Alumni magazine Issue 5 - March 2025

The Old Thomasonian

Issue 5 | March 2025

From the Editor

You may recall from our Christmas card that the importance of kindness was central to our seasonal wishes. When David and Joanna Thomas opened their first school in 1971, they had one school rule: Be kind. This seemingly simple directive is as powerful today as it was then; it is the driving force behind every initiative within the group of schools and underpins each aspect of a Thomas’s education.

In this fifth edition of ‘The Old Thomasonian’, we celebrate ‘Be kind’ and recognise it to be more relevant and important than ever before. We also pay tribute to the ‘broad curriculum’ pioneered by our Founders.

Enormous thanks to all those who have contributed to the wealth of news and stories featured; your input is greatly appreciated. Special

thanks too, to Becky Handman (Senior Graphic Designer and Photographer) for her invaluable help with the design and new ‘flipbook’ layout of this newsletter. She has been wonderfully creative and hugely patient with my endless edits in pursuit of perfection!

You will see from the Events page that we have a number of fun opportunities for you to reconnect and we look forward to seeing you getting together with your OT friends and making new connections across our broad community.

Please do keep in touch (alumni@thomas-s.co.uk) and continue to spread the alumni word amongst your Thomas’s contacts; we are always pleased to hear from you.

Best wishes from all at Thomas’s,

Nicola Diggle (Editor, Alumni Development for Thomas’s and Alumni Lead – Battersea)

Helen Stewart-Morgan (Alumni Lead – Clapham)

Andrea Street (Alumni Lead – Fulham)

Allie Barnes Wright (Alumni Lead – Kensington)

Message from the CEO

‘Be kind’ defines Thomas’s, shaping a supportive and lasting culture.

Wellbeing at Thomas’s

Wellbeing is at the heart of Thomas’s, ensuring everyone thrives.

Pupil Reflections

Former pupils treasure Thomas’s for its opportunities, inspiring teachers and lifelong lessons.

In Memoriam

In loving memory of Ed Pettifer. Highlighting his kindness, positivity and deep impact on his school, family and friends.

Alumni Pupils Come Back to Visit

Past pupils reflect on their time at Thomas’s and how it shaped their journeys.

Founding Master of Thomas’s College

Interview discussing Thomas’s College with the Head, Will le Fleming.

Staff Reflections

Former staff share reflections on memorable moments and the lasting impact of their time at Thomas’s.

Thomas’s Foundation

Thomas’s Foundation provides life-changing educational opportunities through bursaries and community partnerships.

A Round Up of Reunion Events Across the Thomas’s Schools

Alumni reunion drinks and registration.

The Next Generation

Celebrating the next generation of Thomas’s with all children featured having a Thomas’s alumnus/a as a parent.

Message from the CEO

“Be kind”. It leads our values, which are on display in every teaching room in every Thomas’s school. It is written in big, bold letters on our kindness stickers, which are slapped on to our pupils at every opportunity. It is carved in stone above the door in the courtyard at Thomas’s Battersea; and, if you were to return to your old school (which I hope you have done, or will do soon) and were to ask any pupil, from the youngest to the oldest, “What is the most important school rule?” I have no doubt that their immediate, confident answer would be: “Be kind”.

It is a motto which binds us all as members of the Thomas’s community, from our youngest, two-year old pupils at Thomas’s

Kindergarten, to our oldest alumni, who must be 55 if they were with me at the Pimlico kindergarten when it opened in 1971. It is a saying and, I hope, a way of life, which we share and which guides us all.

In the early days, it used to be: “Be kind and don’t run”. Pre-1990 alumni will remember that Cadogan Gardens is a row of tall, thin houses and “Be kind and don’t run” was my parents first attempt to instil some kind of order in the newly set up school. After some time, we moved south of the river (to a chorus of consternation at the time, so shocking was it to be separated from Peter Jones by a body of water) and acquired a school building that had a playground, where children were not only allowed to run, but were

(and still are) positively encouraged to do so. So, we dropped “Don’t run” (which is good, because the best educators and parenting gurus will tell you that behavioural guidance should be framed as a positive, not a negative) and we kept “Be kind”. Just that. On its own. “Be kind”. Simple.

Does it still apply? Is it still valid?

The world has moved on so much since Thomas’s opened in the 1970s. Can two small words still retain the efficacy and impact that they had more than 50 years ago?

I hope so. I believe so. In fact, I would go so far as to say that those two words have only gained in importance, as our world has grown in complexity.

‘Be kind’

Our simple motto still gives us the chance to remind teachers, new to Thomas’s, about the power of praise. I used to set them the challenge of “six to one”. That is, six positive comments, or moments of descriptive praise (not just “You’re great!” but “I love your choice of alliterative words at this point in the poem”) for every admonishment, or corrective intervention. (Those of you who now have your own children might like to try this at home. It is not as easy as it sounds!).

Those two small words still set out a guideline for the working relationships that we aspire to see in practice today, between teachers and pupils, between pupils and pupils and, indeed, between parents and teachers.

I believe that the way “Be kind” is lived out in our schools is responsible, more than anything else, for the ethos of the schools that our alumni still recognise when they come back to visit. They tell us: “It has such a lovely atmosphere and still feels the same!”

We must not, perhaps, be too rosetinted. Today’s children are growing up in a world that is far more complicated than the world of my childhood.

We have not, I think, fully understood the long-term impact of social media, but we can all be pretty clear-sighted that ‘traffic’ is driven by extremes and that users are rewarded, not for their conciliatory content, but for opinions at the far end of any spectrum.

I remember, when my own children started secondary school, as anxious parents we had a discussion about maybe amending the school motto to something along the lines of. “Be kind, but not too kind…”, so keen were we that they should be equipped to stand up for themselves.

They are now in their 20s and we should have worried less. In a world of growing extremes, I hope I can say with integrity, not only about my own children but about all Thomas’s alumni, that being kind makes us distinctive, being kind governs our relationships with everyone we meet and being kind, ultimately, gives fruitful meaning to all our lives.

Ben Thomas CEO and Principal

Wellbeing at Thomas’s: A Whole-School Approach to Flourishing

The World Health Organisation (WHO) defines wellbeing as a “state in which an individual can realise their own potential and cope with the normal stressors of life, to realise their abilities, to learn well and work well, and to contribute to their communities”.

This holistic, strength-based view aligns closely with our approach at Thomas’s, where wellbeing is integral to our vision.

We believe that happy and healthy children (and adults!) are best equipped to thrive and our proactive and structured approach aims to ensure that every member of our community is seen, heard and known, fostering a school environment where everyone can flourish.

A SHARED RESPONSIBILITY FOR WELLBEING

Wellbeing, including safeguarding, is at the core of what we do at Thomas’s. It is the responsibility of every single member of staff and we are all committed to ensuring every child’s right to feel safe, valued, and supported. While everyone contributes to this collective effort, however, we have robust structures in place to ensure no child’s needs are overlooked.

Deputy Heads like ourselves collaborate closely with Heads of School, pastoral leaders, form teachers and learning assistants to monitor and support pupils’ wellbeing. These teams meet weekly to review wellbeing data, including insights from weekly wellbeing checks and tools which help us to identify and address any concerns. By combining this data with strong, trusting relationships, we hope that every child feels a genuine sense of belonging in our school community.

PROACTIVE WELLBEING AND MENTAL HEALTH SUPPORT

Our wellbeing programme is proactive and comprehensive,

embedded throughout school life. From weekly PSHE lessons to assemblies, church services, and guest speakers, we create regular opportunities to address wellbeing topics such as resilience, healthy relationships and emotional regulation.

PSHE (Personal, Social, Health and Economic education) is central to our curriculum. The spiral programme revisits and deepens three key themes including Health and Wellbeing, Relationships, and Living in the Wider World. This ensures that pupils are equipped with the knowledge, skills, and confidence to navigate challenges and opportunities both in school, online and beyond.

Pupils are also taught the importance of asking for help and building relationships with trusted adults. Whether it is a teacher, form teacher, or another staff member, we ensure that children know who they can turn to if they are ever sad, scared, or worried. Initiatives like the Virtual Worry Box, available on pupils’ iPads, also allow children to express concerns anonymously and even use voice recordings to share their feelings, ensuring they always have a way to seek help. We have made this more accessible to all by adding an audio recording function to allow our SEND and younger pupils to ask for support.

SUPPORT STRUCTURES FOR EVERY CHILD

To support our pupils’ mental health, we have dedicated roles, resources, and spaces in place. Our Wellbeing

Team includes Designated Safeguarding Leads (DSLs), a Senior Mental Health Lead, School Nurse, School Counsellors and ELSAs (Emotional Literacy Support Assistants). These professionals work collaboratively through referral committees and to provide guidance and care for the pupils when they need it most.

One of our recent key investments is the Wellbeing Hub, a resource developed by Teen Tips, which is available to pupils, parents, and staff. The Hub offers a wealth of tools, including parenting courses, weekly wellbeing resources, webinars, and access to expert advice. This partnership reflects our belief in supporting not only the child but the wider school community. As part of our commitment to the wider community, we were able to gift this resource to partnership state schools in the local area.

