Welcome 4-9
Looking to the Future
Reflections 10-23
Sustainability in Science
7 years in Catteral: What Makes a Wonderful House
A Housemistress’ Reflection on Pastoral Care
Outdoor and Adventure Education - Reaching New Height
Embedding a Global Outlook - International Students at Giggleswick
To Thine Own Self Be True
Academic 24-41
Could Wormholes Ever Be Useful for Humans?
How did the Bauhaus Style Influence Today’s Architecture
Rosa Luxemburg: Revolution and Capitalism
How Fashion has Mirrored Society’s View of Women Throughout History
Greek Tragedy
Young Enterprise Chemistry Olympiad
Written On The Heart Poem
Performing Arts 42-61
Performing Arts Review
Much Ado About Nothing Chicago Review
Catteral Production: Charlie and the Chocolate Factory
Music Review
Young Musician of the Year
Musicians Shine at ‘The Gigg’ Art Review
Design Review
Sport 62-79
Evolving Sport at Giggleswick Co-Educational Sport at Giggleswick Catteral Shield report Scarigg Report Sports Reports Sports Day
CCF 80-85 CCF Report
Inaugural Inter-House Drill Competition Pringle Report
Outdoor Pursuits 86-89 Outdoor Pursuits
Pastoral 90-113
Royal Springboard Foundation Wellbeing at the Heart of Academic Achievement Chaplin Post Pandemic O2
House Reports
The Record 114-130
Welcome to the 2022 edition of the Chronicle.
It is so pleasing to be introducing the Chronicle for a year when everyone has been in school for a full academic year as we have returned to normality after Covid. As I said at this year’s Speech Day, this is my fourth year as Chairman, yet I have only had the privilege of attending two Speech Days during that time. The challenges of Covid have affected all areas of school life over the past two years but have not dampened the Giggleswick spirit.
We welcomed a new Headmaster to Giggleswick this year: Sam Hart, his wife – Lucy – and their two children have already made a significant positive impact on the school. It was also a time to say a sad farewell to the outgoing Headmaster, Mark Turnbull. Mark and his wife Ruth have done a magnificent job over the past seven years, and it was with regret that they have moved on.
This has been a year of positives. I would like to take this opportunity to mention all the staff at Giggleswick who have done such an amazing job over the last year. The teaching staff have delivered the highest standards, and have kept the pastoral and cocurriculum programme going through their sheer dedication, hard work, and creativity.
You will see in the pages of the Chronicle how the pupils at Giggleswick have shown incredible resilience and personal commitment to continue to pursue their education with real intent.
This is a fantastic school, and the Chronicle gives just a small flavour of some of the great achievements over the past year.
Alex Chairman, Giggleswick School Board of Governors
Thursby
“This has been a year of positives. I would like to take this opportunity to mention all the staff at Giggleswick who have done such an amazing job over the last year.”
It was wonderful to have so many attending the first in-person Speech Day since 2019. On reflection, it has been a brutal, challenging and disruptive 28 months since pupils were sent home in March 2020 for Lockdown 1.0. Since then, the world has changed, particularly the world of teaching with a significant increase in digital methods in the classroom. It did, however, confirm one thing: being in a classroom environment, with one’s peers and an excellent teacher is the best option for learning. Let us hope that we have seen the last of extended periods of online schooling. From my perspective, after a challenging January and February, it does feel as though we have come out of the other side. The last half of the summer term felt normal, was enjoyable and allowed
us to catch up on events that would have otherwise been missed. The programme has grown again and there have been many outstanding events, which have allowed me to get to know
your sons and daughters better.
Ultimately, Gigg thrives on the quality of our relationships. The ability to form strong, appropriate, mature relationships is what will stand OGs in
good stead for life. Young people who feel genuinely known by interested adults, who are dedicated to their best interests, will feel valued and, in turn, value high quality relationships. It is a priority for me, personally, to make all members of the Gigg community feel known, valued, supported and appropriately challenged.
When I sat down to write this, I spent time reflecting on all that I had seen so far. Had what I had seen been in line with the School’s values of Ambition, Respect and Participation? The answer was a resounding YES. Even during the difficult covid period in the New Year, the pupils fully committed to the School’s values and in doing so have greatly impressed me.
When I researched Giggleswick this time last year, I was taken by the learner profile. It was unique, visual and clear. It gives pupils an insight into what the Giggleswick journey is about, and the end-state that we aspire to achieve for all pupils.
In five months, I have had a great Giggleswick experience and it is worth highlighting a few events:
Scarrig – passionate and resilient, it was participation at its best. Commitment from every pupil to support their house and their friends.
Gigg Concert – assured, skilled and passionate, I loved the way in which the crowd got behind every performer. It was ambitious and respectful.
Combined Cadet Force – on top of normal weekly training, Lt Col Miller inspected the CCF. The cadets were skilled, aware, assured and proactive.
The inspecting officer’s report was excellent.
Young Musician of the Year –showcased talent and dedication. I think there is no need to use the words from the Leaner Profile anymore as the pictures give you enough evidence to work them out yourselves.
Academic – the core of all that we do here at Giggleswick. This is an area that really interests me and I will talk more about our learning later on.
Spring Concert – a magical evening. Lovely to see such talent and enthusiasm; it was lively and enjoyable. Mr Everhart was ‘The Greatest Showman’ that evening, bringing together the pupils as a team.
Outdoor pursuits – our Head of OP, Olly Roberts, left the school in February. Pete Keron, Housemaster of Shute has covered ahead of taking over as the Head of Outdoor Education and Adventure in September. In future, he will be delivering a programme across the school from Reception upwards.
House socialising – I visited every house last term. I was impressed by the cheerful and engaging nature of the pupils, but also by the time and effort the staff put into organising social events.
Art & Design – I cannot walk past Art and Design without sticking my head in the door. There are amazing enterprises going on. I was delighted when three senior pupils ran an Art competition to produce pieces for the
new Wellbeing Centre. Also, if you go into the Library today, you will see the wonderful display that they collectively produced to allow me to work out what all the different ties mean!
General Sport – my thanks to Ed and his team. There is so much sport going on around the school, and support for those who are also competing externally.
Peter Pan – My first production at Giggleswick. It was fantastic –ambitious and executed beautifully, I cannot wait to see Charlie and the Chocolate Factory later this term.
A Night at the Musicals – this was a special event. Led by a Year 12 pupil as her Extended Project Qualification piece, it highlighted exactly what pupils can achieve when given the opportunity. I am looking forward to seeing many more pupil led events like this.
Sports Day – A glorious day packed with inter-house rivalry and incredible individual and team efforts. The tug-of-war, under Mr Bellis’ leadership, was a spectacle to behold. There was a lovely commitment to both the School and the House.
Ultimately, all of the photos are a tribute to your daughters and sons and staff who have bounced back after a difficult period during the pandemic.
My message to you is: Giggleswick is back in full swing. We have returned to the ‘normal’ pace of life; however, my role, along with the
staff and your sons and daughters, is to create a ‘new normal’, which is better and seeks to prepare every young person for an exciting and challenging future.
In amongst all the activity and excellence, you may well ask what I have been doing. Last term, I listened and observed. I met for 20 minutes with every member of the teaching staff and a great number of support staff; I listened to many of your daughters and sons too, and managed to speak to a good number of you. My conversations were fascinating and I feel as though I am starting to fully understand this wonderful school. My conversations highlighted interesting facts, ideas and challenges. The reality is that the School successfully adapted to the pandemic but now we must grow out of it again. Collective knowledge has faded and new and better ‘normals’ have the chance to grow. Having listened, we are now looking to drive the School forward, ‘to oil the machine’ and make sure that we are looking to the future and delivering excellence across the board. The staff have engaged with the process and currently we have working groups
looking into all aspects of School life. The groups are varied, covering everything from the reading culture, through entrepreneurship and innovation, to how we communicate. We are focussing on our digital practices and how we connect Globally to enhance the learning experience; how we become a school that prioritises the environment and has a sustainable approach to living; how we develop the other skills that each and every pupil will need to be attractive to a future employer; how we market ourselves as a school to attract new pupils, bringing a diverse, interesting and ambitious pupil body; how we continue to develop our teachers on a weekly basis so that the classroom continues to be an exciting and rewarding experience for our pupils; how we better support the transitions into Yr 7 and Yr 9. Harnessing the knowledge and expertise of the staff body has been an exciting experience: the ideas have flowed and plans are evolving – I hope that you will see and hear of these new initiatives and tweaks over the coming months and years.
The timetable has been an area of
“Giggleswick Diploma, allowing pupils to meet their creative, active, service and enrichment component each week.”
focus. After consultation, it became clear that there were clashes in our major co-curricular blocks that were causing pupils to be pulled in more than one direction if they had multiple interests, namely music, drama and CCF. Next year will see small changes to allow these key areas of the programme to enjoy their own space, whilst reopening far more clubs and activities, and creating the space for independent study within the working day. One of the other driving factors is that the change will underpin the Giggleswick Diploma, allowing pupils to meet their creative, active, service and enrichment component each week. I am excited about the changes: you send your children to Gigg for the opportunities we offer - the breadth, the expertise and the facilities. Gigg is,
as a consequence, unashamedly very busy. These plans will make that busyness ever more effective: the use of time by girls and boys, staff and the school as a whole will be optimised. One exciting change already is the Wellbeing Centre. On my first day, I visited the Medical Centre. A term later, it reopened its doors as a lovely, welcoming and safe space for pupils who need support. Whether it be a cup of tea and a chat, or piecing back together after sport, it has become a central point in the delivery of our pastoral care. Pastoral care remains central to all that we do, and I am very grateful to the Deputy Head, the Nursing team, the Senior House Staff, the Chaplain and all the tutors and teaching staff who support your sons and daughters. They do so in a supportive and caring manner, developing the relationships that foster trust. It is an area that has impressed me. As a former housemaster, it is vital to me that this is an area of excellence: I was not disappointed when I arrived. It is worth mentioning the Facilities Team, led by James Wright, who completed the work to such an excellent standard.
I am hoping that, in the coming months, your sons and daughters will be telling you about these initiatives. It is imperative for their long term well-being and capacity to work effectively with others in their adult lives that what comes out of the enforced strictures of COVID is energising, uplifting and empowering… The other major area of focus this term has been developing the Learning Strategy. I have been working with both the staff and the Governing Body to make sure that we get this right. Ultimately, this is what pupils come to school for, and it will underpin how the school develops over the next ten years. I do not want to go into the nitty gritty, as that is still evolving, but I want to give you a broad overview of our approach and rationale. So here it is: There are six key areas to the learning strategy. The core curriculum will remain front and centre in all that we do. It is self-explanatory – excellent grades open opportunity to further education, and underpin the knowledge required for business and
employment in later life. It also underpins the largest component of the Giggleswick Diploma – we have placed effort and determination in the classroom as a central aspect of the Diploma. As you move beyond the core-curriculum, for me, it starts to get exciting. This is about developing the teamwork, leadership and other soft skills that employers will look for in an individual. The co-curricular, digital learning, Learning for Life and Outreach components will develop these skills and allow each individual to discover their own pathway into further education or the job market. The Learning for Life is a fascinating area with so much potential. Staff are exploring how we integrate this into the curriculum, using CAS and our Curriculum for Life teaching. For example, we hope to start entrepreneurship in the Junior School and finish with a challenging ‘Dragon’s Den’ type experience in Year 12.
With respect to the Journey Beyond Giggleswick, I enjoyed Anne Coward’s careers and university presentation earlier in the term – why? Because she is passionate about finding the right path for every pupil, and this is what we seek to develop further. The OG network is important and there is considerable work going into supporting and building this community. My view is that ‘once a Giggleswickian always and Giggleswickian’, and it is important that we engage with our OGs from the day that they leave.
As our strategy evolves, I will be interested to hear your opinions on what skills and experiences you think our pupils need for this everchanging and demanding modern world.
On a personal note, thank you to the whole Gigg community for the welcome they have offered my family and me; and, for the way that you have folded us in to this wonderful place. Finally, I look forward to the years ahead as we evolve the School and create a new and better normal…these will be exciting times.
Thank you Sam Hart Headmaster
“Whether it be a cup of tea and a chat, or piecing back together after sport, it has become a central point in the delivery of our pastoral care.”
With a cost-of-living crisis looming over the country, the ever-rising threat to food security, and the gloom of climate change running through most aspects of life, it is imperative that the new generations are on-board with helping craft a sustainable future for themselves and generations to come. Here at Giggleswick school there are multiple layers to sustainability that are being addressed, from the day to day teaching all the way through to the efforts of the Environmental Committee. Teaching a modern, contemporary curriculum demands that students are given the chance to incorporate sustainable research and issues into their lessons and work, be it learning about the threat posed to biodiversity in the Great Barrier Reef
or the landforms revealed from glacial retreat. Every day, there are more and more examples that can be used as we are thrown further and further into the Anthropocene, and Giggleswick being on the border of the Yorkshire Dales will not be exempt.
A small group of students from Year 9 began the monumental task of attempting to calculate the carbon footprint of the school, accumulating data such as the oil, gas, and electricity consumption as well as determining the total mileage from the school run journeys every day. It is no small feat and along with some help from the Sixth Form, this will be something carried forward to the next academic year, with the hope of some sustainable solutions that can be put into practice here at the school. With an organisation that has such a vast operational spectrum, there are so many aspects to be considered and a great lesson to be learned on how difficult it can be to successfully run a business or organisation, let alone one that is sustainable long-term.
An issue that is often at the front of our minds, as both students and teachers, is the burden of printing, which can carry a large environmental footprint. Something that hopefully alleviates this comes with being a Microsoft Showcase School, which sees students carrying a single device with them, thereby reducing the number of books that may or may not be discarded in the near future. As a teacher, it helps greatly with uploading and sharing resources, saving on the accumulated
hours spent in front of the big black box that spits out our worksheets and articles. Not only this, there is a wealth of material that can be accessed during lessons that hopefully many of you have already seen, such as David Attenborough’s ‘Green Planet’, which is an invaluable tool for teaching the importance of safeguarding our flora. Digital access also gives students a chance to be creative and design, develop, and share their own solutions. This year at Giggleswick school, we entered the Microsoft Minecraft Education Edition ‘Peace with Nature UK’ competition. Students were tasked with designing a sustainable solution to a local issue with regards to the UN Sustainable Development Goals such as tackling access to clean, reliable water or reducing food waste. Many students were quick to throw themselves in and there were some amazingly creative ideas that were submitted. Reflecting the creativity and effort that was put in, The Real Housewives of Minecraft – a group of three year 9 girls – won the overall competition by impressing the judges with their clear and concise submission, showing thoughtfulness and collaboration to tackle multiple goals.
Furthermore, Giggleswick introduced the John Muir Award to the year 8 cohort as part of their Friday cocurricular slot during which the whole of the year group would be working towards obtaining their John Muir ‘Discovery’ award. John Muir, being the founder of the National Parks in
“Here at Giggleswick school there are multiple layers to sustainability that are being addressed, from the day to day teaching all the way through to the efforts of the Environmental Committee.”
There has never been a more important time than the present to address sustainability in our classroom and in our curriculum, particularly in science.
North America, played a pivotal role in highlighting the importance of protection and stewardship of nature and wildlife, a key aspect of sustainable progression in the modern world. The students were given the start of their discovery award to research and produce presentations about the importance of Muir’s work and success. Following this, in four separate groups the students identified an area within the campus that they would help protect or to restore to a natural, wildlife-friendly state. Hedgehog houses, bird boxes, bat boxes, and even bug hotels were established within the areas that the groups were working in, which they were encouraged to then document on their shared OneNote platform, displaying their journey throughout the year. Throughout these sessions, there were frequent discussions and opportunities to reflect on the importance of protecting and restoring nature from a sustainable aspect, such as environmental impact of grazing animals and monoculture compared to rewilded meadows and fields. All students have now successfully obtained and will receive
their certificates at the start of the new academic year, with yet another example of students throwing themselves in.
Finally, I would like to reflect on the work of the Environmental Committee this year. Martha Richmond, a student who had a fantastic passion for all things science and a great mind for sustainable progression, re-established and led the committee this academic year. With representatives from all houses attending fortnightly meetings, there were various strategies devised and some implemented this year under her guidance. The whole committee led a Junior School outreach session looking at sustainable development and biodiversity, including a nature walk and Eco-badge competition, which received some phenomenal entries, the winner being announced during an assembly. Further to this, the committee voted on the most desirable projects that they wanted implementing here at Giggleswick, one of which was the establishment of a Giggleswick apiary to help promote pollinators around the campus. This is now well underway, with the honeybee
colonies expected to arrive in the Spring term 2023 and Giggleswick joining the Wharfedale Beekeepers Association. There is also the hope of establishing a wildflower meadow to sustain the bee populations (to avoid the rife competition at the lavender bushes outside Music Cottages) which is in the safe hands of the new chair of the committee Eleanor Curtis (Year 13). There is never too much when it comes to sustainable development and planning and there will always be a strong drive when located somewhere as beautiful as Giggleswick. There are plenty of exciting plans coming in the near future, including the aforementioned apiary and wildflower meadows. Collaboration and unity with projects and funds can help Giggleswick access the required backing to support some sustainable initiatives. There is certainly a national drive for which can only help rather than hinder the sustainable development of the school, so all I can say is watch this space!
James Burrows Teacher of Biology
To be given the opportunity to get to know the pupils in my care and their families, was a privilege and something that I don’t think could be replicated in any other job. However, I have never considered my role as a housemistress to be a ‘job’ as it is a way of life. Essentially, I was a boarder with the children and that meant ‘warts and all’! I often used to describe them as my school family, addressing and dealing with issues head on, where discussion and effective communication were always a priority. Thus, allowing all concerned to learn, develop and grow in all sorts of different situations and scenarios.
In the boarding house you can never underestimate how those small actions and conversations impact the children and their environment and subsequently how they feel and behave in the house, and around school. The sense of belonging must be nurtured, allowing the children to feel part of their surroundings, claiming ownership of their environment. This will then lead to an increased level of confidence and self-esteem, which will generally translate into success, positive achievement and a general feeling of happiness.
The most valuable and important gift you can give anyone is your time, something which the children benefit from enormously. To know that you are there, to be on hand to answer any question or query they may have or to provide help and support is vital. In Catteral this serves to encourage the children to be proactive and to engage with everything on offer, ultimately developing the confidence to become independent thinkers.
There are so many different ‘hats’ that are required as a Housemistress, together with the ability to know when to exercise and apply which ‘hat’ is crucial. You may be helping to find a child’s school bag one minute to unblocking a toilet the next, then having to comfort a new boarder who is feeling homesick. All in a day’s work, and no two days are ever the same, but nor would I have wanted it to be any other way, as there is no question that variety is the spice of life!
It is also important to understand the importance of routines. We all, children and adults alike, feel secure when we know what to expect and where we need to be and when. Any boarding house must have its own routines, which are made clear to all members of the house, thus building a sense of safety and security where everyone can thrive.
As the junior boarding house at Giggleswick, Catteral has a unique function to nurture the pupils in the
house within an age appropriate, comfortable and secure environment. Making the house as homely as possible is also vital and something that will encourage the children to treat their surroundings with respect. However, in any establishment, irrespective of the fixtures and fittings, it is always the people that are important. They have a vital role in developing the culture within the house as well as taking responsibility for their interactions within it. Allowing the children to become positive and proactive within this environment is key to their development. The resilience they build as a result can never be under-estimated.
As a Housemistress there have been certain events which have shaped my role and therefore warrant a mention. The first Saturday of the Autumn term would mark the day for the Year 7 trip to the Lake District. We would depart school first thing, heading for Grasmere, where we would all take
As I reflect upon the last 7 years as Housemistress of Catteral, I feel incredibly fortunate to have been given the opportunity to do, what is probably, one of the most rewarding jobs in a boarding school.
part in the ‘Coffin Trail’ walk, around the lake, taking in the Rydal Caves. The trip marked the beginning of many new friendships as well as experiences for the year 7 pupils, as they embark upon their senior school education. This was always a wonderful day out, giving the children the opportunity to walk and talk with everyone at some stage, therefore beginning to build those invaluable relationships, which could potentially last a lifetime. Singing and Speaking was always front and centre as it happens at the end of the first half of the Christmas term, marking the beginning of the half term holiday. At the beginning of my time in Catteral this wasn’t something that the house was involved with. Their contribution to date, had been to provide interval entertainment while the judges deliberated their decisions. This clearly needed to change, hence one of my first major initiatives, Catteral were to perform alongside the senior boarding houses. This was met with much consternation from the older pupils with claims of unfairness and how we would have a distinct advantage, in their words, because the children were ‘cute’!! However, the reality was that the children were incredibly talented and therefore a real threat to the prizes on offer. Therefore, the Senior houses needed to up their game!! This did mean that in the 10 days prior to the event, myself and my tutor team became shepherds, ringmaster’s, singers and choreographer’s during the regular rehearsal times. Something not everyone was completely thrilled about! However, the decision to include Catteral in this whole school event was vindicated as they won various prizes 6 out of the 7 years, an amazing achievement, and testimony to their hard work, standing proudly alongside the senior houses. It remains something we look forward to, as well as slightly dread in equal measure. Yet the event itself was always a triumph of collective effort and commitment, providing an outstanding evening of entertainment for the whole school community, parents and friends. The run up to Christmas was always a very special time in Catteral. This began with the decorating of the
tree by our full boarders, as well as finding anywhere (usually everywhere) where extra tinsel and baubles could be draped and hung. The last Saturday night before the end of term marked, ‘Christmas party night’ for the boarders. This was always eagerly anticipated, where the children would get the opportunity to roll out all the old favourites, musical chairs, pass the parcel, musical statues to name but a few. The games always precede our ‘Secret Santa’s’, when miraculously presents would appear underneath the Christmas tree while the children were at tea. This provided the children with an opportunity to get back to some good old-fashioned fun with their friends, and not a screen in sight! This served to create an awareness of being able to have fun together and enjoy each other’s company, providing a good measure of competitive/ Christmas spirit!
Following the excitement of Christmas, January was sometimes met with some New Year blue’s, therefore in an attempt to alleviate this and lift the spirits we would organise a trip to the Pantomime for the Catteral boarders. This was an eagerly anticipated event on the first Sunday of the Spring term. The afternoon usually began with a very welcome late lunch at Pizza express. True to form, the afternoon was filled with catchy songs, bright lights, extravagant costumes and more than our fair share of cheesy jokes. The children
would always respond with lots of laughter and much audience participation. The Pantomime never failed to disappoint, rapidly becoming a firm fixture in the annual calendar for our boarders.
In my role as Housemistress, through assemblies, tutor groups, day to day routines, the one stand-out quality that I would always refer to was kindness!
To be kind to ourselves, others and our environment, must be paramount in our approach to everything. In addition to this encouraging the children to see themselves as individuals with the ability to orchestrate change was something I felt very strongly about. I would always make it a priority to celebrate difference, banish complacency, and encourage the children to recognise that to be passionate about anything usually requires determination, effort and commitment. Running a boarding house is all about demonstrating these qualities, leading by example. Then when mixed together with a huge amount of energy means generally things work very well.
I applaud all the children I have looked after, and their families, over the last 7 years. Thankfully my new role at Operations and Wellbeing lead enables me to remain in contact with them and continue to have their welfare at the heart of everything I do.
Christine Gemmell HousemistressThe pastoral care at Giggleswick is an area that makes us stand out above other schools and of which I am incredibly proud of across all the Houses.
It is the foundation of everything that we do and enables us to continue to produce grounded, ambitious, and happy students that are ready to take on life’s challenges when they leave Giggleswick and embrace the new lives ahead of them. What sets us apart is our knowledge of each and every student and the belief that if a child is happy, they will learn. Every teacher at Giggleswick is committed to the personal, social, and educational growth – as well as
the care – of all our students. We are all accountable for their well-being and development, and we prioritise pastoral care because we want to provide all students with secure and supportive environments in which they can achieve their full potential. Pastoral care is not a ‘bonus’ or supplementary service. Here at Giggleswick, we have an intelligent, responsible, and focused policy that is centred on personal growth and wellbeing, where happiness and welfare take precedence. Strong,
inclusive, values are the foundation of our success.
Staff work hard to bring out the best in students in the classroom, on the sports field, and in a variety of cocurricular activities by making sure they feel supported and conscious of the high standards we expect.
It is evident that our co-curricular programme enables our talented students to thrive in their own specific areas of interest. However, what I find just as impressive is the willingness
of students to support one another in these endeavours. Whether that is watching their peers in a spectacular production of Chicago or supporting their friends in the ‘Young Musician of the Year’ competition, the idea that we celebrate each other’s successes is also at the core of what we do.
Houses are critical to the school’s smooth operation. Every student is assigned to a House, which has its own distinct personality. They compete in a healthy way in a variety of disciplines, from debating to CCF drill, and from singing to sports. The housemistress or housemaster is the most central person in every boy or
girl’s school life, whether boarding or day. A strength of our House system is the vertical groupings in the senior school, with each House holding pupils from year 9 to year 13. This allows students of all ages to work together, resulting in a unified environment where age is not a barrier to friendship and collaboration. This mirrors the life that we are preparing our children for outside of Giggleswick.
Each student is assigned a tutor in their House with whom they communicate frequently. Tutors are critical in assisting students in organising their academic work. They encourage students to set goals for themselves and evaluate their progress as they proceed through school. Alongside the Housemistress and academic tutor there is also the fantastic Wellbeing Centre that has been renamed this year to reflect the work that goes on; it is a far cry from the old medical centre where physical injury was the main focus. There is now a thorough and holistic approach to the welfare of all students. Pupils also benefit from a life-skills programme featuring guest lecturers that address teen concerns such as alcohol, body image, drugs, mental health, and self-esteem. We place a high priority on the parental role as a child’s first and most important educator. We endeavour to establish deep and strong relationships with all parents and caregivers. All students are assigned a ‘mentor’ from the U6th in their boarding House who they may turn to in any situation, and these relationships can be extremely valuable. It could be a friendship issue, a confidence crisis, or an academic challenge, but having someone to talk to is essential. We have a lot of layers of support here at Giggleswick to make sure that every child has someone to turn to if they need help. This could be their Housemistress/master, academic tutor, U6th mentor, Deputy head, sports coach, Chaplin, matron, or House staff, and whichever option a student selects, they will be treated with sensitivity and professionalism.
Hannah Wright Housemistress
“Houses are critical to the school’s smooth operation. Every student is assigned to a House, which has its own distinct personality. They compete in a healthy way in a variety of disciplines.
Reading the account of Nepali Sanu Sherpa’s recent achievement of climbing all 14 of the World’s 8000m peaks twice, I was struck by a photograph of him back at ‘ground level’, being lauded for his achievements by dignitaries. His chiselled and weatherbeaten face contrasted starkly with that of his hosts. He looked distinctly out of place, his eyes still squinting as if facing an icy gale, sunglasses still atop his head, ready to shade him from a glacial glare. By comparison, those around him looked podgy and comfortable, like well-kept gardens in the home counties. I thought about how a person’s physicality is a reflection of their life and location and then about the other places in the world where the geography shapes its inhabitants. Given their immediate environment, it is no surprise that the Sherpas developed an industrial capacity for work at high altitude, nor that the Masai grew tall and strong, capable of covering huge distances with apparent ease. Looking out from the campus of Giggleswick at the surrounding hills and valleys, it is difficult to imagine that some version of this will not also play out at our school in the opportunities that are presented by our immediate environment.
There are more climbing crags within a 10-mile radius of Giggleswick than just about any other location, let alone any other school. Malham Cove hosts the nation’s hardest climb and the highest concentration of challenging routes north of the Alps. Kilnsey crag and the Lake District add variety and world-renowned quality within an hour’s drive. Turning to watersports, the River Ribble has been famously described as having ‘the best rapid in the country’. The Lune, Wharfe, and
Ribble valleys between them host an unfairly large proportion of the country’s best whitewater canoeing. Underground, the limestone bedrock of Ribblesdale is a caving mecca that has seen everything from the earliest underground explorations to the most developed show caves. Cavers travel from all over the UK to experience that which we enjoy on our doorstep. On two wheels, there is an almost limitless network of good quality trails rideable from school and more than a dozen major national cycling events pass nearby every year. In addition to the natural trails and roads, there are dirt jumps, pump tracks, and trail centres all within a few miles of the school. If ever there were an identity to be formed from a childhood spent in the environment of Giggleswick school it would be that of an adventurer –one acutely attuned to the contours of our hills, the touch of limestone, and the splash of cold Pennine water. Giggleswick’s history is already steeped in moments when this has been realised – the first recorded
circumnavigation of The Three Peaks was in 1887 by two Giggleswick School masters. And much later, John Sturgess, Housemaster of Shute, played a pivotal role in the development of Canoe Slalom in the UK which had its origins in the Giggleswick school swimming pool and on the River Ribble. More recently, Alastair Scholey and Chris Wright shared their passions for Cross Country Running and Mountaineering respectively and the echoes of their tenures as heads of OP still resonate to this day.
In all cases, a love for outdoor adventure has thrived when pupils have been engaged and encouraged across the age and ability range. My first memory of finding that connection came as a 13-year-old when I discovered whitewater kayak racing. Kayaking for me became a lifelong passion and within its challenges and experiences I learned many important lessons that have had value far beyond the river. I remember travelling to the French Alps, a kayak racer’s Graceland, as a 17-year-old Junior
A lifelong love of learning and adventure.
National Champion and competing in the French Championships. On this occasion I was placed some way outside the top 20 and was left crestfallen. I then had to go through the process of rediscovering my resolve and keeping my ego at arm’s length. My parents always had a framed copy of the ‘Desiderata’ on our wall at home, and the words ‘….For always there will be greater and lesser persons than yourself’ had washed over me without meaning for years. The truth of them was shown to me by this experience on a French river, and many times since I have discovered the meaning behind received wisdom through experiences in the outdoors.
One of the most significant reasons why kayaking became such a informative element of my life was that I discovered it under the tutelage of a particularly wise and capable guide.
In addition to the direct lessons, the physical, and technical skills, I was taught to persevere, encouraged to continually learn, to be self-aware, to plan for the future, and to be objective when assessing risk. I also learned values, respect for other people, and
judging them by their actions not their reputations was a recurring theme of our conversations that continued well into adulthood. Being ambitious was another – during my very first ‘have a go’ session on the Lancaster canal, I recall a conversation that revealed to me both the intoxicating possibility of competing for Great Britain and the fact that realising this ambition depends on what we do in the present moment. With hindsight, the experiences on rivers and in competitions as a kayaker have turned out to be a perfect reflection of the school values of Participation, Respect and Ambition.
