselves in a dedicated afternoon of STEM each week, exploring a diverse range of hands-on projects in our Senior House Science labs. Guided by expert teachers, they engage in creative problem-solving through activities such as bridge construction, orienteering, electricity, and rocket experiments.

From studying electromagnetism, to investigating forces and habitats, these sessions spark curiosity and encourage independent thinking. More than just acquiring knowledge, pupils develop confidence and ownership of their learning, fostering a passion for discovery that extends beyond the classroom.

“STEM afternoons are my favourite!

I love experimenting and figuring out how things work—building bridges and testing rockets makes learning so much fun.”

“STEM helps me understand how all these subjects connect—I get to see how everything works together, which makes our projects even more exciting.”

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RAF Inspires Future Innovators with STEM Coding Workshop Form 6 enjoyed a hands-on coding session led by the Royal Air Force (RAF) Youth Engagement Team, designed to enhance their interest in STEM. The workshop focused on Python programming, introducing pupils to more complex coding concepts through engaging activities and pre-prepared templates that highlighted the creativity and real-world applications of programming.

The RAF’s initiative is part of a national effort to address the UK’s STEM skills shortage, encouraging young learners to explore opportunities in Science, Technology, Engineering, and Maths. By fostering innovation and problem-solving, the session aimed to equip our pupils with valuable skills for future careers in STEM industries. With interactive learning at its core, the RAF Youth Engagement Team continues to inspire young minds, helping shape the next generation of scientists, engineers, and technological pioneers.

“It was interesting to see how coding connects to realworld applications, and it’s definitely sparked my interest in learning more.”

“The session challenged me to think critically and approach problems in new ways.”

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Design Technology In Design Technology, an increasingly important subject in our current times, our pupils learn a huge array of practical tasks with a greater emphasis on growing their haptic skills. They develop their capabilities in critical thinking, as well as the skills of construction using a wide range of materials. Our aim is for our pupils to be designers, investigating problems, creating solutions and engineering the three-dimensional world.

Pupils have engaged in a wide-ranging and dynamic selection of projects this year, each designed to develop practical skills, technical knowledge, and creative thinking. These have included: Dizzy Dowels – fun pulley systems introducing mechanical advantage; Shadow Puppets – exploring levers and linkages; Catapults –investigating structural stability and force; Model Fairground Rides – mechanical and computer-controlled projects focusing on movement principles; Ball Mazes – using computer-aided design and material exploration; Ergonomics and Chair Design – designing for people, form and function; Clock Faces – 2D design with manufacturing techniques; Enterprise Initiative – creating marketable products and developing entrepreneurial thinking; Pencil Holders – working with plastics and advanced manufacturing tools; Electric Vehicles – engineering concepts in action; Soft Toy Prototypes – fabric construction and textiles technology and Biomimicry and Sustainable Building Design – design inspired by nature and environmental responsibility.

“Our pupils have explored open-ended, theme-based personal projects and taken full advantage of our facilities, including 3D printing and laser cutting. The vibrant DT Clubs across both sites have further enriched pupils’ experience, providing opportunities to pursue their own design interests in greater depth.”

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Fish clock designed by Mateo Fairén-Gallego (aged 13) and mass production of clocks by Form 6

Biomimicry and Sustainable Building Designs by Form 5

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Child-initiated Learning & Intrinsic Motivation At St John’s, we prioritise intrinsic motivation by ensuring that our pupils have both autonomy and purpose in their learning—two key elements identified by research as essential for fostering self-driven learners. These principles are embedded in our child-initiated learning approach, a cornerstone of the curriculum.

From the earliest years, pupils take ownership of both what they learn and how they learn it. In Forms 1 and 2, they select and guide their own topics during one term, engaging with material that feels relevant and meaningful. This sparks high levels of curiosity, motivation, and participation. As topics evolve organically from their interests, children gain a real sense of agency over their educational journey.

By Form 3, pupils collaborate in small groups on self-directed projects, honing teamwork and research skills in the process.

This progression continues into Form 6, where child-initiated learning reaches its peak in the Leavers’ Programme. After receiving further instruction in study techniques and research methods, pupils develop their own projects with guidance from staff, selecting the teacher best suited to their evolving needs.

This model encourages pupils to take initiative, work with purpose, and explore areas of personal interest—building the foundation for confident, independent learning. More about our Form 6 Extended Research Projects can be found on the page opposite.

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Extended Research Projects: Independent Thinking in Action As part of the Leavers’ Programme in the second half of the Summer Term, Form 6 pupils are given the opportunity to showcase their independent thinking, creativity and research skills through the completion of an Extended Research Project. This initiative serves as a celebration of the children’s unique approaches to learning and encourages them to take ownership of a topic that genuinely excites and inspires them.

The project builds on the foundation laid in the My Mind curriculum, introduced during Enrichment sessions at Senior House. Throughout these sessions, pupils are taught key research skills, including how to critically evaluate sources, make effective use of online search tools, avoid plagiarism, accurately reference their work, and plan and structure a research project from start to finish. These skills equip them not only for the Extended Research Project but also for the independent learning challenges they will encounter in the next stage of their education.

With these tools in hand, Form 6 pupils generate their own research questions and select the formats in which they would like to present their findings. The freedom of choice allows their individual interests and talents to shine, leading to a rich variety of final outcomes—from paintings and podcasts to musical compositions, comic strips, models and stop motion animations. Each artefact is underpinned by deep inquiry and thoughtful reflection, showcasing the pupils’ ability to engage meaningfully with a subject of personal significance.

The project is designed to highlight key learning behaviours—creativity, thinking, reviewing, communicating, and independence. These qualities are embedded throughout the research journey, from the early planning stages through to the creation and presentation of final work. As a culminating exercise, pupils take time to self-assess their projects against these criteria, developing their ability to reflect constructively and evaluate their own progress.

The Extended Research Projects are then proudly displayed as part of the School’s Open Day, offering parents, staff, and the wider school community a chance to celebrate the depth, originality and maturity of the children’s work. This experience not only marks an important academic milestone but also serves as a joyful and empowering conclusion to their time at St John’s.

“Is AI a force for good?”

Kasra Mohaddes

“How does being outside affect your brain?” Florence Wicks “What are the ethical problems of genetic engineering in humans?” Inese Khaled “How does climate change affect the health of horses?”

Momoka Varian

“How did flight MH730 disappear without a trace?”