KINDNESS AND CORE VALUES

Our values and school rules, displayed prominently around the school and reinforced through regular lessons, promote positive behaviours and help pupils to make

constructive choices. They underpin our approach to wellbeing, shaping a culture that is kind, safe, calm and ready to learn. Initiatives like “World Kindness Day” and our “Be Kind Reps” further encourage pupils to actively model kindness and celebrate it in others.

We believe that part of thriving is learning to be a ‘giver, not a taker’. This philosophy is instilled from an early age, with an emphasis on contributing to the community and making a positive impact. Pupils regularly engage in charitable initiatives, sustainability projects led by our Green Unicorns, and partnerships with local organisations. These opportunities help children to understand the importance of empathy, service and leaving the world a better place than they found it. True wellbeing involves not only self-care but also contributing to the wellbeing of others.

LEADERSHIP AND BELONGING

At Thomas’s, we believe every pupil should feel empowered to contribute to school life. From an early age, pupils are given opportunities to develop leadership skills. Whether it is through the School Council, Green Unicorns, Digital Leaders, or the Be Kind Committee, children are encouraged to use their voices to make a difference.

Leadership opportunities culminate in Year 6 and 8, with roles like Heads of School, Assistant Heads of School, House Captains and Prefects. These pupils serve as role models and play an active role in fostering a positive, inclusive school culture.

Pupil Voice Surveys and PASS (Pupil Attitudes to Self and School) data also play a vital role in understanding how pupils feel about their school experience. By listening to their feedback, we continually adapt and improve, ensuring every child feels that they have a voice.

PROMOTING PHYSICAL AND MENTAL HEALTH

We recognise the strong connection between physical and mental wellbeing. Our curriculum includes a broad range of activities – from sports and dance to yoga and outdoor education – designed to keep pupils active and engaged.

Nutrition is another key focus. Our school meals are not only nutritious but also part of our wider education about healthy living, with gardening clubs and cooking lessons helping pupils develop a lifelong appreciation for good food.

For mental health, our Senior Mental Health Leads, trained by the Anna Freud Centre, guide our approach to creating a supportive environment, alongside our trained Mental Health First Aiders are always on hand to provide immediate support to colleagues and children.

STAFF WELLBEING

We believe that the wellbeing of our staff is equally essential to fostering a thriving community. We prioritise staff mental health through professional development, teambuilding activities and events such as dance classes, pottery sessions, comedy nights and even challenges inspired by the Crystal Maze. When staff feel connected and cared for, they can bring their best selves to the classroom, benefitting the entire school community.

A COMMITMENT TO CONTINUOUS GROWTH

At Thomas’s, we continually review and refine our approach to wellbeing, staying informed by the latest research and listening to feedback from pupils, parents and staff.

Ultimately, our goal is to create an environment where everyone feels safe, valued, and ready to achieve their potential. By placing wellbeing at the centre we hope that every member of our community has the foundation they need to flourish –today, tomorrow and in the future.

Bethany Newman Deputy Head Battersea

Kirsty Whitwood Deputy Head Clapham

Alumni Pupils – Where Are They Now?

Anna Weguelin

THOMAS’S BATTERSEA CLASS OF 2005

Anna joined Thomas’s Battersea in Reception at the tender age of four. She stayed through to the end of Year 8 before moving to Alleyn’s and then on to Cambridge to study Classics. In this article, Anna reflects on her time at Battersea and on her belief that the breadth of curriculum she experienced at Thomas’s, together with the School’s emphasis on Values, moulded her as a person and set her up on her chosen career path. Now a mother herself, Anna is learning to balance precious time raising her young son with the demands of her role as a Media Rights Agent.

A DAY IN THE LIFE OF ANNA WEGUELIN ...

I started at Thomas’s Battersea in September 1996 aged four and was there for nine wonderfully happy years, leaving in the summer of 2005. I then went to Alleyn’s in Dulwich on an Academic Scholarship before reading Classics at Newnham College, Cambridge.

The sheer breadth of opportunity and experience offered at Thomas’s is truly staggering and I feel so lucky to have been a pupil at the school.”

I would like to think it was the broad range of interests and the belief that I could do anything which was instilled in me by Thomas’s that led to my meandering career choices following Cambridge, though I think in reality it was probably my chronic indecisiveness! Having been set on becoming a lawyer, I instead spent a term as a Gap Year Assistant at Battersea, moving briefly into financial consultancy before landing in the world of film and TV – working first as an Agent’s Assistant at a talent agency before becoming PA to two A-list actors.

I am now a Media Rights Agent at a large literary agency. A typical week for me at work involves reading multiple books, which I then pitch to producers, encouraging them to buy the film/TV rights. I then negotiate the deals for my clients and act as liaison between both parties as the producers work to turn my clients’ books into films or TV shows. I am currently on maternity leave and spend my days trying to persuade my nine-month-old not to drink from the dog’s bowl, but projects pre-baby I was most proud to have worked on and see through to the screen include ‘Lessons in Chemistry’ and ‘Mr Bates v The Post Office’.

The main school rule: “Be kind” is one that has stuck with me, as I think it does with almost everyone who has been through Thomas’s. My industry is all about relationships and I try hard to be the sort of person people like and want to work with again. As a parent, it is also something I hope to instil in my son – and as one of his godmothers (one of the kindest people I know!) was also at Thomas’s, I am confident he is in good hands. The sheer breadth of opportunity and experience offered at Thomas’s is truly staggering and I feel so lucky to have been a pupil at the school. Singing mass in St Peter’s Basilica on music tour, the post-scholarship exam trip to Rome and Pompeii and the early introductions to public speaking as Head Girl at Prize Giving and during Thursday morning church services are major highlights! However, it is not just the showier moments from my time there that

stand out. I think the things that have really stayed with and shaped me are the lessons from brilliant teachers I barely realised I was learning at the time. It is things like the introduction to classical and choral music from Mr Dewhurst and to big band jazz from Mr Travers, which still form the basis of some of my Spotify playlists today. How whenever I go to a gallery, I spot the work of another artist we learnt about (and tried to emulate) with Mr Jordan. Or how, having married a Scot, I can hold my own at a ceilidh having gone to Scottish Dancing club!

Thankfully, I do not find myself abseiling, raft building or trapeze jumping with any regularity, despite that being a mainstay of summer trips to PGL and Outward Bound, but I do think often of the quiet

wisdom and fierce intellect of Mr Scaife, who was both an extraordinary teacher when I was at the school as a pupil and a wonderful mentor and recommender of books when I was there (twice!) as a Gap Year assistant. I have so many happy memories from my time at Thomas’s: Christmas Shopping mornings in the Great Hall, queuing up to see Hamlet the Labrador in Mr Thomas’s office, games of rounders followed by ice-cream in Battersea Park and the unbridled excitement of an end-ofterm Dodgeball game in the Gym –as well as the wonderful friends I made during my time there.

Thomas’s instilled in me a confidence that I could achieve anything if I worked hard enough and it is a lesson I’m so grateful to have learnt. It is a truly special place and I feel very lucky to have spent so many happy years at the school.

In this article, Michael talks candidly about the fragility of his confidence when he was growing up and how Thomas’s was ahead of its time in adopting a ‘carrot rather than stick’ approach to education. Michael reflects on the integral role that this way of teaching had in helping him to start building his self belief. It gave him the courage to fly. And fly he did! After graduating from the University of Sussex, Michael set up his own film production company before moving into venture capital from where he runs a fund investing in tech startups. Alumnus Michael is now a Thomas’s parent himself; his daughter Inda is in Year 1 at Kensington.

A DAY IN THE LIFE OF MICHAEL SACKLER ...

“

Whilst the school gave me both emotional and academic foundations to build from, the individual teachers taught me more nuanced – but equally important – lessons.”

I started at Thomas’s in 1992, joining Year 1, and was part of Lawrence House (which I can proudly say is now also the case for my daughter Inda). After Thomas’s Kensington, I was one of a number of boys who moved over to Battersea for a further two years. At 13 I went to board at Bradfield College. That was where I was first exposed to film as an academic study – something I went on to focus on at the University of Sussex. For a long time, I had known that I wanted to enter the film industry, and post-graduation that is what I did. I eventually went on to set up my own film production company called Rooks Nest Entertainment.

I produced or executive produced 12 feature films during my time there. I left the film business in 2015 and ended up in venture capital. I now run a fund – Supernode Global – that invests into early stage tech startups. A typical day for me starts off as it does for most people – trying to

get everyone out of the door on time! I drive Inda to school and then walk with my three-year-old to her nursery. From there, it is off to work. A typical work day is usually quite varied, but typically includes a combination of the following: working to close an investment, meeting with a number of founders of early stage startups, helping the companies that we have already invested in solve key issues and fundraising for our fund. I get home around 7 and put the kids to bed, before having dinner with my wife. After dinner I either go back to work for a couple of hours, spend time doing life admin or unwind in front of the TV.

Thomas’s has had a profound impact on my life. I was a deeply unconfident child and needed an environment that used the carrot rather than the stick – something that was not that common in those days. Thomas’s gave me a place where I could start on the path of building that

confidence. That journey would not be complete until years after I left the school, but I do not doubt that it would have taken far longer had I not gone to Thomas’s – and needless to say that had I gone to a school that placed an emphasis on disciplining students rather than nurturing them, it would have done long lasting damage to my already incredibly low self-esteem. Whilst the school gave me both emotional and academic foundations to build from, the individual teachers taught me more nuanced – but equally important – lessons. Mr Brown showed me that Maths could be both fun and cool (whilst being an amazing drummer). Mrs Barnes Wright (Miss Wright at the time!) instilled a passion for English which developed into a deep love of books. Despite me being artistically challenged, Miss Jenny always gave me encouragement to continue with pottery club and I am staring at one of my creations as I write this.

