The Gower 2024/2025

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GOWER T H E U N I V E R S I T Y CO L L E G E S C H O O L M AG A Z I N E 2 0 2 5

C O N TA C T S

EDITORS

The Pre-Prep School

Senior School

36 College Crescent

Sarah Davis

Hampstead

sarah.davis@ucs.org.uk

London, NW3 5LF

Patrick Hart

T. 020 7722 4433

patrick.hart@ucs.org.uk

E. pre-prep@ucs.org.uk Junior Branch The Junior Branch

Simon Hall

11 Holly Hill

simon.hall@ucs.org.uk

Hampstead

Mark Lall-Chopra

London, NW3 6QN

mark.lall-chopra@ucs.org.uk

T. 020 7435 3068 E. juniorbranch@ucs.org.uk The Senior School Frognal

Pre-Prep School Sophie Ryan sophie.ryan@ucs.org.uk

Hampstead

Old Gowers

London, NW3 6XH

Catherine Hyotte

T. 020 7435 2215

catherine.hyotte@ucs.org.uk

E. seniorschool@ucs.org.uk

Welcome to The Gower Volume LVII, Issue IV

This annual publication for University College School is written for, and shared with, present members of the school community as well as with Old Gowers around the world.

We hope that you will enjoy reading our latest issue, which not only offers a broad view of life as it unfolded across the UCS Foundation during 2024-25 but also focuses on certain key highlights of what was another memorable academic year.

The editors are extremely grateful to the many people who have enriched this edition of The Gower with their words and photographs.

Thank you.

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HEADMASTER’S WELCOME It is fair to say that 2024-25 was a notably affirming period for the UCS Foundation, and this publication covers the past academic year in detail and from many different angles. Not only does it survey the vast breadth of a UCS education, as pupils got stuck into a multitude of activities across the curriculum, co-curriculum and extra-curriculum with typical zest and zeal; it also hones in on some of the alpine highs of the last year.

Indeed, two of the key stories, in particular, offer testimony to the strength of our community as well as to the “significant strength” – to quote the recent ISI Inspection Report – of our high academic and intellectual ambition. Really, there is much to be proud of.

So, I hope that the quality of our teaching and learning will permeate these pages, and you will get a sense, too, of the human qualities that feed into the spirit of the school: creativity and individuality, empathy and integrity, team-building and charisma, leadership and responsibility.

Without such inherent good cheer, decency and kindness to underpin our pupils’ endeavour and achievement, we all know that UCS just wouldn’t be the same place.

MARK J. BEARD Headmaster

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CONTENTS

K E Y STO R I E S

CO-CURRICULAR

ISI REPORT 2024

6

GUEST SPEAKERS

50

GIVING DAY 2025

8

COMPUTER SCIENCE

54

FUTURE OF UCS

10

DUKE OF EDINBURGH’S AWARD

56

PUPIL SUCCESS STORIES

12

THE BENEFIT OF CLUBS

58

SCHOOL TRIPS

60

DRAMA

66

MUSIC

70 76

PA S T O R A L PUPIL WELLBEING

16

SPORTS REPORTS

PUPIL LEADERSHIP

18

GIRLS IN SPORT

84

CHESS

86

VIEW FROM THE ART ROOM

90

HOUSE COMPETITIONS AND REPORTS

20

AC A D E M I C

COMMUNITY

ACADEMIC COMPETITIONS

26

CONTINUING SUSTAINABILITY

96

ENRICHMENT DAYS AND WEEKS

32

CHARITABLE FUNDRAISING

100

JUNIOR MORRIS LECTURES

36

CELEBRATING PARTNERSHIPS

102

STAND OUT WORK

38

PARENTS’ GUILD

106

IN THE LIBRARY

48

IN THE COMMON ROOM

108

O L D G OW E R S PRESIDENT’S WELCOME

114

OG NEWS

115

OG SPORT

116

MEMORIES OF UCS

120

OBITUARIES

122

TRAVEL SCHOLARSHIPS

126

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ISI REPORT 2024

The prospect of a school inspection can evoke great anticipation – not always positive, it is fair to say – and yet the reality as lived by the UCS Foundation last autumn proved to be a thoroughly affirming experience.