“What herbs and plants are used to cure illnesses?”

“How has music evolved from the start of civilisation?”

“Does television impact young people’s career choices?”

Caspar Parvin-Chambers

Matilda Newitt

“What are the similarities between the Scottish, English, Welsh and Irish folk tales and myths?” Libby Dunton

“How do triathletes mentally prepare for races?”

Alfie Tucker

Lucy Sawtell

Philippa Bishop

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Emotions for Learning (E4L) Emotions for Learning (E4L) is both a curriculum and a wholeSchool approach to learning and relationships that has been developed uniquely at St John’s. Grounded in research into brain development and how young children learn best, it offers a carefully structured emotional and social learning framework. E4L gives children the tools to express themselves confidently, manage their emotions, and build the resilience and creative thinking they need to navigate challenges in all aspects of their lives. A key principle is the power of strong teacher-child connections. When children feel secure and understood, they are more willing to take risks, explore new ideas, and grow in confidence.

Alongside partnerships with local schools such as Melbourn Primary School—we continue to involve families in the E4L experience. Our E4L Morning invited parents into the classroom to participate in and observe lessons, deepening their understanding of how emotional development supports learning. One distinctive feature of E4L is ‘Action Story’—a peer massage routine that fosters body awareness and respectful connection. It helps children become more attuned to their own physical and emotional state, and to that of others, while also promoting understanding of consent and personal space. Teachers observed improved empathy and focus after Action Story sessions, and classrooms often become calmer and more productive. To strengthen the link between School and home, termly drop-in sessions invite families to learn and practise Action Story together.

“Stilling helps my brain feel quiet. It’s like pressing pause so I can think better and choose to focus on what is happening next.”

Scan the QR code to find out more about our E4L approach Top: Stilling & bottom: Action Story

Stilling is another key practice within our E4L curriculum, offering children a quiet, reflective space to process their thoughts and emotions. Through guided visualisations, calming music, and moments of stillness, pupils learn to tune into themselves, fostering emotional regulation and mindfulness. This practice helps them unwind, refocus, and build resilience, ensuring they approach learning with clarity and confidence. By integrating Stilling into daily routines, the School nurtures self-awareness, emotional literacy, and well-being, empowering children to navigate challenges with a balanced mindset.

“Stilling helps me feel calm inside, like my thoughts are floating gently instead of rushing around—it’s like finding a quiet space in my mind where everything feels peaceful.”

“An Action Story massage feels like tiny waves moving across my back—it’s relaxing and makes me feel calm and happy.”

“E4L helps me stay calm when solving friendship problems—when I understand how I feel, it’s easier to find a solution!”

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Prioritising Creativity With the rapid development of AI tools like ChatGPT, the landscape of education is undergoing significant reflection and transformation—not only in how we teach, but in what we teach and the skills we deem most essential for the future. As automation and machine learning continue to evolve, the uniquely human abilities of imagination, empathy, and innovation have risen to the forefront. One skill that has become increasingly vital in this shifting terrain is creativity.

At St John’s, creativity is not seen as a singular talent or a standalone subject, but as a rich tapestry of qualities that empower learners to thrive. We define it as a blend of imagination, curiosity, perseverance, rigour, and collaboration.

These elements work together to help pupils approach learning with an open mind, take initiative, adapt flexibly to new challenges, and engage meaningfully with others. Through nurturing these traits, we aim to equip children not just to absorb knowledge, but to question, reimagine, and apply it in authentic, purposeful ways. In doing so, we want our learners to express themselves with confidence, explore diverse perspectives, and contribute thoughtfully to an everevolving world.

At Byron House, creativity is woven into the very fabric of School life. It doesn’t reside solely within the art rooms or take centre stage during occasional themed weeks—it is embedded across the curriculum and alive in everyday learning.

Whether in Science investigations, philosophical enquiry, storytelling, or collaborative group work, pupils are consistently encouraged to think differently, take creative risks, and reflect deeply on their ideas and discoveries.

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One of the ways we champion this approach is through our much-loved ‘Wow Days’: immersive, cross-curricular experiences designed to ignite curiosity and nurture imaginative problem-solving.

These days draw upon experiential learning frameworks—such as ‘Mantle of the Expert’ and ‘Enterprise’ projects—which invite children into meaningful roles as explorers, designers, historians, or innovators. In these contexts, they do not passively receive information; they step into rich worlds of inquiry where they lead the learning, grapple with complex questions, and collaborate with genuine purpose. Whether they’re mapping rainforests, launching imaginary businesses, or designing eco-friendly inventions, pupils are given the freedom—and responsibility—to take learning into their own hands.

What makes these opportunities so powerful is that they celebrate not only the product of creativity, but the process of it. Children are encouraged to ask ‘What if?’, to wrestle with ambiguity, to return to an idea and shape it anew. It’s not about rushing towards ‘the right answer,’ but about exploring multiple avenues, refining thinking through dialogue, and seeing missteps as valuable stepping stones. In this way, creativity becomes more than a moment of inspiration—it becomes a habit of mind.

By placing creativity at the heart of our educational philosophy, St John’s ensures that children build the resilience to innovate, the empathy to understand others, and the confidence to express themselves authentically. In a world that demands adaptability, originality, and thoughtful collaboration, these are not just enriching attributes—they are essential tools for shaping a hopeful future.

“By prioritising creativity, we’re preparing children not just to succeed in School but to thrive beyond it—as adaptable, thoughtful, and innovative thinkers who are ready for whatever the future brings.”

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Play-Based Learning in the Pre-Prep At St John’s Pre-Prep, we embrace a play-based approach that reflects how young children learn best—through exploration, imagination, and meaningful interaction. Our learning environment is thoughtfully designed to nurture independence, creativity, collaboration, communication, and problem-solving, while also promoting high levels of engagement and strong academic progress.

This approach is grounded in current research showing that play enhances not only children’s attainment and well-being but also key dispositions like curiosity and creativity. It provides a safe space for children to take risks, test ideas, and deepen understanding through hands-on experiences and social learning. By engaging in a rich variety of activities, children develop vital cognitive, physical, social and emotional connections that form the foundation for lifelong learning.

Central to this model is a careful balance between child-led discovery, adult-initiated exploration, and adult-led instruction—ensuring that each child is supported and stretched in ways that are both joyful and purposeful.