Finally, Mr Thomas (who started as Headmaster during my time there) showed me that you can be a brilliant leader (he was the best Headmaster I had throughout my entire school career) by being compassionate and kind – something that bucked the stereotypical ‘leadership principles’ of the time. I will never forget the day when I had a relatively serious accident at school and Mr Thomas stayed with me for every second –including in the ambulance ride to hospital – until my parents got there. That was an important moment in my life and I learnt so much from that one act of kindness and caring.

The one piece of advice I would have for current pupils is to try not to worry too much about your future career and simply focus on enjoying your education as much as possible. Learning is one of life’s great joys –something I did not figure out until long after school. You will have plenty of time later to work out what you want to do.

James Funnell

THOMAS’S CLAPHAM CLASS OF 2012

From a young age, James loved everything to do with Science and Engineering and quickly developed a passion for Formula One, staying up late to watch Grand Prix races around the world! After nine years at Thomas’s Clapham, he moved on to Westminster School and then to study Mechanical Engineering at Bath University. He has realised his early dreams and is now part of the Formula One design team. Here, he looks back on his school days and encourages our current pupils to

September 2003 (my older sister Sophie was already at the school) and I left in July 2012 to go on to senior school, which was, coincidentally, the same year as Mrs Evelegh stepped

I have very happy memories of my time at Thomas’s: I loved the watersports trip to France in Year 8, which was a great reward at the end of many months of revision and preparation for senior school exams.”

into working for a large multinational company, where I worked with people of many ages and life experiences, mainly on projects related to military helicopters. I then went to Bath University to do a degree in Mechanical Engineering with Automotive and, by this stage, was sure that I wanted to pursue a career in Formula One engineering, a sport which held a fascination for me from a very young age when I would get up early or stay up late to watch Grand Prix races around the world. My degree course involved a year’s internship and I worked for Renault / Alpine Formula One team based near Oxford. I was part of the Powertrain department helping to design components for the fuel, hydraulic and cooling systems of the car. I graduated from Bath in July 2023 with a Master’s degree in Mechanical Engineering. Following university I went on a brilliant 9,500 mile, sixweek driving adventure around 25 countries of Europe in a £900, 1.2 litre 2002, Renault Clio with fellow Thomas’s alumnus, Tom Hooper.

It was part of a charity rally called the Poles of Inconvenience, taking the car to places it was totally unsuited for! We drove north through parts of Scandinavia, the Baltic region and then ended up driving as far as southern Turkey (with a very convoluted route) and at one point accidentally camped 10 miles from the Ukrainian border!

Following this, I started full time as a Design Engineer for Alpine F1 team

and today, I work in the Composites team where I design parts for a large part of the car (chassis, wings, floor, bodywork and suspension carrier) all on a computer with Computer-Aided Design software. It is a busy, demanding and highpressure role with long hours but it is very varied and stimulating and I have passionate and committed colleagues. I have been promoted this year and look forward to contributing to the team’s success into the 2025 season, which starts in the spring after a more positive end to last season, with a double podium at the Brazilian Grand Prix.

I have moved to Oxford for the job and regularly play tennis for one of the city’s tennis clubs, meet friends and colleagues, or sometimes come back to London to see friends and family.

I have very happy memories of my time at Thomas’s: I loved the watersports trip to France in Year 8, which was a great reward at the end of many months of revision and preparation for senior school exams. The Year 8 production of Joseph and the Technicolour Dreamcoat also lives long in the memory! I made good friends at the school, many of whom I keep in touch with today and I was also pretty active in music at school.

There were many good teachers at Thomas’s but particular favourites who inspired me were Mrs Belinda Froud-Yannic, who I considered an

excellent Geography teacher, Mr Michael Baker who was a star History teacher and Mrs Humphries who was a fantastic English teacher!

Thomas’s Clapham provided an excellent foundation for senior school education and beyond – not just the content but also the development of good study skills and a nurturing and caring environment.

I keep in touch with quite a few Thomas’s friends, in particular, Tom Hooper, Dominic Beardmore, William Rakowski and Jack Holliday, but several others as well. We all regularly meet up when we are in Clapham and many of our parents keep in touch with each other, too! For any current Thomas’s pupils beginning to consider their futures as grown-ups, I would definitely say that whatever your interests, “follow your dreams”, consider that all things are possible but you need to shape them. If you can develop ways of pursuing your interests, it will help you develop opportunities like work experience or career openings or travel. We do of course live in uncertain and unpredictable times and I think the school’s motto, ‘Be kind’, is as relevant today as an ethos for living and how we should approach relationships with those we meet through everyday life, as it was to us as young children at school.

Gabrielle Spooner

THOMAS’S FULHAM CLASS OF 2012

Gabrielle remembers clearly her move, first from Singapore to the leafy county of Oxfordshire and then to London, where everything seemed bigger! In this article, she reflects on her six years at Thomas’s Fulham, the lessons she learnt, the variety of experiences she gained and the lasting friendships she made. Gabrielle encourages our current pupils to try every opportunity that comes their way and the far reaching importance of the main Thomas’s rule: Be kind.

I think most importantly, my time at Thomas’s felt kind and, in turn, taught me kindness.”

6. I have recently turned 24 and I still remember so much from my days at Thomas’s.

I remember moving and London, as well as Thomas’s, feeling so big –we moved from Singapore, where I was a toddler, to the countryside in Oxfordshire and then to London, so this was one of my first real experiences of big city living. The size of the school, the playground, the number of other children –everything was bigger. I was never one to shy away from meeting new people, even before primary school, but my education here definitely nurtured this part of my personality. The opportunities handed to me were unforgettable and I am so happy I feel I made the most of my time here; from ski trips, to (what felt like Broadway) drama productions, to public speaking opportunities and the exposure to a really attentive

education that set me up for so much of my life so far. I remember I felt so ready when I joined secondary school. I was not at all scared – I was excited. I was sad to be leaving my friends and the teachers, but I was beyond prepared for the next step, if anything, eager to take it. I find myself looking back on that feeling a lot since, the feeling of knowing you are more than capable of what you are about to do. At the time, this was because I was taught to feel like that at Thomas’s. I attended Lady Margaret School in Parsons Green in 2012 and found so many things I learnt before to actually set me ahead of a lot of my peers. I found myself speaking up in class first, making great friends very early on and taking part in as many clubs and extracurriculars as I could. In those moments of “What do I do?” I did what I had done before, because of what I had done already.

Of course, there are a million and one obstacles you face as a teenager which nothing in life can prepare you for entirely, but I do know I got to share and go through those

obstacles with my friends from prep school, which always made them easier and feel way less isolating –many of whom I still see today. One of my best friends from Thomas’s, Jack Cowdery, I saw just before Christmas when we went to watch comedy together in Soho. One thing I notice when we reminisce about our prep school days, is we never reflect on them negatively – other than maybe the cross-country, as it was neither of our fortés… but even then, we did it. We knew we could still do things and overcome them, even if they were hard. I think most importantly, my time at Thomas’s felt kind and, in turn, taught me kindness. I had some incomparable relationships with my teachers: my Science teacher, Miss Paluch, my English teacher, Miss Massey, and my first ever teacher in Year 1, Miss Westwood. I remember them all, and they remain some of the best teachers I ever had.

I continued to university, where I just recently received a First in a BA (Hons) in Fine Art from Glasgow School of Art, which led me on to

the job I currently have as a gallery assistant manager at Cricket Fine Art in Chelsea. I have had three exhibitions in London since graduating and am still pursuing painting as a passion. I am considering moving abroad in the near future, maybe to Australia, and the thought is daunting, but exciting too. It is that same feeling I had when it was time to leave Thomas’s – excited and prepared. The things I learnt at Thomas’s, both in the playground as well as the classroom, have carried me through so much already and I know they will continue to do so for the rest of my life.

The only piece of advice I really want to give to anyone reading this at Thomas’s right now is to continue to be kind, as those who are kinder and more understanding find many things in life brighter because of it. The people who have been kindest to me in my life have also stayed the most memorable, even small acts of kindness made by strangers. Also, never doubt your abilities because of differences with those around you. Have fun, apply yourself to what you really enjoy and always give things a go.

In Memoriam

ED PETTIFER

1993 - 2025

We were so deeply shocked and saddened to learn of the death of Ed Pettifer at the start of this year. Ed was Head Boy in his final year at Thomas’s Battersea and was awarded the Mesney Cup for Kindness, the school’s greatest accolade. Ed is remembered fondly as a kind, outgoing, positive and hugely popular contributor to his Year group, the school and the wider community. We mourn his death and grieve alongside his family and the families of all those whose loved ones died on New Year’s Day in New Orleans.

A funeral was held for Ed at Chelsea Old Church on the most perfect of winter’s days. The service was beautiful, reflective and a real celebration of a life well lived. Unsurprisingly, Ed had developed into the most wonderful adult, whilst maintaining his zest for life and twinkly smile. He was cherished and adored by so many. The church was packed to the rafters and there was standing room only in the adjacent hall and marquee. It was heartwarming to see how many of the friendships that Ed had begun at Thomas’s had stood the test of time – some of his closest adult friends were those whom he had met at the age of four.