I enjoyed kayak racing for 20 years, but the mindset developed by the teaching I received there meant that my template for positive experiences in the outdoors was easily transferable. I have since enjoyed climbing, fell running, mountain biking, cyclocross, cycle touring, adventure racing, and triathlon. The values learned from the early days have been what gave meaning to the experiences, be it cycle touring across America alone, standing on top of the Old Man of Hoy
with a dear friend or taking the lead in a 500 strong peloton in one of the world’s most famous cyclocross events. Fulfilment came, even if success did not always.
Young people’s experiences can so easily be overwhelming or be negative, and nowhere more so than in the outdoors. Peer groups, pressure to conform or to perform, and the demands on their faculties – all common challenges for young people – are supplemented by the potential to get freezing cold, soaking wet, scared stiff, and exhausted when outdoors in Yorkshire. In this context, values become all the more important. This year I saw incredible mutual support between pupils of different ages in the final exhausting miles of the Gigg 2 Gigg – as a result every single one of the 18 pupils who started the 36mile challenge completed it. The girls of Style house took time out of their Bronze DofE expedition to help an elderly lady who had fallen over and needed first aid. Year 11 pupils, wearied by the burden of looming GCSEs have come alive on a Friday afternoon helping the Year 9s on the ‘Giggleswick Certificate’ and the spirit shown by the Year 10s on their Silver DofE expedition during the wettest weekend on record are all testament to what can be achieved if the activity is backed up by strong values and a supportive community.
Being appointed as the Head of Outdoor Adventure is an opportunity in so many different ways – it is an obvious new direction for my career, but more significantly, a chance to build a department that weaves together values and experiences. The environment surrounding the school and particularly the potential for further development around the campus are incredibly exciting, as are the next few years of development for activities of the curriculum and the co-curriculum. I am hopeful that if we can realise even a small part of what is possible that the children of Giggleswick school will have a rich and even more unique experience.
Peter Keron Head of Outdoor Pursuits
“My parents always had a framed copy of the ‘Desiderata’ on our wall at home, and the words ‘….For always there will be greater and lesser persons than yourself’ had washed over me without meaning for years.”
The end of an academic year brings with it a gamut of emotions as we say goodbye to some of our international students, whilst equally providing us with the opportunity to reflect on their fantastic achievements and the importance of embedding a global outlook.
The end of an academic year brings with it a gamut of emotions as we say goodbye to some of our international students, whilst equally providing us with the opportunity to reflect on their fantastic achievements and the importance of embedding a global outlook.
This year’s brave cohort of international students defied all Covid obstacles to embrace the breadth of opportunities offered to them at Giggleswick, and their participation has been fantastic. In the first term, Giggleswick Drama was the highlight as Rasmus MeyerLoos gave a superb performance in Chicago as the emcee and was supported by many international students in the dance numbers, especially from our 2022 Y13 Leaver, Julietta Rabe. In Much Ado About Nothing, David Kuempers, took one of the leading roles as Don Pedro, after only two months in the UK. His performing abilities also later aided him in the role of chair in this term’s Rotary Youth Speaks debating competition, which his team won. Furthermore, as part of the ‘Service’
branch of our newly implemented Gigg Diploma programme, our international students have also engaged in volunteering projects. Alvaro Garcia Gasco-Solano has supported younger students in the language-learning classroom, whilst Jobst Czech is now a local hero with our youngest students in Mill House. At Christmas, a group of our German international students helped to support a local bake sale in St Alkelda’s Church in aid of the Disaster Emergency Committee’s Ukraine appeal and loved the opportunity to converse with our local residents. A particular highlight this year was our Chinese New Year celebrations led by Emma Belshaw and supported by the International Student Committee. Emma collated and produced video clips to share with the school on New Year preparations and celebrations followed by a series of ‘how to’ clips to share with all boarding houses on House Night. This included calligraphy, how to use chopsticks, and how to cook dumplings, all of which were well received and highly entertaining!
Food has also played a very important
role this year with a Chinese banquet organised by the kitchen staff for the whole school, and a locally sourced banquet for our Chinese students, for Chinese New Year. The International Food Festival was also a hit with all students and featured stalls from Russia, Germany, China, UK, France, Belgium, and Spain. Whilst these are more publicly shared experiences, a cultural experience on any level highlights the importance of travel and learning another language. It allows us to broaden horizons, to share and exchange ideas, and to experience new opportunities, understanding, and viewpoints – all of which are crucial to embedding a global outlook from our Giggleswick bubble.
Crucially, international opportunities have also been taken up by our UK students, which include UK-German Connection scholarships for Y10 students Emma Thornton and Phoebe Cook, and our Global Project with Microsoft Showcase Schools in which Y7 and Y8 students have been setting up projects with schools in India and Kansas, USA. We also welcomed OG Vicki Offland (Style ‘09) to talk about
international work experience with Pagoda Projects and her adventures after Gigg in Asia. Not to mention the friendships established amongst our international and UK students which have resulted in many trips back and forth across the Channel.
Recently, I was asked to deliver a talk in Chapel on the religious festival of Pentecost in which the apostles are described to have seen: ‘what seemed to be tongues of fire…All of them were filled with the Holy Spirit and began to speak in other tongues’. As a linguist, I would never miss an opportunity to promote and encourage the pursuit of learning another language, beautifully demonstrated by student readings of the Lord’s prayer in ten languages,
from Croatian, through Japanese and Modern Greek, to Arabic. However, the service also allowed the school community to reflect on how opening one’s mind to a different way of experiencing the world can lead to exciting new ideas and debate, to shared knowledge, and more importantly, to a better understanding of others.
In embedding a global outlook, the consequences of the last two years have been both conducive, thanks to the incredible acceleration of online opportunities and subsequent communication channels, and detrimental, due to the significant travel restrictions and overwhelming inundation of online information in
which the truth has been, at times, impossible to discern. As a result, the importance of embedding a global outlook is bigger than ever before, the challenge of which has been warmly received at Giggleswick. As we move from end of year reflections to a fresh view of the new academic year, the International Team has already planned and prepared a series of changes and new opportunities to encourage and promote a global perspective.
Our new international cohort will include students from a wider range of countries and continents, whole school international events have been proposed by our new International Committee, and a review of global work experience, university options, and careers will be undertaken to ensure exciting, long-term prospects are attainable for all. With the ‘bubble’ era behind us, we look forward to bursting forth and actively encouraging all students to be ambitious and participate in the wealth of global opportunities available.
Jessica Mahler Head of International Student Support“I would never miss an opportunity to promote and encourage the pursuit of learning another language, beautifully demonstrated by student readings of the Lord’s prayer in ten languages, from Croatian, through Japanese and Modern Greek, to Arabic.”
Writing his second letter to the Corinthians, St Paul gives a rather ominously titled set of ‘final warnings’: “Examine yourselves to see whether you are in the faith; test yourselves. Do you not realize that Christ Jesus is in you—unless, of course, you fail the test? And I trust that you will discover that we have not failed the test.
Now we pray to God that you will not do anything wrong—not so that people will see that we have stood the test but so that you will do what is right even though we may seem to have failed.”
As an apostle, Paul was a great writer of letters. He wrote to lots of groups to comment on how well they were doing as Christians. In his first letter to the Corinthians he gives them some encouragement but by the time he writes his second letter it’s more of a commentary on all the things that they’ve been doing wrong. Paul tells them that now is the time to test yourselves, to encourage each other, to believe in Jesus and that you won’t fail. Even if it might look as if you’ve failed, he says, you’ll still be successful because you will know that you’ve done the right thing.
I feel that there is a similarity here –particularly at the end of the academic year – between St Paul and teachers. In that odd period of time when we have been preparing for tests, being tested, and then getting feedback on our tests, it can feel like teachers spend a lot of time focusing on the things you’re not doing right and giving extensive ‘final warnings’. Teachers during exam season remind you to work hard but not so hard that you make yourselves ill, socialise but not
so much that you don’t work hard enough, prioritise key areas but don’t forget about everything else as well, keep yourself fit by doing sport but don’t spend time on it when you could be revising. And don’t forget: their subject is obviously more important than everyone else’s.
We say that if you leave it too late and don’t work hard enough, you won’t pass your exams and if you don’t pass your exams, you won’t be successful in life and if you’re not successful in life you won’t be happy and if you’re not happy then what is even the point? We say that everything is just a way of getting to the next stage and that it’s the next stage that’s important but that you can only get there if you do everything you can now. We tell you that there’s very little time left but not to worry because there’s still time. In a month, it’ll all be over. In a month, it’ll all be over!
And, finally, brothers and sisters, rejoice!
I don’t know about you, but it’s all a bit much.
I think it’s very easy for us to underestimate what a taxing time this is for everyone. When you feel like you’re being pushed from pillar to post, you can begin to feel disconnected
from yourself. We can spend a lot of time being human doings rather than human beings. So, rather than ‘final warnings’, here is some final advice, and who better to turn to as an English teacher than the man himself: Shakespeare.
Early in the play, Hamlet, there is a scene where a young man, Laertes, is preparing to go away to university. He is on the cusp of adulthood. His father, Polonius, has lots of advice. He tells Laertes to be familiar but not vulgar; remember your friends; don’t get into arguments but, if you do, make sure that you give as good as you get; live within your means; look good but not flashy; don’t borrow money or lend it.
St Paul, eat your heart out. Despite these many conditions, Polonius finishes with his most significant piece of advice. He tells Laertes: ‘To thine own self be true.’ This, I think, is very sound advice. I’m sure we’ve all been in a position where we’ve found it hard to be ourselves.
It might be that you’ve been working or revising; it’s got to 8:15 and you haven’t finished. Your friend comes in to say that everyone’s going out or they’re watching a film. You’ve
Subject Lead for English, Karen Peacock considers the difficulty of living an authentic life.
“However terrifying it might be, trust those who care about you enough to give you advice, believe in yourselves and – above all – to thine own selves be true.”
not finished your prep but you hear yourself saying that you’ll go with everyone else because you don’t want them to think you’re a ‘try hard’.
You’re on the bus to a sports fixture and everyone’s on Tik Tok. You’ve got your book with you but you don’t get it out because you don’t want people to think you’re a ‘neek’.
You’re in a group where people are making fun of someone for the way they look or the way they speak and you ought to tell them to leave him alone but you don’t because it’s ‘only a bit of banter’ and you’re a loser if you can’t take a joke.
It’s at that moment that we might look at ourselves and think, are we really being true to ourselves? Are we so caught up in what other people think we should be that we’ve lost sight of who we are and what we really want to do in life? Are we so bothered about being the same as everyone else that we’ve lost the courage to be ourselves?
It’s hard.
It’s hard to stand up for what you believe. It’s hard to do your own thing when other people are doing something different. It’s hard to not care what other people think of you but, at the end of the day, what matters more: doing what you know is right or doing what you think other people think is right?
You might say: but Mrs Peacock, you’re old. It’s easy for you to say because you don’t have as much to do as us.
You haven’t got tests, exams, sports fixtures, play rehearsals, music practice, different friendship groups, raging hormones, and you would be right:
I don’t.
However, there are times in all our lives when we’ve stopped just doing, we’ve looked at ourselves and thought: is this really who I want to be? Was this what I set out to achieve? If we’re brave, it’s at those moments that we can change.
We can be the same as everyone else and fall into a trap of making their mistakes or we can choose to be
ourselves and make our own mistakes. We can listen to those final warnings and think it’s all too difficult and it’s not worth trying. Or, we can listen and, even though we risk failing, we can give it our best shot at success.
This year, the singer-songwriter Taylor Swift gave a commencement speech at New York University. She said: “I know it can be really overwhelming figuring out who to be, and when. Who you are now and how to act in order to get where you want to go. I have some good news: it’s totally up to you. I also have some terrifying news: it’s totally up to you.”
So, to everyone who has been tested this year, this is my final advice: however terrifying it might be, trust those who care about you enough to give you advice, believe in yourselves and – above all – to thine own selves be true.
Karen Peacock Subject Lead: English
Some scientists predict that when traversing a wormhole, a spaceship would encounter huge forces that would kill the people on board as they would become spaghettified. This is because violations of the weak energy hypothesis are guaranteed to occur at the throat of a traversable wormhole, causing a dilemma as the weak energy condition ensures the fact that you cannot travel faster than light. Violations would therefore create a causality problem. However, some geodesics like using ultrastatic wormholes, with the exotic matter confined to a thin layer, would be such that the traveller feels no forces – tidal, acceleration, or otherwise –during the trip.
One of the most promising solutions would be Lorentzian wormholes in diatonic Einstein-Gauss-Bonnet theory in four spacetime dimensions, which do not even require the presence of exotic matter, instead using a phantom field, and have been shown to linearly stable with respect to radial perturbations. Not all wormholes have to have a single tunnel either, some versions allow multiple exits, as shown by one of the newer theories proposing that Hawking radiation escapes by lots of individual wormholes. The ER=EPR conjecture states that two entangled particles called an Einstein-Podolsky-Rosen pair are connected by a wormhole. This is a revolutionary way of thinking, which could lead to a unifying theory of quantum gravity in the future.
To answer the question of how wormholes could be of use to humans, we must include the possibility of space travel and time travel, making history an experimental science. Because of time dilation, a manufactured wormhole as according to the Twins paradox could potentially have one mouth on Earth and another on a spaceship that has accelerated to velocities approaching the speed
of light through the universe, meaning that time will have dilated and so travelling through the wormhole will involve travelling through time. In terms of backward time travel, theoretically, the laws of classical physics will remain consistent. This links to wormholes in that their creation must be accompanied by closed- time like curves and/or a noncontinuous choice of the future light cone, and by a violation of the weak energy condition. This is theoretically and mathematically possible as the Cauchy horizon remains stable. The multiverse theory (derived from quantum entanglement) states that if something is physically possible, there is a universe where it has happened, and this is allowed by the wavefunction collapse in quantum mechanics. If this is correct and closed time-like curves exist, then travelling in time could mean travelling to a different universe. With wormholes, we could gain information from galaxies that we would not have even known existed because, for example, of singularities blocking our view, or due to the expansion of the universe separating galaxies. Wormholes also offer the possibility of extracting energy and mass from specific regions called ergo regions surrounding the throats of wormholes. To extract rotational energy from this region, the Penrose process could be used. In addition, the impact of wormholes on black
holes can be huge. For example, the small wormhole-induced perturbations in the geometry can lead to massive non-perturbative shifts in the event horizon, progressively eating away at it to the extent that it almost “disappears”. Further, vacuum polarisation effects near a singularity may lead to a “punch through” into another asymptotically flat region, effectively transforming a black hole into a wormhole’. Travel through a wormhole is mathematically equivalent to quantum teleportation, a process which is needed for quantum cryptography. Therefore, if ‘transporting’ qubits through black holes, information can be recovered from a black hole, meaning unitarity is maintained. It also rescues black hole complementarity, so the interior and exterior of the black hole are two quite different, complementary ways of looking at the same system, not different ones.
To conclude, the overall uses of wormholes to humans could be huge, not only on a physical level, but on the level of knowledge and insight into a theory of quantum gravity. However, the lack of evidence and limited research gone into this area of theoretical physics has placed enormous constraints on the impacts that wormholes could have.
Martha Richmond U6, Carr
“The overall uses of wormholes to humans could be huge, not only on a physical level, but on the level of knowledge and insight into a theory of quantum gravity.”
For a wormhole to be traversable, it must be sufficiently longlived to be passed by a causal curve, it must not possess an event horizon, and must be macroscopic rather than Planck length.
The term “Bauhaus” refers both to an architectural style that found great appreciation worldwide between 1925 and 1932, and also a movement that began with the founding of an art school in 1919 in Weimar Germany. The initial thoughts of Walter Gropius, the director and founder of the Bauhaus, were of shaping post war modernity through art, design, and dance by teaching about the use of materials, which was the foundation of all arts. The philosophy that Gropius pursued was that craftsmen and artists should work together to redesign people’s everyday life. He also followed the phrase “form follows function” which is a phrase that was coined by the American architect Louis Sullivan (1856–1924), who was the developer of one of the first skyscrapers, and emphasised efficiency to appearance.
From 1926 to 1928, Walter Gropius built the “Dessau-Törten Housing Estate”. The tour guide who showed me around stated, “This was the first implementation of his idea “houses of mass construction”: standardising the housing construction seemed necessary in the Weimar Republic to overcome housing shortage. This corresponded with the desire to develop an adequate and contemporary design for everyday objects.” The various design steps –from planning the estates to designing household appliances, fabrics, and wallpapers – expressed the search for an aesthetic of a modern industrial society. In the eyes of efficiency, the realisation of the mass-produced settlement was a great step in architecture, especially because of the fabrication-line-system. Drawing inspiration from the industrial assembly line, specialised
phase. For this purpose, components such as beams were made of concrete on site, which were transported by a small railway and moved by cranes. All these measures led to a necessary lowcost construction method that became a great advantage for the future inhabitants of the settlement. Under these circumstances it was possible to construct up to 60 identical houses along a road which extends over 190 metres. The “Törten-settlement” is still in use to this day.
The Bauhäuslers’ focus was to break away from all levels of everyday
the historical constructions and heavy furniture were unbearable. By discussing and reflecting on the modern daily routine of an individual they produced the question: “How do I actually want to live?”. This is where the principal “form follows function” came from. To implement this, as the Tate Art magazine writes, Bauhaus “replaced the traditional pupil-teacher relationship with the idea of a community of artists working together. Its aim was to bring art back into contact with everyday life, and architecture, performing arts, design
In this extract Finn Karp explores the enduring influence of the Bauhaus style and its contemporary relevance.
and applied arts were therefore given as much weight as fine art. The name is a combination of the German words for Bau (build) and Haus (house) and may have been intended to evoke the idea of a guild or fraternity working to build a new post war society.”
A good example of the application of Bauhaus concepts is the Kornhaus Restaurant, which was built on the Elbe River. The architect, Carl Fieger, applied the methodology of developing architecture from the movement of functional processes and even though
he included cubic and simple shaped segments in the construction plan, the building was characterised by a semi-circular corridor that connects the restaurant’s kitchen and the guest room.
Bauhaus has had an impact on generations of artists, designers, and architects in Germany, China, North and South America and beyond.
All over the world one can see the central values replicated: Bauhaus has become both a symbol of functionality and has come with a focus on
creating a sense of community.
Along with the important Bauhaus tradition of function and community, contemporary architecture and design in this style offers fresh achievements and knowledge that works well with the current politics of sustainable development and emphasises social, as well as economic, integration.
Its invention of new forms for representing human values – based on aesthetics and technology – in both architecture and design, is still significant in the twenty-first century. Nowadays, Bauhaus influences the culture industry and the movement towards “eco-design.” As such, Bauhaus continues to play a significant role in upholding tradition by bringing together aesthetics, efficiency, and technological progress.
Finn Karp U6, PaleyAll over the world one can see the central values replicated: Bauhaus has become both a symbol of functionality and has come with a focus on creating a sense of community.
Rosa Luxemburg lived from 1871-1919; she was Polish, Jewish, and a woman, in a society that was racist, anti-Semitic, and patriarchal. As a Marxist she lived a very intense, dramatic, and romantic life.
Rosa spent a lot of time in prison in Germany, including most of the duration of the First World War due to her anti-war views. This did not daunt her though – she often remarked that going to prison allowed her time to write and saw prison a necessary component of her writing. She is widely admired and read today by Marxists and socialists alike for her critique and predictions on both revolution and capitalism, and is viewed as an important figure in 20th century economics and politics. Her famous works include ‘The Russian Revolution’, ‘The Accumulation of Capital’, ‘Mass Strike’ and ‘Social Reform or Revolution’. Her unique views on Marxism were inspired by her background in Poland. Marx said that there were 5 distinct epochs in his stages of a communist revolution: slavery, feudalism, capitalism, socialism and then communism. Therefore, the areas in Poland that were capitalist and industrialised like Germany would be able to have a proletariat revolution, but the agrarian feudal parts would no doubt be left behind. Marx felt that the nearer one is to Germany, the closer one is to revolution. Luxemburg thought this idea was nonsense and in her writings she rhetorically asked Marx “Have you ever been to Poland?” because in actual fact it was East Poland that was industrialised – the part that was in Russia. Therefore, not only did this theory annoy her, but she also felt that the opposite was true and was shocked by the idea that Russia and Poland would have to wait for revolution and go through Marx’s
stages before they could become communist states. As the political scientist David Runciman put it “what she hated was the idea that societies had to pass through stages to become revolutionary”.
For Luxemburg the 1905 Russian revolution proved her views correct, that Russia was indeed ripe and ready for a revolution. Despite this, many orthodox Marxists sat the revolution out, feeling that it was the ‘wrong revolution’; it was the liberalbourgeoise’s revolution, much like the earlier European ones that had transformed their societies from agrarian to industrial. This was a revolution to get rid of the Tsars, or at least gain some concessions, as well as reducing the bourgeoise’s taxes, and so Marxists held back. Luxemburg thought that this was asinine, and Lenin agreed. The idea of picking and choosing your revolution as a revolutionary was pointless, and instead of sitting it out, one should join in and make the revolution one wants. Lenin compared it to falling for a flea powder advert that on the side of the bottle the instructions were as follows: 1 – catch your flea. 2 – pour on the powder.
While they agreed on joining the available, rather than the ideal, revolution, Luxemburg and Lenin disagreed about why the 1905 revolution failed. Lenin felt it lacked a centralised government to point it in the right direction – it lacked a controlling elite. Luxemburg instead thought that what it missed was spontaneity and a failure from the intellectuals to listen to the proletariat. As she put it, if you walk into a factory
and they aren’t arguing for the same thing as you, don’t tell them they are wrong, try to understand them and then you are in a better place to lead them from. In 1905 both felt their ideas had been proved correct: “Lenin felt it was a failure of leadership and Luxemburg a failure of learning.” The idea of spontaneity was key in Rosa’s revolutionary writings, partly some suggest, due to her romanticism, which led her take the idea of spontaneity due to heart. She was always a rebel; in school she was refused the gold cross because she was too rebellious (as well as a Jew). Similarly, in one of the many letters she wrote from prison she described how there was something in her that “ignores all rules and regulations.” Her concept of spontaneity and nurturing the revolutionary spirit rather than crushing it, is one of her main legacies. When it came to the 1917 February revolution in Russia, Marxists once again sat it out as it was still seen as a liberal movement, with the provisional government that overthrew the Tsar continuing in the war. When Lenin and the Bolsheviks seized power in a coup in October 1917 they took Russia out of the war. Rosa hailed Lenin as a revolutionary hero – she was elated. However, in her work ‘the Russian Revolution’ she both celebrated him and tore him apart. In this essay, once again written in a German prison, she swaps from loving to hating Lenin and his Bolshevik takeover. She criticised his centralised power and his rule of terror. Lenin felt that elections would not stabilise the backward Russia, and he felt that he and other intellectuals needed to teach the revolutionaries
and call the shots; the anthesis of Luxemburg’s ideas of ‘walking into a factory and understanding’. For Luxemburg, one of Lenin’s huge mistakes was to take away freedoms like the franchise and the press as it halted the revolution before it had properly begun. She accused him of lacking the courage needed to listen to the people, rather than centralise control, despite calling him a brave hero earlier on.
However, “the Russian Revolution” furthers its “double argument” when she finds fault with Lenin cutting ties with the Baltics and allowing the old Russian empire to break apart. This is because she never believed in any political theory or identity based on nationalism. Therefore, she felt that these “false states” were bad, as they would form their own new nationalist feelings. Rosa hated any concessions that allowed nationalism to grow, as it was tied to capitalism. She was an Internationalist Marxist, and in her eyes if one weren’t this, one was nothing. Luxemburg describes how Lenin should have kept all this territory instead of breaking the social structure into nationalist parts and should have given the people as much say and
freedom as possible. She predicted that Lenin’s goal to allow these new nations to break away, and for him to then eventually bring them back into his centralised power was never going to happen for 2 reasons: 1 –because he had made concessions to internationalism and 2 – because she believed that you could tell what a revolution or government was going to be from its origins, and the Bolsheviks began with terror, allowed nationalism, and took away freedom. So, for Luxemburg to later pull these new states back would create the need for more suppression and coercion than there already was. Luxemburg hated compromising on principles to achieve these stages and the communist utopia. The idea of using compromises, like terror or allowing the growth of nationalism, to achieve something where everything will make sense again, was barbaric to her.
Luxemburg departed from Marxist thought and action in other ways. She criticised Marx’s views on capitalism, especially on the question: Can capitalism expand infinitely? Something which Marx never really answered. She didn’t think so because for her capitalism needs “societies that
do not engage in capitalism”, and she predicted that there would eventually be no societies left to expand into. She felt if capitalism could expand infinitely through imperialist wars then “socialism was a utopian pipe dream, not a historical necessity”. Before capitalism will end on a global scale it will go through “seizures” as it sees the complete destruction of indigenous people, exhaustion of resources, increased imperialist wars, and events like climate change – as she wrote “capitalism is willing to let the world burn”. From her view, capitalism can be seen as a bulldozer that drives overproduction and consumerism, which can easily be seen in the contemporary world as a cause of climate change and global warming. If her predictions are correct, which they seem to be, we find ourselves near the end of capitalism, so what are our options? For Luxemburg, the choice is simple – “socialism or barbarism”. Economic growth no longer helps developed societies provide better living standards, but reducing income difference will. Developed countries with the highest income differences within them, like the UK and the USA, have the highest levels of social and health inequality (this includes mental health, crime rates, prison levels, and education) as proven in ‘The Spirit Level’. To reduce these increasing problems we face today, reducing the income gap is crucial. Therefore, socialism and redistributing wealth to reduce income differences appears as a logical solution.
Living a life of revolution is no easy task, and in 1919 Luxemburg was murdered by the GKSD Freikorps in Germany following the Spartacist uprising, with her body was dumped in a canal and only found months later. However, she left an important legacy, especially within the world of feminist Marxism, where she led the way for many, including Sylvia Federichi. Her concept of spontaneity and fostering the revolutionary spirit, as well as a fierce rejection of nationalism, are significant still to this day.
Maud Humphries U6, Carr“Those who do not move, do not notice their chains.”
- Rosa Luxemburg
Year 11 student, Lily Whewell gave this presentation as part of her GCSE English Language.
Tudor England was a time of extremes where we saw both a significant divide between the upper and lower classes of society, and a great divide between the privileges and societal expectations of men in comparison to women. Throughout our history the idea has been prevalent that women were seen as inferior to men, and in Tudor England we saw this mindset embedded into society by both the church and the indoctrination of children with these ideas, with girls being openly taught that they were the inferior gender, and their primary role entailed bearing a son for their husbands.
In light of society’s views and expectations for women, women’s fashion mirrored their expected role as obedient wives to their husbands with the monarchy influencing the way women dressed. The typical Tudor outfit would have reflected a woman’s status in society with highly
embellished decorative garments reminiscent of the upper classes and simple linen shifts which were kept clean by being changed daily being worn by all manners of Tudor society. As a rule, the more dramatic the silhouette, the more highly embellished and decorative the fabric, the more elaborate and exquisite the dress, the more desirable the woman would be as a wife due to her high status. Often, fashion trends for Tudor society came from the influence of the monarchy. To create these dramatic silhouettes, women would wear a farthingale which was introduced by Catherine of Aragon, Henry VIII’s first wife. This was an undergarment which was conically shaped to add structure to the women’s skirts. Similarly, an English hood was also worn and made popular by Catherine of Aragon. It had a triangular shape to frame the face, arguably drawing attention to the woman’s face for the purpose of attracting a husband. However, even
wearing a hood became a political statement when Henry’s third wife, Jane Seymour reverted back to wearing an English hood in defiance of Anne Boleyn who was Henry’s second wife, who wore a more softly shaped French hood.
Dresses were made from exquisite fabrics which were decorated with jewels, lace and ribbons and would sit on top of a linen shift. The act of exposing elements of the shift such as around the neck and cuffs to reveal black-work embroidery was also popularised by Catherine of Aragon and followed by the aristocracy. The colour of a woman’s garments also helped to portray her desirability. Elizabeth I developed the wearing of black and white as a symbol of her chastity and innocence. As we can see, the importance of fashion for Tudor women was significant as it extended beyond an expression of their social status but to enunciate their role as an obedient wife for
her husband, with society and the monarchy dictating what women would wear to appear desirable yet also inferior to men.
In contrast, in 1920s America we see an open defiance to society’s expectations by liberated women who were called ‘Flapper girls’. Flapper girls did not conform to society and their domestic ‘duties’ as housewives; instead, they found freedom in illegal pastimes such as drinking alcohol, dancing and jazz. We did also see progress in the way women were viewed in society, with a greater prevalence of equality in sports and in the law – such as getting the vote – which represented a drastic change from the violence and abuse women faced from their husbands under no legal protection in Tudor England. This gave Flappers a newfound freedom to subvert the expectations of society and to embrace pleasures, such as smoking in public, that would have usually been reserved for men.
This freedom of expression was echoed in the typical flapper dress and enunciated by certain designers such as Coco Chanel. A flapper dress would redefine the typical hemline, as women embraced shorter skirt lengths. Like the trend of exposing blackwork embroidery in Tudor England, the flapper dress would expose elements such as the calf and neck through revealing cuts. The fit of flapper dressers and the lack of the use of the corset was also in juxtaposition to the dramatic and defined conical shape with a straighter and slimmer silhouette being considered as more fashionable, with the dress itself being highly embellished with fringing, sequins, and beads to maximise the impact of the dress whilst dancing to jazz music. It also became highly fashionable to adopt the more boyish style of a bob haircut, which was the most flattering when embellished with a highly decorated headband.
The new movement of women who
subverted society’s expectations was therefore mirrored in the establishment of fashion trends such as: the straighter silhouette that echoed the Flappers’ defiance of traditional societal expectations, embellishments like fringing which created a statement when women danced and participated in illegal activities, and the bob haircut which it could be argued paralleled the greater equality we saw in the 1920s in sports and the law. Throughout history, it is apparent that as society’s views of women have progressed, women’s fashion has also moved with the times, from the influence of the monarchy in Tudor England to the liberation of ‘flapper girls’ in the 1920s, suggesting that the impact of society on the fashion industry is great and is an excellent source of reference when looking at how society has viewed women throughout history.
Whewell Y11, StyleLily
“A flapper dress would redefine the typical hemline, as women embraced shorter skirt lengths. Like the trend of exposing blackwork embroidery in Tudor England, the flapper dress would expose elements such as the calf and neck through revealing cuts.”
Tragedy is a literary genre dealing with tragic events and the unhappy consequences of human actions, especially concerning the downfall of the hero.
Greek Tragedy reached its most significant form in Athens in the 5th century BC. The most acclaimed Greek tragedians are Aeschylus, Sophocles, and Euripides. These tragedians often explored themes surrounding human nature, mainly to connect with the audience but also to bring the audience into the play.
Aristotle explored the nature of Greek Tragedy in his treatise “poetics.” He stated that the purpose of tragedy is to bring catharsis - the purgation, purification or cleansing of emotions. According to Aristotle, tragedy evolved from the satyr dithyramb, an ancient Greek hymn, that was sung along with dancing in honour of Dionysus.