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The Importance of Play with Renowned Author Greg Bottrill Over 60 educators and professionals gathered at St John’s for an inspiring workshop led by acclaimed author and play pedagogy expert Greg Bottrill. A former early years leader and assistant headteacher, Greg brought his deep passion for childhood and play to life through immersive sessions with our Pre-Prep children and conversations with staff about embedding play-based learning into daily practice.

Greg, author of two books championing education as an adventure with children, is known for pioneering approaches such as the Message Centre, Adventure Island, and Play Projects—all of which celebrate the ‘magic’ of childhood. His Play Projects, delivered throughout the day at the workshop, sparked creativity, choice, and collaboration in the classroom.

Attendees were captivated by his insights into the power of real play in supporting children’s emotional and cognitive growth. With practical strategies and a clear message—put children at the heart of learning—Greg left the group energised and inspired. Glowing feedback reflected the lasting impact of this joyful, thoughtprovoking event.

“Your ethos and approach to learning really resonates with me and is what I have been trying to move towards in our Reception classes for the last couple of years.” (Workshop attendee) “Greg’s ideas chime so well with the work with do in E4L particularly with the playfulness that can sometimes be used successfully in this adventure we call life. His open-hearted, attuned way of teaching mirrors our thoughts about the importance of developing deep relationships with children, to meet them where they are and to walk hand in hand with them through childhood and play.”

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Mindfulness: Finding Focus, Feeling Present Mindfulness is an integral part of our School culture, offering a valuable way to slow down busy thoughts, cultivate present-moment awareness, and reduce stress. We follow the Mindfulness in Schools Programme (MiSP), adapting sessions to suit different age groups. Our T1 pupils engage in ‘dots’ lessons—brief 15-minute sessions focusing on awareness, connection and emotions. Form 2 take part in ‘Paws b’, while Form 4 explore ‘.breathe’, preparing them for Form 6’s ‘.b’ sessions. Each course is thoughtfully designed to spark curiosity and deepen self-awareness. We were also delighted to offer another successful .b Foundations Mindfulness course for parents.

Mindfulness is about paying attention to present thoughts and emotions without judgement.

Regular practice helps children respond thoughtfully to their inner experiences, improving focus and attention. Pupils who embrace mindfulness notice enhanced concentration and greater control over their ability to direct attention.

We integrate mindfulness throughout lessons and events—whether preparing for a Drama production, finding flow in musical performances, or sharpening focus in sports matches. A variety of mindfulness exercises support this practice, from breathing techniques and body scans to mindful observation and listening. By developing mindfulness skills, children learn to stay present in the moment rather than being caught up in past events or future worries.

Form 6 have also enjoyed a ‘Mindsprings Meditation’ workshop with Alistair Appleton and have also taken part in a meditative ‘sound bath’.

“Philosophy teaches me to look beyond the obvious, to challenge assumptions, and to build my own ideas with reason. It’s like uncovering hidden layers in the world, seeing connections I never noticed before.”

Philosophy: Thinking, Questioning, Understanding Philosophy at St John’s nurtures a wide range of intellectual and personal skills, helping pupils develop into thoughtful, articulate, and independent learners. Our older pupils engage in structured discussions that encourage critical thinking, reasoning, and curiosity. Through open-ended questions and philosophical enquiry, pupils learn to analyse complex ideas, challenge assumptions, and consider multiple perspectives.

As they progress, they refine their ability to express themselves clearly, both in speech and writing. They practise constructing logical arguments, questioning the reasoning behind beliefs, and evaluating different viewpoints with an open mind. By Form 4, pupils take greater ownership of discussions, often chairing conversations themselves, which strengthens their leadership and communication skills.

Philosophy also fosters creativity, as pupils explore abstract concepts and develop original interpretations of philosophical ideas. They engage with thought-provoking topics, such as Descartes’ ‘Cogito, ergo sum’, leading to discussions about reality, existence, and human identity.

“Philosophy helps me think in new ways. It’s like unlocking doors in my mind.”

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Mindsets for Growth: Nurturing Skills for Lifelong Learning At St John’s, we place great emphasis on helping children develop a metacognitive understanding of how they learn. By identifying and exploring distinct learning behaviours, pupils begin to recognise how these dispositions influence their approach to challenges. This reflective process empowers them to become more flexible, resourceful learners.

By explicitly teaching how to learn, we give children a strong foundation for lifelong learning—equipping them with the confidence to face setbacks, embrace uncertainty, and think both creatively and critically. Rather than focusing solely on finding the right answer, they are encouraged to build the habits of mind that help them navigate complex and unfamiliar situations with curiosity and resilience.

Mindsets for Learning (M4L)

Executive Functions

We place great importance on developing the 12 essential learning dispositions known as Mindsets for Learning (M4L).

These include qualities like focus, collaboration, curiosity and perseverance—skills that are woven throughout the curriculum in ways that are meaningful and accessible to every child, no matter their age. By using language that children can relate to, we help them understand and actively apply these behaviours in their daily learning.

At Senior House, our Executive Functions programme offers pupils a deeper understanding of the brain-based skills that underpin effective learning. These mental processes— such as planning, focus, emotional control and flexible thinking—are essential for managing daily tasks, making thoughtful decisions and navigating complex challenges with confidence.

Central to M4L is the belief that intelligence and abilities are not fixed, but can grow through effort, practice and reflection. Pupils are encouraged to recognise their own learning habits, celebrate their strengths and identify areas where they want to improve. Working closely with their teachers, they build the confidence, resilience and self-awareness needed to face challenges and stretch their potential.

Our aim is to nurture learners who take ownership of their development—children who are not afraid to make mistakes, who see setbacks as part of the process, and who believe in their ability to grow. Through M4L, they don’t just become better learners—they become confident, adaptable thinkers, ready for the world ahead

“When I am a ‘Focusing Frog’ in Maths I feel confident to try the harder Challenge by Choice tasks and that makes me proud.”

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Grounded in neuroscience, the programme explores how these functions develop over time, particularly in the prefrontal cortex, the brain’s control centre for self-regulation and goal-directed behaviour. Pupils learn how Executive Functions influence their ability to stay organised, shift perspectives, manage impulses and reflect on their thinking.

Crucially, we emphasise that these skills are not fixed but can be strengthened through practice and self-awareness.