Alumni Jack Sullivan and Louisa Dearlove (Class of 2007) captured Ed’s spirit and values perfectly in their joint address, the following extracts from which they have kindly allowed me to share:

JACK:

Almost 30 years ago, a pale, freckly boy – with the biggest smile – walked into Thomas’s. He was one of the happiest, most loving, loyal friends anyone could have asked for, and we were so lucky to call him one of our best friends.

Ed was awarded the merit badge (in his first week) for smiling… he won the Mesney cup, a school prize for kindness… and he wrapped it all up by being named our Head Boy in Year 8.

But those awards don’t capture nearly half of it, the other side of our friend, the one we all knew too well.

The fact that yes, he was Head Boy, but he was also chief instigator of any time we got in trouble. That he was a gifted athlete, but arguably his true value came from being a brilliant windup merchant to the opposition. That he loved the outdoors but, given his unfortunate hayfever, had to sit inside on most school trips.

Ed was athletic, fun, happy, kind, a leader; and above all else, had an extraordinary gift to befriend anyone he met – all the best qualities you’d want in a pupil, a friend, a son… and all representative of the man he grew up to be.

I’ll always remember Ed’s own words, said during his final speech as Head Boy, that amazingly ring as true to me now as they were then:

“I have made lots of friends, got good memories to hold on to… all I can say is have fun, try everything… and smiling goes a long way.”

Who would have thought a 13-yearold boy would have been so wise.

Ed you were the happiest man I’ve ever had the privilege of knowing. You always had time for everyone and your infectious love of life is something we’ll all miss every day.

“We were so lucky to know you buddy. Thank you for everything.”

LOUISA:

I can’t quite believe that only eight weeks ago, Ed was visiting Max, Jack, Emma and me in Hong Kong. I feel very grateful.

In a city where nothing closes, Ed, of course, had the time of his life.

As ever, he was the life and soul of the party, never afraid to make new friends, and filling our days with so much fun and laughter. In fact, it made me think that if you took away the cigarettes, as well as the pints from his hand, Ed wasn’t much different from the boy we first met at Thomas’s Battersea, 27 years ago, just over the bridge from here.

For as long as I can remember, Ed was making us laugh, always smiling and forever at the heart of things.

Thomas’s is where it all began for Ed, Jack, Lyssie, Hope, Millie and me. We grew up together, graduating from Starbucks Frappuccinos to pints on the Kings Road.

Our ski trips were our happiest and silliest times – the ‘Thomas’s Ski Team’ we called ourselves. Skiing was our favourite thing to do together.

Ed was an excellent and relaxed skier. So much so that he never wore a helmet and on top of that rarely wore a jacket, which much to his delight, made me despair.

Ed would be giggling the entire trip. There was nothing more wonderful than his infectious laugh; even when he was winding us up.

I mentioned it before, but “life and soul of the party” really was a phrase made for Ed. As Ed would say, a ski pass is just entry to ‘the club’ otherwise known as après on the mountain. And did that man love après.

He was always ready for one more drink, one more song and one more Baby Guinness...

Looking back on our messages, it strikes me that so many of them were to do with Ed helping others.

Ed was forever generous with his time. You could talk to him about anything, and he was always on the other end of the phone, ready to listen and offer wise words, all while making sure he made you smile. Ed had endless kindness and love for his friends and family.

He was always looking out for us. He was just the most thoughtful friend.

What I loved so much about Ed is that he’d often gravitate towards parents at parties, the old soul that he was. The Thomas’s Ski Team initially came together because of our incredible families, who all became fast friends through Thomas’s, led by the wonderful Camilla. Ed loved our families as much as he loved us. Often, he would come over to my house on the pretence of seeing me when really, he just wanted to catch up with my parents, charming ‘the olds’ with his quick wit and thoughtful questions. Such an incredible, funny, charming man were the words used most to describe him.

Ed had an incredible ability to put everyone at ease around him,

enabling him to make new friends wherever he went from all walks of life and always finding a way to connect with them. In any situation, Ed would show the same warmth, kindness and charm to those around him. It was these qualities mixed with his mischievous sense of humor and unique way of seeing things, that meant everywhere you went with Ed, you’d have a story.

As Lyssie said: “The problem with Ed is that there’s no one quite like him. He was the most unique person and is completely irreplaceable to all of us here.”

“Edweirdo, Edwina, Ed, you will be our best friend forever, we love you so much.”

Alumni Pupils Come Back to Visit

Sam Thomas

THOMAS’S FULHAM

2008-2013

Head of Thomas’s Fulham, Annette Dobson, was absolutely thrilled when ‘old boy’ Sam Thomas accepted her invitation to return to his alma mater as the guest speaker at the end of year Leavers’ Ceremony. During his talk, Sam looked back on his time at Thomas’s, reflected on what, with the benefit of experience, he would have said to his 11-yearold self and had some pertinent advice for the Year 6 leavers…

“SAM THOMAS –(NOT VERY) OLD BOY”

THOMAS’S FULHAM 2008-2013

Good afternoon everyone. It’s a real privilege to come and talk to you all today, nearly eleven years to the day after I left Thomas’s today. Who knows, in 11 years’ time, some of you guys might well be giving a similar talk to the one I’m giving today.

WHO AM I?

First, I thought I would begin by telling you a little bit about myself. My name is Sam Thomas and though I am no relation to Mr and Mrs Thomas who founded these schools, maybe, just maybe, they might name a house after me following my talk today!

I arrived at Thomas’s in Year 1 in 2008 and my little brother started in Reception in 2010, although most of you might remember him as a certain gappy called Mr Josh and he’s definitely not so little any more. I went onto Ibstock Place School in Roehampton and in 2020 I was accepted to read History at the University of Oxford. In the summer of my last year at Oxford, I was offered a Training Contract by a law firm in the City of London and I am now in my second year of training to be a lawyer. So by adult standards, I am really only just beginning.

I remember being extremely happy at Thomas’s and I look back at my time here with the most wonderful memories. This school, I now realise, played a very important part in laying the foundations of the person I am today. My love of acting, for example, began soon after I joined in Year 1, and I was given the role of the Gingerbread Man in the Year 1 play – ‘the Gingerbread Man’ – likely because my teachers at the time thought that the new boy who was a bit behind academically could do with a confidence boost. I think it’s fair to say, as a few people in here might still be able to remember, that my confidence was sufficiently boosted. Looking back now, I am not sure that wearing a brown onesie with painted bright rosy red cheeks and a little hat with a liquorice string pony tail was exactly the coolest, but I remember feeling like an absolute filmstar up on that stage. It would eventually take me to performing at the National Theatre and the Oxford Playhouse in Oxford’s main production, as well as, of course, the Royal Albert Hall where I performed in the Thomas’s 50th anniversary celebrations.

Thomas’s also instilled in me a love for being outside. Thanks to having South Park nearby and trips further afield, I remember lots of picnics and lessons outside as well as PE and Games. For me,

Rugby was always my favourite sport and continues to be to this day, although I would say I was a bit of a late bloomer. I remember so clearly feeling on top of the world receiving a Golden Unicorn – when they were a seriously special currency – from Mr Wild after one Rugby session in Year 4. Yet I also remember the devastation of being pulled from class with my friend Jamie Innes in Year 6 and being told by Mr Walters – in the most kind, gentle way – that we were not picked to go to the Rugby Nationals, but how proud and impressed he was of us by our effort and determination. It must have been a particularly good year that year, right Mr Walters?!

It’s interesting that many of my standout memories of Thomas’s are of the extracurricular things I did. It is fair to say that when I was eleven, I was not the highest academic achiever and in fact I got rejected from quite a few schools at 11 plus. Moreover, I was hugely disorganised and remember constantly losing things and dropping stuff up the Hardy and More stairs.

This was complicated by the fact that I am a Type 1 Diabetic and used to have Miss Chesworth tearing her hair out on a daily basis as she’d find my blood sugar meter and insulin scattered around school as if they were rubbish.

Part of the reason for this was because I was always distracted by what other people were doing and would forget about the important diabetes stuff I was meant to be focusing on. I think that’s why I eventually studied History at university, because I was so curious about people’s stories and loved finding out about why the world is as it is today. Looking back, maybe I was just nosy.

When I was in Year 6, I was definitely curious about what future Sam would get up to. While I was pretty certain I would become a famous actor, I would have taken any chance to chat to the 22-year-old version of myself. I think my biggest concern was that I would become extraordinarily boring, which you may have to judge for yourselves! So, following Miss Dobson’s question: What would I tell my 11-year-old self if I could travel back in time?’ There are five things I would say to that boy: The first thing I would tell 11-year old Sam now that I am double his age is that after Year 6, you never have to do High Jump at Sports Day ever again. While I really enjoyed running around outside and didn’t mind Athletics, I hated High Jump. One year, I remember my Dad offering me £10 to pull a sicky as he knew how much I felt humiliated by it. However, every year, I would grit

my teeth, put on a big smile and give my absolute best shot at clearing the bar, even though it never happened. So to you, Year 6, what I would say is there will always be things which we don’t want to do and things in which it feels like everyone is better than we are. Sometimes, all that’s needed is to put on a big smile, a brave face and realise that often, people are paying far less attention to you than you think they are.