Dionysus was the Greek God of wine, theatre, and fertility, called Bacchus by the Romans. He was a central figure in the evolution of Greek tragedy, and most theatrical festivals were held in his honour.
Tragic plays were performed at the state-run festivals for Dionysus, called the Dionysia (in Spring) and the Lenaia (in Winter). These were religious festivals and thus the atmosphere surrounding the performances were more like that of a religious ceremony than entertainment. There were altars to the gods, with priests in attendance, and the subjects of the tragedies were often heroes of legend, religious myth, and history.
Playwrights would apply to the archon (leader) for a chorus. The state selected the competitors as well as
sponsors (choregus) and judges (10 citizens.) The choregai was a wealthy citizen chosen by the archon to pay for the training, costuming, and production of a play. An open-air théatron (literally a “place for viewing”) brought together as many as 15,000 philosophers, politicians, poets, artists, and scientists from Ancient Greece’s independent city-states, many of whom had very different views on politics and culture. At the Dionysia, playwrights pitted their work against one another in competition. Each presented a trilogy of tragedies followed by a comic ‘satyr’ play. These festivals therefore became an opportunity for Greek playwrights to voice their political opinions and present new ideas in their tragedies.
For tragedies to shock and evoke emotion in an audience the plays would have to resonate with the experiences of the people; if the audience felt detached from the play it would not carry the same significance.
In a sense tragedy was an expression of the establishment, fundamentally different from modern theatre. It did not necessarily voice political dissent but invited the audience to political reflection. In this way the Dionysia was a political organ which allowed the audience to reflect on issues and problems relevant to the Athenian polis. The heterogeneity of the festival meant these tragedies could proclaim their messages to people from all over Greek and the surrounding provinces. Tragedies would depict the consequences of tyranny, such as Aeschylus’ “Prometheus Bound” which presents Zeus as the ultimate tyrant. Euripides wrote a number of tragedies in response to the events of the time.
He explores the consequences of war in his play “Trojan women” where he presents the tragic fates of the Trojan women after the Trojan war. One example of where contemporary politics affected playwrights is Euripides’ “Hippolytus.” In this tragedy, the protagonist, Hippolytus, is cursed by Aphrodite for remaining chaste and not giving in to desire. She makes his stepmother Phaedra fall in love with him and when he finds out about this from her nurse, he gives a misogynistic speech condemning “women” in general. In response, Phaedra takes her own life. Before she dies, however, she writes a note accusing Hippolytus of attempting to seduce her. Upon reading this note, Theseus (the father of Hippolytus) orders the exile of his son who eventually dies. This injustice is explored in a scene between Hippolytus and Theseus, where Hippolytus attempts to prove his innocence. He gives a persuasive and dramatic speech, alluding to the style of Athenian trials, and Euripides reflects on the “Polis” by depicting the consequences of injustice. Even specific events, such as the siege of Melos, have been reflected in Greek Tragedy. Although modern classicists have begun to object to this notion, it has been widely believed that Euripides based his tragedy “Troades” on the savagery at Melos. Overall, the contemporary politics of Athens at the time had a significant impact on the creation of Greek Tragedy, as playwrights began to reflect upon the climate of war, and how important democracy was. Moreover, using relatable and well-known circumstances meant that tragedies could resonate and evoke emotion in the audience, and Dionysia soon became central to the politics of Athens.
L6, Style
Jemimah Allmand-Smith
“The purpose of tragedy is to bring catharsis the purgation, purification or cleansing of emotions.”
Young Enterprise (YE) is a national charity set up to motivate young people to succeed in the changing world of work by equipping them with the skills, knowledge, confidence, and experience that they need.
Each year, our year 12 students have the opportunity to participate in the
YE company programme, giving them the chance to engage with over 482,000 young people and helping them to develop their business, financial, and entrepreneurial capabilities by setting up and running their own business.
This year Giggleswick Students created Giggsaw, a Young Enterprise company
that provides a range of jigsaws with beautiful images of the Yorkshire Dales National Park. The jigsaws support mindfulness and wellbeing, which was particularly relevant as the company was formed during the Pandemic. The Giggsaws feature images of the school and of Malham Cove, which is nearby. They are
Business Studies Teacher Mrs Rigarlsford and Year 12 students discuss the learning experience and success of this year’s Young Enterprise Group.
Giggleswick students have benefitted from participating in the Young Enterprise for several years now and are supported in this endeavour by Old Giggleswickians
made of recyclable and sustainable materials sourced from local suppliers. The jigsaws are available in varied sizes and are accessible from age 3 upwards. The Giggsaw images are photos taken by staff and pupils, so also work to show off the photographic talents of this school.
Facing the challenge of designing, producing, and selling their product, Giggsaw worked together brilliantly as a team by allocating roles including Managing Director, Finance Director, and Sales Director. They secured sales through online marketing, newsletters, and, at their first ever trade fair in Harrogate, face-to-face – which is where they developed the confidence to engage and sell to members of the public.
As well as returning a healthy profit in their fledgling business, students benefitted in many other ways. All the students emphasised how much they enjoyed taking part in the programme and below they tell you a bit more about why they took part and how they found it useful.
Emily Hutchinson, HR Manager said “I
learnt the importance of working as a team and encouraging others. We took part successfully in the local inter-team competitions and developed our skills through workshops such as the presentations skills training before the ‘Dragons Den’ competition.”
Jemimah Allmand-Smith, Design Manager said “I have learnt many new skills and together we had to overcome multiple challenges to produce this successful product. I enjoyed designing the company logo and found the interactive elements of the competition especially fun.”
Harry Cook said “This year I was honoured to be Managing Director of the Giggleswick YE team. I can confidently say that as a team we have grown and developed massively. I am going to miss YE as it has helped me develop my leadership skills, and seeing the team grow and flourish has been really satisfying.
Our product was a remarkable success, I certainly enjoyed doing my Giggsaw and I going to miss saying, ‘grab a piece of the countryside!’
Darcey Millsted said “As sales
director I have learnt the importance of effective communication and negotiation between the team, suppliers and consumers. I have enjoyed every part of it including the trade fairs and the competitions we entered.”
Mrs Rigarlsford, Business Studies Teacher said “The students taking part in this programme have significantly developed their skills because of the experience. Upon arrival at the first trade fair, they were shy in engaging with the public, but what a difference a day can make with confident engagement and polished sales techniques emerging as the day went on. The experience of working together as a team, writing company reports, negotiating with suppliers and designers, and delivering professional marketing and presentations has been invaluable to them. They have really grown in maturity and confidence because of their participation. It is fantastic to be able to offer such valuable opportunities to our Giggleswick Learners.”
Applying your understanding to unfamiliar concepts requires problem solving and perseverance. With many of the pupils having covid around the date we took the exam, there was little time to prepare, if any, and so we were very pleased with the outcomes. Kian Schmidt and Martha Richmond achieved a silver award, and Zoe Lenka, Alison Fry and Emma Belshaw achieved a Bronze award.
Many interesting and timely scientific contexts were covered in the 2022 paper. The first question was based on E10 petrol, a grade of petrol which contains up to 10% renewable ethanol (a biofuel). Retailers transferred their stocks to E10 petrol during the petrol shortage in October 2021, so this is a current topic. Other questions covered quantitative chemistry in lateral flow tests, and explored a technique which allows vaccines to be stored at room
temperature. Students also answered questions about the world’s smallest Chinese knot, cubane and nitrous oxide.
The Olympiad was a great experience, pushing your ability above A level and attempting a completely new style of examination. Chemistry covers so many aspects of modern life and so I enjoyed seeing the breadth of its importance.
Martha Richmond U6, Carr
The chemistry Olympiad is designed to push and challenge the most able upper sixth students across the country. It focuses on difficult topics in application questions based on areas of chemistry you have never even heard of, never mind thought of before.
We ended last term eagerly awaiting the results of the 2022 Cambridge Lower 6th Chemistry Challenge. We would like to congratulate all students who took part and are delighted that Eleanor Curtis, Alistair Styler and Jason Yang achieved a Silver award, and that Lily Coward and Vingo Fong achieved a Copper award.
The competition is designed to stretch the most able students and we are proud of how hard they worked and their passion and enthusiasm for chemistry.
Having taught The Heart and Circulation to Year 9s in Biology, Mr Burrows suggested a collaborative project to English Teacher Mrs San Jose.
Pupils write with the language and terminology learned in the science laboratory and blend it with figurative and emotional concepts and phrases relating to the topic of the heart and blood. All members of the class contributed their lines and words and then helped each other to edit and structure a long poem which they then performed in Chapel in front of an audience. The result is an original, powerful piece of creative writing with excellent sound and pace when recited.
It rages like fire; roars through the vena cava. Beaming, beating, bragging, boasting: Warm thick blood, red rushing river, Enters the atrium, comes to seek oxygen. Muscular, magnificent, the heart rules supreme.
Magical ventricle, biological ventricle, Sloshing, spilling, filling, flowing, My heart is like a drum, beating aggressively, beating faster, beating progressively; It beats like a drum, over and over again.
Bursting with pride. Heartfelt, hearty. Pulmonary artery. Heavy heart can’t be heard over loud hard beats and rattling strings. It tries to bellow through a snapping song. My heart is like a singing bird whistling and whistling.
Pulmonary artery? pulmonary vein? Cradled by capillaries: never love again. Captive to cupid, it beats in my body. Fill and flood with life’s rich blood. Follow your heart. I follow my veins.
Capillary-covered: creeping ivy on an oak. Secrets kept hidden, promises locked away. The ventricles trickle with sadness and hurt. My heart plays games, nurturing my pains. Brimming in the chamber, running through my veins.
Boiling blood rushes into right atrium. Gated valves open and it waterfalls through. A charging herd of rhinos pulses to the finish. Blood splits everywhere… Blood moves and flows . Blood comes and goes.
You made my life hard; now I have just half a heart. Once full with warmth and strength. Cut in half – it has fallen apart. You were my everything; now you are my enemy. I may never love again. I may never love again.
Cells surf and slide to the putty pink lungs. Warm thick blood travels the rugged landscape, Visiting the landmarks of the human form. The intertwining brain, the tall sky-scraping bones, Past the slimy long oesophagus.
Oxygenated, energised, back into the atrium. My heart feels like a ton of bricks sinking to the river bed. The lungs give the blood so the heart can be the giver: Raging like a fire, beating like a drum. Rhythm of love or rhythm of loss, heart stays strong.
My heart is broken, you left me too soon. A gaping hole has opened in my empty heart. I wasn’t ready, but neither were you. My heart is more empty than the void of space. Why did you leave me?
My heart yearns for your return, but that is no more likely than a new planet entering our solar system. I will see you again. Not for a long time. I will see you again, one day.
It bleeds out life and explodes with love. It supplies my body with ambition and desire. It beats like a drum; it echoes like a cave, My heart strings are pulled in every which way. My heart is broken. You left me too soon.
Pumping, circulating, igniting, reviving, My heart is like a beatboxer, constantly working hard like an A and E doctor. The heart is a power-house, a busy house: Defibrillator jump start in a cardiac arrest.
Loud as a gun, the rhythm of a drum. My heart strings strum. I can’t even speak. My heart starts to leak as my eyes begin to weep. My heart is scarred. Exploding like a gun. Bleeding, longing, aching, waiting…
From head to toe; from arm to arm; Hand to heart; lungs to heart; Vena Cava circulating to aorta: Back again and round again, over and over, The power and the glory, for ever and ever, Until the oxygen stops and the fire is over.
In Act III of Shakespeare’s Hamlet, the prince instructs a troupe of traveling players in the art of acting. The purpose of that art, Hamlet says,
listening to narrative is cathartic allowing us to empathise and to see the world from multiple perspectives. These narratives, be they theatrical or musical, can transcend the moment and reside in our hearts to embolden us in times of difficulty.
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Shakespeare’s plays provide especially strong examples of the way cultural works can truly hold a “mirror up to nature,” reflecting the multi-faceted nature of the human condition.
Storytelling is not just entertainment, it’s a fundamental part of the human condition. Stories help us to understand the ever-shifting world in which we live and each other. The process of watching, creating, and
This year the return to some kind of normality has allowed pupils of all ages opportunities to explore the world of theatre, tell stories, reflect upon their world, and entertain it in a multitude of ways. Shakespeare would be very proud!
I was reminded only yesterday of the impact the work we create in the
“both at the first and now, was and is, to hold, as ‘twere, the mirror up to nature, to show virtue her feature, scorn her own image, and the very age and body of the time his form and pressure.” (III,
RWT has – not just on our lives and the pupils’, but also upon the wider community. A chance meeting with a local resident resulted in a casual conversation about rehearsals for Chicago High School Edition. This led to them buying tickets for the show for their extended family. I bumped into them yesterday – on the 7th July – and the impact the show had had upon them was still palpable.
The fact that a school production could attain such incredible levels of professionalism astounded them, and the fact that the performers were in the main under 18, “beggared belief.” They are now on the RWT mailing list and wanted to know what our next venture might be.
This was indeed a remarkable show that harnessed the talents of a superb cast. A review of the show is contained within the section on the Arts, which gives a taste of what was achieved. I often comment upon how blessed we are with talent at Giggleswick School.
The fact that a relatively small school holds such an abundance of talent never ceases to astound me.
As well as Chicago, a delightful production of Much Ado About Nothing graced the RWT stage. We also witnessed a plethora of open
mic nights, the Inter House Singing & Speaking competition, Young Musician of the Year, A Night at the Musicals, Christmas Music, the Gig at Gigg (formally referred to as the rock concert) and a spectacular Spring Concert.
Students studying Drama & Theatre Arts at both GCSE and A Level held a
mirror to their world by exploring the impact of social media upon the lives of teenagers and searching for the identity of truth. The work reflected their experiences, knowledge, and perceptions of the world to produce some outstanding and highly personal theatre.
This work provided a platform for young people to examine and communicate their experiences. The work was pertinent, incredibly powerful and a fitting reminder of how important the Arts are in providing a voice to young people.
The introduction of a curricular led inter-disciplinary Arts teaching, continues to provide innovative opportunities to explore themes and ideas through the Arts resulting in exciting performance outcomes allowing pupils able to make connections across a range of artistic media.
As the academic year ended, pupils from Years 7 & 8 took to the stage in a fantastic production of Charlie and the Chocolate Factory. The cast performed with such assurance that one forgot that they were so young. It was a remarkable performance from up-and-coming stars of the future.
Gareth Warburton Faculty Head: Creative Arts
Mistaken identity, false accusations and a masquerade ball: 35 minutes of intrigue, deception and love! The obstinate Beatrice, spitting barbarous vitriol, played splendidly by Sophia Henson, opened the play whilst the wronged Hero skipped about her in an intoxicated display of amorous bliss. Her white dress embodying her virtue, aptly selected by the costumiers, Lily Whewell as Hero was the perfect foil to Henson’s charmingly embittered
Beatrice. Hero’s tempestuous romantic journey with Claudio, portrayed splendidly by Woody Salt, was enjoyable to watch, especially when peppered with the comedic interjections from Millie West and the rest of the adorably ambling night’s watch.
David Kuempers’s obvious presence as Don Pedro gave gravitas to the piece and the memorable ‘evesdropping’ scene was cleverly staged, with the gardeners being an original and humorous addition, especially
when Michael Atkins’ Benedick ended up at the wrong end of a watering can. The musical underscoring throughout was a thoughtful touch and created a latent air of romance which pervaded the atmosphere, amusingly mocking the cruel teasing between Beatrice and Benedick. A delightful production which captured the confusing world of romantic relationships and gave all pupils, both on and off-stage, the chance to shine.
What’s even more impressive about this crowd-pleasing show is just how relevant it remains today, something that was particularly evident in Giggleswick School’s High School production (which was performed from the 24th to the 27th of November). In a corrupt society – where women are overlooked, under-valued, and generally ignored – it was exciting to see the numerous ways in which the female characters of Chicago try to gain power over their male counterparts, refusing to be silenced.
Every single character vies unashamedly for the spotlight, and the simple but highly effective set (designed by Sally Malkin) established this desire for attention immediately: an immense dressing room mirror framed the action, highlighting the fact that every individual is preparing for the performance of their life. A highly performative show, even the stage had frills, and the exquisite costumes heightened the glitz and glamour.
What was evident in this production was just how much every member of the ensemble loved being on stage. Everyone was fully committed to selling the action of the play – even when the action wasn’t focussed on them – and Steph Haighton’s highly impressive choreography was slickly delivered. Particular highlights included We Both Reached for the Gun and the Cell Block Tango, in which each of the girls portrayed vastly different but equally engaging inmates: all described their separate murders with glee (a special shoutout has to go to Rasmus Meyer-Loos who portrayed each
of the girls’ casualties). The production was led by an exceptional group of performers.
From the moment Claudia ParravanoTomasso stepped onstage as Velma Kelly, she held a stillness and focus that told the audience she was in control and knew it. With a voice well beyond her years, her sarcasm and coolness were a joy to watch. Similarly captivating was Sophie Smith’s portrayal of Roxie Hart: an initially unassuming young woman, the audience very quickly learnt she was always planning her next scheme, and the glint in Smith’s eye showcased this with extraordinary subtlety. Both actors complemented each other beautifully as they illustrated the starkly different ways these two women played the system. Other highlights included an extremely earnest performance from Toby Brown, whose authentic take on Amos Hart left the audience crying out with empathy whenever he left the stage.
Ben Kelt’s Billy Flynn oozed sleaze, whilst Briony Moffat’s voice created an impactful entrance (particularly when coupled with some well-timed stair lights). Due to such an extensive roster of talented actors, the majority of lead roles were double cast, highlighting the commitment of the Drama Department to give everybody
their moment in the spotlight. The actors were supported by an impressive and entirely visible band, led by Head of Music Darren Everhart. Having the band onstage and above the action was an inspired choice, a continual reminder of the show’s vaudeville influence and a visually striking set-piece. Even the warmup felt like part of the action, hinting at the chaos that was to come. The direction from Katie Baskeyfield and Gareth Warburton perfectly encapsulated the structure of the play: a series of “acts” sewn together by a clear narrative of ego and selfobsession. Ultimately this was a production full of joy and fun, and it was fantastic to see so many actors able to express themselves through song and dance. The large ensemble of predominantly female performers was given an amazing opportunity to feel empowered, and one hopes the audience left the auditorium feeling similarly emboldened and ready to take on the world! Chicago High School Edition more than lived up to Giggleswick School’s impressive roster of highly entertaining – as well as highly professional – productions. A huge well done to all involved!
Miles Warburton
As Broadway’s longest running musical, it is believed that over 30 million people have seen Chicago worldwide.
“Due to such an extensive roster of talented actors, the majority of lead roles were double cast, highlighting the commitment of the Drama Department to give everybody their moment in the spotlight.”
With an origin story for Wonka set to be released in 2023, this story and its characters clearly hold a strong place in people’s hearts. It’s therefore no surprise that the novel has also been translated to the stage; live theatre offers a unique opportunity for audience members to experience all the surprises and magic that the factory has to offer.
Giggleswick School’s Year 7 and 8 joint production immediately invited its audience to step into the world of Willy Wonka’s chocolate factory. Before the performance even commenced parents and children alike were treated with chocolates and given a golden ticket for a post-show raffle, all very nice touches to help build up the anticipation for this sweet story. As ever, the entire ensemble was fully committed to the performances they were giving, with every voice carrying to the back of the auditorium. The
first chorus members to enter onstage were given the unenviable task of not only setting the scene but also directly addressing the audience – no easy feat for such young performers.
The entrances of the increasingly unpleasant golden ticket winners from the audience helped to create a sense that anyone could have won.
Lilly Bowness delivered a maniacal performance as Veruca Salt: she somehow always managed to put you on edge (in the best way!) Elodie Martin’s Violet Beauregarde was brimming with confidence and sass, whilst James Galley’s Mike Teavee lit up whenever a screen was mentioned. Finally, Adam Riaz’s chocolateobsessed Augustus Gloop made a highly entertaining exit along the chocolate river.
Indeed, several inspired set pieces throughout the production managed to convey the sense of a much larger factory at work – particular highlights
included: the decision to break the fourth wall and move around the auditorium to keep the audience involved in the journey, the use of umbrellas to create the rotating paddles of the chocolate river boat, and the use of pre-recorded footage to portray Mike Teavee’s tiny fate. Max Scholey presented a warm and earnest Charlie Bucket with ease: at all times his sense of awe and wonder were palpable, but he was still able to hold his own against the much bigger personalities of the other children. Leopold Ingham-Barrow’s kindly Grandpa Joe was old beyond his years; it was often very easy to forget the actor was only in Year 8. Angus Fawcett was also a real delight as Mr Salt, constantly battling to keep his daughter happy whilst also being less than enthused by Wonka’s antics. However, the star of the show was indeed Mr Willy Wonka himself. The suspense built up for the entrance of the chocolate factory’s owner left Nico Gogua with a very difficult task, but he did not disappoint! Bursting onstage with immense energy, he was able to sustain an eccentric, mysterious, and, at times, sinister performance throughout. The subtle goading of the children into meeting their demise was a treat to watch, and somehow Mr Wonka still came out as someone for whom the audience was rooting. Well done to all the pupils involved both on and offstage in this production: you truly did transport your audience to a world of pure imagination.
Miles WarburtonCharlie and the Chocolate Factory is arguably Roald Dahl’s most well-known text, with over 20 million copies sold worldwide in 55 languages. A large part of this fame can be accredited to its film adaptations in 1971 and 2005.
We also learnt many new ways to use digital technology creatively for music. Nevertheless, the return to live music-making with real, enthusiastic audiences was extremely welcome and was certainly the most notable feature of this year for us in the Music department.
The students embraced these opportunities whole-heartedly and made many special memories along the way. The Year 13 musicians were remarkable throughout. They were perfect role models for the younger years acting as mentors and guides, as well as providing inspiration. Without a doubt, the highlight of the first half of the Autumn Term was the concert entitled ‘The Life and Times of Walter Morrison’, which featured the Chapel Choir, wonderful readers, and some incredible solo performances. In
particular, we enjoyed some beautiful solos from Maud Humphries, Emma Belshaw and Lily Coward. Our Chapel Choir sang an anthem at every Sunday and Tuesday Chapel service this term, and gave performances at the Chapel Rededication Service, Harvest Festival, and Remembrance Sunday service. It was a joy to be able to sing some of our favourite anthems again together, such as Ireland’s ‘Greater Love’ and Wood’s ‘O Thou, the Central Orb’. It was also wonderful to be able to return to a live Singing & Speaking competition this year. All Houses gave their all and the Morrison boys really did Walter proud as they emerged as overall winners.
The Chapel Choir, admirably led by Sophie Smith and Briony Moffat, were in fine voice for our three Carol Services singing choir carols, such as Gardner’s entertaining setting of ‘The
Holly and the Ivy’. Our instrumentalists also performed excellently, and it was great to hear the Orchestras, Concert Band, and Folk Group performing in these services. In particular, we were very proud of Catteral Choir and Catteral Orchestra.
The concert band, led by Oliver Newbury and Emma Belshaw, also played for the drill competition in the last week of term, which was great fun. Included in the tunes we played for this was ‘On Ilkla Moor Baht ‘at’, which was kindly sent to us by the band of the Yorkshire Regiment.
The highlight of the term, if not the year, were our fully staged performances of the musical Chicago High School Edition. This was a truly remarkable production, and all the singers and the band are to be congratulated for their outstanding performances. The band consisted of seven of our top student
musicians
Throughout the pandemic, we managed to maintain many positive features of our music programme thanks to the resilience and commitment of the students.
playing alongside some of our visiting music teachers and several local professional musicians. To play and perform this original score was an incredible achievement, and particular mention should be made of Benjamin Clarke on drumkit, without whom the whole show would have fallen apart. In addition to all of this we held a lively ‘Open Mic Night’ in the Dutton Centre, organised by our Music Praeposter Imogen Crombie, which continued into an even livelier karaoke session for the Sixth Form.
The Music Department had a typically busy Spring term with lots of students involved in a wide range of activities.
The term started with a fantastic Rock Concert, organised by Mr Gareth Maybury, featuring many students from Years 7 through to 13, supported by a professional band. The concert finished with a tribute to Meatloaf with a group performance of ‘I’d do anything for love’.
A few weeks later, over 80 students assembled in Chapel for a performance of Zimmer’s ‘Earth’ as part of an environment awareness assembly. Keiron Hough particularly enjoyed his role triggering the sampled animal sounds.
It was also wonderful to see so many students singing at our Sunday
Our ‘Young Musician of the Year’ Competition saw over 80 performances take place over seven hours with Emma Belshaw eventually taking the coveted title. Poppy Coward in Year 8 emerged as the worthy winner of the KS3 prize.
The following week, we welcomed 48 prep school students to Giggleswick School to play in a large orchestra, to learn to play samba drums, and to sing in our Chapel. Our own Catteral Orchestra came along to help lead the day and were exemplary throughout. It was a thoroughly exhausting but extremely rewarding day!
To finish the term, we performed
A Night at the Musicals, devised and directed by Alice Hellewell for her Extended Project Qualification set the ball rolling, with performances by soloists and groups of songs from the musicals, including Giggleswick School Staff who gave ‘Revolting Children’ from Matilda a suitably idiomatic performance.
our Spring Concert not once but twice! This year the music was themed around film music, which was a proposal put forward by this year’s Year 13 students. We just managed to squeeze all the performers into the Richard Whiteley Theatre and the audience thoroughly enjoyed the performances by all the senior school’s ensembles: Catteral Choir, Catteral Orchestra, Folk Group, Concert Band, Senior Orchestra, and Chapel Choir, as well as several impressive solos. The concert concluded with everyone performing Doyle’s ‘Non Nobis Domine’ from Brannagh’s film version of Henry V.
Darren Everhart Director of Musicperformances on the Flat by Concert Band and Rock Groups.
On returning from the Easter holidays, the success of the Spring Concert still echoing in their ears, Giggleswick’s musicians threw themselves into the Summer Term’s music making with aplomb.
Next on the agenda was Speech Day. The Commemoration of Benefactors Service in the morning was much anticipated by the Chapel Choir who, after a two-year break, sang Parry’s ‘I Was Glad’, this time including the oft omitted ‘Vivats’ to celebrate the Platinum Jubilee of H.M. The Queen.
They were joined by Mr Gareth Maybury on the timpani and Mr Ciaran Diston on the trumpet who added to the occasion’s grandeur. Later that afternoon there were
The second half of term saw an Open Mic Night in the DC, led by Year 12 students Daniel Overend and Alice Hellewell. This included songs by Greenday performed by the Sixth Form Boys Band and ‘Careless Whisper’ performed by the Year 8 Girls Group.
During the service on OG Day, the Chapel Choir and visiting Old Giggleswickians joined forces to perform Fauré’s ‘Cantique de Jean Racine’. Finally, behind the scenes, we have had numerous students undertake instrumental and singing exams this term, so we wish them the best of luck with their results.
Our Young Musician of the Year contest is a fantastic opportunity for our pupils to perform in front of an audience, compete among their peers, and receive detailed, personalised feedback from a professional musician. The competition demonstrates and showcases every one of our school values of participation, ambition, and respect, and the much sought-after prizes are hard fought for by the rich talents of the musicians at the school. Our pupils devote hours of time to
rehearsals alongside their studies and other school commitments. This year we were very fortunate to have Adam Dobson act as adjudicator. Adam has enjoyed a performing career that has seen him tour Europe, Russia, and the United States. He has also worked as a Musical Director for numerous European concert tours and musical productions. Adam has performed on national television and radio in the UK, Denmark, and Germany. In the Summer of 2016, he was invited
to perform on stage at the Brandenburg Gate, in front of an audience of over 100,000, as part of Berlin’s opening celebrations for the UEFA Euro 2016 Fanmeile. Our overall winner, Emma Belshaw, captivated the audience with her performance of ‘Ballade no 1 in G Minor’ on the piano and Poppy Coward won the Woodwind Class as well as being named Key Stage Three Young Musician of the Year, with her performance of ‘Café Europa and Hymn’ on the saxophone.
A wealth of musical talent from across the age groups was on show at the event, which involved pupils at all levels competing in classes for percussion, piano, guitar, strings, woodwind, and singing.
The Richard Whiteley Theatre was transformed into a vibrant concert venue with 22 live acts performing on a spectacularly lit stage at ‘The Gigg’.
An enthusiastic audience enjoyed watching our singers and instrumentalists, supported by staff and the house band, play a range of rock, pop and country songs from Van Halen’s ‘Jump’ to the John Denver classic ‘Take Me Home, Country Roads’. The night was rounded off in style with an ensemble of musicians
performing an outstanding rendition of Meatloaf’s ‘I’d Do Anything For Love (But I Won’t Do That)’.
Each year The Gigg, formally known as the Rock Concert, showcases the wide range of musical talent at Giggleswick and provides the opportunity for emerging musicians in Year 7 and 8 to perform alongside the more experienced sixth formers.
It is also a chance for pupils to experience working and playing with a professional adult band.
Director of Performing Arts at Giggleswick, Gareth Warburton, commented “This was another outstanding event at Giggleswick School with talented young pupils being given a professional platform to excel with confidence. Those who performed juggled academic and co-curricular commitments yet were still able to participate at the very highest level and create an exciting musical event for all who attended.”
Darren Everhart“This was another outstanding event at Giggleswick School with talented young pupils being given a professional platform to excel with confidence.”
Our first stop was drawing Sophie Ryder’s iconic large rabbit sculpture at the Orangery, and then Ai Weewee’s zodiac of animals, before moving on to take photographs of the beautiful vistas and rivers for our landscape and collagraph projects. This was followed by a walk through the woods and finding a shady spot for lunch, interrupted only by some extremely friendly highland cattle who were keen to join our artistic exploits and seek out a Giggleswick sandwich or two. We enjoyed lunch in the shadow of the dramatic Jaume Plensa head, an optical illusion staring out over the lake.
After circling the lakeside, we arrived at the dramatic Damian Hirst sculptures and then stopped for drinks and ice cream as we passed the Henry Moore work and visited the Weston Gallery’s dramatic Jaume Plensa exhibition, where huge wire portraits and linear charcoal work provided plenty of dramatic ideas. After a brief shopping stop off at the delightful gift shop, we tracked up the hill to find a collection of fat and fluffy sheep milling around the artwork. Our first priority was afternoon lemonades and ice-creams again to defeat the rapidly increasing heat.