By helping children understand how their brains work, we empower them to become more independent, adaptable learners—prepared to take on challenges and thrive both in school and beyond. This metacognitive approach aligns with our wider commitment to developing confident, reflective thinkers equipped for lifelong learning.

“Executive Functions help me feel in charge of my learning—I can plan things out, stay calm, and keep going even when it might feel tough.”

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Second Place Success at Rotary Cambridge Coding Competition The Centre for Computing History was alive with excitement as eleven local schools, including our St John’s team, competed in the 2025 Rotary Cambridge Coding Competition, supported by Media Tek. Our young coders put their programming skills to the test, using BBC micro:bits to navigate buggies through two increasingly complex tasks. The pre-assembled buggies, equipped with line and obstacle detection sensors, provided a hands-on challenge that culminated in a thrilling race.

The Competition was a celebration of problemsolving, teamwork, and innovation, offering our team a chance to demonstrate their coding talents in a dynamic setting.

In addition to the securing second place in the Competition, our team explored the rich history of computing, gaining insight into how technology has evolved to solve real-world challenges.

A fantastic achievement for St John’s, and an inspiring day for the team.

“It was amazing to see our code in action—we had to think fast and solve problems as a team, which was exciting.”

“Our pupils showed exceptional creativity and resilience. Their ability to collaborate and adapt to challenges was inspiring. Securing second place in such a competitive field is a fantastic accomplishment.”

Two Teams Secure Places in National Science Quiz Semi-Final

“Curiosity and determination fuel Our St John’s pupils demonstrated impressive knowledge and teamwork as two teams discovery—our comprised of both Forms 3 and 4 successfully advanced to the National Science Quiz Semi- young scientists Finals. proved that today.”

Covering a wide range of scientific topics—from the solar system and biology to major inventions—the Quiz challenged pupils to think critically and apply their understanding across various difficulty levels. Both teams worked collaboratively, discussing each question and showcasing strong reasoning and analytical skills.

The Quiz comprises 30 multiple choice questions with a wide range of topics and difficulty levels. The Quizmaster includes plenty of additional information which participants absorb, broadening their knowledge and feeding their natural curiosity.

One of the final questions tested their historical scientific knowledge: ‘Which New Zealand-born scientist (1871-1937) first split the atom and is known as the ‘Father of Nuclear Physics’?’ With multiple-choice options including Enrico Fermi, Ernest Rutherford, J. Robert Oppenheimer, and Albert Einstein, pupils engaged in thoughtful discussion before selecting their response.

Our two teams’ ongoing commitment, dedication, teamwork, and enthusiasm for Science are truly commendable. Congratulations to both teams for representing the School so brilliantly.

“Being part of the team for the Science Quiz made me feel so proud.

We encouraged each other, tackled tough challenges, and celebrated every right answer together.”

“Every question made us think beyond the obvious, especially during the final round where each correct answer was worth 100 points!”

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Cultural Trip to Château du Broutel in Northern France Senior House pupils enjoyed an enriching cultural adventure in Northern France over Easter, immersing themselves in language and tradition. Their journey included a ferry ride, beach outings, and a stay at the scenic Château du Broutel. From cooking crêpes to exploring Amiens’ historic cathedral, they embraced hands-on learning. Outdoor activities, quizzes, and visits to a chocolatier and a goat farm deepened their experience, while continuous French communication strengthened their skills.

“Speaking the language in real situations made a huge difference—it wasn’t just a lesson, it was part of the experience. The trip gave me memories I’ll always treasure.”

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Lumière, Caméra, Français!

Anthea Bell Prize for Young Translators

Form 4’s French plays offer a dynamic way for children to blend language learning with creative expression in drama. This collaboration between French and performance enables them to engage with the language in an immersive and enjoyable way.

Forms 5 and 6 participated in the Level 1 and Level 2 sections of the Anthea Bell Prize for Young Translators again this year. From the entries in School, the five strongest pieces in each Level were selected and submitted to the national judges, ensuring our final submissions showcased the best of our pupils’ talent.

Divided into groups, Form 4 pupils worked on a French play featuring familiar vocabulary and phrases. They explored the meaning, listened to recordings to refine pronunciation, assigned roles, and planned staging.

They also gathered props and costumes, prioritising environmental sustainability in their choices.

The challenge required pupils to translate poems from French to English—a task that goes beyond simple word-forword conversion. Translating poetry is a creative endeavour, demanding an understanding of meaning while carefully considering the sounds, structure, and stylistic elements of the original text.

Beyond strengthening their French skills, the children developed teamwork, creativity, and confidence in performance. Their final presentation to the Form 3s was a chance to showcase their dedication and talent to their peers.

At Level 1, pupils translated La Tour Eiffel by Maurice Carême.

One of our Form 5 pupils received a commendation for her thoughtful and expressive translation, capturing the poem’s essence while maintaining a similar linguistic style. She even introduced a rhythmic flow that echoed the original work.

“At first, reading the play felt tricky, but as we practiced, the words started to feel like ours.

Choosing parts, rehearsing together, and finally performing—it was like bringing a story to life in French!”

Qui aime les fantômes? Form 4 French Play

Anthea Bell Prize for Young Translators ~ Commendation for French

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‘Gloria Ariadnae’ Crowned Winner With expressive Latin dialogue, bold storytelling, and imaginative stagecraft, our Form 6 Latinists claimed a spectacular victory in this year’s ‘Ludi Scaenici’ Latin Play Competition. Their original play, Gloria Ariadnae, performed entirely in Latin, earned high praise from the judging panel and stood out among stellar entries from Norwich High School for Girls and Perse Upper.

In just a week and a half, the pupils took the production from concept to curtain call—writing the script, crafting musical accompaniments, designing minimalist staging, and mastering lines in an ancient language. Every rehearsal sharpened their fluency and honed the dramatic shape of the performance, transforming classical study into a living, breathing theatre experience.

The play reimagined the myth of Ariadne in a fresh and daring way, with the titular character taking fate into her own hands. Judges were particularly struck by the inventive use of black cloths, music, and physical theatre to drive the narrative and evoke emotion, describing it as, “a modern take on an ancient tale, filled with confidence, energy, and flair.”

Pupils showed extraordinary teamwork, with each cast member contributing creatively to choreography, scene transitions, and the atmospheric score. Their confident pronunciation and rhythmic control brought the Latin text to life in a way that was accessible and compelling—even to audience members unfamiliar with the language.