The second thing I would tell my 11-year old self is that sadly, you have not become a famous actor. However, after leaving Thomas’s you did perform for six months at the National Theatre in a professional production and throughout your teens worked in multiple professional projects, culminating in playing Prince Ferdinand in the Tempest at the Oxford Playhouse – Oxford University’s main production in 2023. So to you Year 6, I would say make sure you do what you really love to do. While my love of acting did not take me to Hollywood, it has given me experiences I could not have dreamt of when I was eleven and had been incredibly enriching.

So the third thing I would tell 11-yearold Sam is to keep developing the other strings to your bow – while English, Maths, 11+ and 13+ are important, doing what you love

creates balance, will make you satisfied and ultimately a more interesting person! In my first year at Oxford, I really struggled with Imposter Syndrome. This is basically the false belief that I did not deserve to be at Oxford, not only because I was not clever enough, but also because many people seemed to have another string to their bow – as high-level violinists, or cross-country runners, black-belt taekwondo, or even trained ballet dancers. It took me a while to realise that I also had other strings to my bow in my acting, and my love of team sports. I think there were so many of these people at Oxford because they were able to talk passionately about something in an interview that wasn’t just academics and their excellence in these fields made them into more confident characters. So to you, Year 6, I would say absolutely make the most of the massive head start that Thomas’s has given you in extracurricular activities and make sure you continue them in your next schools.

Point Four that I’d tell my 11-year-old self is to continue being as interested as you are interesting. Why is this important? This is how you connect with people. When I went up for my interview at my Oxford college, I sat in front of two very scary professors and one of them even told me that I was ‘going round in circles and confusing myself’. However,

as they told me afterwards when they became my tutors, they were more interested in whether I was curious, enquiring and teachable rather than whether I knew all the answers. I remember telling them how fascinated I was by a particular person and saying how “I don’t know much about this, but I really want to find out more”. That was far more appealing than someone who pretends they know all the answers –no one really does! Being interested in people means being a good listener, asking meaningful questions and caring about others around you. Everyone has something interesting about them. You just have to dig harder for some than for others. Keep being curious and asking questions! There might come a stage in the next few years where it might seem uncool to seem interested in your subjects in class for example, but it is the curious people who leave their mark on the world!

The fifth and final thing I would tell my 11-year-old self relates to my ORGANISATION. While being so disorganised might be overwhelming I would tell my 11-year-old self to look at the progress he has made in the past year and how much he has grown up in Year 6 alone.

Miss Chesworth might not be there to remind me to do my injections or help you find your pencil case at your

next school, but you WILL get better at remembering your things and being on time! Well, maybe the being on time thing is still something I am working on…But that’s it! I remember leaving Thomas’s feeling so grown-up and in many ways you are! However we are ALL on a journey, of ups and downs, battles and blessings, and there will always be something to work on, to get better at, even when you are the same age as Mr Wild!

So overall, then, if I could sum up these five things I would tell my 11-year-old self, it would be: Work hard, but with a smile on your face, even at those things you find a struggle – like the Sports Day High Jump. Play hard – whatever it is you play – sport, a musical instrument, or performing in actual plays – do these things outside of school as much as you can. I cannot tell you how valuable they have been for me in my life. And finally: Be kind – keep being interested, engaging, and acknowledging that everyone has things they are working on; but it’s when we can be kind, listen well and work on those things together, with friends, that we can make the most out of it all.

Thank you.

Be kind – keep being interested, engaging, and acknowledging that everyone has things they are working on; but it’s when we can be kind, listen well and work on those things together, with friends, that we can make the most out of it all.” “

Emily Coates

THOMAS’S KENSINGTON CLASS OF 1992

Max Hunt

THOMAS’S KENSINGTON CLASS OF 1994

Max Benitz

THOMAS’S KENSINGTON CLASS OF 1996

Last July, Thomas’s Kensington was delighted to welcome back three alumni pupils who came to join in the end-of-year celebrations at Alumni Day and Prize Giving. There was much reminiscing, a tour of favourite ‘haunts’ and so many stories to entertain and inspire the current pupils. These ranged from tales of mountaineering to barefoot water skiing and from helicopter-flying missions to journalism, film production and script writing – something for everyone!

On Wednesday 3rd July we welcomed back two of our alumni, Emily Coates and Max Hunt, to join us in two special alumni assemblies. Emily Coates was at Thomas’s in the late eighties/early nineties and one of her classmates was Emma Hunt. Emma’s younger brother, Max, also attended Thomas’s and he is a Thomas’s dad too as his son, Badger, is in Year 1. We were able to reconnect these two families; it was a wonderful example of the years quite simply rolling back and the special shared memories that the alumni still have of their time at our school.

Emily was in my first-ever class at Thomas’s Kensington so we had to start her visit with a quick trip to 3KS, which was our classroom! It was a much smaller room back then and Emily (and her mum) very much enjoyed a quick tour of the rest of the prep school, marvelling at the changes that had been made in the last 30 years! After Thomas’s, Emily attended St Mary’s Ascot and then studied Geography at Oxford. Emily is a huge fan of ‘the great outdoors’ and entertained us all with stories from treks all over the world. She is a mountaineer and currently resides in Wales, having founded her own company, ‘Visit Wild Wales’ and working for the Field Studies Council. It was a joy to have her back!

Max Hunt was something of a sporting legend in his time at Thomas’s. Everyone knew Max as he was very talented at water-skiing and he skied barefoot! In his youth, Max was in fact the British under-13 water-ski champion. He was always up for an adventure and Max told the children about one of his great passions in life: flying helicopters. He trained in South Africa and loved it. Max is a highly skilled pilot and our eyes widened as he shared videos of him piloting various ‘missions’, including one with Bear Grylls. Badger was so proud to have his father lead an assembly and was on hand to help with the remote controlled helicopter that journeyed around the Lower School Dining Room during the presentation. It was very inspiring!

Prize Giving is a very special celebration that marks the end of each academic year at Kensington. This year was no exception, but this year we welcomed Max Benitz, a former pupil, back to be our guest speaker. Max has enjoyed a diverse career, both as an actor and a writer. His work in the creative industries began when he was cast in Peter Weir’s ‘Master and Commander’ (2003). He read Modern History at the Universities of Edinburgh and Calcutta. He worked as a journalist in Afghanistan and his first book ‘Six Months without Sundays’

was about the Afghan War. He worked at Ingenious, a mediafinancing company, in film and television development financing and executive producing. His first spec script was optioned and he has worked as a full-time script writer for a growing number of international clients ever since. Max proudly shared some of the highlights of his memories at Thomas’s, including a special certificate issued in 1993 for 3rd place in the potato and spoon race! The audience at the Royal Geographical Society very much enjoyed hearing Max’s advice to the younger generation of Thomas’s pupils and none were more proud than Max’s father, who also joined us for the event.

Our growing alumni community is something we are very proud of at Kensington. It really is proof that ‘Once a Unicorn, always a Unicorn…’

and Culture.

Allie Barnes Wright Deputy Head, People

like I’m working towards something bigger than myself every day. But it can feel like the deep end too.

You can’t avoid being challenged. And it is important to remember that it’s a positive thing. It means you’re trying to do something difficult, that you’re out of your comfort zone, that you’re learning.

In these moments, I often find myself thinking about lessons I learnt at Thomas’s’, from the fantastic teachers at this school, the experiences I had and the friends I made.

And no, I don’t just mean lessons from Miss Froud on tectonic plate boundaries, though that knowledge has been so hammered into my brain that I don’t think I could forget it if I tried.

THE FIRST IS: 1. LEAN ON THE PEOPLE AROUND YOU

A friend recently sent me a cartoon from a book called ‘Big Panda and Tiny Dragon’. The cartoon is of, you guessed it, a tiny dragon sitting on the back of a big panda. The panda says to the dragon: “What is more important, the journey or the destination?” … “The company,” replies the tiny dragon.

At Thomas’s, you are in great company. You are surrounded by people who want the best for you and who will bring out the best in you – your teachers, your parents, your friends.

When I look back on my time at Thomas’s, it is the people I remember above all else. The advice of inspirational teachers and the funny memories of my friends. This community of people has helped you grow into the person you are today and it can help you through whatever comes next. And it’s a community you will always be a part of. Some friends you will stay in touch with and those friendships will be particularly close because you shared this first stage of life together.

Some you’ll fall out of contact with, until you bump into each other at university, or work, or at a reunion carefully organised by Miss StewartMorgan. And you’ll always have your memories of Thomas’ in common.

If you’re facing a challenge, or need some advice, draw on the fantastic community around you. There is almost nothing you can experience in life that someone else hasn’t already been through. Lean on the people around you and it will feel easier.

THE SECOND IS: 2. DON’T COMPARE, BE INSPIRED

Comparison is the thief of joy. I think U.S. President Theodore Roosevelt said this first, but I’m taking credit for it now.

When I was at Thomas’s, every week I would dutifully go and check the board outside Mrs Velasco’s office, keeping my fingers crossed and hoping that some miracle had happened and that she had seen the potential within me, of which I had given little evidence. That she had somehow overlooked my inability to catch, or run at any convincing speed and promoted me into a higher netball team. Needless to say, I was often disappointed.