Once rejuvenated we were able to browse the galleries inside. The main gallery offered a chance to visit the painting exhibition by Janine Burrows and recognise several iconic Yorkshire landmarks, before moving on to the fantastic sculptures and screen prints of legendary Pop artist Robert Indiana. Totemic sculptures, and dramatic silk screens and paintings
brought us face to face with his intensive examination of the human condition: love, death, error, and loss were all explored in his work that used
board the Bibby bus for the return route home complete with some Spotify favourites, sung delightfully on the trip home. A brilliant trip
2022 saw us re-establish our annual Yorkshire Sculpture Park trip with year ten. Blessed with halcyon weather we arrived ready to explore the park lands and galleries.
The Art department was pleased to welcome OG Molly Smith back to school during the summer term to give a talk on being a textile designer. She talked about her work and her background studying. Pupils from years 7-13 attended a discussion and Q and A session in which Molly showed us amazing examples of her work. She also took us all the way through her process starting with research, moving through the sketching, painting, and observation of flora forms, to the realisation of pattern based prints for clothing or interiors. This was a fascinating talk, with amazing watercolour and mixed media paintings, along with digital print images. Molly explained her journey from taking Business Studies, Textiles and Fine Art at Giggleswick (with A* grades in A-level Art and Textiles) to her pursuit of Art Foundation and Textile BA at Leeds Arts University. It was also interesting to see how Molly had adapted her work with versatile digital methods of printing and design during the pandemic, having been forced to switch from silk-screen-based methods to working in her own lockdown studio. Molly also offered insight into winning internships in London and Sweden and working for companies such as ‘naked’ and YOURS, which is where her prints have been realised in contemporary fashion trends. Our pupils found her information on the internship process insightful, as well as her insight into travelling to a new city, finding accommodation and putting in the hours as a designer
Having got a full-time position at YOURS as a textile designer, Molly explained to us about textile and fashion trends, regarding style, shapes and patterns, layering and colour predictions that are often
undertaken many months in advance of each fashion season. The budding designers amongst our pupils were able to ask questions regarding industry competitions and how to gain internship places, use of photoshop, social media promotion, and networking in this fast paced and
highly competitive industry. It proved a really useful and inspiring session and we look forward to inviting her back again to tell us about the next stage of her career.
of ArtMags Rowles Head
The budding designers amongst our pupils were able to ask questions regarding industry competitions and how to gain internship places, use of photoshop, social media promotion, and networking in this fast paced and highly competitive industry.
At the start of year 13 I began studying ceramics, with my focus being organic forms and sea life. I was able to attend multiple workshops and clubs to pursue this interest, going to the ceramics club on a Wednesday and joining the specialist extra ceramics for sixth form on a Tuesday evening. I enjoy using organic form and colour, with lots of inspiration from ocean forms. I was offered good technical advice as well as ideas for university courses that would enable me to develop my passion and working methods.
Whilst pursuing this course I have moved from methods such as coiling – I really enjoyed the kinaesthetic method of this – to making large ambitious vessel forms. Coiling enabled me to construct unique and organic vessels that complemented the more uniform structures I had produced on the potter’s wheel. When it came to glazing my vessels, the ceramics lessons introduced me to specific
glazes and techniques such as ‘brain coral’, which is a glaze with bright colours that has a crackly rough texture, like ocean coral reefs. I was able to use wax resist with this glaze so that areas remained bare in order to create points of contrast.
At Christmas I led the student team in helping with the ceramics exhibition, which was held in the Glover art gallery and gave me a broader picture of the ceramic world. I took the lead in organising the layout and grouping of displays, pricing work, promotional posters, etc. The exhibition was successful, with many pupils and parents attending and learning more about ceramics.
As I began to get more experience, I developed more interest in broader areas, such as product design and craft. I was able to use the studio to attend interviews online and create virtual digital portfolios of my work.
Next year I hope to go to Manchester Metropolitan University to study Product Design and Craft, which is a
programme that has ceramics classes running alongside product design courses. At present I am looking towards a product design-based career in domestic and functional ware items. This year ceramics at Giggleswick has increased even further in popularity, both as a wellbeing activity that allows people to wind down and enjoy creative activities for fun, and as a learning activity, with the opportunity to learn about ceramics at an advanced level. The resident artist, Miss Zoz, has inspired us all with her knowledge and understanding. She has inspired me with career pathway ideas as I look towards university. Ceramics at Giggleswick has never been more popular with multiple clubs and activities. Younger pupils, and those looking towards Ceramic and Art careers, have really benefited from these clubs and Miss Zoz’s experience and enthusiasm.
Stapleton U6, StyleHe spoke about his interest in design and engineering, and his journey from a young child building swings and treehouses in his garden to working on Dyson’s smallest ever vacuum cleaners as well as several leading air purification products. He set up InnovationBen after enjoying a visit to his daughters’ school in 2017.
Throughout the pandemic, his online Inventors Club and free STEM (science, technology, engineering and mathematics) challenges were taken up by people across the world. He has reduced his hours at Dyson to focus on InnovationBen and inspire young people to creatively think and innovate. He said: “I’ve realised that what I love almost as much as being an inventor myself is helping others to develop confidence in their own capacity to creatively solve problems and innovate.”
“I believe there’s a creative genius inside everyone. I love being able to equip people with new ways of thinking and give them the tools and skills to get their ideas out into the world.”
Ben’s concluding comments were that his ambition was to design products that could inspire and change society and how he was impressed by concepts such as Thomas Heatherwick’s Rolling Bridge, in Paddington, and that he felt it was time
for him to move on from designing products for the masses.
Lower 6th Design students were also fortunate to be able to travel to Newcastle to visit Northumbria’s annual degree show REVEAL.
`The 2022 REVEAL showcase involved students across Architecture, Design, Fashion, Fine Art, Media and new for this year - Computer and Information Sciences. Giggleswick students were very impressed with the university’s
“I believe there’s a creative genius inside everyone. I love being able to equip people with new ways of thinking and give them the tools and skills to get their ideas out into the world.”
This year we were fortunate to be able to undertake trips outside school, the first of which included a lecture attended by the L6 at Bradford Grammar given by the Principal Engineer at Dyson, Ben Edmonds. Ben explained how he now balances his time between working at Dyson and inspiring the next generation of inventors through his company InnovationBen.
facilities and even managed to persuade one of the Lecturer’s to show us around the impressive workshops and facilities where the graduates had produced the work on show.
The Design for Industry exhibition was a particular highlight for our students as it displayed a number of innovatively designed prototypes that solved various problems. This included jewellery made from upcycled materials.
This year the Rotary Technology Tournament was unfortunately postponed so we ran an inhouse version designing a space shuttle launcher in teams of four through our CAS year 9 and 10. Some very impressive solutions were completed and it was excellent to witness brilliant teamwork.
As a part of our Creative Arts faculty CAS program we have explored a wide variety of themes through from Stop Motion Animation through to Victorian lanterns and Renaissance architecture, where pupils even had the opportunity to explore carving architectural details supported by our in house 3d sculpture Mr Van Nong who is the Art and Design Technician.
We were fortunate to have a visiting Computer Aided Design professional Lewis Jarram who undertook a presentation to Year 9 about his career and showed fantastic examples of his work, his latest projects and Lewis explained how he was also a ‘remote’ artist in residence for Stafford University. Lewis will be joining us next year to run a Fusion 360 Club to inspire and stretch the next generation of Giggleswick designers.
OG Graduates and Designers have continued to keep in touch sending examples of their work to share with our pupils. Any OG’s who read this and have not been in touch with please do so as we have a significant number of OG’s in this field of work which is so inspiring for our students to witness.
We now have a library of short OG videos discussing their careers for pupils to view and would be delighted to be able to build on this as well.
James Huxtable Head of Design
Iam very proud of what pupils have achieved at Giggleswick this year.
Whilst society seems ordinary post-pandemic, as a school we have had a lot of ground to make up regarding missed technical and tactical awareness across all sports. From missed key physical development points over the pandemic, we have strived to deliver more skill-based sessions across the sports to ensure pupils remain current in their practices and performances. It has been a pleasing yet promising year for me as I look to the future of where the programme progresses in the years ahead. I have been constantly reminded of what it is that makes sport at Giggleswick so great, the five Ps –the pupil, programme, performances, parents and, what I believe to be ever so important, the prospect of what lies ahead.
The Pupil should be at the centre of the sports programme at school. Old Giggleswickian’s have gone onto play with professional sports clubs or have played for an international side. Sport and physical education are infinite in an educational setting and the future of sport is an exciting prospect, especially as we have seen success with future stars in the U12 and U13 Hockey, Netball and Rugby squads. Our vision for the next few years is a simple one, to build a sports person with an ambition to participate, coach, umpire, and spectate in sport for life at all levels of the game. The pupil is at the
centre of this journey and their endeavour from Mill House to leaving Giggleswick should be to strive for greatness in each activity they take to. The Programme at Giggleswick is holistic and provides the opportunity to follow a passion in a host of different activities from when pupils begin at Giggleswick to when they leave. The importance of a multi-sport approach has been evident when seeing that one hundred percent of Catteral have participated in fixtures throughout the year. We offer a wide breadth of opportunities from health-based activities such as Yoga, Dance and Spin to our major games Hockey, Netball, Rugby, Cricket and Tennis. The pupils make the programme and this year it
has flourished.
The Performance is arguably one thing we have battled with upon our return. Does an outstanding performance deserve a win? Is winning everything? Do we learn as much from our wins as much as we do from our losses? These questions are ingrained in school sport and ones we will continue to try and answer and challenge. We want to achieve a balance in our programme with a number of wins, draws and losses to educate pupils in all circumstances. Having said this, I am extremely proud of how many teams have performed this year. In Catteral, the U13 Boys’ Hockey squad reached the regional round of the In2Hockey Cup, whilst the U13 Girls completed a
Sport is infinite in its form. This is something I constantly remind all pupils of. That the end goal is beyond Giggleswick – it is a lifetime of activity and experiences within a range of sports that we are preparing pupils for.
near-perfect season in terms of results.
In Rugby 7s the U13 Rugby 7s side were victorious at the Terrington Rugby Sevens, raising the Shield in a performance that was filled with resilience and skill. The Senior VII went all the way to the final of the plate at Stonyhurst 7s. We should also not forget all the moments of individual brilliance across each year, such as Jack Caton’s 89* against Ampleforth.
The Parents form an ever-growing support system for children in sports on the pitch and off the pitch. They form part of the support network for sport, whether it’s a conversation in the car home or words of encouragement from the side of a pitch. We actively want to involve parents moving forward through our key strategies to best support pupils. One key strategy is transparency in our programme so parents can understand our philosophy and the long-term development of pupils’ sporting careers at Giggleswick. To educate parents on the ‘why’ of what we do but also involve them at each
stage of a pupil’s sporting journey. The Prospect of Sport and Physical Education is something the department is truly excited about; to be in a position to shape and support pupils’ physical health and wellbeing is something the Sports Department
takes great pride in. We fundamentally underpin our programme with holistic teaching methods and ensure the highest level of teaching across each major sport.
The introduction of a new co-curricular timetable feeds our ever-growing need to practise all sports across all the terms. From September, as part of the CAS programme, we will be using this timetable, which will ultimately allow more time for pupils to refine and perfect their skillset.
This year saw the introduction of House Varsity Sports Week, which actively includes all pupils in the seven Houses to participate across twelve events. We have adopted a coeducational approach to sports in the House Varsity Competition to allow competition across the girls’ and boys’ Houses where applicable.
I aim to maintain and develop support for our Elite Performers through a professional and evidence-based programme next year. This year, we have welcomed a sports nutritionist and various other speakers to the school to ensure our high performers are supported with the appropriate information. Next year guests will include Dan Richardson (Nutritionist), Rosie Harris (Strength and Conditioning) and Mark Roberts (Mindset).
Ed Buck Director of SportWe continue to explore initiatives of providing co-ed sporting opportunities at Giggleswick to benefit pupils generally but also to challenge those who show promise. Co-ed sports begin in the Junior school in Cricket with ability-based teams. Co-educational teams provide a positive social atmosphere for younger children and help remove any gender barriers to being based in teams that don’t help support their development. In team sports in the Senior School, the interaction between genders fosters friendship and mutual respect. Each player is acknowledged and recognised not only for their own distinct physical skill set but also for how their talent strengthens and unifies a team. This has been seen this year in the hockey team where Sophie Huber, Maylin Steinkamp, Daisy Laxton, Anna Grauke, and Emily Hutchinson have represented the 1st XI Boys Hockey teams based on merit. All four were valuable additions to the boys’ team, bringing incredible defensive, attacking skills and bravery to the 1st and 2nd XI. When sportsmanship is reciprocated between genders it reaches new heights. The meaning of sportsmanship is that a player should support another on the field, pass the ball to the quicker player, or stand up for a teammate off the field, regardless of gender. Outside the sport, and throughout every athlete’s life, this interaction and respect will continue and make them a valued member of society. Giggleswick hockey continues to be at
the forefront of co-ed opportunities at Giggleswick. Several pupils have continued to stretch and challenge themselves in the hockey programme by committing to hockey in both terms. Olly Laxton has used the Girls 1st XI games session and practice in the week to push himself as an example of best practise and further hone his skills for weekend fixtures. Further to this, the boys and girls of Catterall have continued to take part in the wellattended Monday night hockey sessions, involving lots of mixed gender competitive match play. A number of girls, including Jemima Allmand-Smith, Lucy Rawlins, and Emily Hutchinson, have attended Boys 1st XI training sessions as well continuing their involvement with the Netball season. Giggleswick Hockey will continue to adapt and evolve in the future with all parties recognising the benefits of a co-educational sporting environment. The addition of Mixed Hockey 1st XI fixtures from September 2023 is a further example of the programme’s development. Further opportunities have been provided in the Cricket programme for boys and girls to participate both in fixtures together and during curriculum time with our Cricket Professional Ashen Silva. Georgia Voss and Tegan Leigh have represented the U15 Boys team on numerous occasions, with Tegan returning the outstanding figures of 3-21 against Rossall. On Open Day an internal mixed Super 8s saw some tremendous cricket on Top Pitch from both mixed teams, which was observed by many prospective
parents. Rebecca Harrison took over the wicket keeping gloves for the U15 team on a couple of occasions when she was not representing the Girls 1st XI. We also had Annie Scott and Cicley Cossens selected for the U14 Boys team towards the end of the season. The integration of girls into the boys’ team has also provided more opportunities for other girls in their standalone fixtures. It has been a pleasure seeing the boys and girls working together to produce strong team performances in fixtures and challenge one another during structured practices. We look forward to providing more opportunities for pupils to play co-educational sports such as during our House Varsity Competition, in the creation of a mixed Hockey side, and within intra-school competitions such as Scarrig and Sports Day.
Ed Buck Director of SportGiggleswick is delighted to have mixed teams and encourages pupils to participate in a co-educational setting.
“The meaning of sportsmanship is that a player should support another on the field, pass the ball to the quicker player, or stand up for a teammate off the field, regardless of gender.”
Despite lots of rain and a very wet course during the week, and for the familiarisation runs, we were blessed with a bright, dry day for the main event. The course stood up well to the 7 races with some 330 runners competing. Michael Atkins Y11 (P) with his drone camera assisted staff in putting together an excellent short film that showed the route of the course. This was of immense help on the day for parents and OGs to see what lay ahead.
An OGs and parents race over the senior course length of 5.23km started of proceeding. The race being won by parent Lt Col. Tom Miller. It was good to see many OGs returning to run and enjoyed a different course to the one in their days at Giggleswick.
Catteral House and the minor boys’ and girls’ races then took centre stage. Lucy Cowin storming home in first place overall smashing the previous girl’s record by 30 seconds in a time of 12.41. The boys’ race was won by Jake Robinson. Craven won the overall house shield.
In the Junior races there was some
It was good to see many OGs returning to run and enjoyed a different course to the one in their days at Giggleswick.
strong running at the head of both the boys’ and girls’ races with Laila Rostron and Will Teal taking the top honours. Morrison won the boys house team event with Style winning the girls. The Senior races saw the girls running over the 3.06km course with the boys taking on the arduous 5.23km of ups, downs, twists, and turns. Lily Whewell had a strong run to win from Bella Fox-Tristram and Alison Fry. The boy’s race was keenly contested and by the halfway point there was a small
breakaway group of four out in front.
By the end of the race Peter Moffat had pulled away with Gabriel Vernay in second and after battling his way through the second lap Alfie Lampkin came through to take in 3rd place. It was great to see all who race participating in the true spirit of the event and giving their all for their houses and supported by so many parents. Thanks go to Dr Prince (OG) for presenting the prizes and to the Catering and Grounds Staff
and the GSPA for all their help leading up to and on the day and to the Academic staff body for staffing the marshalling points, the finish line, and the results service. Shout outs to Mr Van Nong for putting together the new Catteral House Trophy and to Mr James Ashmead for organising the Spreadsheet for the results
Ed Buck Director of SportDuring the winter we saw a number of both girls and boys attending the Wednesday session at Bentham driving range in order to prepare for the summer. n the summer we then had an open golf activity on Thursdays, at which it would have been good to see more pupils attending, as well as the matches on Saturdays and Wednesdays. The first match of the season was against the OGs in which we saw the debut of Oscar Snell, Emili Reincke, and Seb Eastell and a close draw. Following that we played against Sedbergh, Stonyhurst, Ermysted’s Grammar and Lancaster Royal Grammar School in Giggleswick and managed to win against Sedbergh and Ermysted’s Grammar. We saw great improvement across the board; honourable mentions are Oscar and Emili as they gained a lot of confidence and consistency by playing on a regular basis and attending as much as possible.
The 150th Open golf championship took place at the home of golf, The Royal and Ancient Golf Club of St Andrew’s. The school has a 35-year
tradition of sending scoring teams to man the hole-by-hole and leader scoreboards. We took a team of 7 girls and 7 boys from years 11 to 13. Some of these pupils had the experience of scoring at Royal St George’s in Sandwich from the previous year which proved invaluable; ensuring the three sub-teams worked efficiently when putting up the scores. The day involved an early start and a late finish, the work rota included an hour and a half on shift, followed by three hours off to allow students to enjoy spectating the golf and attractions within the village. The team received a lot of praise for the standard of their work and their interactions with the crowd, taking photographs for the public and engaging in conversations. The team enjoyed watching a very high standard of golf which saw Cameron Smith take home the Claret Jug. Further to this, the students got close to the players and spotted a number of famous personalities. Pupils were able to access backstage areas where they toured Nike, Callaway, and Titleist lorries where they were able to ask the teams about marketing, job opportunities, and players. The whole experience gave everyone the
opportunity to work as a team, use new sports technology, communicate with other officials, and be adaptable by living together in St Andrew’s Scout Hut. We look forward to taking a team to Royal Liverpool, Hoylake on the Wirral next July. Those who went: Eleanor Curtis, Emily Hutchinson, Hannah Gaynor, Harry Cook, Harry Young, Hester Cossens, Jonathan Scott, Josh Fry, Peter Moffat, Rebecca Harrison, Sebastien Eastell, Sophie Bargh, Will Scholey, Zara Harrison.
of SportEd Buck Director
“The whole experience gave everyone the opportunity to work as a team, use new sports technology, communicate with other officials, and be adaptable by living together in St Andrew’s Scout Hut.”
Julia Horsley and Zoe Lenka were a formidable duo who put in some great performances throughout the tournament at St Peter’s, winning three of the four matches they played, beating Bradford Grammar, St Peter’s, and Sedbergh. Throughout the season, Jemimah Allmand-Smith and Darcey Milsted established good teamwork, defeating Bradford Grammar 6-4 in the St Peter’s competition. They concluded the season with a good performance against Stonyhurst in the final match. Julietta Rabe and Daisy Laxton formed a new partnership and played some excellent tennis with many games going down to the final point. Their baseline strokes were consistently strong and provided a tough opposition for anyone that they played.
The Eton tournament will be a great test for the girls as they move into their
final year of tennis at Giggleswick. With Wimbledon underway, the performances of the British competitors are reminiscent of the tennis season that Gigg has had over the last term. Some promising pairings led us into the start of the season with an away match at Rossall and the first wins on the board, with some strong performances from Jacob Neimeyer and David Harrop. This led us into another tough away weekend at Sedbergh. The top 3 seed had some success and won some of their first games but the bottom 3 seeds, despite some Murray-like resistance and grit, couldn’t overcome the talent of the slightly more practised Sedbergh teams.
A couple more results that didn’t go our way against Bradford grammar and Ampleforth school, despite the introduction of Gabriel Vernay who made an impressive debut,
showing some talent at the net when partnering Jacob. A close day saw Gigg lose overall by one match at home but they set their sights on the final match against Stonyhurst. A surprise appearance from Toby Brown, pairing with Angus Roberts, saw an entertaining game on the bottom court despite the uneven pairing. The middle court game was closely contested with Jacob and Gabriel against their Italian and Spanish counterparts, which unfortunately led to a bitter defeat. The team then gathered around for the final moments of captain Tom Stephens and David Harrop’s tie break set against their top seed, which again the boys lost despite a valiant effort. Overall, the boys had a solid season and showed great progress in their partnerships both in matches and their training.
Ed Buck Director of Sport
Senior tennis matches have resumed in full this year, which has been terrific. Pupils have demonstrated outstanding commitment, which has resulted in some fantastic performances.
With all but four members of the squad making their 1st XI debut, and most players having not played a competitive hockey match in over a year and a half, it was a year of new experiences and some steep learning curves. Given the nature of the task at hand, the team adapted superbly and made a good start to the season. The 1st XI made a trip to Austin Friars to begin the season. The inexperienced team showed their potential in a scrappy game. Exciting debuts came from Daisy Laxton and Freya Cope, who both showed pace and skill to frighten defenders. In a well-fought game, the team were unfortunate to come out with a 3-2 loss. With another week of preparation and hard work in games the team made some massive improvements. The leadership and resilience of Maud Humphries drove the team forward and they were able to take a superb 3-1 win against a strong Pocklington side. The good run of form continued as the team took home convincing mid-week wins against Pocklington and Stonyhurst. Stand out performances by the brave Emily Hutchinson in defence and the skilful play of Sophie Huber in the attack took the team over the line. The team was improving week on week and working hard in games lessons. However, tougher fixtures lay ahead with a trip to local rivals Sedbergh and old rivals Ampleforth. Unfortunately, both games resulted in
narrow losses for the team. These fixtures really highlighted two of Giggleswick best new recruits, Maylin Steinkamp and Anna Grauke. Both international pupils arrived as superb hockey players and were brilliant additions to the squad. The brave defending and quality distribution of both players were vital to the team’s efforts. After victory in the first round of the cup an away leg against a strong Wakefield Girls team was next. With the game finely poised 1-1 at half time, there was lots to play for, and the ever-improving Eleanor Warburton and Jemimah Allmand-Smith rose to the occasionby playing superbly. Giggleswick continued to defend bravely but the cup run was ended by an impressive second half performance by Wakefield.
The return after half term saw the team get back to winning ways. An improved performance against Sedbergh and three victories to finish the season against Rossall, Barnard Castle, and Ashville were all very proud moments for the squad. Olivia Henson in defence and Alison Fry in goal continued to show their fierce will to win and strong leadership skills help the team over the line. The final game of the season saw the Giggleswick Girls 1st XI welcome Ashville, a game that was not only a battle against the opposition but one also against the elements. Undeterred the team set about putting in their best performance of the season. Excellent leading was on display again from the
forwards and superb passing and connections from the midfield, which were both well supported by the bravery and distribution of the defence as the Giggleswick team found themselves 3-0 up at halftime.A well-taken goal by midfield maestro Jemimah Allmand-Smith was the pick of the goals. Against the wind and rain in the second half the team battled hard, Daisy Laxton scoring the goal of the season with a reverse stick baseline shot straight over the keeper and into the top corner of the goal. A fitting performance to end a hugely enjoyable season for all players and staff. A finishing record of - played 12 Won 7 Drawn 1 and Lost 4 is one of the best records from a Girls 1st XI in recent history, further highlighting what an incredible team they were. A special mention must be made to the leadership trio of Maud Humphries, Sophie Huber, and Olivia Henson. All three made their 1st XI debuts all the way back in Year 11 and have made valuable contributions since. Developing themselves both as players and as people, they have done a superb job helping to bring the team together and inspire the next generation of 1st XI leaders. I would like to take this opportunity to wish the best of luck to all leaving Year 13s as they continue their hockey journey away from Giggleswick. A special mention must be made to Mrs Wright and Mr Mullins for their continued support of the team and time spent umpiring.
Apre-season fixture for the Boys 1st XI against Bradford Grammar School was the first fixture played in over eighteen months. It was a great moment to see so many boys back on the pitch and representing the school. The match was end to end, and highlighted lots of things to work on. The pace and athleticism of Jonathan Scott caught the eye in this early game, though, despite valiant defending, Giggleswick lost 3-0. January rolled around, and with a games lesson in the locker, the team began the season with a hard fixture against local rivals Sedbergh. Some serious defensive intensity helped to keep Giggleswick in the game for the large parts, but, despite the midfield dynamism of Max Seddon, Jonathan Scott and William Towe, the team were unable to avoid slipping to a 3-1 defeat.
An unfortunate draw in the Cup meant
the 1st XI hosted Bradford Grammar in a return leg of the pre-season friendly, which was a less than friendly encounter. It was a hard-fought contest in which both teams had to be reminded that the rugby term had finished. Giggleswick were lifted by the appearance of the highly skilled Olly Laxton, anchoring the team in a holding midfield role. Chances came and went at both ends of the pitch, Leo Gorner putting in a superb performance in goal for Giggleswick. Eventually, though, the team were unlucky to finish on the losing side thanks to two late BGS goals.
A much-improved Giggleswick team welcomed Yarm School a week later and were able to take home their first win of the season with a good 1-0 victory. A tough run of fixtures came against Ashville, Rossall and Ampleforth. The team did not perform to the best of their abilities in this run. However, the leadership of Isaac Larkin
and his partnership with Maylin Steinkamp were essential to the team and helped to turn around the team’s fortunes. One of the best performances of the season came against St Peter’s York in a very close fought game at Ben Rhydding Hockey Club. With the game finely poised at 1-1 – thanks to excellent hockey from the forward line of Josh Fry and Henry Walton –Giggleswick pushed hard for a winner but sadly it was not to be. A counter attacking goal from St Peter’s meant the team were not rewarded for a very gutsy performance. A week later and the team got the reward they deserved in a comfortable 4-2 win against Barnard Castle. This was a fitting conclusion for a young 1st XI squad who will look to build upon this year and have shown real progress both as individuals and as a collective.
Ed Buck Director of Sport
Following a prolonged break from the sport due to the pandemic, all the Giggleswick pupils were eased back into the rugby programme at the beginning of September.
Even with the players involved in the senior squads it was quite likely that some of them hadn’t played any contact rugby for nearly two years. With this in mind, it was imperative that the boys were conditioned and prepared rigorously so that they were able to hit the ground running once the matches started.
The pre-season programme seemed to have the desired effect as the 1st XV didn’t lose a game for the first four matches, where they showed both pace and aggression, which helped them create scoring opportunities from all the quick ball they were getting.
Nelson Delailomaloma and Rowen Tweedale led from the front with some ferocious tackling, turning the ball over on numerous occasions, especially against Ashville and Ripley St.Thomas. Consistency was key at this stage, to be able to keep up the pace for the full 70 minutes would be vital when we
came to play some of the bigger schools later in the term. The set pieces began to function extremely well, and this was definitely one of the highlights of the season.
The team showed great character against Austin Friars in the Cup. After the long trip up to Carlisle they found themselves 19-10 down at half time, looking to play up the slope and into the wind in the second half. The team were transformed after the break with scrum half Johnny Scott leading the way, constantly sniping around the fringes and being a handful at the breakdown, which resulted in him scoring a hat trick. Once again lineouts and scrums were strong which gave the backs plenty of ball to work with. Bradley Green had some rampaging runs into the middle of the Austin Friars defence, scattering defenders along the way. The team managed to turn the game around, scoring 26 unanswered points to win the 19-36
and take them through to the next round of the Cup.
Following these games the team had a couple of draws that took place under very different circumstances. The first was against AKS, in terrible weather conditions, where in more favourable circumstances a good win would have been expected. Unfortunately, numerous handling errors cost Giggleswick the win and the game, as a whole, failed to really get started due to the number of mistakes made by both teams. The second draw was in the next round of the Cup where Ermysteds were the opposition. Will Atack set the tone from the kick-off with a huge tackle and this spurred everyone else on, creating a great buzz in defence. Giggleswick defended really well, with good line speed and solid tackling. As the game went on Giggleswick failed to match their defensive prowess in attack, as they failed to identify, and get the ball to,
open space time after time. With the scoreboard showing 0-5 to the opposition with a few minutes to go Giggleswick finally began to make inroads into the opposition through some good handling and playing ‘heads up’ rugby. In the final minute, Year 11, Kian Senior managed to squeeze over in the corner to level the scores and the difficult conversion was missed allowing Ermysteds to go through as the away team.
The away trip to Mount St. Marys was a wake-up call in many ways. The opposition team mostly consisted of South Africans, some of whom were rather large specimens! Suffering a bit of a capitulation in the first half, the team were down by 41 points at halftime. There were two directions the team could head in after this, either have the game stopped once they reached 50 points or dig in, show some resilience, and get on with it. Fortunately, they chose the latter and a much improved second half performance let the character of the boys shine through. The tackles started to fly in and they began to move the ball with more precision, Jonathan Scott managed to force his way over the try line after starting to be his usual, annoying (in the best possible sense), self around the breakdown.
Throughout all this time there has been one thing that has been consistent throughout the season and this was the set pieces – the 1st XV’s scrums and lineouts were dominant throughout the season. Credit must go to the regular front row of Bradley
that allowed the rest of the forwards to get the upper hand against every team that we played including the likes of Lancaster Grammar, Durham, and Mount St. Marys.
The fact that the majority of this team were in Year 12 bodes really well for next season as they have had the chance to gain so much experience this year and this, coupled with gaining the physical maturity for next year, should form the basis of a good side.
Harry Cook, Jonathan Scott and Sidney Holden were on the Yorkshire
Academy DPP Programme, with Harry gaining selection for Yorkshire U17s and Sidney getting picked for the U17 Yorkshire Academy programme as a hooker. Nelson Delailomaloma has been part of the U18 Academy and has been involved in the matches against the other Premiership Academies. At this point Rowan Tweedale must also be mentioned for his fantastic efforts throughout the season as both a player and a leader, Rowan was unfortunate not to get selected for the countryside, but his chance will come.
“I would like to say thank you for the effort of all the boys involved and wish the leavers good luck in their rugby careers beyond school.”