Not only was Gloria Ariadnae a triumph in performance, it was also a celebration of collaboration, resilience, and academic curiosity.

The success reflects not just talent, but the ethos of St John’s: that learning can be daring, joyful and transformative.

“We were amazed by the commitment and creativity of the group, to create something so polished in such a short time—and in Latin—is a remarkable achievement.”

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“A modern take on an ancient tale, filled with confidence, energy, and flair.”

St John’s Team Rise to the Challenge of Stowe’s ‘Winton Cup’ Seven Form 4 pupils showcased their analytical and debating skills at the prestigious Stowe School Humanities Competition, competing for the Winton Cup. This year’s theme, ‘How do we build climate resilience?’, encouraged deep discussions on global challenges and sustainable solutions.

Throughout five engaging rounds, pupils explored climate resilience from philosophical, geographical, political, artistic, and historical perspectives, demonstrating strategic thinking and creative problem-solving. The event, held on VE Day, carried added significance as the Winton Cup honours Sir Nicholas Winton, whose heroic actions during WWII saved over 600 children—reinforcing the powerful impact one individual can have on the world.

The Winton Cup Challenge fostered fresh ideas, collaboration, and dynamic debate, inspiring young minds to consider how societies can adapt to environmental challenges. Congratulations to our pupils for their outstanding performance in this thought-provoking event.

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“Art helps me understand the world and how I feel about it. It’s a way of asking questions, telling stories, and showing who I really am.”

Art The Art department has continued to flourish across the School with the children producing a wide range of work in multiple media culminating in our annual Art Exhibition. Projects have included: 3D space boxes, Vincent van Gogh inspired landscapes, Jan Pieńkowski style Christmas cards, an Art of Conflict project, paintings based on British painter Hurvin Anderson, 3D African masks inspired by the artist Darrell Wakelam, close-up butterfly wing paintings, Alfred Wallis inspired artwork, musical instruments depicted in a Cubist style using charcoal, artwork based on Forms 1 and 2 child-led chosen topics, Henri Rousseau inspired paintings and ocean-themed clay and printing.

Congratulations to Sophia Sun (Form 6) who won the ‘Young Brush Art Prize’ in the International Youth Drawing Competition. The Jeune Pinceau Competition is aimed at young people (up to 21 years old) from many countries to promote exchanges mainly between young French and Chinese people with a view to revealing new talents and providing cross-examinations on these different cultures.

Eager to share their creativity, several of our pupils submitted their own artwork to the ‘Paint What Matters’ exhibition at Kettle’s Yard in Cambridge—an inspiring moment as they were invited to see their pieces on display. We were also delighted that Maria Watson’s (Form 4) artwork has been chosen as a finalist in the prestigious Shrewsbury School Art Competition, showcasing her creativity and skill on a distinguished platform.

Art lessons give our pupils more than technical skill—they give them a space to explore, feel, and express themselves with confidence. Whether it’s the joy of mixing colours, the intrigue in learning about an artist’s style, or the excitement of seeing an idea come to life, each moment deepens their connection to creativity. They learn to embrace challenges, to see mistakes as part of the journey, and to pour their thoughts and emotions onto the page. Art becomes a language beyond words—a way to share their imagination, their perspective, and their heart with the world.

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“Art makes me feel like my thoughts have a place to go.”

Top left: Jungle by Timothy Liu (aged 8)

Bottom right: Quiet Garden Pond inspired by Claude Monet

by Angus Chaney (aged 10)

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Music Music at St John’s is a dynamic and integral part of School life, contributing powerfully to the personal and creative development of every pupil. With opportunities spanning all year groups and experience levels, our vibrant music culture fosters confidence, skill, and joy through a truly inclusive and high-achieving programme.

At the heart of our musical life is a rich performance calendar, offering around 50 concerts annually. These events provide platforms for all pupils—from beginners to advanced musicians—to share their progress and passion. Concerts at both Byron House and Senior House regularly draw enthusiastic audiences that include staff, fellow pupils, and families, reflecting the deep appreciation for music throughout our school community.

A highlight of our programme is the much-loved series of informal lunchtime concerts and themed evening concerts, each celebrating specific instruments or groups—such as Guitar and Percussion, Harp and Voice, Piano, Strings, Woodwind, and Brass. These performances showcase not only the children’s musical growth but also their increasing confidence, with each pupil performing with a relaxed ease that speaks volumes about the nurturing environment we cultivate.

This year, we introduced a new concert during Michaelmas Term featuring our Music Scholarship candidates and other accomplished Form 6 musicians at St Andrew’s, Chesterton. The success of this event has led to a return invitation for the next academic year, underlining the strength of our outreach and the calibre of our performers.

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Individual achievements have continued to impress. In Lent Term, Martha Gritten (Form 5) delivered an exceptional performance of Finzi’s Five Bagatelles for Clarinet and Piano—pieces embedded in the clarinet repertoire since their debut in 1943. Martha’s mature and expressive playing was made even more memorable by the presence of Naomi Marris, daughter of the original performer, Pauline Juler. Martha had the rare opportunity to play one of the pieces on Juler’s own clarinet—an unforgettable experience.

Likewise, Amelia Crichton-Stuart (Form 6) gave a remarkable organ recital at Little St Mary’s Church in the Summer Term, performing works by Bach, Couperin, Gigout and Vierne with precision and artistry.

Our Summer Concert at West Road Concert Hall was a fitting showcase of the breadth and excellence of our music provision. A diverse programme of classical and non-classical choral and instrumental works featured performances from over 130 children from T2 to Form 6. The event included concerto movements from Amelia Crichton-Stuart (Beethoven’s Emperor Concerto) and Magnus Cleevely (Neruda’s Trumpet Concerto), accompanied by an orchestra of Visiting Music Teachers and alumni. The concert highlighted our dual commitment to inclusivity and excellence, balancing large-scale participation with opportunities to extend our most advanced musicians.

Collaboration with senior schools continues to be a vibrant part of our musical ecosystem. These partnerships are mutually enriching and inspirational. This year, King’s Ely’s close harmony group, the King’s Barbers, returned to perform alongside our Senior House Chamber Choir, and the King’s Ely Jazz Orchestra participated in our Jazz Evening with SJCS’s own Big Band, Rednotes Jazz Ensemble, and vocal soloists—led by the ever-inspirational Mr Lepage Dean. Further collaborative events with leading senior schools are already planned through to 2027.