Of course, there is nothing wrong with wanting to be better. But, you can’t let looking over at the other pitches and wishing you were there instead stop you from fully enjoying the game you are playing. That’s the difference between comparison and inspiration and it’s just a difference of perspective. There will always be people who are better than you at what you are doing. If you don’t think there are, then there are probably people who are better at being modest.

Don’t spend so much time comparing your performance to theirs that you lose sight of your own progress. Be inspired by others, try and be better, but always make sure you are striving upwards, rather than putting yourself down.

AND THE THIRD AND FINAL ONE IS: 3. REMEMBER THE HOW AND THE WHY Today is all about milestones. Finishing another year, passing your exams, or winning a prize. It would be easy to look back at your time at Thomas’s so far and to just focus on those milestones. But how and why you do things matters just as much as what you do.

Just as important as winning a prize today is how you receive it, or taking the time to say congratulations to a friend who has, even if you have not. And just as important as passing your exams is thanking your teacher for the cracking revision guide that helped you pass them.

Finishing another year isn’t just about ticking milestones off a check list, it’s about what you’re learning and the person you’re becoming along the way.

This goes for the future as well. If you’re feeling overwhelmed by the milestones you want to hit next year and the things you want to achieve, think about how you’re approaching them and why.

Focus on your attitude and approach to each day, to each interaction with another person, to each thing you do and remember your overarching purpose, your why. And if you can only remember one thing from what I have said this afternoon, the common thread which ties all three together is to be kind to others, but also to yourself, and to enjoy every day.

Enjoy every lesson which inspires you, every match you play whatever team you’re in, every performance, every break time with your friends. Enjoy all your achievements but also all your experiences. And of course, like the tiny dragon, the company.

I wish you all the best for the next chapter and I look forward to seeing the difference you make.

The Old Thomasonian Meets Will le Fleming: His Vision for the College’s Future

Ben and Tobyn Thomas have made no secret of their wish to develop a senior school to complement the Thomas’s Prep and Kindergarten. With investment into the impressive five-acre, listed site that was formerly a Wesleyan College and the American University in Richmond Hill, the plan will shortly come to fruition.

The Old Thomasonian met with founding Master Will le Fleming to find out a little more.

What will be the educational ethos at the College?

First and foremost, it will be a true Thomas’s school. That means extraordinary breadth of experience, academic excellence and effectively only one rule and one guiding principle: Be kind. This philosophy is so embedded and so powerful: it drives everything that young people do across the group and stems directly from David and Joanna and the foundation of the first school in 1971. Education has meaning at Thomas’s and it is centred on values that matter – and that will be exactly the same now the journey will continue to 18.

On that foundation, we are offering something we believe to be genuinely unique. We will be giving every family the choice of whether to study for GCSEs and A Levels in all their subjects, or for our own Thomas’s Qualifications – modern ways of thinking, supporting the skills young people need when they are out in the world. That degree of flexibility and choice is unparalleled. We will be teaching every subject from 11 – nothing restricted to Sixth Form only – including Politics, Philosophy and Economics (PPE). Our Sixth Form will last three years, from Year 11 to Year 13, not just two, with the option of a Foundation Course preparing for life in Year 14 as well. And every student will study Psychology from day one as part of Thomas’s commitment to selfunderstanding. So we are looking to make a difference and shake things up, while also being traditionally excellent and outstanding in all the ways you would expect.

When will the College open?

We are on track for September 2025. The building schedule is being expertly led by Matt Nicholl, the COO and his team, getting everything ready for co-educational day and boarding from 11-18 – and we will have nearly that full age range from day one. The five-acre campus is spectacular and the vision for the school matches it: we want this to be an exciting and compelling prospect for every London family considering independent secondary education.

The Thomas’s schools hold such a distinct place in the London prep world and one glance at the building confirms the scale and ambition of this expansion into senior education. Our sports facilities, down the road at Duke’s Meadows, will be equally outstanding.

What is your vision?

We have the chance to build from scratch. Opening a new school allows everyone involved to ask two questions: what matters most in education? And how do we use the freedom of a blank sheet of paper – what’s not working, that this gives us the opportunity to fix? That’s what underlies all the exciting elements we’re planning. What matters most to us is creating a sense of hope and assurance in bright, curious, well-rounded young people. Helping them to fulfil their potential and achieve excellence, with the confidence to go out into the world with what they’ve learnt and challenge both themselves, and what they find, to do better. We need to equip them to move on to the world’s best outcomes and experiences when they graduate –and it is not just about the path they follow, but the way they follow it: with delight and belief in what they do and a readiness to get involved and collaborate with those around them.

Another aspect to this is how we handle admissions. As many people are aware, the process for 11+ and 13+ is miserable. It’s a system that, despite any rhetoric to the contrary, positively encourages tutoring and the erosion of the freedom and joy of childhood. We’re committed to doing selection better, focusing not on multiple-choice exercises but on playfulness of mind and to building a genuine diversity of excellence in our school, not just selecting those who hit an arbitrary level in one type of test. We’ll also be working hard on ensuring the most stressfree process possible for Thomas’s families to alleviate some of the pressure that comes along at this age range. We are almost through our first admissions cycle and interest in our new style of school has been very strong. I am delighted to have met

some wonderful candidates in the past few months. Our new school will open later this year with a fantastic cohort of future Thomasonians.

How are you marking the opening of the College?

It is a really significant moment in the development of the Thomas’s schools. In celebration, we’ve launched a truly innovative project – our Founding Scholarship programme. Up to 100 places at the College are being made available free of charge to those candidates who achieve an exceptional level in academic assessment, alongside the personal qualities, kindness and creativity we look for in all applicants. We ask all winners to donate a minimum of 10% of the value of fees

saved – and where possible more, up to the full value – to support bursaries for other deserving candidates. There’s a means-tested exemption from this requirement so the programme really is open to all on a meritocratic basis and places philanthropy at the heart of our new school.

How do you see the future?

Our aspiration is to provide the richness of experience at the heart of traditional excellence, while doing many things differently and better. We think that will allow us to support the ambition and aspiration of all our young people. When David and Joanna started Thomas’s, they sought to offer something new and transformative to parents frustrated by the limitations of a tired and narrow 1970s primary curriculum. The same sense of mission, reform and improvement will drive everything we do at Thomas’s College. It is a profoundly rewarding prospect. The opening of the school in September 2025 will be such an exciting moment in the ongoing Thomas’s story.

Staff Reflections

Shelley McHugh (née Colhoun)

THOMAS’S BATTERSEA

1987 TO 1990 AND 1992 TO 2006

Much-loved Head of Lower School, ‘Miss Colhoun’, was the Mary Poppins of her time. Adored by the pupils in her care, she was the epitome of kindness, compassion and warmth. Her sense of adventure and fun and her fabulous Irish wit also made her a treasured member of staff who was sorely missed when she moved to New Zealand with her family, in 2006. Shelley looks back on her time at Thomas’s with great affection and reflects on the breadth of curriculum on offer and the impact of the main school rule: Be kind.

I still believe that the school rule ‘Be kind’ is absolutely central to a child’s school experience and it is something I have held on to, and tried to practise throughout my teaching career and indeed in my life.”

I was a Thomas’s boomerang! I first taught at Thomas’s between September 1987 and July 1990, teaching Transition and Reception at Cadogan Gardens. Having spent a couple of years teaching in Lancashire, I was delighted to return to Thomas’s Battersea in September 1992 to teach Year 1 and was Head of Lower School there for my final four years.

My first impressions of the school as a warm community, where pastoral care was a priority, proved spot on! From the start, it was clear that the pupils’ wellbeing took priority over everything else and making strong connections with the parents of our students was pivotal. The idea that ‘a happy child is a child who will learn’ was key to everything we did. I still believe that the school rule ‘Be kind’ is absolutely central to a child’s school experience and it is something I have held on to, and tried to practise throughout my teaching career and indeed in my life.

The broad curriculum offered at Thomas’s was hugely attractive to me as a young teacher. Although I was trained to teach all subjects, I could see the profound effect on my pupils of being taught Art, for example, by a highly skilled practitioner like Miss Martha (Martha Gumm) or Drama by Mr Clarke or Miss Bull. The specialist subject teachers with whom I worked opened up new experiences and developed skills to an extent which I could never have done. Their passion, as well as their talents, were truly inspirational and I often saw how transformative that could be for the children in my care. Their successes in Drama, Music, Art or PE often spilled over into their academic performance, raising it and filling them with self-confidence. Helping a child to discover that one key subject at which they can excel and which they are passionate about was, and still is, an aspiration for me as a teacher.

Since moving to New Zealand with my family in 2006, I have been teaching, mainly five-six year olds, in a school in Auckland called Kristin. It is an International Baccalaureate school and it reminds me very much of Thomas’s. I’m the Year 1 Enrichment teacher and I also help run our ESOL programme.