The 1st VII were eager to get back on court after a long wait due to Covid. They started the season off strong with a competitive match against Barnard Castle, trying out different set plays and centre passes. After a challenging match against Ashville, the 1sts were able to bounce back with a good result against Stonyhurst. This was the match where the girls really found their feet on court. The girls displayed great versatility with Freya Cope, Emma Wood, and Isabella Fox-Tristam causing problems for Stonyhurst in the defensive circle with tight zonal marking. This then led to a very strong win of 51-2 against Settle College the following week that allowed Zoe Lenka, Poppy Ribbons, Eleanor Curtis, and Eleanor Warburton to show off their shooting skills. A tough two matches against Woodhouse Grove and Sedbergh followed. Sophie Kershaw and Jemimah Allmand-Smith were able to create lots of attacking opportunities for the team by bouncing around the court and creating several passing opportunities. Maud Humphries
managed to get lots of interceptions through her dominant jumping and her marking technique too. A thrilling match against Ampleforth College saw domination by both defensive teams. Once again Emma Wood and Freya Cope made life difficult for the opposition’s shooters. However, the final match against Rossall saw a
39-9 win and really displayed all the work the girls put in throughout the season. Cecily Rigby provided great options in the centre third and ran for every free ball on court creating multiple turnovers and Isabella FoxTristam was able to use her teleporting powers to be present everywhere on court in a flash.
After a prolonged absence from the cricket pitches, the Boys 1st XI returned this season with a sense of nervousness as they did not know what to expect. The improvement throughout the season was clear for all to see and the way the whole squad developed their game as individuals, and as a unit, was a credit to their application and to captain Josh Fry. We had a tough start against a high-quality Rossall School team where dropped catches gave their top batsman the extra life he needed to set a formidable target that we never threatened. We posted our highest total the next week against Barnard Castle, but their destructive batters took the game away from the 1st XI. The HMC T20 cup was a welcome distraction and a good set of matches against Kings Macclesfield and Wilmslow High School gave the squad confidence.
We saw a re-match against Rossall in a T20 where Jonathan Scott and Max Seddon took the attack to their Lancashire 2nd XI bowler and set a strong target which they just managed to chase down. An away trip to Ampleforth saw the 1st XI post their
highest total of the season with Jack Caton and Max Seddon combining well, leaving Toby Oakes to seal the victory with a burst of 4-9.
Overall, this young team has progressed well – from the resilient opening batting of Hugo Walton to the effective batting of Peter Moffat, all being backed up by a cohesive team who worked hard for each other throughout the campaign.
A debut cricket season for the Girls 1st XI was one of huge progress. With limited time and lots to learn, the team showed great ambition, working hard on bowling straight, and scoring runs through the on- and off- side. An early fixture against Barnard Castle saw the team playing a soft ball fixture. Giggleswick set a competitive total but failed to find their line and length when bowling. Barnard Castle swept aside Giggleswick’s total in reply.
The second game of the season saw the team make big improvements in a hard ball game v Stonyhurst. Positive batting from Poppy Ribbons helped the team to set a good total.
The bowling was much improved, but a strong pair of county representatives took the game away from Giggleswick, who lost by 40 runs.
The highlight of the season was an away win v St Peter’s. Giggleswick set a competitive 115 thanks to superb batting from Eleanor Warburton, who anchored the innings, and the powerful hitting of Freya Cope. The St Peter’s innings was restricted to just 100 by superb spells of bowling from Tegan Leigh-Tudor, Isabelle Bolles, and Lexi Fenton.
Passion, pride, skill, and steely determination were all on display, alongside a true spirit of participation and teamwork across the Houses and year groups, at this year’s Sports Day.
Finally, after a couple of years the Giggleswick school sports day was able to get back to the fully functioning spectacle that it always has been in pre-Covid times. It was held on a beautiful, sunny, warm May weekend and was attended by all pupils and staff, as well as visiting families and friends, who witnessed some great competition under the blue skies. It was fantastic to see the House camaraderie back in full swing, with pupils competing down to the last centimetre and second, for individual pride, but more importantly for House pride.
The school values were evident on the day; it was fantastic to see so many pupils striving for greatness but respectful in their wins and losses. There were impressive performances across the board.
The strongest performers on the day who were awarded the Victor and Victrix Ludorum were as follows:
Senior Boys - Johnny Scott (Paley)
Intermediate Boys - Ben Kelt Junior Boys - Archie Siddons Minor Boys - Jake Robinson (Catteral)
Senior Girls - Emma Wood (Carr) Junior Girls - Annie Scott (Carr) Minor Girls - Elodie Martin (Catteral)
Catterall – Fountains Girls’ Competition – Carr Boys’ Competition – Morrison
Girls – Style Boys - Paley
What a fantastic year of leadership and firsts. A first year of shared leadership in each of the three sections allowed continuity in the cadet experience while the Giggleswick experience of participation continued in parallel.
Our senior cadets were able to meet their commitments in theatre, music, sport, and academics while always managing to maintain a presence at parade. Our first win at the Observation stand at The Sir Steuart Pringle Trophy, despite none of our cadets having any first-hand experience of the competition due to the complications of Covid, shows the strength of their performance this year.
During this year we had our first visit to a Regular unit in over 20 years when we were welcomed by the Light Dragoons in Catterick. We also ran our first fully home-spun summer camp, when the implications of Russian troop movements near European borders required the main training areas of the UK to rise to their primary function
rather than providing for cadets. This also incorporated our first Contingent visit to an RAF Station when we accepted the generous offer to visit RAF Shawbury and its amazing facilities. All of these experiences then provided a first contribution to the new Giggleswick Diploma, giving all students the opportunity to demonstrate a tangible measurement of their Giggleswick experience. The ethos of a cadet unit is not established by its list of firsts, but by its continuity and aspirations to raise standards. We managed to continue our success in overnight exercise with Craven College. The Inter House Drill Competition was won by Style although I commend Cdt Cpl Sam Johnson for his considerable postsurgery efforts to raise the standards in
Shute. The CCF Dinner was the first successful post lock-down open event. Then, to welcome the new Headmaster, CCF Scarrig was our fastest so far. The role of the Senior Cadet grew. Building on the success of CSM Gaynor in the previous year, it was a privilege to work with CSM Olivia Henson who thoroughly and successfully experimented with complex pro-active delegation, quality control, and operation management whilst maintaining a delicate position between staff and students. The model is certainly one I hope to sustain in future years.
The twists and turns taken in preparation for summer camp were numerous, frequent, and at very short notice. However, cadets gained a fantastic portfolio of experiences with
clay pigeon shooting, diving, paintball CQB, Modern Urban Combat (thank you Lt Col Hart), drill, the RAF Shawbury visit, and the ex-Giggleswick Guardian, which was so good that even a rabbit dropped in to join us. In a year when many schools had to cancel because of Covid, it was an incredible effort to see this experience delivered. My thanks go to Cdt CSgt Kian Schmidt and WO2 Chris Scott and Lt Jason Waters. Summer camp was also our final first of the year: the first time that a large group of parents was able to witness the passing out parade.
to secure a place on the summer music concentration along with approximately 500 other cadets.
At the start of the year we said goodbye to Lt Rev Alex Ladds after many years of excellent service. His combination of altruism and unfettered enthusiasm ensured that every cadet he worked with was swept along in his current of professional delivery. We are delighted to be joined by Capt
San-Jose who brings with him many years of experience as a cadet force volunteer in addition to years of service with the Royal Green Jackets. It is also a pleasure to welcome the Headmaster to the Contingent. Lt Col Hart gave years of service in the Army Air Corps, which are a fantastic asset to us, but his penchant for paintball and modern urban combat are the real contribution to next year’s Friday afternoon package. Although both gentlemen will only parade with us occasionally, they bring inspiration and understanding. An increasing number of our instructors are from beyond school. All bring a richness of character that helps to continually shape the cadet experience at Giggleswick, such as AUO Aiden West adding try dives to the summer camp programme and hopefully a school diving club in September 2022, or Lt Cdr Ian Oakes, who facilitated the visit to RAF Shawbury that made such a prestige impact on our summer camp experience. If anyone reading this article has skills or experiences that they think could contribute I would be delighted to hear from you.
Summer Camp prizes, voted for mostly by the cadets themselves and endorsed by staff:
• Most Improved was Cdt Daniel Madeley-Perovich
• Best Junior was Cdt Millie West
• Best Senior was Cdt Cpl Will Scholey
• Best on Camp was Cdt Cpl Hettie Cossens
The cadet experience does not stop at the end of the academic year, nor at the end of U6th exams. Several cadets are signed up to enjoy summer courses such as sailing, Gold DofE and possibly multi activities in Bavaria. In addition, CSgt Oliver Newbury OG has managed
AAfter considerable success, fun, and participation last year, this year the CCF and the music department moved the Inter House Drill Competition from under the tented pavilion to The Flat. Each senior House was tasked with demonstrating a range of pre-prepared basic and complex drill movements in time to music performed by the concert band. The six senior Houses provided a team of 10 cadets where possible and were given two weeks to prepare, which was a real challenge as Year 10 and 11 had only received, at most, two hours of drill instruction.
To the tune of the Regimental March
of the Yorkshire Regiment – On Ilkley Moor – the teams marched on to The Flat. In silence they Got on Parade with a Right Marker then, to Soul Bossa-Nova, each House delivered a well-prepared series of movements to demonstrate confidence and composure under the rigorous scrutiny of our experienced adjudicators, Flt Lt Fitzgerald, Lt Col Richmond and Chief Judge, Capt San-Jose. It was great to see a few parents adding to the audience made up of other cadets and staff from every aspect of the school. The Flat became a Tower of Babel as the marching NCOs bellowed their commands and teams stamped their attention, turns, and salutes.
The adjudicators saw a high volume of coordinated teamwork from all Houses, which can only be achieved with clear command and individual confidence. Strong performances came from both Paley and Shute, but for their consistent uniformity in all movements Carr was awarded second place while Style was the unanimous choice of the adjudicators as the winning team. Cpl Eleanor Warburton collected their prize from the Headmaster before CSM Olivia Henson marched the parade off The Flat to celebratory Christmas music from the fantastic concert band.
Cdt Cpl Eleanor Warburton
On Friday 4th March, the Pringle Team assembled on The Flat. With a good luck note and a farewell from Mr. San Jose and Mr. Hart we set off to Lympstone Commando Training Centre. When we arrived, we immediately got to work, setting up our camp for the weekend and preparing all our kit ready for a busy Saturday. Over the next two days we took part in activities such as: map reading, observation, an assault course, modern urban combat, section attack, first aid, a command task, a stretcher race and finally the Stalk, where Sgt. A Fry achieved the best result by remaining undetected for as long as possible!
All members of the team demonstrated great enthusiasm and teamwork and took turns to lead the team at each stand. On our final day, we started off the day with a 3km endurance course,
which involved the infamous sheep dip and numerous tunnels and bogs. Everyone in the team completed the course with lots of enthusiastic shouting from Lt Col. Richmond, who ran the course with us! After this we got into our drill kit and made final preparations ready for the drill competition and inspection. All members of the team marched perfectly in time and completed the drill with few to no errors. We achieved 8th out of 18 competing teams and came first in the Observation Stance, bringing home an impressive trophy. This experience provided the whole team with a unique experience that they will never forget and that allowed them to develop their leadership and teamwork skills.
CSgt. Oliver Newbury – Captain of Giggleswick School Royal Marine Pringle Team
CSM.
Sgt. Alison Fry
Sgt. Kian Schmidt
Sgt. Eve Russell
Cpl. Emily Hutchinson
Cpl. Eleanor Warburton
Cpl. Jemimah Allmand-Smith
Cpl. Will Scholey
Our thanks go to Lt Col Richmond and Lt. Waters for taking us to Lympstone and helping us get through the competition. We would also like to thank Capt. Wharton for training the team to the best of its ability and helping to organise the whole event.
There were many sports that thrived during the lockdown; running and cycling had many more participants as people followed the directives to exercise regularly and individually. Team sports were obviously badly affected, but community activities like Outdoor Pursuits were also made much more challenging by the lockdowns – group activities, shared equipment and close proximity all became limiting to activities like climbing, caving, and camping. In addition to the national challenges, several key members of staff left Giggleswick and much of 2022 was spent planning and shaping for a new beginning in September 2022. Despite the challenges, Giggleswick still delivered Duke of Edinburgh award expeditions and
section supervision from Bronze to Gold. In the year to date 21 students have completed their awards, including 6 at Gold.
Olly Roberts, the outgoing head of department still managed to deliver a full OP program (excepting whitewater kayaking) and, on the December exeat, ran a mountain biking trip to the Lake District for the 9 hardy souls who braved the incessant rain and sub-zero temperatures. The Giggleswick Certificate program continued to deliver a hugely varied program for the year 9 pupils that included caving, climbing, kayaking, campcraft, and navigation. The Year 9s continue to engage with the program and for many pupils it serves as an introduction to OP that sees them develop and hone skills in their remaining time at
Giggleswick. The Friday afternoon program for Year 9 sets Giggleswick apart in its endorsement of Outdoor Pursuits and provides a superb opportunity that reflects the amazing geography and geology of this location. There can be no other school in the UK, if not the world, with such immediate access to caves, rivers, crags, trails, an indoor pool, a climbing wall, and a Bronze DofE expedition directly from the school grounds. The role of ‘OP helpers’ (an option for Y11 and above pupils who wish to assist staff delivering the Y9 program on a Friday afternoon) continues to evolve. This option has now become a really well-respected activity for pupils, and staff have frequently commented this year about how students have made their job markedly easier. Pupils
who
“Our Outdoor Education provision provides a superb opportunity that reflects the amazing geography and geology of our location. There can be no other school in the UK, if not the world, with such immediate access to caves, rivers, crags, trails, an indoor pool, climbing wall and a Bronze Duke of Edinburgh expedition directly from the school grounds.”
have an area of expertise are able to build skills and work towards qualifications that can benefit them beyond school. Reece Boyd and Henry Walton stand out as two excellent examples of pupils able to pass on their experience and skills whilst developing leadership qualities of their own in an environment that is familiar to them.
The OP provision on a Saturday afternoon has been the mainstay of curricular opportunities for those interested in the outdoors. The climbing option has continued to run throughout the year, and, in the summer term, the team were able to visit a different crag every Saturday and climb some spectacular routes on limestone. Thanks to recent developments on Yorkshire Limestone, this was able to happen without going more than 5 miles from school – the reduced travel times giving the twin benefits of more climbing and less vehicle emissions. Henry Walton and Sam Johnson emerged over the course of the year as the two boys at the vanguard of climbing at Giggleswick, both demonstrating strong performances at grades up to 7a and a diverse interest that included lead climbing, bouldering, route setting, and competitions. There were 3 House climbing competitions this year, each taking place in the ‘House Varsity’ event. Morrison were winners on both occasions, although the first event was one of the most close-run things – the top two finishing positions being decided by the last climber of the day on his last attempt reaching the last hold on the last route after 3 failures. Bated breath preceded Isaac Larkin’s triumphant clinching of the finishing hold and Morrison went home deserving winners.
The climbing club on Thursday evening also thrived under the guidance of Mark Robinson, a new staff member who has shown his capacity to enthuse and engage pupils across the age ranges. Mark has now completed his instructor training and has great plans for the climbers starting in September 2022. The Catterall Pavilion has proven to be an invaluable asset, whose potential as a teaching tool far outweighs its modest size. Students
have learned to lead climb, rescue, route set, and teach in the same space. In the latter part of the summer term, four more members of staff gained qualifications that will allow them to instruct groups at our climbing wall – this will hopefully signal the beginning of much better access and use of the facility by all pupils.
As the summer term draws to a close, Year 9 head out on their bronze Duke of Edinburgh’s expedition and plans are being made to expand the OP provision in the next academic year. There will be an enhanced provision for white-water kayaking and climbing –recent investment in staff development now allows us to support more activities. The changes in timetable will
facilitate more activities both after school and in the later evening. Bushcraft and survival skills will be included in the Year 9 program for the first time and plans are afoot to run sailing trips and expeditions in the next 2-3 years. The new Head of Outdoor Pursuits, Peter Keron has written an essay on his vision for the future of the department elsewhere in this publication and the headmaster has given his full backing to the intention to develop the department to its fullest and best potential. Stand by for more new and exciting developments in 2022!
Peter Keron Head of Outdoor Pursuits
As always, Giggleswick remains extremely proud of its partnership with the RNCSF and it is a privilege to be a member of this ever growing network of schools throughout the UK committed to providing key opportunities for social mobility for some of the country’s most vulnerable care-experienced children. The RNCSF Scholarship programme enables us to welcome students from different backgrounds, and create a school community that is more open, diverse, and representative.
In our ninth year of partnership with RNCSF, it has been wonderful to see the successes enjoyed by our SpringBoard Scholars and to benefit from the valuable contributions that they make to our school community. For Kyle, a SpringBoard Scholarship was something that he had aspired to from Year 7 when he was first introduced to the scheme at his school in Chester. The corridors of the school were adorned with a ‘hall of fame’ of alumni who had secured scholarships and, for Kyle, seeing these images were daily reminders that “If they can do it, so can I!”. Academically ambitious, Kyle spent the next four years working hard to ensure that he could realise his goal of securing an RNSCF bursary. The opportunity to complete his Sixth Form studies in a boarding environment was one that Kyle found both exciting and daunting. Whilst he was looking forward to the academic challenges that A Level study would present him, he would be the first to admit that he fell foul of the common misconception that his fellow boarding school classmates would all be ‘posh and snobby’. Suitably confident in his academic ability, Kyle knew that he severely lacked the social confidence
needed to succeed and this was at the forefront of his mind when joining the 6th form in September 2020. In hindsight, he knows that he allowed his preconceived ideas of Independent School students to impact on his relationships at the start and choosing to isolate himself and focus solely on
academic work was misguided. Making some poor choices in the first term and avoiding opportunities to engage in the wider boarding life soon took their toll, and it was then that Kyle realised that his default setting of going it alone and bottling up his emotions was not a healthy one.
For him, the support and friendship that he was afforded by his Housemates was key to turning things around. He admits that “Being in this environment 24/7, three weeks at a time or more made me realise that I can’t just bottle everything up, I need to talk. I need to accept the help that is presented to me.” The friendship that he has forged with his fellow students is one of the highlights of his time at Giggleswick and he will be eternally grateful for their support and guidance. In addition, Kyle recognises that the extra-curricular opportunities on offer at Giggleswick were super and having to engage in life beyond the classroom was refreshing and enabled him to gradually step beyond his comfort zone and encouraged him to pursue a hobby, something he had never done before. With his ambitions of an RNSCF bursary and being the first in his family to secure a university place, his sights are set on a new goal: succeeding as a competitive MMA fighter and we wish him every success in this new aspiration.
As an Upper Sixth former, leadership responsibilities were presented, and Kyle embraced his position as Year 9 mentor, valuing this key role and recognising how he could ‘pay it forward’ through the opportunity to support other students as they made their transition into the senior boarding house.
Despite his reservations about his ability to achieve the required grades, Kyle was successful in securing his first choice university place at Kingston to
study Criminology and Forensic Psychology and it was great to see him able to celebrate his significant successes on results day in August. He is keen to experience the hustle, bustle and amazing culture of London life as well as the potential to do a sandwich year in Canada that the course offers. Kyle admits that his two years at Giggleswick were challenging and there were various demons that he had to face but he will forever carry Giggleswick with him – not only figuratively but also physically in the form of the tattoos of the chapel and his house crest that he has on his arm as a permanent reminder of what he
classes as a life changing experience.
He leaves Giggleswick a stronger, more socially confident and self-aware young person and without doubt his profile in his former school’s SpringBoard alumni Hall of Fame will serve to ignite aspiration in others.
Kyle’s advice to future SpringBoard alumni is to “Take every opportunity you can, get yourself out of your comfort zone, talk to the people you wouldn’t ordinarily talk to, make a name for yourself and don’t be afraid to tell people who you are”.
Emma-Jane Wharton Head of Middle SchoolThe Royal National Children’s SpringBoard Foundation is the UK’s biggest boarding school bursary charity, providing opportunities in state and independent boarding schools for young people who need them the most: those that have faced challenging circumstances – children and teenagers in or on the edge of
care or growing up in households and communities of high socio-economic deprivation where opportunities to flourish are limited. The Foundation’s aim is to have a long-term impact on social change within the UK ensuring that their alumni will be supported and empowered and positively contribute to society.
Wellbeing is placed at the centre of everything we do. It is embedded into lessons, co-curricular activities, boarding and day pupil life – and the school’s values of Participation, Respect and Ambition are representative of how important it is to
develop the whole child.
We believe that looking after a child’s wellbeing, not only comes before academic success, but also lays the foundation on which achievement can be built.
Christian San José, Deputy Headmaster, oversees wellbeing at the school. He said: “Obviously schools are
a place of education, so everything we do has got to focus on a provision of good learning. But it is also incumbent on us to ensure each child is safe, looked after and given the chance to thrive.
“Societal changes have really pushed good mental health and wellbeing to the forefront of people’s minds, and
that’s a good thing. We should be looking out for each other and be comfortable having these conversations.
“What it’s not about is a lessening of expectations. In fact, it’s the opposite. By giving children the tools and support they need, and chances to do new things and pursue their own interests, we are able to push them to achieve and develop their confidence.”
Mr San José added: “One thing we’re very insistent on is a strong pastoral triangle between pupils, parents and us, and flow of information and conversations between each of the three corners of that triangle, recognising that supporting wellbeing is done in partnership with home.”
Wellbeing is about ensuring all children have a balance throughout the week between class-based learning, being active, being creative and reaching out to support others.
The school’s CAS (Creative, Active, Service) Programme provides over 70 different activities which range from academic enrichment, sport to creative classes and service across the community.
The school has been awarded the Silver Award by the Leeds Carnegie Centre of Excellence for Mental Health in Schools, which is designed to ensure robust strategies are in place to enable a whole-school approach to wellbeing. Emma-Jane Wharton, Head of Middle School and Assistant Pastoral Lead, said: “Having a comprehensive strategy is essential and it is wonderful that ours has been recognised by Leeds Carnegie. Wellbeing is at the heart of everything that we do, and it is fully embedded into all aspects of the school’s curriculum, from Curriculum for Life lessons (our PSHE curriculum) and chapel services, to co-curricular activities and weekly tutorials.
“One of the most important things is that children know they have someone to talk to. The child’s Housemaster or
Housemistress is the key figure in their pastoral care, and our experienced Senior House Staff team play a vital role in helping ensure that the students enjoy good mental health. In addition, every child has a personal tutor, who not only looks after their academic progress, but has regular daily contact with them.
“We also actively encourage the pupils to talk to their peers and in the Senior Boarding Houses the Sixth Form mentors are a great source of support for younger pupils. Each year our Lower Sixth are given the opportunity to become mental health ambassadors as part of a Peer Education Project, which gives them specific training in wellbeing and mental health and enables them to deliver workshops to the Year 7 pupils.”
“One of the most important things is that children know they have someone to talk to.”
Starting a new post can always be a daunting task. Relocating to a new area, adapting to a new culture, and – when Yorkshire is considered – learning a new language, is a challenge. Of course, this is a challenge that some of our pupils undertake and overcome each year to thrive at Giggleswick. So, the question on my mind at the start of January was “would I be able to do the same?”
Covid has had a dramatic effect not only on education but also on our social fabric. Within the realms of
chaplaincy, which is such an interpersonal profession, these impacts were deeply felt and can be seen, for example, in the changing of the church service. I vividly remember the phasing out of the passing of the peace, which is such a dynamic part of the service that is a chance to meet others and to exchange a handshake or a hug in recognition of the peace Christ shared with his followers and that which we should emulate. Yet with the rise of Covid cases outside of Asia social distancing was emerging. Then in March 2020, the start of lockdown 1.0.
Overnight, with the introduction of government measures to prevent the spread of Covid we had to adapt to a new way of living, a new way of educating, and a new way of doing chaplaincy.
January 2021 was characterised by the government implementation of the stage system. Slowly through the year we crept from tier 4 down to tier 1, with each stage bringing more social contact. Stage 3 saw the return to face-to-face learning and by stage 1 some ‘normality’ was returning to school life both in the
Starting a new post can always be a daunting task. Relocating to a new area, adapting to a new culture, and – when Yorkshire is considered – learning a new language, is a challenge. Of course, this is a challenge that some of our pupils undertake and overcome each year to thrive at Giggleswick. So, the question on my mind at the start of January was “would I be able to do the same?”
classroom and outside. This felt like the end of the Covid horrors. Yet, of course, this was naïve. Covid was still very much part of our reality and over the winter of 2021/22 cases were rising once again. It seems surreal that in January 2022 our thoughts were captivated yet again by the possibility of another lockdown.
So, January 2022 here I was, eager to meet staff and pupils at this idyllic Yorkshire boarding school. Yet my first interactions would be online through Teams. Of course, meeting staff and pupils face to face would have been preferred, but sensible precautions needed to be in place. If there is one key thing which Covid has taught us, it is the value of adapting. We can complain or we can adapt, and adapting is what Giggleswick School has been doing. So, we adapt, we learn new ways of delivering excellence, and new ways of interacting. Of course, doing an opening address to a camera on Teams – as opposed to in our beautiful chapel –was not what I had hoped for my first day, yet it worked, and the ball was rolling for activities in the chaplaincy to continue.
The following weeks saw year groups, rather than the whole senior school, visiting chapel as the need to keep large gatherings to a minimum was still a reality. Yet with year group chapels came the opportunity to get to know the pupils and culture of different year groups. Catteral were full of energy and dynamic as always. The 6th form would confidently sing their way through the hymns. Whereas the year 10s, were slightly too cool to sing with gusto, but were involved nonetheless.
At this stage I was also introduced to the first House Chapel Talks, something that is quite unique to Giggleswick and its culture of participation. The House Chapel Talks gave each of the boarding houses the opportunity to present a talk on a topic of their choosing. Carr House provided me a great induction to this culture, taking the opportunity to celebrate pupil successes and achievements, and highlighting the value of ambition. Morrison, Nowel, Paley and Shute gave talks in the Spring term before we ended the term with Style. Catteral’s
turn came in the summer term. While we adapted to the challenges of Covid there were some aspects simply not possible to replicate; corporate singing was one. Digital medleys continued to provide a platform for individuals to sing and to highlight the school’s outstanding musical talent and ability, but it did not fulfil the same remit as a whole school rendition of “Shine Jesus Shine.” The magic of singing together, of our voices resounding to one anthem, is something key to humanity, something that is found in all cultures. So, with the reduction in Covid cases following the spring half term, it was a joy to be introduced fully to the musical culture at Giggleswick. Any visitor to the chapel will comment on the magnificence of the school chapel choir and I am no exception. Through my first six months at the school, I have been continually impressed with the choir, the orchestra, the general musical talent and the work of Mr Everhart and his team. One stand-out moment must be the performance of Hans Zimmer’s ‘Earth’ in the chapel, which coincided with a reflection to care for God’s creation. While looking up at the creation stained-glass window, as the melodic tones resonated around the chapel, I realised how much we had missed in the past few years and how fortunate we were. I will be honest, by the time the Easter Holidays arrived the initial Covid restrictions seemed like a distant dream. So much had taken place at Giggleswick in those 11 weeks and the pupils had adapted so well to the re-introduction of whole school activities that the woes of social distancing seemed like a bad dream. Re-establishing community, and addressing the scars, often unseen, of the past two years now became the new guiding narrative. The concept of new life, breaking free, healing the past, is of course the central message of Easter. Through the cross and resurrection of Jesus Christ the offer of new life, of hope is given. Starting the Summer Term, it was a delight to welcome GJS to the chapel. It was simply a wonderful start to the term and quite the contrast to January; a glorious sunny morning, with the
sunlight streaming through the East Window captured in a cloud of incense. Much of the Summer Term was of course focused on the return of national examinations. Within the Chaplaincy, themes of resilience, determination, and healthy mental attitudes were common. The summer term also saw contributions from the English and Modern Foreign Languages departments within the service, and instillation work from the Art department. Coming back together as a community, it was wonderful to have participation from so many in our chapel services, celebrating our diversity, and highlighting our talent. A key community event – the pinnacle event of the term – was Speech Day, with the fitting theme of “looking to the future”. Connecting our future to our past, the commemoration of the benefactor’s service provided a fitting reminder of the foundations of the school and wisdom to guide our journey forward.
At the time of writing, major services such as the Upper Sixth Leaver, OG day, and End of Term were still exciting prospects. What lies ahead is unknow, but where we have come from has provided us with valuable lessons. Living through, and emerging from, the Covid pandemic has not been easy, but at least to this chaplain, it has highlighted four key points. First, we must adapt and persevere. Second, some things are in our control, but many things are outside of it – we must focus on that which is in our control. Third, the centrality of community. Giggleswick has a rich community, and the chaplaincy continues to play a key role in fostering and maintaining this. Fourth and finally, the importance of participation – one should always strive to give it a go and get involved.
Giggleswick is truly a school where every pupil is encouraged to get involved and given the opportunities, should they wish to take them. January 2022 now feels like an exceptionally long way away and I look forward with eager expectation for future developments at Giggleswick and the future of the chaplaincy here.
Jonathan Womack ChaplinAfter being interrupted the previous year by Covid, at the beginning of this year Oxygen was welcomed back with open arms. Mr Ladds’ enthusiasm and spiritual knowledge allowed us to enjoy Oxygen, and we played many exhilarating games in the sessions; Oxygen classics such as ‘ninja’, ‘empires’ and ‘signs’ made a much-needed return. Every week we
would go into detail about a relevant passage, such as something Mr Ladds had spoken about in chapel recently. This detailed going-over of a passage often involved a fun activity, such as some acting or drawing storyboards, which allowed us to discuss our own personal interpretation of the passage. Often people from Glod (which is a company that runs Christian youth reach outs) joined us for our weekly
chapel or Oxygen sessions. They introduced new interesting games and new books from the bible to us. Sharon and Will (as they are known) continue to attend Oxygen sessions regularly helping to grow and guide our spirituality. When Mr Ladds left the school at the end of 2021, we saw the introduction of Rev Womack. He came to one of the weekly chapel services to introduce
himself and speak to us. Since then, he has made a great addition to Oxygen, bringing lots of enjoyment to the weekly sessions with assistance from Oxygen leader, Jemimah AllmandSmith. Every week we arrive to a selection of sweets and biscuits provided by Rev Womack. These are often eaten very quickly, and Rev Womack is thanked greatly for providing these. Since Rev Womack has joined the school and led Oxygen, we have studied the book of Mark. In this book we have followed the events
of Jesus and have learnt the importance of our faith.
We have ended the year on a high note having had some more social-focused Oxygen sessions to help reduce exam stress. We look forward to coming back in September to resume these sessions with Rev Womack and the people from Glod to get to know more about God.
William Smith-McShee Dylan Sampson Y11“Oxygen classics such as ‘ninja’, ‘empires’ and ‘signs’ made a muchneeded return.”
As I reflect on this year, I find myself pondering several thoughts. One of which is ‘How do we measure success?”. A tricky question, and one where the answer could depend on several variables, such as age, gender, interests, job, or where you live. In a world where social media has such an enormous impact on the lives of so many people, I question if we are setting our goals towards shallow and meaningless end results that measure our success in an artificial way.