The strength of our vocal programme was evident in our annual Services in Preparation for Christmas at the College Chapel, where around 115 children contributed beautifully through choral singing. Beyond School, three of our pupils sing with the Jesus College Choir and two with the St Catharine’s College Girls’ Choir. Our young organists were also privileged to perform on the College Chapel organ in the lead-up to the Christmas Carol Services.

“Performing in an informal lunchtime concert helps me grow— not just as a musician, but as a person. It teaches me to focus, to share my emotions through sound, and to embrace the confidence that comes with expressing myself in front of others.”

Instrumental and vocal exams remain a strong aspect of our provision. This academic year, 83% of candidates achieved merit or distinction, with ten sitting Grade 5 or higher and one achieving distinction at Grade 7. These results reflect the depth of teaching and commitment from both pupils and staff.

We were thrilled that all six of our Music Award candidates were successful, gaining scholarships at Harrow, King’s Ely, Oundle, Stephen Perse Foundation and St Mary’s.

One Form 6 pupil will also begin a place at the prestigious Chetham’s School of Music this September—an outstanding achievement.

In the classroom, music remains an equally powerful tool for expression and creativity.

Form 5 pupils presented concerts of protest songs they had written collaboratively—an empowering project that helps children find their voice through music. Form 3 and 4 pupils also showcased their creativity in a composition concert, with their original pieces performed by the School’s leading string ensemble, Stradivarius Strings, further highlighting the inspiring talent nurtured at every level.

“At St John’s, Music is not just a subject—it is a source of joy, connection, and growth.

Our continued commitment to excellence, inclusion, and opportunity ensures that every child can discover their potential and find their voice through this subject.”

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Whitfield House: Where Friendship and Community Thrive At Whitfield House, our dedicated team, led by the Head of Boarding, ensures the well-being of our boarders. We strive to create a home away from home where boarders feel safe, happy, and nurtured, allowing them to thrive both academically and in their leisure time. In their final year, our boarders focus on gaining greater independence and essential life skills to prepare for their future schools.

Whitfield House accommodates up to 40 children in a co-educational community, offering full, flexi, and weekly boarding options, with ad hoc bookings available based on availability. The House features two main social areas—the kitchen and the recreation room—as well as a quiet space for reading or playing board games and its own garden.

We provide help with prep sessions and music practice, and offer a wide range of activities during free time.

The School’s excellent grounds and facilities, including a swimming pool, tennis courts, and playing fields, are fully utilised. In the summer, our boarders enjoy barbecues and ice cream outdoors, while in cooler months, we toast marshmallows around the fire pit and occasionally indulge in hot chocolate and a movie.

“Living with my friends has made me more confident and independent. We’ve built such a close bond—it’s the kind of community you carry with you even after you leave.”

“Boarding feels like being part of one big family. We look out for each other and share so many laughs—it’s like having a second home.”

St John’s Choristers Perform at Two Acclaimed Tours The Choir of St John’s College Cambridge have been on two successful tours: a festive tour to Budapest, Munich, and Hamburg just before Christmas and one to the USA before Easter. Their final Christmas tour performance at the Elbphilharmonie in Hamburg was nothing short of magical, with 2,100 attendees immersed in the choir’s breathtaking harmonies, accompanied by the renowned Thomas Trotter on the organ. Our Choristers embarked on a second, more extended Choir tour, covering an impressive six U.S. states in just 16 days. Alongside the rest of the St John’s College Choir and the organ scholars, they performed in a range of distinguished venues bringing their music to audiences across the country.

“Singing in incredible places across the USA and Europe has been an experience I’ll never forget. Every concert felt magical, and sharing our music with people in different countries made me feel part of something truly special.”

“It’s amazing to be part of a tradition that travels the world and brings joy to so many.”

Budapest, Munich and Hamburg Christmas Choir Tour

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(All Choir tour photos courtesy of Isabelle Freeman and our Boarding Staff)

USA Easter Choir Tour

“Singing in places like Chicago, Memphis, and Florida was incredible—we felt so welcomed everywhere we went. Each venue had its own atmosphere, and it was amazing to share our music with people from so many different parts of the USA. It made the whole tour feel really special.”

“Visiting Graceland felt like stepping into music history—you could almost hear Elvis’ voice echoing through the rooms.”

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Empowerment Through Drama Drama at St John’s offers our pupils an incredible opportunity to develop essential life skills. Through Drama, children can enhance their collaboration and communication abilities, learn to be resourceful, responsible, and rigorous, and build resilience and a willingness to take risks. These skills are crucial for success in various aspects of life, both now and in the future. Drama provides a safe and supportive environment for children to explore their creativity, express themselves, and build confidence. They learn to work together, solve problems, and think critically. Additionally, Drama helps children develop discipline, determination, and the ability to adapt and overcome challenges. It is an enriching and empowering experience that enables our pupils to grow and thrive in a fully inclusive and enjoyable setting.

Form 5 The Wizard of Oz

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Top left: Kindergarten nativity Whoops-A-Daisy Angel; top middle & right: T1 nativity Babushka; middle left: Form 1 Roman Britain Rewritten; middle right: T2 Peter Pan; bottom left: Form 2 WW2 Drama, Dance and Music Showcase; bottom centre: Form 3 The Snow Queen & bottom right: Form 4 Fantastic Mr Fox

A Trio of Shakespeare In a fitting send-off to their time at our School, our Form 6 Leavers embraced the magic of Shakespeare in a trio of unforgettable performances—Romeo and Juliet, A Midsummer Night’s Dream, and Much Ado About Nothing.

Staged beneath our beloved willow tree, the open-air productions were a breathtaking mix of humour, heart, and timeless drama.

For these pupils, the Leavers’ Plays are more than just performances—they are a cherished rite of passage. Each production brought its own rhythm and flavour: the fiery romance of Verona, the woodland mischief of Athens, and the sparkling wit of Messina. The pupils tackled Shakespeare’s language with courage and creativity, breathing fresh life into these classic tales while deepening their own understanding of teamwork, storytelling, and self-expression. Whether cast as leads or ensemble members, every child had the chance to grow, take ownership, and share in something uniquely theirs.