As teachers at Thomas’s, we all worked hard but we also had a lot

of fun, our Christmas parties were legendary. My social life was never busier than it was back then! I am fortunate enough to have made friends there who have remained friends for life; in fact two of my best friends are Kiwis who now also live here. On my regular return trips to Ireland and London from New Zealand, one of the highlights of my trips is reconnecting with other teachers and staff who I met during my time there. Sharing memories of our time at the school, of the wonderful pupils and families we met, is a regular event during these meet ups. There are so many stories! I still remember one occasion when one of my pupils at Cadogan suddenly dived under her desk in the middle of a lesson. After I had persuaded her to come out, I asked her to explain what had happened, to be told that she thought there was an earthquake. In reality, it was the rattling of a District Line train under the building which she had felt and which the rest of us had not even noticed, which had caused the problem!

I have wonderful memories of my time at Thomas’s – of the inspiring, hard-working, fun-loving teachers and support staff I worked with and of the children and families who I had the pleasure of teaching and meeting. Thomas’s was and still is, I’m sure, a very special place.

Jon Chesworth

THOMAS’S CLAPHAM 2003 TO 2011 AND 2016 TO 2021

Jon joined the staff of Thomas’s Clapham in September 2003 as a member of the PE Department. He loved working at the school so much, he came back for a second stint in 2016, this time as Deputy Head, under the leadership of Phil Ward. Now a headmaster himself, in this article, Jon reflects on the lifelong friends he made at Thomas’s and how the core ethos and values held so dear by the group of schools have played such a significant role in the way in which he has developed and shaped his own style of leadership.

It is such a unique family of schools and no matter what or how education evolves or changes, they always keep the children at the very heart of every single decision they make.” “

I joined Thomas’s Clapham for the first time in September 2003 as a member of the PE Department. I was definitely not only given the job because I was mates with Mr Wild; I just about persuaded Carol Evelegh that, even though I misspelt her name on my application form, she should give me a chance. That might be why I spent the next eight years (ish) doing pretty much what she told me and trying my hardest to keep out of trouble. I failed on both counts but had a wonderful time nonetheless.

I taught PE and Games across the school and will never forget one of my first experiences teaching Reception Gymnastics. I had proudly written all the instructions on the board, only for Carol to walk through the gym and say “you know they can’t read yet don’t you?” No Carol, I did not know that!

It was a wonderful time and the school was so busy and energetic. I went on countless sports tours, ski trips and residentials and the experiences and memories from these will always be cherished.

changed in many many ways but the culture of kindness and the Thomas’s ethos was as strong as ever. I think this is a great example of what I genuinely feel is ‘special’ about not only Thomas’s Clapham but the

Since January 2021 I have been Headteacher of Banstead Prep School in Surrey, and I have tried hard to create a culture and community that Thomas’s would be proud of! I think they would like what they see. I have brought with me lots of inspiration, not least my insistence at dressing up as a pantomime dame, ski trips and sports tours, lots of shows and music events, and plenty of inspirational animal icons (no unicorns, though).

It is great to still be involved with the school and I really enjoyed catching up with former pupils and staff at the recent Alumni event. My own children have been lucky enough to experience a Thomas’s education and I know how lucky we all are for that.

Far Left: Mr J Chesworth

Stu Wilcox

THOMAS’S FULHAM 2009 TO 2011

Stu ‘sampled’ three of the four schools, beginning his Thomas’s career at Kensington in 2002, before moving on to Thomas’s Fulham and later, to Thomas’s Battersea, as Head of Geography. Charismatic, energetic and creative, Stu inspired the pupils in his care and went out of his way to make learning fun. Never one to shy away from the camera, he also came into his own on the stage and loved dressing up in tight gold leggings to play ‘Prince Charming’ in the Staff Pantomime! In 2015, Stu moved with his young family to his wife’s native New Zealand, where he has taken the best of his experiences at Thomas’s to shape his own style of leadership.

Thomas’s was a great place to work and I am so grateful for the many opportunities it gave me.” “

I started at Thomas’s Kensington in September of 2002 as a PE teacher, moved into the classroom as a Year 4 teacher in September of 2004 and was appointed Head Geography. In 2009, I moved to Thomas’s Fulham and taught the first Year 6 11+ group. In 2011, I moved to Thomas’s Battersea as Head of Geography.

I left Thomas’s in 2015 to emigrate to New Zealand. I have now been here just under ten years and in the last five, I have been a Principal/Headmaster of Geraldine Primary School, 85 miles south of Christchurch.

I remember Thomas’s as being vibrant and fun. We met with staff from other Thomas’s schools regularly at social functions and this was an awesome way to keep people motivated and created a great positive, collegial and collaborative culture.

I was very fortunate to go on many school trips and be part of a growing organisation. As a staff member I was extremely well supported and valued by the Thomas’s whānau (extended family group). I have so many memorable moments, and so many stories. However, my highlight has to be meeting my now wife, who

worked at Thomas’s Clapham. I was lucky to work with a man called Mike Wintle during my time at Battersea. He changed my management style and teaching practice. His coaching had a large impact on my ability and I definitely use these learned skills today. In my current role as Principal, I work hard to be diligent and use integrity to make informed decisions, and to ensure that I continue to ‘Be kind’ to everyone.

Thomas’s was a great place to work and I am so grateful for the many opportunities it gave me. I am still in touch with many staff members, but do not talk to or see any former pupils. Most of them would be at Uni or in the workplace now. If any of them are reading this and are thinking of coming to New Zealand then, please, look me up!

Anna Dymond

THOMAS’S KENSINGTON 2002 TO 2013

When Lady Eden’s became part of Thomas’s Kensington, in 2002, the School was delighted that Anna agreed to come too! Wise, fun loving and popular, she immediately put people at ease and had a natural talent for connecting with everyone she met. She was kind and caring and was adored by all the pupils in her care. She also had a wicked sense of fun. Anna’s passion for choral music made her indispensable on the Chapel Choir tours and the School felt bereft when Anna decided it was time to retire in 2013. In this article, Anna polishes up on her Latin vocab and looks back, with great fondness, on her time at Thomas’s.

Be kind

ESTO BENIGNE

Coming across this Thomas’s Golden Rule so often during my dozen delightful years at Cottesmore Gardens, I felt that the school was its living embodiment.

Jill Kelham persuaded me to stay in W8 rather than to venture into the TERRA INCOGNITA of Queen’s when the merger took place. The merger… such changes! Boys as well as girls, male staff, unfamiliar educational vocabulary, all to do with this thing called planning. Could I cope after decades at the all girls’ Lady Eden’s,

with its magnificent magnolia gracing its Victoria Road garden, and those delightful bobbing and curtsying little girls in frilly gingham pinafores, white gloves and boaters?

My terror and trepidation rapidly evaporated as I walked through the Cottesmore portal early in September with the term starting in four days time. There were Tobyn and Ben on their hands and knees, expertly laying the floor. I was immediately struck by how everyone mucked in to work together to get the school up and running, united in their efforts and all being so kind to the newbies.

What Calamity QUID CALAMITATIS

I wondered what outcomes and learning objectives were. What is this word plenary and how is it pronounced? The ever patient , ever tolerant, ever wise, ever perceptive Clare Cotton came to my rescue and guided me through the labyrinth. I loved my Year 4 years with Clare and I came to realise that as well as having such fun, I was developing as a teacher and learning. I felt chuffed to have been able to adapt my teaching style and methods and to abandon my comfort zone. Being kind was Clare’s MODUS OPERANDI.

Particularly hilarious yet challenging and packed with incident were our voyages across the Solent for the PGL Experience. I reckon that I should have been awarded at least a bronze medal as I assured the children that there was really nothing to fear from abseiling. Of course I had to demonstrate this as I wobbled white faced and knuckled, down the terrifying tower, kindly cheered on by the incredulous crowd far, far below.

Wonderful to Relate MIRABILE DICTU

As well as thoroughly enjoying working with Year 4 I relished teaching Latin with Peter Corey, a wonderful magister, who delivered the subject in an original, creative and innovative way. He used the language in Drama and Music, penning his own plays. It was a joy to witness the children’s fascination for the Ancient World.

Let Us Sing CANTEMUS

I was indeed fortunate in becoming involved in the Chapel Choir, first with Richard Le Boutillier and then with Allan Herron. I looked forward to joining in with the termly choral evensongs. Unforgettable was the ease with which Daisy Knatchbull soared up to a purest spine-tingling high C. It was amazing to see the children discovering their innate musicality. The choir trips to Boston, Padua, Florence, Venice and Rome, among others, were unforgettable. The choir donned a mantle of true professionalism and I was so proud of them.

Help the Aged ADIUVA SENES

“Well, they’ll never employ you at your age,” I was told. Thomas’s thought otherwise and I was encouraged to stay on and was offered new experiences and teaching opportunities. Everyone was ready to help Dinosaur Dymond when she entered the computer room, with not so much as the tiniest rolling of the eye. Just so kind. Thanks to you all.

HALLELUJAH!

I did finally retire, having been allowed to work for one day a week. I have subsequently spent some years working for Homestart, Samaritans, Leah and City Harvest, plus quite a lot of being a good AVIA.

I feel blessed to have met so many truly inspiring teachers and I have constantly been in awe of them and their energy, enthusiasm, commitment and kindness, of course. I am blessed, too, that so many of my colleagues have become friends. Weddings have abounded, babies have been introduced and looked after, and there have been happy visits both at home and abroad. Clabby, whom I first met at the scary merger meeting, has become Nick and I look forward to maintaining the bonds with so many Thomas’s staff that stretch back to... When?