The pressure of social media to post photographs, events, receive ‘likes,’ etc., makes for potentially a ‘virtual’ existence, something I cannot imagine any of us would really want to aspire to. However, this is the reality we face unless we take positive steps to change our behaviour.
It is so important to encourage our young people to see themselves as individuals and not just part of a group who spend their lives doing the same things and having the same experiences, measuring themselves constantly against their peers. In Chapel recently we were encouraged to ‘run our own race’, something that is so important to emphasise for our young people. In addition to this, we need to encourage our young people to step out of their comfort zones, and to be brave and bold at times.
In House assemblies we often talk about our kindness to ourselves, others, and our environment, and yet we all too often do not see ourselves as individuals with the ability to orchestrate change. Over time these occasions will hopefully prove to be
a powerful reminder that we should celebrate difference and banish complacency, while recognising that to be passionate about anything usually requires time, determination, effort, and commitment.
This year has seen the Catteral pupils getting involved once again in the vast array of House, co-curricular, and evening activities. These range from the more energetic (hockey, swimming, pavilion games, climbing and taekwondo) to the more restful (craft, Warhammer, cooking, reading club, chess, cards, board games and many more!). The children have benefitted from the opportunity to spend quality time together – particularly in the evenings – developing skills and experience in a variety of settings.
One of the main aspects of all of this that I particularly enjoy and encourage is seeing the children have
a go, participating in a wide variety of activities, and realising they have many skills and talents not previously known.
One of the main highlights of this year was the annual Inter-House Singing and Speaking competition. It was fantastic for the children to be able to return to this event as we have held it in the past. As usual Catteral managed to punch well above their weight, producing a polished and emotive performance. It was testament to the many rehearsal sessions that the children were able to pull it out of the bag when it counted! The overall theme was ‘Months of the Year,’ and we drew December out of the hat. This gave us a fantastic opportunity to be creative while being very much aware of what Christmas can mean for some people. We were able to highlight a range of voices, together with some unknown skills and talents. A special mention must go
“We need to encourage our young people to step out of their comfort zones, and to be brave and bold at times.”
to our ‘Yorkshire Farmers,’ plus Lydia Benson, who got the performance off to a great start. Also to Elodie Martin, who in the last-minute was more than capable of pulling off an incredible performance as the Grinch. Rehearsals for such an event do not always run smoothly, but after much cajoling, persuasion, and a good measure of following the old adage ‘repetition is the mother of all learning’ the competition brought the House together and got both year groups working in tandem, supported admirably by the Catteral staff. The children were very well-deserved winners of the whole House singing prize, which was testament to their challenging work and resilience throughout the previous 10 days.
At the beginning of February, we saw the annual ‘Rock Concert’ held in the RWT. It was once again a magnificent evening, highlighting the musical depth and breadth of the pupils involved.
There were several Catteral pupils who not only took part but were able to stand very proudly alongside the older pupils in the school.
They demonstrated excellent all-round singing, playing, and performing which is no mean feat in front of such a large audience. It was a wonderful opportunity for the pupils, parents, staff and friends of the school to stand alongside each other experiencing the undeniable talent that took to the stage. The confidence that such an event endorses in the pupils is clear to see.
I applaud the pupils’ desire to strive for excellence, something that always requires huge effort and commitment, but something that is certainly in abundance in the Catteral pupils that took part. They should be immensely proud of their achievements, and hopefully they have inspired others to take part in the future.
Saturday 5th March marked a return to a longed for ‘normality’ as the school was able to host the annual Scarrig cross country run. This was able to take place in the true spirit of the event with the whole Giggleswick community getting involved and gathering afterwards in the dining room to celebrate the competitors in the medal ceremony.
As a whole school event it is both longed for and dreaded in equal measure. However, it is an afternoon where children of all abilities can gain so much from taking part. At the front of the field there is real competition and a keen desire to succeed. Equally the same desire is seen in others for who getting to the finish line is a huge achievement and should not be underestimated.
I would like to commend the whole House for their endeavour, determined attitude, and clear House spirit. Special congratulations go to the medal winners. For the girls this was Lucy Cowin, Mathilda Evans, and Elodie Martin. The boys were Jake Robinson, James Galley, and Fred Atkinson. The overall winning tutor group was Craven.
On Saturday 14th May, Sports day took place on Pape’s Field. This occasion was welcomed by the whole Giggleswick community. Pupils, parents, OGs, and friends of the school were able to enjoy what was a wonderful afternoon in the sunshine. It was great to see a considerable number of committed pupils taking part with passion and determination. This was typified by the opening event, which was the year 7 and 8 mixed relay and was won by Fountains. The individual Victor Ludorum was won by Jake Robinson, and the Victirix Ludorum was won by Elodie Martin. The overall tutor groups scores were Malham with 136 points, Bowland with 149 points, and the Winners were Craven with 153 points. It was a thoroughly wonderful day of competition, and true team spirit was shown throughout.
This is one of our main events of the term, something we have not been able to hold for the last two years. Therefore, it was great to be able to get the whole house together for what was a fantastic occasion, giving everyone the opportunity to dress up a little. We are lucky in Catteral as our house dinner always falls in the summer term, which usually makes for a particularly enjoyable evening, and this year we were blessed with beautiful weather. We began the evening with our prizegiving event for the year 8s in the Catteral Assembly Hall. Then after the hundreds of compulsory photographs were taken, we headed down to the Hobson room where we enjoyed our three-course meal of melon to start, followed by roast chicken, then Eton mess for dessert. There was no question that an enjoyable time was had by all, with the highlight of the evening being the ‘Guess the Baby’ competition, which the pupils found hilarious and challenging in equal measure. A special thank you to all the children and staff for helping to make this a fabulous and thoroughly enjoyable evening.
Christine Gemmell Housemistress
It has been wonderful both to see so much happening this term for the students and to experience our new normal finally becoming a reality. I have been so impressed by how fast all of the girls have returned to wholehouse mixing; the friendships that have been established across year groups have been wonderful to observe. This year, we welcomed 22 new girls to the House, each of whom has brought their individual dynamic and personality to the House, which is always warmly appreciated. The level of participation in all of this year’s activities – whether it was the House Varsity, the Walter Morrison Concert, Chicago HSE, Much Ado, the House Drill, Sports Day, A Night at the Musicals, the Rock Concert or Scarrig – has been outstanding, and the sense of House pride has been evident on every occasion. As always, Singing and Speaking was a highlight of the year and ran flawlessly with little to no help from staff, as the outstanding U6th took the reins and expertly organised everything. I can honestly say that putting on such a terrific performance was a true House effort, and I know that winning the audience prize meant a lot to all the girls. The entire Jail House Rock House song was full of energy and joy, and for so many girls to be in sync is a feat in and of itself! Olivia Henson, Sophie Huber, Sophie Smith, Martha Richmond, Claudia Parravano-Tomasso, Sophia Henson, and Phoebe Cook sang, accompanied by Maud, the small group song ‘Bridge Over Troubled
Water’ which was fantastic and moved us all. Whilst it was lovely to win the audience prize, the event was much more than its result. It was an opportunity to pull together as a House, to support each other, and to respect everyone’s contributions. There were some great performances both individually and collectively. Another highlight of the year was Scarrig. While just the thought of Scarrig can evoke a feeling of fear in some students, there are others that thoroughly enjoy the challenge. This year the girls all mucked in and gained valuable points for the House, with House spirit on full display; there was no denying the desire to retain that trophy! Each and every girl that was able to participate should be proud of their efforts. There were some outstanding individual performances including: Annie Scott (2nd), Phoebe Cook (3rd), and Cicely Cossens (4th) in the junior race, and Alison Fry (3rd),
Madeleine Evans (4th), and Eleanor Curtis (5th).
As there has been artistic and sporting success so too has there been academic success. It was lovely to see so many of the Carr girls rewarded for their incredible academic work during the end-of-term prize giving. There have been an inordinate amount of credits accrued this year and the average grades from the PPRs have been staggering. It is wonderful to acknowledge that the girls enjoy a healthy balance between their academic studies and an enriching co-curricular programme, all whilst having a fantastic time.
As we have transitioned back to normality some old traditions have been resurrected. For the first since Covid began, Carr U6th hosted a wonderful Alice in Wonderland Charity Ball. They decided on the theme, decorations, and the charity they wished to support. This year they
It would be hard to be the best we can be without the support and belief of the rest of the House; we excel at always supporting our peers in their different endeavours whilst also respecting and embracing people for who they are.
Head of House: Sophie Huber
Deputy Head of House: Emma Wood, Sophie Smith
Praepostors: Maud Humphries, Martha Richmond (Head of School), Olivia Henson (Deputy Head of School), Rachel Curry, Alison Fry, Jessica Rudden
House Seniors: Julietta Rabe, Lucy Rawlins, Cecily Rigby
Salvete: Connie Attwood, Julia Horsley, Noorie Hussain, Daisy Laxton, Emili Reincke, Jule Gersdorf, Martha Desch, Greta Emmermann, Hannah Hartwich, Elsa Ralle, Henriette Sonntag, Manuela Wamba, Poppy Lether, Erin Attwood, Cicely Cossens, Millie Cross, Olivia Cullen, Isabella Dunderdale, Evelyn Robinson, Annie Scott, Poppy Sumner, Frances Winterschladen, Chloe Wright
Valete: Isabelle Bolles, Rachel Curry, Alison Fry, Olivia Henson, Sophie Huber, Maud Humphries, Julietta Rabe, Lucy Rawlins, Martha Richmond, Cecily Rigby, Jessica Rudden, Sophie Smith, Emma Wood, Emili Reincke, Martha Desch, Hannah Hartwich, Elsa Ralle, Henriette Sonntag, Manuela Wamba
the school together for an evening of fun. It was also fantastic to have our annual House dinner back on the schedule. During the evening I focused on strong women with three main themes. Firstly, applaud each other’s accomplishments. Recognise that someone else’s accomplishments do not negate your own. Secondly, speak up for yourself. Make the most of the voice you have been given. What you have to say is of value and importance. Thirdly, discover your passion and pursue it. It makes no difference what your passion is, you should not accept no for an answer. Do not be frightened to be the first person to accomplish something. I believe that as a House these are things that we are encouraging, and I am proud of the strength of character that
each and every Carr girl possesses. I will be sad to bid farewell to our U6th as they move on to the next stages of their academic careers. They have been inspirational role models to other girls in House and I am extremely proud to call them Carr girls. They are moving on to study some fantastic courses at amazing universities such as Martha Richmond going to Cambridge, Alison Fry going to Bath, Cecily Rigby to Northumbria and Olivia Henson to Hartpury. They have been impeccable students and excellent role models to all other pupils and we wish them all the best in the next step of their careers.
Hannah Wright Housemistressselected Winston’s Wish and Young Minds to support, both of which are close to a number of girls in Carr.
Sixth form girls served delicious food, created by the amazing catering department, and the desert was a real spectacle. Following the meal there was then the chance to dance the night away. I was incredibly proud of the amazing 6th form students who put in a huge amount of effort to create a superb event that brought
Our House principles, which represent the heart and spirit of what Carr girls should be, are embraced by every student in Carr. To be a Carr girl is to be kind, and Carr is an inclusive family that welcomes students from all year groups. Everyone is encouraged to participate in interesting house activities, the most famous of which is dip night, where we put our hummus knowledge to the test (we did quite well!). It would be hard to be the best we can be without the support and belief of the rest of the House; we excel at always supporting our peers in their different endeavours whilst also respecting and embracing people for who they are. Carr’s final value is to lend an ear and offer words of encouragement, encouraging one another that they have love and support in their home away from home. Being a part of our house means being caring, aspirational, polite, and reassuring. These are Carr House’s essential values, which the girls uphold to an extraordinary degree every day.
Huber, Emma Wood and Sophie Smith House leadershipThis year Morrison has demonstrated that it is a House that resists a simplistic identity. It is not the sporty House. It’s not the musical or the theatrical House. It’s not the academic House. What it is, in fact, is a House that encompasses all those things, which is fantastic. A house should be a place where students feel they can participate and excel in the widest variety of pursuits. Our Upper 6th of Max, Isaac, Henry, Tom and Robert can take much credit for establishing this culture. They devised a clear manifesto at the start of the year, which had a strong focus on Morrison students being able to flourish as individuals as well as to enjoy belonging to the House and the wider school. This group leave an impressive legacy and have ensured that Morrison House is more than just a one trick pony.
Driven by these leaders, the House delivered a slick and polished Singing and Speaking set, which bore the hallmarks of excellent planning, of productive rehearsals, and of bags of graft. The musical talent of Daniel and Ben was apparent in their beautiful version of ‘April Come She Will.’ Oliver A, clad in silver spacesuit, provided a brilliant guitar accompaniment, allowing him to show this hidden version of himself. Although slightly less musically talented, Finn and Toby O injected infectious energy into the whole process, which was vital for its success. The joy on the faces of Morrison students, staff, and parents told of how much it meant to the whole community to show the rest of the school just what they could achieve. Mr Giles went to bed with a
grin that evening and was still smiling when he woke up the next morning. The exhortation ‘For Walter’ was trundled out yet again at the excellent chapel service given by the House. The whole House explored the need we all have to belong and be a part of something, whilst at the same time recognising that this sometimes leads us to exclude others and prevent them from feeling that same sense of belonging. Thanks go to Max, Isaac, Henry, Tom and David for their contributions. Thanks also to Daniel, for
singing ‘Glory, glory Man United’ and to Toby O for chanting, ‘Yorkshire, Yorkshire, Yorkshire’. From across the school, the House received lots of positive feedback on the message and delivery of this service.
In the Spring Term, the boys undertook to complete a cycling fundraiser. To cycle for 24 hours was impressive. To cycle 750 kilometres was fantastic. To raise over £1300 was incredible. It was a brilliant effort, for a brilliant cause, and generated a wonderful atmosphere, all of which the boys can
cherish for the rest of their lives. Yes, it was For Walter but, much more importantly, it was For Guide Dogs, and the boys can feel that they have accomplished something that will make a genuine difference in the lives of others. Particular mention must go to Hugo Walton, Toby O, Alex, Isaac, Max, Henry and Finn, who stayed up all night and made sure that the graveyard shifts were completed. Hugo Warburton rode 18.5km in 30 minutes and not far behind was Will, who rode 18.1km. It was also great that the staff were involved, with Ed Buck putting in a late-night shift, Susie Lehmann riding over 16 KM at 7 am in the morning and Darren Everhart smiling his way through 30 minutes on the world’s most uncomfortable saddle. Then, Scarrig! Of course, Scarrig! The Junior Boys won their race, with an
incredible 1st, 2nd, 3rd, 4th, 5th and 9th place! The Senior Boys also won their race. Unsurprisingly, Morrison won the overall event. Outstanding performances from Will T, Oliver B, Archie C, Hugo Warburton, Charlie Y, Gabriel, Max, Henry and Toby O were matched by the whole House effort and participation, which secured the win. Those boys who finished in the 2nd half of the field but worked hard to beat similar runners from other Houses can feel that the victory belongs just as much to them. The fabled House spirit was much in evidence on the day, but it was the graft and hard work leading up to the race that made the difference. No other House trained together, which gave us a physical and psychological edge. Learning that boys were calling across encouragement to each other is lovely. Learning that boys encouraged those from other Houses is even more lovely.
We were blessed with super weather and some super performances at Sports Day. The Year 9 boys were very strong, with Archie, Max and Will all winning, but a strong all round display ensured that the younger boys were significant in contributing to the overall victory. The intermediate boys saw some excellent performances from Ben, Ollie B and Jesus, but Gabriel was inspirational and to see him bust a gut in the 4 x 400 relay after winning the middle-distance races was brilliant; he epitomised the House spirit. For the senior boys, Toby O shone in the open mile, but it was the all-round participation and the whole House striving to put in their personal best performances that ensured the overall victory. It is one that belongs to every Morrison student. Watching Toby and Alex rally the boys for the tug-of-war was to see how powerful the House spirit is.
We say goodbye to Jonathan Curry, who has been a tutor in Morrison since 2007. There are so many boys, through the years, who have benefitted from Jonathan’s kindness, chemistry knowledge, and good company. I will never forget the fantastic pizzas he made a few years ago. He has been a wonderful tutor and leaves behind a sizeable gap. We wish him well. We also wish Oliver Mullins well as he
Head of House: Maximillian Rayner
Deputy Head of House: Thomas Beau
Praepostors: Isaac Larkin (Head of School)
House Seniors: Henry Walton, Robert Braithwaite
Salvete: Oliver Gill, Max Green, Patrick Kavanagh-Hogg, Archie Siddons, William Teal, Alonso Gonzalez Vargas, Gabriel Vernay, Alvaro Garcia-Gasco, Bradley Green, David Kuempers, Toby Oakes, Daniel Overend, Mathis Renighaus, Alexander Richardson
Valete: Thomas Beau, Robert Braithwaite, Isaac Larkin, Maximillian Rayer, Henry Walton, David Kuempers, Alvaro Garcia-Gasco, Jesus DolzMateo, Ryan Phillip, Luke Quintana-Robinson, Gabriel Vernay, Charlie Yule, Alonso Gonzalez Vargas
moves out of the Morrison Flat but, thankfully, remains part of the tutor team. Yaqing Jia is to take up a role as a tutor in Carr House. She has been a stalwart for the last 3 years, always prepared to take on extra duties and extremely generous with her time, from which many boys have benefitted. This year has set the template for what we, as a community, can be. We have an outward looking culture that encourages its constituents to participate in every type of activity. Morrison is the sporty House but is also the musical House and the theatrical House and the academic House. It is a House that encompasses all those things.
James Giles Housemaster
“We say goodbye to Jonathan Curry, who has been a tutor in Morrison since 2007. There are so many boys, through the years, who have benefitted from Jonathan’s kindness, chemistry knowledge, and good company.
The Nowell students have continued to show respect for all that the school offers. The Nowell student is active, creative, and respectful.
With everyone back in House and mixing across the common rooms our theme for this term has been “Respect”. I have asked the boys to demonstrate this quality at all times: from walking around school, to waiting in the dinner queue, on the sports pitches, in the classroom, and, most importantly, to one another. The return to school fixtures, to a full co-curricular calendar, of Friday service, and of volunteering opportunities have all been welcomed and embraced by the boys in Nowell. The Nowell boys stepped up both in front of their House and backstage, to drive the school productions of Chicago HSE and Much Ado about Nothing to enormous success. The performances of Leo Gorner and Toby Brown were memorable and engaging in Chicago and will provide those individuals with lasting memories, whilst William Smith-McShee was notable for his calm and assured performance in Much Ado about Nothing. Moreover, without John Starkie, Myles Carr-Oddie, Ted Huber, Peter Moffat and Tom Stephens’ assistance and energy backstage the productions would not have been anywhere near as successful. With sports, an intensive week of House events started with our racquet players playing well to secure two second places in the tennis and squash before Tom Stephens, Alistair Stylar, Shintaro Nagamine and Lucas Lo dominated the badminton. The basketball saw a cohesive unit based
around the skilful play of Aidan McChesney and Jack Ho stroll through their matches, with contributions from Max Ritter, Toby Brown, and Rowan Tweedale. An epic battle in the pool with Paley ended up tied despite Logan Birchall, Toby Burnett-Graham, Matthew Corry, and Toby Brown’s efforts. Our badminton, climbing and CrossFit exploits were impressive, especially Shintaro Nagamine scaling the climbing wall and Lucas Lo’s net skills in badminton. Rugby saw the boys throw heart and soul into their matches, displaying all the qualities we expect to see despite the atrocious conditions they faced. The deciding match was against Paley who just pipped our brave team with Kian Senior scoring a memorable try and Coach Rowan Tweedale enthusing the team throughout. The efforts of the House resulted in Nowell becoming the inaugural winner of the House Varsity Sport Week.
I was delighted to see so many Nowell Students receive honours at the headmaster’s last assembly, from the whole House effort in being the top boys House for academic credits to the colours’ awards; with Rowan Tweedale receiving his full colours for rugby, Leo Gorner half colours for performing arts and Peter Moffat half colours for rugby. The House also received special commendations for Toby Brown and Ramsey Smith, while Jack Caton, Toby Burnett-Graham, Myles Carr-Oddie, and George Burke collected their Inter colours. The end of term CCF promotions of Angus Roberts, Peter
Moffat, and Ramsey Smith, reflected their continued commitment and endeavours.
A return to normality got closer in the second term. The whole school was able to come together for the Nowell Chapel service delivered by Kian Senior, Toby Brown, and Alistair Styler to full pews, with further readings by Max Ritter and George Topliss. I thoroughly enjoyed the full School Assemblies in the RWT, with Headmaster commendations for Shintaro Nagamine, Isaac Fairburn, Toby Brown, Aiden Rabbit, John Starkie, Leo Gorner and Alistair Styler for their PPRs. Moreover, during the week Nowell has seen pupils from other Houses visiting and enjoying the company of each other in our common room areas.
There are so many highlights from the term but a few that stick in the mind are the Rock Concert, which was a fantastic evening enjoyed by the performers and those lucky enough to have been in the audience. The talent on show was incredible and it was clear to everybody how much time and effort had gone into the performances. I thoroughly enjoyed seeing Leo Gorner’s work on the drums and Alistair Styler’s accompaniment of the baritone singing by Davor. The return of the House Debating saw Tom Stephens and Isaac Fairburn come up against the eventual winners, Style House, in a debate of the highest quality. They delivered their speeches with eloquence and passion but were narrowly defeated. William
Smith McShee was inspired by this to compete in the Youth Talks Debating Competition in Skipton, where he led the team to success.
The end of term culminated in the CCF Dinner with our senior students in attendance, Alistair Stylar, Toby Brown, Ramsey Smith, Peter Moffat, and Angus Roberts, with William Smith-McShee waitering for part of the evening. This ran alongside the Nowell St. Patrick’s Day celebrations organised and compared by Mr Offland, Mrs Francmanis and Susan. This was Mr Offland’s last House night as he leaves Nowell as a Resident Tutor but will remain as a tutor for the boys in House next term.
The last act of the term was the Final Assembly, which saw an avalanche of awards and victories for the House. We were the top Boys’ House for credits and combined this with our second victory in House varsity. There was individual recognition for academic success with Jack Caton and Alistair Styler winning their year groups for academic achievement and William Smith-McShee finishing runner up. We also saw Louis Roberts qualify for the national poetry competition in German. There were music colours and commendations for Leo Gorner, Alistair Styler and William SmithMcShee. Across hockey and football, Ted Huber and Alex Bird received inter colours and Peter Moffat a special commendation. While in football, Leo Gorner and Toby Brown got special
commendations and half colours for Tom Stephens and Aidan McChesney, with the coveted players’ player award being shared by Nowell’s Aidan and Leo. Beyond this list of individual achievements, the best moment of the final day was the gifts that the boys gave to our cleaners Susan and Julie to say thanks for all their efforts and arduous work.
A summer term of normality also included, for the first time in a long time, external exams. The students once again met the challenge of the exams head on and went into the exam hall with confidence in how they had prepared. All the Year 13 and Year 11 students can be proud of their efforts. The term was not only about exams though, with the House coming together for a variety of House nights which ranged from food tasting, to tug of war, to inter House football. This term we also saw the return of the CCF Camp, DofE expedition, the epic Gigg2Gigg and Sports day. On Sports day the glorious sunshine accompanied the epic efforts from all our students, with Oliver Burke, Leo Gorner, Alistair Styler, Tom Stephens, Seb Eastell, the 4x100m relay and the 4x400m relay team being victorious. Numerous other runners up and third place finishes saw Nowell narrowly pipped to the overall trophy. More important was seeing the House come together to support and challenge themselves in the athletics arena.
We saw the return of the Gigg2Gigg
Head of House: Rowan Tweedale
Deputy Head of House: Maximilian Ritter, Joe Power
House Seniors: Aidan McChesney, Kyle French-Wollen
Salvete: Aidan McChesney, Leon Thiesen, Oliver Burke, Jack Ho, Jack Caton, Toby Burnett-Graham, George Burke, Declan Noan, John Starkie, Stan Hollinshead, Logan Birchall, Aiden Rabbitt
Valete: Rowan Tweedale, Joe Power, Maximilian Ritter, Kyle French-Wollen, Aidan McChesney
with 57km of walking with 3 Dales Peaks to the summit. Both Leo Gorner and Alistair Styler accepted the challenge to depart at 0430 and walk throughout the day. The effort and resilience demonstrated is credit to these two young men and the 15 other students and staff who accompanied them.
Nowell were once again honoured by the appointments of Toby Brown to Head of Army, Captain of Shooting Angus Roberts, 2ic Royal Marines Peter Moffat, 2ic Army Ramsey Smith and 2ic RAF Alistair Styler. The Year 10 students along with Isaac Fairburn, Shintaro Nagamine and William SmithMcShee undertook the CCF camp in the last week of term and bravely faced all the camp challenges, from section attacks to overnight sentry duty.
The last couple of weeks are always tinged with a sense of sadness as we lose our Year 13 who leave for the final time but will realise that there will always be a part of them that is forever Nowell. We wish good luck and give thanks to Rowan Tweedale, Joe Power, Kyle French-Wollen, Max Ritter, and Aidan McChesney.
Andy Galley Housemaster
Leading the way with the organisation of House nights, the varsity sports event, and, of course, Singing and Speaking. The return of the inter House Singing and Speaking competition in its usual format was undoubtedly one of the highlights of the year for everybody concerned. The themes were months of the year and Paley was drawn ‘October’. The format and the script were cleverly devised by Eve Russell, with the help of the other upper 6th formers. Oscar put a fantastic framework in place that was adapted and developed with the collaboration of the House. It was great to see the whole House working together and by ‘whole House’, I mean that everybody had an input into their roles in order to get the best out of each and every performer. From Oktoberfest to John Lennon and into Thriller everybody played their part. Ned Smeaton, Year 9, played a convincing Vladimir Putin with Sid Holden and Will Bagshaw as his burly security guards (roles that came very naturally to them!). The Halloween theme led to Michael Jackson’s Thriller being performed where there were some fantastic dance moves in place, with Jason Yang making an extremely scary zombie impersonation as Paley left the stage! The amount of time and effort that went into the overall performance must be commended and the fact that the boys were disappointed to come away with the Best Whole House Spoken Item prize and not the Overall Winner shows how much it meant to them. I have been really proud of the
way that the Paley pupils have got involved with all sorts of co-curricular activities and represented themselves fantastically well both in and out of school this term. Several pupils deserve special mentions for what they got involved with. There are, of course, the members of Young Enterprise –Harry Cook, Johnny Scott and William Bagshaw – who came up with the Giggsaw jigsaws that sold very well. Alfie Lampkin deserves a mention for his international trials bike endeavours, long may his successes continue! Duncan Brocklehurst for going out on his Gold DofE expedition. All those on the CCF overnight exercise – Duncan Michael Atkins, Oliver Newbury and Dylan Sampson – where the cadets stayed out overnight on manoeuvres at Catterick Garrison and who took part in the CCF drill competition –Max Seddon, Duncan, William Towe, Eve Russell, Harry, Michael and Dylan, whilst Benjamin Clarke and Oliver played with the band.
The inter House Varsity competition saw every pupil in Paley involved in a competitive sport whether that be swimming, CrossFit, squash, badminton, climbing, rugby, or tennis. The Paley tennis team consisting of Finn Karp, David Harrop, Jakob Niemeyer and William T, managed some fantastic performances along the way to beating all the other Houses. Winning the Senior House Rugby is always a feather in the cap and gives bragging rights to Paley for next year. It was competed for in atrocious conditions, where the wind and rain made playing conditions
extremely difficult. The highlight of all games had to be Josh Fry’s outstanding cover tackle in the final match. Whilst on the subject of rugby, we must congratulate Sid Holden on his selection for the Yorkshire U17 Rugby Academy. Johnny, Harry, and Max Seddon were also involved in the Yorkshire Developing Player Programme for the year.
Once again the House Varsity competition took place towards the end of term, with Paley triumphant in a great deal of the competitions. Winners in House hockey, football, tennis, Crossfit and swimming, to name a few. There were also some great individual performances along the way, especially from Alfie Lampkin, who showed great fitness and resilience to win the CrossFit challenge and Jakob Niemeyer who fought back from 3 break points to win the tennis for Paley. The great thing about the Varsity is that all pupils get to take part and compete for their House. Although disappointed to not win the outright prize (might have to call an independent adjudicator in!) they have not only fought hard but realised that there were some very small margins that can dictate a win or a loss and that sometimes those fighting for a third or fourth spot are just as important as the winners in a big competition like this.
As Housemaster one of the favourite events of the year was Paley’s Chapel service where the topic was the humanitarian crisis in Ukraine. The most pleasing part of this was that every person in House took part. The students either read a verse of
“The Paley House leadership team, headed up by Oliver and Duncan, have done a tremendous job this year, in part because their organisational capabilities are outstanding.”
Psalm 31, which many Ukrainians were turning to in their time of need, or read a paragraph written by Duncan Brocklehurst and Harry Cook. This showed yet another example of a willingness to get involved even when you’re out of your comfort zone. There were some other showstoppers this year on the music front: the Paley ‘House’ drummers, Benji Clarke performed ‘Superbad’, and Finn Karp performed ‘You Know I’m No Good’ in the Young Musician of the Year, with Finn winning his category. Another turn up for the books was listening to Davor Paradzik’s performance of the John Denver classic ‘Take Me Home, Country Roads’ in the Rock Concert, it was a sight and sound to behold! And finally, the Spring Concert provided an all-round entertainment extravaganza with the outstanding section being the performance of the theme tune to Jurassic Park, which starred Oliver Newbury and Benjy.
On a beautiful day in May, we had Sports Day, which may have to be renamed Johnny Scott Day! Johnny won the 100m, the 400m and the Long Jump, being awarded the welldeserved Victor Ludorum for his performances on the day. Although Paley did not win the overall day, the senior boys won their category. Contributing to this was the javelin winner Marcus Hanley-Keenan and the 4X100m relay team consisting of Johnny (again), Will Bagshaw, Sid Holden and Josh Fry. In the younger years, Harrison Glanfield won the Junior Boys Javelin and Piet Karp won the High Jump. The biggest trophy is fought for in the Tug of War competition, which is always a sight to behold. Mr Bellis set the tone for the almighty battle that takes place once a year. After a bit of stuttering at the start Paley finally got into the
groove and started pulling in unison. Once a good rhythm got underway the boys made short work of the task in hand, winning the overall competition and bringing home the coveted trophy.