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Top & bottom right: A Midsummer Night’s Dream Left: Romeo & Juliet Top right: Much Ado About Nothing

A Journey to Hope: Form 6’s Passion Play The telling of Christ’s Passion at the end of the Lent term by our departing Form 6 is a tradition which goes back several decades. The dynamic script was redesigned last year to include developing the role of women in the play and addressed any anti-Semitic issues by including elements which show the beauty and importance of the Jewish religion within the Passion story, through words, song and an instrumental piece.

“Being part of the Passion Play made me feel connected to something really meaningful. I liked that it told the story in a way that included more voices—especially the women—and helped us understand the roots of the Jewish faith as something beautiful and important in the story of Christ. It felt powerful to share that with everyone.”

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Celebrating Sporting Spirit and Success

“Across every pitch, pool, and playing field, St John’s pupils consistently showcase athleticism, commitment, and teamwork in abundance.”

At St John’s, we strive to instil a lifelong love of physical activity in every pupil, empowering them with the skills and knowledge to thrive in a range of sports. Our PE and Games curriculum nurtures physical fitness, tactical awareness, and teamwork while fostering essential life skills such as leadership, communication, and perseverance. Through sport, pupils build resilience, creativity, and humility, gaining confidence and a deeper appreciation for movement. We believe that an active lifestyle enhances both physical and mental well-being, shaping individuals who embrace challenge, collaboration, and personal growth with enthusiasm.

On the football pitch, the U11 Girls’ team delivered a powerful performance at the Cambridge United Football Tournament.

With three clean-sheet victories and a stand-out goal difference, they secured an impressive second place out of six schools.

The U11 Boys’ team also demonstrated superb skill and determination, claiming the runners-up spot in the EFL Kids Cup, hosted by the Cambridge United Foundation.

In netball, the U13 A team advanced to the Plate round at the IAPS Tournament, competing with determination and pride.

Meanwhile, our athletics teams have continued to impress with strong performances at both the St Faith’s and Stowe tournaments. The Girls’ team finished 2nd overall at Stowe—just nine points shy of first place—and the School took third overall at the St Faith’s event.

The School’s rowing team displayed focus and perseverance while taking part in three rowing regattas, and the equestrian team rode to success at the NSEA Show Jumping qualifier, where three pupils earned their place at the National School Championships.

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Sailing tournament at Weymouth

In chess, our School team has taken part in competitive matches against local schools, strengthening both strategy and confidence. Two Form 5 runners went on to represent Cambridgeshire at the Anglian Cross-Country Championships— an impressive accomplishment reflecting hard work and endurance.

Among our individual sporting achievements, one of our Form 4 pupils was crowned World Kart Racing Champion in the Micro Max class (ages 8–12) at the Rotax Grand Finals, triumphing over 35 national champions from around the globe—an extraordinary result.

On the rugby field, the U12 squad continued their undefeated run, maintaining a remarkable three-year streak. The U10 team also made their mark, winning all three of their local fixtures with determination and flair.

In the pool, our swimmers made a splash at the IAPS Regional Swim Championships, where five individuals won their races.

Three pupils earned places at the National Finals at the London Aquatics Centre— an incredible achievement that reflects dedication and discipline.

We achieved great athletics success at the East Area Prep Schools Athletics with one of our Form 3 pupils winning the U10 600m and our Form 3 relay team winning the U11 Girls’ 4x100m relay. We are delighted that many of our athletes made their Finals and many achieved personal bests. We wish one of our Form 6 athletes all the best when he competes at the athletics Finals at the Alexander Stadium in July.

St John’s equestrian team

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Rotax Grand Karting Finals

“The Showcase was a real celebration of pupil creativity and courage. From choreography to performance, the children led with joy, expression, and teamwork—it was a proud moment for all.”

“We worked together on every part of our routine—from choosing the music to helping each other learn the moves. It felt amazing to perform something we created as a team.”

Inaugural Gymnastics and Dance Showcase This year saw the exciting debut of the Gymnastics and Dance Showcase at St John’s, offering pupils from both Byron and Senior House a vibrant platform to perform and celebrate movement. Senior House pupils shared self-choreographed routines developed in lunchtime clubs, while Form 2 impressed with a fully improvised piece exploring unison, connection and spatial awareness. From Bollywood and K-Pop to Ukrainian Folk, Street and Jazz, the range of dance styles was as diverse as it was dynamic.

The show brought together the Performing Arts and Sport Departments to spotlight creativity, confidence and collaboration.

The event culminated in a lively performance by the Strictly Club, closing the showcase with sparkle and spirit.

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Invent, Imagine, Inspire Enrichment Sessions Thursday afternoons for Forms 3 to 6 offer ‘collapsed-timetable’ sessions to cater for an expansive range of enrichment activities in addition to a regular schedule of lessons in the ‘My Mind’ curriculum (incorporating Philosophy, Executive Functions, Mindfulness, Reasoning, Study Skills, Research Skills and Digital Well-being). A sample of some of the Enrichment activities provided this year is outlined below.

Michaelmas Term

Poetry workshop with Kimba Optional Computing/Music Composition/Spanish Young Shakespeare Company visit Hinduism talk Executive Functions Cambridge University Library trip St John’s Got Talent show Astrophysics talk Cambridge Synagogue trip World Children’s Day workshop Epping Forest Geography Field trip

Lent Term IWM Duxford Art trip Cambridge Buddhist Centre trip St Giles’ Church trip Astronomy & Space Dome visit Sports Psychology talk from Helen Davies House Debating Digital Well-being Book Week Author visits Sustainability workshop Philosophy and My Mind

Summer Term Outreach projects Cambridge Mosque trip Museum of Classical Archaeology trip French Drama productions Cambridge Gurdwara trip Bletchley Park History and Computing trip Latin Play competition Robotics AI FOMO dog talk & demonstration Alfred Wallis Art trip

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Top: Robotics AI FOMO dog visit for Forms 3 and 4 & bottom: Form 4’s Kettle’s Yard Art trip

Co-Curricular Academic excellence and pastoral care are at the heart of life at St John’s, supported by a dynamic cocurricular programme that fosters creativity, resilience, and a strong sense of community.

Pupils engage in a wide range of activities, each providing opportunities to develop teamwork, confidence, and personal growth beyond the classroom. By balancing academic achievement with enriching experiences, St John’s cultivates well-rounded individuals who approach learning with curiosity, empathy, and the skills to thrive in all aspects of life.