INCREDIBILIS

Thomas’s Foundation believes that every child deserves an enriching education. Its programmes reflect the ethos of the school and its strong set of values, with kindness at the core. We seek to live out these values and share the vision of a Thomas’s education, in the communities beyond the schools.

The development of Thomas’s into the outstanding group of schools it is today and its now far reaching community of past pupils, parents and staff, was born out of the Thomas’s family vision for a broader, kinder and more creative approach to education.

Through the Foundation we want to give as many children as possible the life-changing opportunity of an exceptional education and we do this in two ways. We fund transformational bursaries and we give disadvantaged children in our local communities access to inspiring educational opportunities, through community partnerships.

It is the kindness and generosity of spirit at the heart of the Thomas’s community that for over 23 years has generated a positive impact in our community. Through the Foundation we have supported

over 50 beneficiaries through the Bursary Programme, the impact extending beyond the individual child, to their families and creating a ripple effect touching the lives of friends and communities.

Our Community Partnership grants and programmes inspire children who have little exposure to art, drama, dance music, sport or outdoor learning. In the last five years alone, over 14,000 children have benefitted from this programme.

The impact and achievements of the Foundation, together with the many other charitable activities at Thomas’s, are a testament to the vision for Thomas’s and the overarching value: Be kind.

Director, Thomas’s Foundation

Liz Woodcock Executive Director, Thomas’s Foundation

Liz Woodcock Executive

A Round Up of Reunion Events Across the Thomas’s Schools

The highlight of any alumni association is meeting up and reconnecting with people and friends from the past. This is particularly true for preparatory schools where pupils leave when they are still so young.

It has been joyous to meet with them again in adulthood and to see how they have changed and what has become of them.

Across the schools, we have enjoyed hosting events for former pupils, parents, and members of staff, including Alumni Breakfasts, Football Matches and ‘After Work Drinks’ which have proved very popular. And there are more to come! Please see below for details and, in the meantime, I hope you enjoy the short film in the link above ‘Watch Video’ which captures some of these recent events – do you recognise any old friends or familiar faces?

Get in Touch

We are always keen to hear from you about your ideas for alumni events or indeed about any meet ups that you have organised yourselves; please do keep in touch: alumni@thomas-s.co.uk

Alumni Events

28th November 2024

CLAPHAM ALUMNI DRINKS

6.30pm-8pm – Thomas’s Clapham

What a fabulous evening! A full photographic report will follow in the next newsletter.

26th April 2025

A FOND FAREWELL TO VICTORIA ROAD AND COTTESMORE GARDENS

10.30am-1.30pm – Thomas’s Kensington

Please join us as we honour and celebrate these two remarkable buildings that have been our cherished home for many years – invitation and RSVP here.

10th May 2025

KENSINGTON CHARITY FOOTBALL

TOURNAMENT IN AID OF THE ROYAL HOSPITAL, CHELSEA

10am-12pm with BBQ to follow until 2pm at Thomas’s Kensington

You are invited to join the Alumni Team as they go head to head against current parents and staff. Please click here to express your interest in this event. Please note: alumni need to be 18+ to participate.

11th June 2025

BATTERSEA ALUMNI DRINKS

6.30pm-8pm at Thomas’s Battersea

This event is open to former pupils from Alumni Sections 31 (born between September 2001 and August 2002) and 32 (born between September 2002 and August 2003), their parents and staff from those eras. Formal invitations will be sent out in due course, but do make a note of the date in your diaries.

1st July 2025

FULHAM ALUMNI DRINKS

6.30pm-8pm at Thomas’s Fulham

This event is open to former pupils from Alumni Section 35 (born between September 2005 and August 2006) and their parents. Formal invitations will be sent out in due course, but do make a note of the date in your diaries.

11th June 2025

BATTERSEA ALUMNI PUPIL PANEL

10.45am-1pm at Thomas’s Battersea

We will be inviting former pupils from Alumni Section 35 (born between September 2005 and August 2006) to join us ‘on the sofa’ with Ben Thomas, to talk to our current Year 8 Leavers about moving on to Senior School, followed by lunch and a tour of the school. Please click here if you are interested in joining the panel.

19th June 2025

CLAPHAM ALUMNI PANEL

10am-12.30pm at Thomas’s Clapham

We will be inviting former pupils from Alumni Section 35 (born between September 2005 and August 2006) to join us ‘on the sofa’ with Nathan Boller, to talk to our current Year 8 Leavers about moving on to Senior School, preceded by coffee and a tour of the school. Please click here if you are interested in joining the panel.

8th November 2025

CROSS SCHOOLS ALUMNI NETBALL TOURNAMENT

10am-12.30pm at Thomas’s Clapham

Cross Schools Alumni Netball TournamentSaturday 8th November, 2025 from 1000 until 1230 at Thomas’s Clapham. Remember those infamous and hotly contested Cross Schools tournaments? Here is your opportunity to relive those days! We will be inviting you to put together your own mixed team or to register as a solo entry and you can leave the rest to us. No prior experience required but please note that alumni will need to be 18+ to participate. Please click here to register your interest.

The Next Generation

You know a school has ‘come of age’ when you begin to see children of former pupils on the roll. These pages celebrate the next generation of Thomas’s, with all children featured having a Thomas’s alumnus/a as a parent.

Alessio Isabel Pilkington, Kensington 1990-1992

Arya Nathalia Chubin-Norman, Cottesmore 1988-1994

Charles Freddie Krespi, Battersea 1992-2000

Daniel Celine Mankassarian, Cottesmore 1985-1991

Alexander Benjamin Moore, Kensington 1988-1992

Ava Tom Braithwaite, Kensington 1984-1986

Charlie Ben Chance, Cadogan Gardens 1989-1991

Emma Madeleine Hammar, Kensington 1988-1995

Alfie Alice Pelly, Battersea 1992-1999

Badger Max Hunt, Kensington 1987-1992

Chloe Celine Mankassarian, Cottesmore 1985-1991

Elodie Caroline Downing, Kensington 1992-1996

Anastasia Jack M, Battersea 1991-1999

Beatrice Tom Braithwaite, Kensington 1984-1986

Cora Benjamin Samuels, Battersea 1994-1998

Ethan Celine Mankassarian, Cottesmore 1985-1991

Anees Neda Ziadeh, Cottesmore 1987-1994

Bisher Karim Azem, Kensington 1990-1992

Daisy Freddie Krespi, Battersea 1992-2000

Euan James FitzherbertBrockholes, Cadogan Gardens 1975-1977

Felix Robert Jenkins, Cottesmore 1982-1984

Freddie Charlie Thomas, Battersea 1984-1987

Frederick Madeleine Hammar, Kensington 1988-1995

Felix Caroline Cochin de Billy, Kensington 1992-1994 and Battersea 1998-2000

Filippo Isabel Pilkington, Kensington 1990-1992

Hamza Lara Khan, Kensington 1991-1998

Griffin Caroline Downing, Kensington 1992-1996

India Charlie Thomas, Cadogan Gardens, 1984-1987

Henry Madeleine Hammar, Kensington 1988-1995

Inda Michael Sackler, Kensington 1992-1998 and Battersea 1998-2000

Liberty Nathalia Chubin-Norman, Cottesmore 1988-1994

Lola William Toye, Battersea 1994-1989

Luna Tanya Lobel, Kensington 1981-1990

Luna Benjamin Samuels, Battersea 1994-1998

Madeleine Justin Lewis-Oakes, Battersea 1993-1998

Marianna Isabel Pilkington, Kensington 1990-1992

Maxi Lara Gargour, Battersea 1990-1997

Mia William Toye, Battersea 1994-1989

Monty Giles Patterson, Kensington 1991-1992

Nico Lara Gargour, Battersea 1990-1997

Lara Catriona German-Ribon, Cottesmore 1981-1986

Leia Lara Khan, Kensington 1991-1998

Leo Louisa Mayor, Cottesmore 1986-1992

Joshua Ben Chance, Cadogan Gardens 1989-1991

Jemima Alexander Gilbert, Cadogan Gardens 1984-1993

1988-1990

1972-1974

Teddy Luisa Thurner, Cottesmore 1984-1987

Olivia Alexander Gilbert, Cadogan Gardens 1984-1993

1981-1990

Theo Justin Lewis-Oakes, Battersea 1993-1998

Otis Lara Gargour, Battersea 1990-1997

Thomas Luisa Thurner, Cottesmore 1984-1987

Join Thomas’s Alumni

Please do forward this newsletter to any former pupils, parents, or staff who you think might be interested in reconnecting with their Thomas's days, and encourage them to join Thomas's Alumni:

1992-2000

Willa Robert Jenkins,

1982-1984

1990-1996

1985-1991

Saria Karim Azem, Kensington 1990-1992

Skye Alexandra Jabre, Battersea 1990-1996

Rufus Alexander Bastin, Ranelagh Kindergarten

Sylvie Harriet Morgan, Battersea 2000-2004

Sara-Allegra Tanya Lobel, Kensington

Cottesmore

William Michael Shasha, Cottesmore

Ralph Freddie Krespi, Battersea

Romy Alexandra Jabre, Battersea

Noah Stephanie Pentl, Cadogan Gardens

ONCE A U NICORN

A LWAYS A UNICORN

ACKNOWLEDGMENTS