One of the big achievements for the year has to be the completion of the Gigg2Gigg hike over the Yorkshire Three Peaks. This mammoth task was undertaken by five boys from Paley – Oliver Newbury, Jakob Niemayer, Harry Cook, Robert Miller and Piet Karp – who endured 34 miles of walking. The distance alone is long enough, but it was combined with over 6000ft of ascent, making it a huge physical challenge. The boys are to be commended on their achievement and the fact that when they were met at the finishing point they were still in such high spirits, despite being exhausted.
On Old Giggleswickian day it was a pleasure to welcome OG Bob Drake back into Paley House. He was the Head of House for Paley back in 1964 and enjoyed meeting and having a chat with some of our current Year 9. They were interested to hear how Paley had changed over the last 60 years and were surprised to hear that the current common room was a large dormitory sleeping 12 boys back in the 1960s!
Bob also showed them his sons, who also came to Giggleswick, on the old Paley House photographs that are on display. It was great to see such a positive interaction between former and current Paley boys.
There were prizes won by the following Paley pupils on Speech Day this year, congratulations to all of them.
Piet Karp – Design & Latin
Michael Atkins – Design & Brocklebank Media and Photography Trophy
Harry Cook - Business Studies
William Bagshaw – BTEC Sport
Finn Karp - Simpson craft Prize, Economics & Extended Project Qualification Award
Oliver Newbury - Silver Kukri Trophy (Achievement in Royal Marines) & Head of House Award
As you can see, this is just a snippet of what has been happening over the past year in Paley House. What has been mightily impressive is the ‘can do’ attitude of the Paley boys. They have all displayed the school values of participation, respect and ambition in abundance over the course of the year, and when the going has got tough there has been somebody there to offer support and encouragement. This, from a housemaster’s perspective, is an invaluable trait for a boarding house to have running through the heart of its culture and I would like to thank the boys for this.
Dan Cook Housemaster Head of House: Oliver Newbury Deputy Head of House: Duncan Brocklehurst
start of this academic year was very much under the cloud of Covid and so the arrivals in September had to quarantine for 10 days. However, a few days after emerging from their isolation, a sense of normalcy returned, and the year quickly started off with
Iwas delighted by the collective House effort to raise money for ‘Shelter’ by sleeping out in October; over £1600 was raised by 12 boys who spent a frosty night on a hard floor to experience a little of what it might be like for those less fortunate than themselves. The sixth form were particularly prominent in this, and Mr Wharton deserves some credit for drawing the staffing ‘short straw’. A notable mention also needs to go to Ben Wilson as the youngest of those taking part, and points for commitment to those day pupils and flexi boarders who came back in for the occasion – Matthew Ellwood, Will Scholey and Tom Reeson. House dinner seems like a long time ago now but was one of the most enjoyable I have experienced – the boys were universally a delight and all the staff commented on what excellent company they were. Mr San-Jose gave an insight into the life that brought him to Giggleswick in an engaging and characteristically personable speech, and it was good that Shute had the opportunity to be the first house to make that link. Will Scott’s speech had to be broadcast by video link as he was still recovering from Covid, but it is safe to say that I have never heard such a strong message delivered with such genuine feelings as Will shared. His advice to make the most of every opportunity was a simple one, but
the authenticity of it was incredibly formative.
In the Autumn term, Sherief and Kian did an exceptional job creating, organising, and practising the singing and speaking rehearsals, which resulted in a fantastic performance from the House from which I do believe we should have won something. Fantastic performances from Oscar Skelton as President Biden and the small group including Rasmus, Anton, Harry, Vittorio, Oscar, Reece, and Roland all blew the crowd away with their superb singing.
The House has also welcomed new pupils and staff this term who have all made an excellent impression. Mr Burrows’ unflappable calm makes it difficult to imagine that he is still in the infancy of his career. The vacancy in Nowell for a resident tutor led to a brief tenure in Shute, but in his time here he gained a special place in the hearts of the boys. Mr Robinson joined at Christmas to replace the fantastic Mr Holland and has shown himself more than up to the task – his calm and quiet nature offering a bit of continuity from the qualities that Mr Holland brought. In the Summer term, Mr Nong was also a regular feature of Monday nights and his Sushi night, rocky road, and amazing pool triangle, engraved with ‘Shoot, Shute’ were genuinely appreciated by the boys.
In his first end of term address to the
pupils at Easter, the Headmaster spoke about coming ‘out of the dark and into the light’ and this was most fitting for the boys of Shute, for whom the ‘end’ of Covid restrictions is most significant. Just before the January exeat, 16 Shute boys were isolating due to Covid, and this thankfully now seems like an exceptionally long time ago. Since those dark days there have been three 18th Birthdays amongst the upper sixth for Kian, Nelson, and Sam – Kian’s mum making a wonderful surprise visit that we managed to keep concealed right up until the moment he walked down the drive and saw her. We celebrated Chinese New Year with probably the biggest takeaway order China China have ever prepared, and, with the resumption of ‘normal’ events, the boys have enjoyed performing in ‘The Gigg’, the Young Musician of the Year (well done to Jonathan Fitzau for winning the guitar class, and for playing Metallica in his school uniform!), Scarrig (well done to Roland for his 4th place), Pringle (fantastic result for Kian Schmidt and Will Scholey), the House Challenge, and the House Varsity competition. Individually, Will Scholey has stood out for the sheer volume and quality of his participation. Pringle and Scarrig have already been mentioned, but he also performed in the Spring concert and contributed more distance than any other pupil
“The
two successful and momentous events – the charity sleepover and the House dinner.”
by far with a phenomenal 830km in the ‘House Challenge’ – which (on top of everything else and his GCSE preparation) averaged out at around 20km per day. His excellence across the board was rewarded by his receipt of the Warwick Brookes Prize at speech day and he was truly a deserving recipient. Nelson received 4 Headmaster’s commendations over the course of the term. Not just for playing rugby this time, but for coaching rugby at primary schools and working with younger children. Vingo Fong’s fearless opening of the spring concert with the first lines of ‘The Greatest Showman’ also crowned an amazing term for him that saw him go from strength to strength.
Personally, one of my most enjoyable days for a long time was taking Shute year 9s to Attermire Scar and climbing some of the new routes on ‘Moonshine Buttress’ on a windless, blue-sky day of a sort that only comes around a couple
Head
Deputy
Praeposters: Vingo Fong, Vittorio Turnbull
House Seniors: Anton Hatz, Oscar Skelton, Rasmus Meyer-Loos, Ryan Chai
Salvete: Leo Turnbull, Ben Wilson, Fabrizio Fornero, Joshua Kazzim, Daniel MadeleyPetrovoich, Jonathan Fitzau, Constantin Veith, Vingo Fong, Jackson Whewell, Sebastian Mills, Woody Salt, Barnaby Symonds, Matthew Drakeford
Valete: Louis Sero, Nelson Delailomaloma, Sherief El Defrawi, Sam Johnson, Kian Schmidt, Roland Hodgson, Will Scott, Charlie Voss, Reece Boyd, Thomas Resson
of times a year. The year 9s were great company and it was brilliant to see them appreciating the beauty of the situation, as well as a bit of climbing! Reece Boyd was again a fantastic assistant and has really shown his maturity and capacity for hard work as an ‘OP helper’.
In February, Diana Frank moved onwards to take the position of PA to the Headmaster of the Junior School. Her 6 years of outstanding service to the boys of Shute and her support of me as a new (and not so new) housemaster have been greatly appreciated. Diana has been unhesitatingly generous with her time and unendingly patient with the male contingent in Shute. Never tiring of the need to teach boys how to tie a tie (sometimes even a shoelace) when they first arrive. Her bacon sandwiches on a Friday morning have become legendary and I am sure that her patience and fortitude will be great assets as she starts her new position. In the summer term, Shute welcomed back Aaron Berry, the much-loved former resident tutor in Shute and one of the few people who could provide comfort following the loss of the boys ‘favourite tutor.’ The cheer that greeted Aaron as he returned to Shute on the last day of the Easter term reassured me that not only do we have someone enormously capable and experienced, but also incredibly popular. Chris Taylor
took Diana’s reins as day tutor and has since shown himself a calm and capable tutor, and the boys now have the bonus of a staff member who can talk knowledgeably about rugby with them whilst they guzzle their toast at morning break.
With luck, September 2022 will see the boys build on the successes and lessons of this year. There is more work to be done on the common room, the boys are keen to do more charity events, and there is a determination to focus on winning some of the sporting competitions. We have an excellent staff team who are determined to support the boys and remind them of our shared values. I am looking forward to including Shute boys in the exciting new opportunities about to emerge in Outdoor Pursuits. As I write, next year’s new year 9s are joining Shute for the day for a taster activity and Will Scott also celebrates his 18th birthday. It is fitting that he can enjoy his birthday at a point in the year when his achievements as an outstanding Head of House can also be recognised, and when the next generation of Shute boys can be inspired by those that have gone before them. The House has a burgeoning sense of optimism and I look forward, as ever, to the challenges and opportunities of the next year.
On joining Giggleswick School and Style House, I heard about the “Style spirit” and was excited to see what this was. Unfortunately, a global pandemic and periods of online learning dampened this spirit for my first eighteen months. However, in the past few months I have experienced the Style spirit out in force again, and it has been fabulous. I want to celebrate the thirteen Upper Sixth girls who are leaving us and have been such a huge part of making this happen. It is hard to believe how much courage they have shown in the face of adversity over the past two years, and I have thoroughly enjoyed the rollercoaster with them.
Our Head of House, Holly, has wholeheartedly led from the front this year. I am not exaggerating when I say every girl in Style thinks of her as their friend. Never too busy to listen to someone in need, Holly has been a positive and calming influence in the controlled chaos of a large and lively House.
In Little Howsons, Alicia and Polly have formed a dynamic double act and have planned many hilarious House nights for the younger girls to enjoy. Another double act, Poppy and Sophie, have
thrown themselves into life at Giggleswick, in Style, and on the sports pitches. Emma produced one of the highlights of the year for Style with her winning Young Musician of the Year performance.
The creative yin to my mathematical yang, Briony and Imy have ensured that Style House is a performing House and have led on so many musical and dramatical extravaganzas. I am not sure who will remind us to go to rehearsals next year.
In the calmer Style Annexe, the girls have worked hard to achieve their goals. Kristie spent time away through travel restrictions, and Olivia joined part way through the year; both have worked exceptionally hard to succeed in the time they have been here. Bella’s passion for netball has been contagious and she has encouraged many younger girls to get involved. Zoe’s achievements in the classroom, and on the netball or tennis courts set an example to every Style girl. Becca has led and organised us in sporting events and has been another listening ear in the common room for the younger girls.
What has impressed me most of all is that these girls are “can do” girls. They have organised Singing and Speaking, House chapels, charity events, House
“What has impressed me most of all is that these girls are “can do” girls. They have organised Singing and Speaking, House chapels, charity events, House Dinner Night etc. with little or no input from staff.
Head of House: Holly Warburton
Deputy Head of House: Polly Stapleton, Alicia Birchall
Praepostors: Imogen Crombie, Emma Belshaw, Isabella Fox-Tristram
House Seniors: Briony Moffat, Poppy Ribbons, Sophie Kershaw, Zoe Lenka, Kristie Meng, Olivia Lumb, Rebecca Harrison
Salvete: Susana Wamba, Marieta Del Olmo Gil, Juliet Freegard, Lilly Davey, Rebecca Zhang, Amelie Brown, Julia Counsell, Aaminah Iqbal, Elizabeth Allmand-Smith, Annabel Wass, Freya Meredith, Gabrielle Sykes, Anna Grauke, Maylin Steinkamp, Filippa Friedrich, Zara Harrison, Sophie Bargh, Erin Constantine, Wan Ching Wong, Lotta Bahr, Jule Gersdorf
Valete: Susana Wamba, Marieta Del Olmo Gil, Anna Grauke, Maylin Steinkamp, Filippa Friedrich, Rachel Chen, Emily Hoecker, Lotta Bahr, Jule Gersdorf, Holly Warburton, Polly Stapleton, Alicia Birchall, Imogen Crombie, Emma Belshaw, Isabella Fox-Tristram, Briony Moffat, Poppy Ribbons, Sophie Kershaw, Zoe Lenka, Kristie Meng, Olivia Lumb, Rebecca Harrison
Dinner Night etc. with little or no input from staff. They have developed some incredible skills of negotiation and communication that they will use in everyday life, and they have set an incredibly high standard for the younger Style girls to follow. There have been difficulties and, I am sure, too many late night Little Howsons discussions that I have not been party to, but this group of girls
leave together as young women who should be proud of all they have achieved. I hope they remember to be kind and wish them all the happiness in the world.
Less of a dinner, more of a garden party, and the garden and the girls looked beautiful. The older girls enjoyed a Pimms reception, and our fabulous photographer (on loan from Carr House) captured the festival mood. Holly, Alicia, and Polly all spoke eloquently of their time in Style, and the tears started to flow amongst the Upper Sixth. They gave their sound advice to the younger girls and then followed with some light-hearted
awards. Congratulations to the whole of Year 10 for being awarded the wooden spoon for “Worst to go to bed”. After a delicious BBQ, music and dancing followed, along with a huge game of volleyball. It was without doubt the best Style night in the past two years.
So, as my second year draws to a close, I could not be prouder of the sixty girls who call Style their home. Now, as a third of them leave for new adventures and challenges elsewhere, I hope that a little bit of the Style Spirit will remain in them always.
#styleforever
Emily Walker Style HousemistressMessage from the Head of House
This year in Style all the girls have been super busy. Whether that be on the hockey pitch down at Eshtons, in the music school, or on the stage in the RWT. All the girls have thrown themselves into life at school and should be proud of themselves. This must be one of my biggest pieces of advice to the girls – take all the opportunities that arise at Gigg and put your all into every single one of them. Even if you only try something for a few weeks it is always good to have made something out of the opportunities given to you.
The House spirit has been evident throughout the year whether that be at the House debating, the Varsity weeks, sports day, or the House drill competition; our homemade Style banners being held high at every opportunity. This is one of my favourite things about Style: we all come together to fully support one another in anything we do, which makes it feel as if we are a part of one big family. Although it may seem a while ago, Style really became a House during Singing and Speaking. Everyone got involved, and what initially seemed slightly nerve racking became much easier because we knew we were all in it together.
Style has really been able to overcome the hurdles thrown at us over the past few years and if anything has come out stronger. In the evenings, the common room becomes a hive of activity, especially if it is Monday night baking with Miss Rowles. This really shows the family feel within the House and I hope the girls continue to be kind and supportive to one another so that this feeling can stay in Style forever. I am so proud of all the Style girls this year and wish them all many successes in the future.
Holly Warburton Head of House
Dylan Sampson (P), David Kuempers (M) and William Smith-McShee (N) were the winners of the Youth Speaks Rotary public speaking competition. Sixth form students Maud Humphries (C) and Noorie Hussain (C) delivered Lib Ed talks on Rosa Luxemburg and Pre-Socratic Philosophy.
L6 students Jemimah Allmand-Smith (St) and Noorie Hussain (C) entered the Girton College essay competition. U6 student Rachel Curry (C) showcased her collection of poetry as part of her EPQ project.
Adam Riaz (Ct) completed the Intermediate Maths Challenge (aimed at Years 9-11) with Best in School result, taking him through to the next round where he also achieved the Best in School result (within the top 25% of the results from across the world). A truly fantastic mathematician and an
excellent year for him. The Year 11 and 12 students who completed the Mathematique Sans Frontière competition came 10th in the ‘Senior’ category. It was great to see a mix of year groups working together to answer the questions and explain their working out in both English and a Modern Foreign Language.
Congratulations to Phoebe Cook (C) and Emma Thornton (C) who have been awarded a British Council scholarship for a summer course with UK-German Connection. They have also participated in online discussion forums with other students learning German. Both have made an excellent contribution to the MFL department this year.
Congratulations to Erin Attwood (C), Annie Scott (C), Frances Winterschladen (C), Cicely Cossens
(C), Julia Counsell (St), Lizzy AllmandSmith (St), Harrison Glanfield (P), Woody Salt (Sh), Emma Thornton (C), Phoebe Cook (C), Louis Roberts (N), Archie Clark (M) and Adam Riaz (Ct) for competing in the Poesiae International Poetry recital competition. The enthusiasm and commitment from all of these students was both refreshing and showed excellent ambition for success in Languages.
A huge congratulations to all our international students this year, but specific commendations must go to the International Committee members for excellent organisation and commitment to a range of events this year: especially Kian Schmidt (Sh), Julietta Rabe (C) and Emma Belshaw (St).
Martha Richmond (C) ran a very
successful Science Week within school, featuring interviews with several prominent scientists and also outreach to several year groups at the Junior school. She has also chaired Biology Journal Club discussions and had her writing published as part of the ‘She Talks’ magazine published by Murray Edwards College, Cambridge.
Davor Paradzik (P) and Eleanor Curtis (C) have also chaired Biology Journal Club across the year, discussing many areas of emerging Science.
In the 2022 Chemistry Olympiad Martha Richmond (C) and Kian Schmidt (Sh) achieved a Silver award, and Zoe Lenka (St), Alison Fry (C) and Emma Belshaw (St) achieved a Bronze award.
Harry Cook (P) for Young Enterprise has been commended for his work as Managing Director this year.
Maud Humphries (C) - ARSM diplomas in Piano (merit) and Violin (distinction).
Martha Richmond (C) – Grade 8 Singing (distinction) ‘Young Musician of the Year’ Competition 2022 - Emma Belshaw (St) (overall winner), Poppy Coward (Ct) (KS3 winner)
Huge congratulations to Sophie Smith (C) who has gained a place at the prestigious Royal Central School of Speech & Drama on the Contemporary Performance Practice Course.
Max Scholey (Ct), Year 8, recently appeared in the highly successful TV drama Gentleman Jack.
London Academy of Music and Dramatic Art (LAMDA) Grade 8
Speaking of Verse and Prose with Distinction, Isabelle Bolles (C)
Yorkshire Rugby Academy U18, Nelson Delailomaloma (Sh)
Yorkshire Rugby Academy DPP U17, Sid Holden (P)
Yorkshire Rugby Academy DPP U17/ Yorkshire County U17, Harry Cook (P)
Yorkshire Rugby Academy DPP U17,
Johnny Scott (P)
Yorkshire Rugby DPP U16, Max Seddon (P)
Yorkshire Rugby DPP U16, Kian Senior (N)
Sales Sharks DPP U15, Myles CarrOddie (N)
Yorkshire Rugby Academy DPP U14, Archie Siddons (M)
Yorkshire Rugby Academy DPP U14, Woody Salt (Sh)
Yorkshire Rugby Academy DPP U14, George Burke (N)
Lancashire Hockey U17’s, Emily Hutchinson (St)
North Yorkshire, Mathilda Evans (Ct)
Durham Performance Centre, Olly Laxton (P)
Durham Performance Centre, Archie Clark (M)
North Yorkshire, Annie Scott (C) North Yorkshire, Francis Winterschladen (C)
North Yorkshire, Amelia West (St) Cumbria, Lucy Cowin (Ct)
West Yorkshire, Sam Galley (Ct)
English Schools Combined Events, Emma Wood (C)
Cumbria Tennis Squad, Tom Stephens (N)
British Championship (Trial 125) 3rd Place, Alfie Lampkin (P)
European Championships (Trial 125) 8th Place, Alfie Lampkin (P)
European Championships (Trial 125) 11th Place, Alfie Lampkin (P)
BSPS Heritage Championships – Best
Overall Rider, Lucinda Leeming (Ct) Horse of the Year Qualifier, Lucinda Leeming (Ct)
Spanish Liga U18 League Winner, Horse Riding-Eventing, Pablo Dolz (Ct)
NESA Equestrian Festival Winner, Horse Riding-Eventing, Ella Holgate (Ct)
NESA Equestrian Festival Winner, Horse Riding-Eventing, Elsa Taylor (Ct)
UAJCA U15 Taverners Squad, Jack Caton (N)
Cumbria U15 Squad, Georgia Voss (St)
UAJCA U18, Max Seddon (P)
UAJCA U12, Frank Caton (Ct)
UAJCA U12, Sam Galley (Ct)
UAJCA U12, James Galley (Ct) North Yorkshire U12, James Galley (Ct)
The winners of the Douglas Seybold Trophy were Shute.
Duke of Edinburgh’s Bronze awards were achieved by Reece Boyd (Sh), Sophia Henson (C), Hugo Walton (M), Annabelle Taylor (C), Phoebe Cook (C), Katie Simpson (C) and George Topliss (N).
Duke of Edinburgh’s Silver awards were achieved by Duncan Brocklehurst (P), Samuel Johnson (Sh), Alistair Styler (N), Angus Roberts (N), Harry Cook (P), Roland Hodgson (Sh) and Morgan Healing (N).
Duke of Edinburgh’s Gold awards were achieved by Isabella Fox-Tristram (St), Amber Healing (St), Tom Fox-Tristram (P), Isaac Larkin (M) and Martha Richmond (C).
Selected for Team GB at the Ice Swimming Championships, Jolie Francis (C)
Great Britain U18 Squad & Yorkshire, Molly Mackey (Ct)
Yorkshire Swimming Championships, Phoenix Graham (Ct)
Bradford City Football Club U16 Elite Development Squad, Luke QuintanaRobinson (M)
2nd in the UK after winning Silver in the British Championships along with wins at the Welsh Open, North Ireland Open, English Open and the Belgian Open, Kitty Brennand (Ct)
Forename Surname Award For
Aidan McChesney Half Colours Football
Thomas Stephens Half Colours Football
Isaac Larkin Full Colours Hockey
Johnny Scott Full Colours Hockey
Maximilian Rayner Half Colours Hockey
Henry Walton Half Colours Hockey
Rachel Curry Full Colours Music
Alison Fry Full Colours Music
Briony Moffat Full Colours Music
Martha Richmond Full Colours Music
Sophie Smith Full Colours Music
Holly Warburton Full Colours Music
Isabelle Bolles Full Colours Music
Leo Gorner Half Colours Music
Alice Hellewell Half Colours Music
Daniel Overend Half Colours Music
Alistair Styler Half Colours Music
Isabella Fox Tristram Full Colours Netball
Emma Wood Full Colours Netball
Eleanor Curtis Half Colours Netball
Maud Humphries Half Colours Netball
Sophie Kershaw Half Colours Netball
Zoe Lenka Half Colours Netball
Poppy Ribbons Half Colours Netball
Cecily Rigby Half Colours Netball
Eleanor Warburton Half Colours Netball
Forename Surname Award For
Kian Schmidt Full Colours Golf
Alfie Lampkin Full Colours International Representation
Zoe Lenka Full Colours Tennis
Freya Cope Half Colours Cricket
Joshua Fry Half Colours Cricket
Rebecca Harrison Half Colours Cricket
Walton Hugo Half Colours Cricket
Sophie Kershaw Half Colours Cricket
Isaac Larkin Half Colours Cricket
Peter Moffat Half Colours Cricket
Poppy Ribbons Half Colours Cricket
Johnny Scott Half Colours Cricket
Max Seddon Half Colours Cricket
Thomas Stephens Half Colours Cricket
Eleanor Warburton Half Colours Cricket
Jemimah Allmand Smith Half Colours Tennis
Harrop David Half Colours Tennis
Julia Horsley Half Colours Tennis
Daisy Laxton Half Colours Tennis
Darcey Milsted Half Colours Tennis
Jakob Niemeyer Half Colours Tennis
Julietta Rabe Half Colours Tennis
Forename Surname Award For
Sophie Huber Full Colours Drama
Martha Richmond Full Colours Drama
Olivia Henson Full Colours Drama
Briony Moffat Full Colours Drama
Sophie Smith Full Colours Drama
Leo Gorner Half Colours Drama
Sophia Henson Half Colours Drama Ben Kelt Half Colours Drama Carl Rasmus Meyer-Loos Half Colours Drama
Claudia Parravano-Tomasso Half Colours Drama
Lily Whewell Half Colours Drama Rachel Curry Half Colours Drama Isabelle Bolles Half Colours Drama
Alison Fry Full Colours Hockey
Olivia Henson Full Colours Hockey
Sophie Huber Full Colours Hockey Maud Humphries Full Colours Hockey
Daisy Laxton Half Colours Hockey Jemimah Allmand Smith Half Colours Hockey Isabella Fox Tristram Half Colours Hockey
Anna Grauke Half Colours Hockey
Emily Hutchinson Half Colours Hockey
Lucy Rawlins Half Colours Hockey Maylin Steinkamp Half Colours Hockey
Emma Belshaw Full Colours Music Imogen Crombie Full Colours Music Oliver Newbury Full Colours Music Maud Humphries Full Colours Music
Rowan
Tweedale Full Colours Rugby Nelson Delailomaloma Full Colours Rugby Johnny Scott Half Colours Rugby William Bagshaw Half Colours Rugby Harry Cook Half Colours Rugby Bradley Green Half Colours Rugby Sid Holden Half Colours Rugby Peter Moffat Half Colours Rugby Harry Young Half Colours Rugby
LAMDA (London Academy of Music and Dramatic Art)
Duologue Acting Grade 4: Elizabeth Allmand-Smith Merit
Amelie Brown Merit
Isabella Dunderdale Distinction Aaminah Iqbal Merit
Duologue Acting Grade 6: Tegan-Leigh Tudor Merit Amelia West Merit
Solo Acting Grade 5: Phoebe Allenby Distinction
Solo Acting Grade 6: Noorie Hussain Distinction
Solo Acting Grade 8: Leo Gorner Distinction
Reading for Performance Grade 3: Emili (Paula) Reincke Distinction
Reading for Performance Grade 6: Isabella Mitchell Distinction
Public Speaking Grade 6: Eleanor Curtis Distinction
New Era Academy of Speech and Drama
Duologue Acting Grade 4: Logan Birchall Merit George Burke Merit Sebastian Mills Merit John Starkie Merit
English as an Additional Language Preliminary: Jack Ho Distinction
Public Speaking Grade 1: Wan Ching Wong Distinction
Public Speaking Grade 7: Thomas Stephens Distinction
Reading for Performance Grade 3: Jason Yang Distinction
Spoken English Grade 3: David Kuempers Distinction
Spoken English Grade 4: Leon Thiesen Distinction
Spoken English Grade 6: Erin Constantine Distinction
Interview Technique Grade 6: Toby Brown Distinction
Congratulations to all 7 houses for delivering a superb evening of entertainment at this year’s Inter-House Singing and Speaking competition.
The theme this year was ‘Months of the Year’ and we were delighted to be back in the Sports Hall with an audience of pupils and parents, following last year’s competition where performances were filmed from the Richard Whiteley Theatre and streamed.