Above: Byron House Micro:bit Club

Amateur Film Aquathlon Art Athletics Book Café Calm Camel Craft Chamber Choir Chatterbooks Chess Choir Circuits Computer Control & Electronics Computing Cricket The Magic of Dance Debating Design Technology Drama Dungeons & Dragons

Face Painting Fieldrun Football Free Drawing Fun & Games Grade 5 Music Theory Greek Hockey Indoor Hockey Jewellery & Accessory Kapla Lego Mandarin Maths Clinic Micro:bit Micro:bit Maths Mini Tennis Modern Foreign Languages Music Netball

Open Studio Origami Pop Choir Python Programming Programming Pupil Forum Rowing Rugby Science Sewing Squash & Fives Strictly@SJCS Swimming Table Tennis Tabletop Games Tennis Times Table Writers Yoga & Yoga Bananas

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Together We Thrive: Parents’ Association at St John’s Our Parents’ Association has had a wonderful year with a plethora of fun events and exciting activities to bring the St John’s community together. With special occasions ranging from Fireworks Night, Macmillan Coffee Morning, Wreath Making, Festive Sale, Christmas cards, to Quiz Night, Fun Day on the Playing Fields, Evensong and the Children’s Tea Party, as well as the introduction of SJCS Vinted! The team of dedicated, enthusiastic and highly conscientious parent and staff volunteers on the Committee have worked tirelessly to plan these memorable events, which have a huge impact on our close and supportive community, and allow us to fundraise for charities. This year, over £10,000 in total, has been raised for the Parents’ Association’s chosen charities: Home Start Cambridgeshire, Castle School Cambridge and the St John’s College School Endowment Fund.

“Our Parents’ Association plays such an important role in bringing our school community together—it creates opportunities for families to connect, support each other, and feel part of something vibrant and welcoming.”

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Giving Back, Growing Together The School’s unwavering commitment to charity shines brightly through its various fundraising initiatives. Children, staff, and the entire School community have come together, once again, to raise funds for these and other worthy causes, making a meaningful impact. £383 was raised at the Beaufort House Cake Sale for Cancer Research £366 was raised at the Victorian Fayre for Addenbrooke’s Charitable Trust £735 was raised on Christmas Jumper Day for Jimmy’s Cambridge £498 was raised at the Fisher House Disco for Tiny Tickers £2,115 was raised at Form 5’s production of Wizard of Oz for Teenage Cancer Trust £132 was raised at T2’s production of Peter Pan for GOSH £804 was raised at the Sandys’ Summer Sizzler to be shared between Teach the Teacher and another charity yet to be decided £391 was raised by Byron House Pupil Forum to go towards the new table tennis table Opposite page: Top left: Evensong & Tea Party; top right: Fireworks Night; bottom left: Fun Day and bottom right: Wreath Making This page: Top: Senior Citizens’ Christmas Party and bottom: Form 1’s Dance at the Byron House Summer Fair

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Gunning House Film Night

Sandys House Summer Sizzler

Senior House Pupils Unite for House Charity Fundraising Senior House pupils across the four St John’s Houses came together with creativity, care, and a shared purpose to raise money for their chosen charities. From the sugar and smiles of a bake sale to the excitement of a disco, each event has been entirely pupil-led—planned, promoted and run with impressive organisation and a great sense of fun.

Other highlights have included a cosy film night and the much-anticipated Summer Sizzler, blending food and festivities with meaningful fundraising. These events have not only raised valuable funds, but also helped foster a strong sense of collaboration between year groups and Houses.

What truly stands out is the spirit behind it all. Pupils have worked together to support causes close to their hearts, building confidence, teamwork and leadership along the way. Their efforts reflect the values at the heart of the St John’s community— kindness, initiative and a belief in making a difference. It has been a wonderful reminder that, when pupils are given the space to lead, they bring people together in joyful, purposeful ways.

Beaufort House Bake Sale

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Fisher House Disco

Pupil Forum: Shaping St John’s Together Listening to children and looking at the world through their eyes is at the heart of the St John’s ethos. The Pupil Forum is a vehicle for listening to children and allowing them to develop leadership skills and a sense of agency in their School.

Representatives from each year group meet every week to discuss and plan ways to improve the School. The aim of the Pupil Forum is to bring about changes within the School, on issues and matters that are important to the children, which are not just important for us but also significant in the wider world.

At Byron House, Forum members met with our Development Director to explore ideas for raising funds for a new table tennis table. Putting their plan into action, they organised and ran a successful bake sale—demonstrating initiative, teamwork and purpose.

At Senior House, pupils engaged with a wide range of topics and projects. They tackled the subject of parking by creating their own tickets and leading a lighthearted patrol during Michaelmas Term to raise awareness. After gathering opinions on where our paper-cut trees should be displayed, they submitted their findings with thoughtful suggestions. The Forum also collected ideas for transforming the new garden at 71 Grange Road into a welcoming and eco-friendly green space and proudly took part in the Second Hand Shop initiative—touring the shop, spreading the word, and volunteering their time.

One stand-out suggestion from the Forum was the House Quiz, a huge hit with pupils in Forms 3 to 5! With five fast-paced rounds, each year group had the chance to compete, cheer on their House, and put their knowledge to the test.

Environmental awareness took centre stage again as pupils contributed to the school’s annual Greener Week Assembly, helping both to shape and present the message. They also met with the Head of Catering to discuss menus and brought pupil perspectives to a conversation with the Head of Maintenance about improving locker provision.

“Our Pupil Forum gives our children a real sense of ownership and agency—it reminds them that their ideas matter and that their voices can shape the school around them.”

“The House Quiz was an exciting new event. Following the French instructions to shape the plasticene models required us all to focus, but it was so much fun at the same time!”

“We were so excited when we heard we were getting our own table tennis table—it always looked so fun at Senior House, and now we get to play too!”

St John’s Got Talent Show Since 2018, our annual Talent Show has been a much-loved highlight—and this year’s pre-Christmas edition was no exception. With acts ranging from dance and music to comedy and magic, pupils from across the School shared their talents in a joyful, inclusive atmosphere. Behind the scenes, the organising committee ensured everything ran seamlessly, creating a warm and welcoming event that brought our community together. It was a true celebration of individuality, teamwork and the spirit of St John’s.

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“I felt really proud singing on stage—at first I was nervous, but when I saw everyone smiling and clapping, it made me feel brave and happy.”

St John’s College School 2025