Judges, Jack Humphrey (OG), and Helen Robertson, commented on how wonderful it was to be involved in the event, and how impressed they were with the high standard of work produced, before announcing this year’s prize winners:
Audience Prize: Carr
Best Small Group Item: Style
Best Whole House Spoken Item: Paley
Best Whole House Sung Item: Catteral
Overall Winning House: Morrison
Art Megan Garrick
Computing Phoenix Graham Design Technology Ben Calvert Drama Nico Gogua Waugh English Nico Gogua Hurst Geography Lydia Benson Moore History Edward Walker Style Mathematics Libby Clarke Howson Modern Languages Lucy Giles Music James Galley
Religious Education Lucy Giles Science James Galley Junior Sport Lucy Cowin/Sam Galley
Art Isabella Roberts
Computing Sophie Barraclough Design Technology Lily Pilkington Drama Leopold Ingham-Barrow Waugh English Leopold Ingham-Barrow
Hurst Geography Lily Truscott Moore History Lucinda Leeming Style Mathematics Adam Riaz Howson Modern Languages Adam Riaz Music Poppy Coward
Religious Education Emilia Dunderdale Science Rafferty Bannister
Junior Sport Mathilda Evans/ Jake Robinson
Art Lizzy Allmand-Smith Biology Olivia Cullen
Computing Evie Robinson Chemistry Julia Counsell Design Technology Piet Karp Drama Izzy Dunderdale EAL Marieta Del Olmo Gil
Waugh English Annabel Wass Hurst Geography Millie Cross Physics Yunyi (Rebecca) Zhang Moore History Erin Attwood Latin Piet Karp Physics Yunyi (Rebecca) Zhang Music Julia Counsell
Style Mathematics Julia Counsell
Howson Modern Languages, French Annie Scott
Howson Modern Languages, German Cicely Cossens
Howson Modern Languages, Spanish Woody Salt Religious Education Chloe Wright
Junior Sport Annie Scott/ Archie Siddons
Art
Megan Corry Biology
Isabelle Winsor
Computer Science Chun (Ryan) Ma Turnbull Chemistry Emma Thornton Design: Product Design Jack Caton Drama Megan Corry
EAL
Fabrizio Fornero Gala Waugh English Amelia West Hurst Geography Hugo Warburton Moore History Sofia Edwards
Style Mathematics Laila Rostron Howson Modern Languages, French Sofia Edwards Howson Modern Languages, German Phoebe Cook Howson Modern Languages, Spanish Stanley Bannister GCSE Physical Education Amelia West
Allan Physics
Chun (Ryan) Ma Religious Education Elyse Cullen Junior Sport Tegan-Leigh Tudor/ Archie Clark
Oliver Burke Biology
Art
William Smith-McShee Turnbull Chemistry Shintaro Nagamine GCSE Combined Science Toby Fairfoot Computer Science William Smith-McShee Design: Product Design Michael Atkins Drama Sophia Henson EAL Manuela Wamba Waugh English Lily Whewell Hurst Geography Emily Hoecker Moore History Lily Whewell
Style Mathematics
Yiying (Rachel) Chen Howson Modern Languages, French Hester Cossens Howson Modern Languages, German Isaac Fairburn Howson Modern Languages, Spanish Lily Whewell Music Thomas Reeson
GCSE Physical Education Olly Laxton Allan Physics
Yiying (Rachel) Chen Religious Education Dylan Sampson Latin Isaac Fairburn Junior Sport Max Seddon/ Maylin Steinkamp
Art
Julia Horsley
Biology Sophie Bargh
Business Studies Harry Cook
BTEC Business David Harrop
Turnbull Chemistry Eleanor Curtis Design Technology Connie Attwood
Drama and Theatre Studies Freya Cope
EAL Chun (Ryan) Chai Economics Emily Hutchinson Waugh English Noorie Hussain
Hurst Geography Zara Harrison
Moore History Mathis Reinighaus Style Mathematics Eleanor Curtis Howson Modern Languages Leo Gorner/Julia Horsley
Psychology Freya Cope Music Daniel Overend Music Technology Alice Hellewell
Political Studies Erin Constantine Allan Physics Peter Moffat
Religious Education Jemimah Allmand-Smith
BTEC Sport William Bagshaw Latin Jemimah Allmand-Smith
Art Jessica Rudden
Biology Martha Richmond
BTEC Business Studies William Scott Business Studies Yiting (Kristie) Meng
Turnbull Chemistry Martha Richmond Design Technology Finn Karp
Drama and Theatre Studies Eve Russell
EAL Julietta Rabe Economics Duncan Brocklehurst EPQ Finn Karp
Waugh English Rachel Curry
Hurst Geography Oliver Newbury Moore History Maud Humphries
Howson Modern Languages Alison Fry Style Mathematics Emma Belshaw Music Maud Humphries Music Technology Imogen Crombie Allan Physics Emma Belshaw
Political Studies Holly Warburton Religious Education Alicia Birchall
BTEC Sport Cecily Rigby IELTS Julietta Rabe
Russell Harty Drama Prize Sophie Smith Andrew Beaver Design Prize Issac Larkin Simpson Craft Prize Finn Karp Partridge Art Prize Polly Stapleton
Butler Literature Prize Maud Humphries Barry Brewster Cup for Academic Leo Gorner/ Eleanor Curtis Excellence (Highest GCSE average) Emily Hutchinson Extended Project Qualification Award Finn Karp Music Open Prize Emma Belshaw Sutcliffe Memorial (Achievement in Army) Isabella Fox-Tristram Pape Memorial Trophy (Achievement in RAF) Briony Moffat
Silver Kukri Trophy (Achievement in Royal Marines) Oliver Newbury Swann Outdoor Pursuits Prize Henry Walton Brocklebank Media and Photography Trophy Michael Atkins David Houston Trophy (Sporting Contribution) Sophie Huber/ Max Rayner Marshall Memorial (Sporting Achievement) Nelson Delailomaloma/ Emma Wood
Heads of House Awards Sophie Huber (Carr) Max Rayner (Morrison) Oliver Newbury (Paley) William Scott (Shute) Holly Warburton (Style) Deputy Heads of School William Scott & Olivia Henson
Old Giggleswickian Club Prize Olivia Henson/ Kian Schmidt Warwick Brookes Junior Merit Prize Sophia Henson/ Will Scholey
Sean Whiteside Memorial Prize Eve Russell Wigfield Trophy (Unsung hero) Holly Warburton Peacock Memorial (General Merit) Alison Fry/ Duncan Brocklehurst
The Casterton Prize (for endeavour and resilience) Imogen Crombie Williams Memorial (General Merit) Zoe Lenka/Rachel Curry Style Memorial (High Endeavour) Martha Richmond & Maud Humphries
Headmaster’s Prize Martha Richmond & Isaac Larkin
Beau Thomas Newcastle
International Business Management
Belshaw Emma UCL Natural Sciences
Birchall Alicia MMU Product Design Bolles Isabelle York St John Nursing (Adult) Brocklehurst Duncan Glasgow Biochemistry Crombie Imogen Westminster Music Production, Performance and Business Curry Rachel Sheffield Sociology
Delailomaloma Nelson Army El Defrawi Sherief El Essex Biomedical Science
Fox-Tristriam Isabella Gap Year French-Wollen Kyle Kingston Criminology and Forensic Psychology Fry Alison Lancaster Biochemistry (Study Abroad)
Johnson Sam Leeds Beckett Cyber Security and Digital Forensics Hanly-Keenan Marcus Northumbria University Business and Marketing
Harrison Rebecca Harper Adams Rural Enterprise and Land Management Henson Olivia Hartpury Equine Science
Huber Sophie Salford Media and Performance Humphries Maud Bristol Politics and Sociology Jeffries Matty Hull Biology Foundation
Karp Finn Gloucestershire Interior Architecture and Design Kershaw Sophie MMU Health and Exercise Science Larkin Isaac Warwick Philosophy Lenka Zoe Gap Year
Lumb Olivia Harper Adams Animal Production Science McChesney Aidan USA Meng Yiting Sussex Marketing and Management Moffat Briony West London Musical Theatre Newbury Oliver BAE (Apprenticeship) Power Joe Wooller (Apprenticeship)
Rabe Julietta Loughborough Art (General Foundation) Rawlins Lucy Bath Criminology Rayner Maxmillian Newcastle Marketing and Management Ribbons Poppy Dundee Art & Design (General Foundation) Richmond Martha Cambridge Natural Sciences
Rigby Cecily Northumbria Sport Management
Ritter Max Gap Year
Rudden Jessica Loughborough Art & Design (General Foundation) Russell Oscar Northampton Acting Schmidt Kian Manchester Materials Science and Engineering
Scott William Lancaster International Relations Smith Sophie Central Drama, Applied Theatre and Education Stapleton Polly MMU Product Design and Craft
Tweedale Rowan Hartpury Sports Business Management Voss Charles Jones Lang LaSalle
Walton Henry Plymouth Product and Furniture Design Warburton Holly Newcastle University Agriculture Wood Emma Gap Year
Summer 2021
Associated Board of the Royal Schools of Music
Rosie Braithwaite Singing Grade 2 Distinction
Violet Hollings Kelley Singing Grade 2 Merit
James Galley Singing Grade 2 Distinction
Isabelle Bolles Music Theory Grade 5 Distinction
Madison Goode Singing Grade 8 Distinction
Maud Humphries Piano Diploma Merit Maud Humphries Violin Diploma Distinction
Trinity College London
Sophia Henson Singing Grade 3 Merit
Phoebe Allenby Singing Grade 3 Distinction
Phoebe Cook Singing Grade 3 Distinction
Yasmin Abdul-Nabi Singing Grade 5 Distinction
Sophie Smith Singing Grade 6 Merit
Briony Moffat Singing Grade 6 Merit
Jemimah Allmand-Smith Singing Grade 6 Distinction
Leo (Harry) Gorner Drum kit Grade 6 Distinction
Oliver Newbury Singing Grade 7 Merit
Martha Richmond Singing Grade 8 Distinction
Abigail Hutchinson Singing Grade 8 Distinction
Florrie Braithwaite Singing Grade 8 Distinction Elizabeth Morse Singing Grade 8 Merit
Associated Board of the Royal Schools of Music
Sam Galley Trumpet Grade 1 Pass
James Galley Saxophone Grade 2 Distinction
Jemimah Allmand-Smith Music Theory Grade 5 Pass
Poppy Coward Saxophone Grade 5 Merit
Alistair Styler Piano Grade 7 Pass Isabelle Bolles Singing Grade 7 Distinction
Trinity College London Alice Hellewell Singing Grade 7 Merit
London College of Music Examinations
Alistair Styler Ukulele Grade 5 Distinction
Alistair Styler Traditional Scottish Banjo Grade 8 Merit Alistair Styler Traditional Scottish Mandolin Grade 6 Distinction
Associated Board of the Royal Schools of Music
Ed Walker Violin Grade 1 Pass
Nico Gogua Violin Grade 2 Pass
Lucy Giles Violin Grade 3 Pass
James Galley Singing Grade 3 Distinction
Isabelle Bolles Singing Grade 8 Distinction
Thomas Reeson Oboe Grade 8 Pass
Trinity College London
Harris Smith Singing Grade 1 Merit
Lily Truscott Singing Grade 3 Merit
Jemima Escreet Singing Grade 3 Pass
Annabelle Wass Singing Grade 4 Pass
Phoebe Allenby Singing Grade 4 Pass
Phoebe Cook Singing Grade 4 Merit
Sophia Henson Singing Grade 5 Merit
Constance Attwood Singing Grade 5 Distinction
Daniel Overend Singing Grade 6 Merit
Ben Kelt Singing Grade 6 Distinction
Jemimah Allmand-Smith Singing Grade 7 Merit
Imogen Crombie Singing Grade 7 Distinction
Briony Moffat Singing Grade 8 Merit
Sophie Smith Singing Grade 8 Merit
Headmaster, Sam Hart, has praised the year group saying:
“I am proud of what our pupils have achieved. It has been a highly unusual year and they have faced unique challenges throughout the duration of their GCSE courses. The reality is that the arrival of the results today marks the end of a very challenging 28 months. They have faced unprecedented disruption to their learning. Against this backdrop, their achievements cannot be underestimated – they have done extremely well and shown great resilience in overcoming many hurdles. We knew that the exam board intended to reset grades, a decision that would impact a year group who have not had a normal lead into their first public exams. The good news is that they have overcome that hurdle and our pupils can focus on studying the subjects that they enjoy at A Level and BTEC. I am grateful to our teachers who have worked tirelessly to support our pupils throughout the pandemic.”
One of those celebrating is Lily, who achieved six Grade 9s and four Grade 8s. She will continue in the Sixth Form to study English, History and Spanish. Said Lily:
“I’m so happy and proud of my results, particularly in Physics, I got a 9! The teachers have been amazing, they were great at providing you with exam techniques and lots of extra resources to help you prepare. I’m planning to study English, History and Spanish for A level, and I’m looking forward to investing my time in progressing my knowledge in subjects that I enjoy. I’m excited about taking on more responsibility too, I’ll be Cross Country
Captain and I’m playing a lead role in the school production.” Keen linguist, Isaac, is looking forward to continuing in Sixth Form to study Spanish, French and Art at A Level. He praised the School’s teachers: “I’m really proud of my results, particularly English, as the exam was really tough! I’m looking forward to starting Sixth Form and studying A level Spanish, French and Art. I love languages, and Miss Mahler is so enthusiastic and has offered lots of help. It’s great at Gigg because all the teachers are passionate about what they’re teaching.”
Our Head of Sixth Form and Careers Expert, Anne Coward, encouraged teenagers and their families at all schools to think carefully about their next steps explaining:
“When your child is going from studying nine subjects to three or four it can be easy to approach it by asking them ‘what they want to do’ but even for those who already have a chosen career path, young minds change easily! Most university courses
accept applications from a wide-range of subjects, the exceptions being more traditional careers such as medicine, engineering and law. We have had successful applicants in the past who have combined Biology and Chemistry with History, a Language, Drama or English Literature to give them a good blend of subjects. It’s not too late to reconsider what you want to do next if your results are different to your expectations – whether you’re a little disappointed or pleasantly surprised.”
She also warned against disregarding BTECs:
“Many parents don’t realise that BTECs are well respected and still lead to university. A BTEC at Level 3 is actually the equivalent of two A Levels. In fact, nationally, more pupils apply to university with BTECs than A Levels.”
We are continuing our celebrations after A Level results day last week where 90% of students were offered a place at their first choice of university, with nearly 50% going on to attend a Russell Group university.
Our Year 11 pupils are celebrating their GCSE results after being the first cohort to sit formal exams since 2019.
Our
Our sixth form students are celebrating after receiving excellent A Level and BTEC results. Taking into account BTEC students, the number achieving A* or A* equivalent grades has doubled from 2019 – the last time results were awarded based on exams and in-person teaching due to the pandemic.
90% of our students have been offered their first choice of university, with nearly 50% attending a Russell Group university. The School saw success across the year group in spite of various challenges, with 81% of SEN (special needs) pupils and 78% of EAL (English as an additional language) pupils achieving A* - B. Martha Richmond has secured a place at the University of Cambridge to study Natural Sciences having achieved three A*s in Biology, Chemistry and
Maths. She said of her experience: “The good thing about Giggleswick is whether you’re aiming for a pass or an A*, the teachers allow for that, and they push and support everyone to achieve their own individual goals. If you want any help at all, every teacher is always ready to help you at any point.”
Headmaster, Sam Hart, said: “I am absolutely delighted for our pupils. They have overcome a myriad of challenges in the last two years, entering the exam room for their first public examination experience in June. It was a big ask but they rose to the challenge and showed a great deal of resilience after the disruption of Covid. As they arrived at School to collect their results this morning, it was wonderful to see so many happy faces; it has been a challenging journey and there was a palpable sense of
relief but also a real gratitude towards all the staff who have supported them throughout. It is lovely to see students heading to such a range of courses and locations; the sixth form team have continued to find the right place for each pupil with most heading off to university while others start apprenticeships and some take GAP years.”
Alongside their A level study, sixth form students at Giggleswick also take the highly regarded Extended Project Qualification (EPQ) which allows students to research an area of interest away from their other A Level studies. 78% achieved an A* - B for their EPQ. The results see students head off to red-brick and Russell group universities including Cambridge, Bath, UCL and Warwick as well as prestigious places on Degree Apprenticeships with BAE and Carter Jonas.
Year 11 pupils are celebrating their GCSE results after being the first cohort to sit formal exams since 2019.
OUR
As students across the country receive their GCSE results, our Head of Sixth Form and Careers Expert, Anne Coward, shares what those entering sixth form this year can do to prepare for the future.
Give your child something to aim for Before the pressure of exams or BTEC deadlines, the early part of life in sixth form is the perfect time to explore what is out there! Head to university open days, encourage your child to ask people how they got into their career, start considering where your child might like to live – do they love the idea of a city or would a campus university be more appropriate?
Taking the time to really consider all the options has resulted in 94% of our pupils gaining a place at their firstchoice university.
Help your child become an independent learner Whether going on to university or employment, both look for applicants with good time management and the ability to work on their own. Your child can demonstrate these skills with an EPQ (Extended Project Qualification). It will, however, require commitment outside of school hours, though here at Giggleswick it is part of Prep, so it’s important your child chooses a topic they’re passionate about. An EPQ does not have to be a written essay! It can be presented in a creative form such as an artefact, a film, or a composition. A new addition to the curriculum is the Gold Award - this can be taken alongside the EPQ, or as a stand-alone qualification and focuses on the arts.
Think beyond the classroom
Encourage your child to take part in extracurricular activities as these build skills which support them in later life.
If a child isn’t sporty and doesn’t have a creative flair they could consider something like Model United Nations or Young Enterprise. Talk to them about what they enjoy and try to find a hobby for them together.
Help them understand the breadth of careers out there
While it is true that many future jobs don’t even exist yet, your child can still begin to think about the industry they’d like to work in. There are loads of free ways to look into this. Completing MOOCS (Massive Open Online Courses) is a free way to learn more about a subject and will look great on a UCAS application or CV. A Headstart or university taster course is another fantastic way to gain further insight into a particular career too.
Don’t go too ‘niche’
When your child is going from studying nine subjects to three or four it can be easy to approach it by asking them ‘what they want to do’ but even for those who already have a chosen career path, young minds change easily! Most university courses accept applications from a wide-range of subjects, the exceptions being more traditional careers such as medicine, engineering and law. However, while Biology and Chemistry are a must for medicine, students still have a wide range of choices for their third A-Level. We have had successful applicants
in the past who have combined Biology and Chemistry with History, a Language, Drama or English Literature to give them a good blend of subjects. If, as your child gets older, they become more sure of what they want to do, there are plenty of ways to add to their A Levels, by completing work placements or MOOCS (online courses delivered by universities) for example.
Many parents don’t realise that BTECs are well respected and still lead to university. A BTEC at Level 3 is actually the equivalent of two A Levels. BTECs tend to suit students who prefer a more guided learning experience and ongoing assessments (rather than exams at the end of the year). In fact, more pupils apply to university with BTECs than A Levels.
If university isn’t right for your child, don’t force it.
If you don’t think university is right for your child, consider a different, just as ambitious, path. Here at Giggleswick, students undertake aptitude testing in their lower sixth year to help inform their choices. Other options might include a degree-based apprenticeship. We’ve had students go on to achieve a Mechanical Engineering degree apprenticeship at Fairhurst Consulting, a Chartered Surveyor degree apprenticeship with Jones Land La Salle and an Aeronautic Engineer degree apprenticeship with Rolls Royce. There are also some prestigious School Leavers programmes out there, including ones with Nestle, KPMG, Barclays and Glaxo Smith Klein.
As students across the country receive their GCSE results, our Head of Sixth Form and Careers Expert, Anne Coward, shares what those entering sixth form this year can do to prepare for the future.
Catherine was a valued member of the Wellbeing Centre team, and her support through the Covid pandemic was invaluable to both pupils and staff – she will be missed. Catherine made the difficult decision to leave Giggleswick in the winter term to be closer to her family in the North East
Jonathan joined the school in September 2004. He has been an outstanding Learning Support Coordinator. He ensures that our pupils receive the highest levels of personalised support, allowing them to achieve incredible value-added results in their exams. He has been a stalwart of the Chemistry department, until recently assisting with 6th form teaching, where his Oxford degree in Chemistry has been very handy. A long-serving Morrison House and Sixth Form tutor, he has always had a great rapport with pupils – his kindness and patience make him a very approachable and understanding teacher. The Outdoor Pursuits department has also benefited from his expertise – he has taken pupils hillwalking, caving and on DoE expeditions. Jonathan has been a first-rate schoolmaster, excellent colleague and loyal servant of the school for the past twenty years and we wish him the very best of futures.
Alison joined the newly-formed Science Faculty in
September 2017 as the first dedicated Computer Science teacher that the school had appointed. Over the subsequent 5 years Alison has created incredibly sound foundations for the subject as it has evolved into a key component of the Science Faculty and an increasingly popular choice for students at GCSE. Alongside her academic lessons, Alison ran many popular clubs, including Makers and Hackers and introduced students to Computing beyond the classroom. Her enthusiasm will be missed and we wish her the best for the future.
Nicola joined the school in December 2018 as the Head of International Admissions. She has been an amazing asset to the school, continuing to bring international students into the fold during challenging Covid times. With increasing travel restrictions her work went online; she has worked tirelessly, at all times of day and night, to connect with families all over the world. As her time with us ends, she leaves a wonderful legacy of a diverse international community at Giggleswick. We are very fortunate to have a large European contingent in the school as well as pupils from the Far East and other regions of the world. She has been highly professional and driven in supporting the school.
Christine has been an outstanding house mistress of Catteral
for the last 7 years. I am pleased to say that she is not leaving the school but instead moving to a new role where she will support the Operations and Wellbeing functions within the school. Her warm personality and enthusiasm for all things Giggleswick mean that she will continue to help the school grow.
Jane joined the school in 2018. She has been a huge asset to the Academic Office. Her methodical approach, eye for detail, and calm manner have made her an outstanding Exams Officer and database administrator. Jane has become the ISAMS guru in her time at Giggleswick and has overseen the transfer of data and upskilling of staff. She helped the school to weather the storm of Centre Assessed Grades and Teacher Assessed Grades with her typical calm approach and eagle-eye. We will miss Jane for her patient and kind approach to all who come into the academic office with problems to resolve and we wish her well in her new role at Lancaster University.
Ben joined Giggleswick as our in-house paparazzi in 2015. He leaves having progressed through the Alumni and Marketing Departments to becoming Digital Communications Manager. Ben brought to life our social media channels, and provided outstanding photography for the school along the way. At Giggleswick, Ben has been a friendly face on campus, always willing to help and find time to support others and was well liked by the whole school community.
A deeply loyal and caring colleague, Ben has always been committed to promoting the school and looking for fresh ideas to keep Giggleswick at the forefront of people’s minds. He took great pride in his work (some may call him a perfectionist) and became the go-to member of staff for all things digital, even branding himself a ‘digital influencer’ in his last year.
Outside of work, Ben is a dedicated hockey player who manages Kirkby Lonsdale Hockey Team, a landscape photography enthusiast, and a lover of all things Spanish, having refined his Spanish speaking skills over the past five years.
Ben leaves Giggleswick to travel (to Spain) and explore before searching for his next challenge. We wish him all the
best for the future.
Max joined the school in 2018. He has dedicated his time at Giggleswick to driving hockey forward. He has guided a number of teams to success, most notably the U14 boys where they enjoyed national success in the cup in 2020. Max has also supported many pupils in Catteral as a tutor and mentor. We wish Max all the best in his next chapter as he undertakes his teacher training.
Kyle joined the Applied Subjects Faculty in 2018 and skilfully led the Economics and Business subjects. Despite only spending a short period at Giggleswick, this was a period of sustained change and challenges. From the outset he brought a quiet yet exceptionally diligent approach to leading the subject while coping with three varied sixth form courses. He was quick to introduce changes to the teaching in the Faculty, embracing the BTEC approach and switching board at A level. Kyle was always a true professional, bringing his quiet yet indefatigable approach mixed with a dry sense of humour. Kyle was very popular as a teacher and the pupils quickly tuned in to his Northern Irish brogue. I know that it was a great disappointment to Kyle that none of his examination classes that he taught throughout both sixth form years saw full external assessment in exams. He brought the expected professionalism to ensure teacher assessed grades were always a true reflection of the pupil’s performance. Kyle was also a tutor in Shute and passionate in both his support for and coaching of football. He will be sadly missed, and we wish him well on his return to Northern Ireland.
Paul joined the teaching staff at Giggleswick in 2001 as a newly qualified teacher. He immediately threw his boundless energies into developing and enhancing the reputation of the Physics department, and his ‘capacitance’ for leadership was clear, meaning that he took over as the Head of Department within a year, and shortly afterwards ‘lepton’ the opportunity of becoming Head of Science.
In his time at Giggleswick Paul has proved to be a genuine academic with a profound love of science, as well as an
excellent teacher with both a true passion for his subject and a strong desire to pass this passion on to those students who have been fortunate enough to be taught by him. He has set very high standards for himself and for others, and he has been a genuine innovator. Whilst Paul’s lab sometimes made Steptoe and Son’s front room look neat as a pin, there was a method in this as Paul would see, for example, a discarded toaster or bike as a Physics teaching opportunity. He had a unique approach to learning theory – most of it very handson and learning by discovery. Paul was very good at emphasising the relevance of Physics, such as the annual ‘Physics of Rollercoasters’ academic enrichment trip to Alton Towers. Six hours of adrenalinefuelled fun riding the big dipper followed by some number crunching to calculate the forces involved – perhaps a slightly tenuous link to Physics, but a heck of a day out. A good illustration of the regard that Paul is held as a teacher is that invariably on OG day it is Paul that former students seek out to reminisce about memorable lessons/experiments from their days at school. Generations of Giggleswickians have been privileged to have learnt from Paul the science skills needed to equip them for work (and life!). Giggleswick’s rich history in astronomy, dating back to the solar eclipse in 1927, has been maintained and enhanced by Paul. He rebuilt the Observatory, obtained funding for a new telescope, and ran the GCSE astronomy course for the first time. He has nurtured a real fascination in his students for what lies ‘out there’ and on a clear night the Astronomy club could be found laying on a groundsheet on top pitch and watching the stars. The students genuinely loved it. There is no doubt that Paul leaves a real legacy in this area.
It is also worth noting that in his time here Paul has also been (amongst other things) Shute house resident tutor, custodian of the evening library duty, union rep. and a major contributor to outdoor pursuits – setting up the highest tearoom in the country on top of Whernside for the Gigg to Gigg 3 peaks challenge was typical of the lengths he would go to. Paul’s support of Year 9 expeditions included the genius idea of getting the year 9 boys to burn off any excess energy by towing his Land Rover across their evening campsite - ensuring they slept soundly that night and out of any mischief.
Paul now moves on to follow his other passions - The
potential difference in careers obviously appealed too much for him to resist them (although it surely Hertz to say goodbye!). Suffice to say Paul’s presence will be missed around many areas of the school, online Staff meetings won’t be the same without Stinky (Paul’s Social media savvy feline) appearing on camera at some point as Paul ‘accidentally’ leaves his camera background on. We wish him all the best in the future.
Carole began school life on the front desk with support for admissions then moving upwards to the position of the Headmaster’s PA and in addition office manager. She is incredibly personable, kind and has time for people. Her door would always be open, and she became the fulcrum for everything that was happening around the school office. The key with Carole is that she was all about solutions not problems and in her down to earth manner always got things done. She had a myriad of roles that weren’t in any job description, and just got on with dealing with the various demands made of her time. She may have had a swear box in operation but that might just have been a rumour I started! If you wanted something sorting you would go to Carole, her patience with resolving my IT ineptitude deserves a mention and probably a special recommendation. In other areas of office life, she was Mrs Blue Peter with a legendary stationary supply and probably sticky back plastic if required. Likewise, she was a master of Christmas organisation and could link together so many different parts of an event.
Carole is an organiser by nature and her positive outlook means that being in and around her office was a good experience, one that is not always easy to replicate each day. This was indelibly linked to her great sense of humour and sense of fun, not easy in the role she had! She will be sorely missed with her can do approach and a dairy milk in her draw!!
Alex Ladds, latterly Rev Alex Ladds, gave 13 years of fantastic service to Giggleswick in various guises. We might say he was the Mr Benn of the common room (that may lose some younger members reading this – Mr Benn was a cartoon character in the 1970s who visits a fancy dress
shop, tries on a different outfit every week and goes on an adventure wearing said outfit). So the point is…. Alex loved to dress up.
Outfit 1 – he dressed up as Freddie Mercury and re-enacted the “I want to break free” music video. This involved wearing black fishnet tights, fake black moustache, and a mini skirt whilst doing the vacuum cleaning!
Outfit 2 – Outdoor pursuits kit. Over the years, Alex regularly helped out the OP dept, particularly on DofE expeditions.
Outfit 3 – Royal Marines uniform. He was a member of the Combined Cadet force, taking part in numerous overnight exercises and camps. And maybe one day he will become a chaplain in the army; just so he can wear another uniform!!
Outfit 4 – running gear. Alex spent many an afternoon taking pupils out on their X-Country run, displaying his love of ultradistance running.
Outfit 5 - Gigg Games kit. Gilbert of course. Over the years, Alex has been a dab hand on the fives courts.
Outfit 6 Deerhunter/gamekeeper/shooting jacket. As we all know, Alex took on the personal responsibility for keeping chapel devoid of the rabbit population!
Outfit 7 A chaos space marine which apparently, is some sort of Warhammer thing Alex did with the pupils in a club!
Outfit 8 – Dog Collar and cassock. As Chaplain of Mill House, GJS, the senior school and working in local churches, Alex was a friend and counsel to many in our community. From the O2 club – biscuits and silliness - to christenings, weddings and funerals, Alex was a great support to us all at Giggleswick and he will be missed. What we really want to know is... is his wardrobe bigger than Louise’s??
Liz has been a highly dedicated and hardworking member of the domestic team since October 1997. In school from the early hours each day, she has a wonderful work ethic which has made her a valued member of the team. She will be missed; we wish her the very best for her retirement after almost 25 years of service to the school.
Olly joined the school late in 2019 and set about instigating new development plans for the Outdoor Pursuits
programme, successfully renewing the schools AALS licence. His strength was bringing a pupil-focused approach to learning about the outdoors, and the development of new skills by trying things. His initial gains were slowed in late March 2020 with the arrival of lockdown; however, he quickly adapted, providing a thoughtful and instructive online OP offering, which supported those pupils who were keen on their mountain biking and orienteering. As lockdown restrictions eased, he managed to get the school off the ground quicker than other schools. His full Gigg experience also took in running the Gaggle (whole school walk) and is something that will stay with him for a long time. Olly brought a high level of professionalism in his coaching of OP and his thoughtful manner won over all those who took a climbing or kayaking session.
Michael joined the team as acting head of business and economics for 2 terms to cover after Kyle Holland left and prior to Simon Bloom taking up the role this September. We are grateful to him for all his support in the role and wish him well for the future as he continues to tutor students in Economics.
During her time at Giggleswick Laura performed a number of roles: Head of Instrumental Music, external examinations administrator, band leader, music tour organiser, woodwind teacher, and pastoral care provider for young musicians.
Laura has been in post for over 30 years and has made a huge impact on the lives of all musicians at Giggleswick school. Her achievements are truly remarkable; she has devoted her career into engaging hearts and minds and has breathed musical life into the school.
Mark was Headmaster at Giggleswick School for over seven years, successfully seeing the School through some of the most tumultuous times for a generation. His legacy is a School that is growing, with increased numbers of boarders and strong academic results.
Mark came to Giggleswick in September 2014 from Eastbourne College, where he had been Deputy Headmaster
and been involved in many successful projects. He arrived with energy and dynamism and soon began implementing changes across the School. A keen sportsman, and with an enthusiasm for his subject geography, Mark took an interest in all aspects of school life. He was particularly passionate about boarding and was determined that Giggleswick should provide a vibrant and modern boarding experience.
Mark saw the need to continue to invest in Giggleswick School and oversaw the construction of a new Fitness Centre and the refurbishment of Nowell boarding house. The Nowell project not only provided a modern environment for boarders, but also began the refresh of all the boarding houses at Giggleswick, a process that continues to this day. The Nowell refurbishment was shortlisted for a BSA Award, and has proved popular with pupils and parents. Giggleswick was fortunate to have Mark as Headmaster during the Covid lockdown period, when he provided strong leadership for the School though a very challenging period. His foresight in ensuring that all teaching staff were equipped with digital devices meant that the School was very quickly able to get up to speed with providing lessons for pupils on-line, and this was key in ensuring that any disruption to pupils’ learning and wellbeing was minimised. It was during this time of Covid that he had to make some difficult decisions to support the School’s financial position, and it is to his credit that he did this with sensitivity and grace.
One of Mark’s defining physical characteristics is his height, and this could sometimes lead to an amusing disparity when he was addressing children in the Junior School. He set high standards for everyone, and encouraged staff and pupils to strive to achieve their best.
Mark was a big fan of Bruce Springsteen, and it is therefore no surprise that when the Turnbull family got a black Labrador puppy, he was named Bruce. Mark was supported by his wife, Ruth, and as a couple they were central to the community at Giggleswick. Many staff will have experienced their generous hospitality, and Mark was always keen to get to know people outside of the work environment.
Mark moved on to Kent College Canterbury in December 2021, and we wish him every success for the future.
Ruth accompanied her husband Mark Turnbull, Headmaster, to Giggleswick in August 2014 when they both joined the school. The role of a Headmaster’s wife is a wide and varied one, and there was no exception here at Giggleswick. Ruth was an exceptional support to her husband and the school whilst also balancing the demands of family commitments, many of which were often down south. She got to know the M6 motorway very well!
Ruth voluntarily ran the second-hand uniform shop which enabled her to meet many parents and provided funds for those ‘little extras’ around the school campus. She also helped cover several admin roles throughout her time and ultimately became the Deputy Head’s PA and Communication Officer prior to leaving. Ruth’s attention to detail was second to none and she soon became the go to person for proof reading and writing articles. She developed the weekly In-touch newsletter and more latterly set up the Parent Portal.
Ruth spent time getting to know the Giggleswick community, she attended the yoga and Pilates groups, and she enjoyed the gym. Last summer she took on the challenge of completing the Three Peaks Walk, this was something she was determined to do before she left Yorkshire. We all wish Ruth well and we will miss her unique sense of humour!
Steve joined the school in 2009 as a painter within the Facilities Team. Steve has been a great asset to the school. Throughout his time at Giggleswick, the Facilities Team have been able to tap into his wide range of skills. He has helped with maintenance tasks, completed the weekly fire alarm testing, and run annual PAT testing. He has been instrumental in moving the Facilities Team forward. We would like to wish Steve all the happiness with his retirement and hope he now has time to enjoy his passion for travelling and photography.
Giggleswick School, Settle, North Yorkshire, BD24 0DE
Tel: +44 (0) 1729 893 000
Email: enquiries@giggleswick.org.uk www.giggleswick.org.uk
Giggleswick is a registered charity no 1109826