A team of inspectors called between 15 and 17 October 2024 for the Foundation’s first Independent Schools Inspectorate (ISI) inspection since the introduction of a new framework. The inspectors came to assess UCS in four essential areas: leadership, management and governance; quality of education, training and recreation; pupils’ physical and mental health and emotional wellbeing; and pupils’ social and economic education and their contributions to society.

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This meant exploring practices through staff and pupil interviews, observing lessons, tutor time and assemblies, and analysing policies, documentation and samples of pupil work. Additionally, questionnaires were distributed to parents, pupils and staff to ensure the views of the whole school community contributed to the outcome. From their rigorous scrutiny, the nine-strong team of current and retired Heads, Deputy Heads and Senior Leaders found that UCS fully met all the assessed standards – a wonderful testament to so much collective hard work.

As such, the inspection enabled UCS to demonstrate what makes its educational provision inherently distinctive, and the resulting report emphasised the broad strengths across the Pre-Prep, Junior Branch

and Senior School as well as the outstanding opportunities available to all pupils.

“We are immensely proud,” said Mark Beard, Headmaster of the UCS Foundation. “The report beautifully showcases the many strengths of our schools and the Foundation.”

What’s more, UCS also achieved a ‘significant strength’ for the high level of academic and intellectual ambition embedded within the curriculum. Considered the holy grail of the current inspection framework, the award of a ‘significant strength’ is a rare distinction reserved for practices that are truly exceptional and benefit every pupil. Such recognition marked the highest possible accolade.

Academically, the inspection team noted high attainment alongside pupils’ ambition and personal responsibility for their learning – while commending leaders for implementing an ambitious curriculum that fosters a love of learning, encourages collaboration and challenges pupils to think critically.

There was a ringing endorsement too for the comprehensive approach to wellbeing and mental health, whereby leaders prioritise pupils’ social, emotional and physical health, fostering self-esteem and confidence.

“It is paramount that all of our young people feel confident and are the best versions of themselves, and the report commends leaders across the Foundation for fostering an environment where pupils are valued as individuals, with their wellbeing at the heart of everything we do,” said Mark Beard.

The inspectors also underlined the school’s success in cultivating leadership and social responsibility, including all pupils’ active engagement in councils, clubs, charity work and community initiatives.

“A school is only as good as the people within it,” concluded the Headmaster. “Our pupils have made us incredibly proud, while our entire staff – both teaching and support – work with unwavering commitment, care and expertise to ensure the success of our young people. I am deeply grateful to all staff members, who should feel an immense sense of pride in this externally validated recognition of our shared efforts.”

The report is available on our policies and inspection reports page https://www.ucs.org.uk/about/policiesinspection-reports/ Contribution from M. J. BEARD

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G I V I N G D AY 2 0 2 5 : CEL EBRATI NG UC S S P IR IT Fundraising is a time-honoured tradition at UCS, taking many forms and inspiring energetic endeavour in pretty glorious multicolour, not least with the Senior School’s autumn staple, Community Action. However, this year the UCS Foundation took things up a notch by coming together for a 36-hour fundraising extravaganza in support of the UCS Bursary Award Programme.

This was UCS Giving Day 2025 and it took place on Monday 30 June and Tuesday 1 July, marking a thrilling climax to our Summer Term. Pupils, parents, Old Gowers and staff joined forces for an unprecedented event that encapsulated all of the energy, excitement and extraordinary sense of community that so typify UCS. Beyond celebrating the generosity of our community, though, this charitable initiative served to raise a grand total of £200,185.26 for the Bursary Award Programme. In real terms, this means that four pupils

who would not have had the opportunity were able to start at UCS in September, thanks to the inaugural Giving Day. Whether by volunteering, cheering pupils on, becoming a Giving Day ambassador or simply spreading the word, everyone who participated helped to unlock these opportunities.

From first bell to final encore, UCS positively buzzed with creativity, movement and joyful chaos across 36 hours very adeptly coordinated by the Development Office. With pupil-led initiatives, sporting challenges, three amazing fairs and fetes, and electric musical and theatrical performances, Giving Day was more than a fundraiser; it was a full-scale festival of what makes UCS special.

At the heart of the action was the 24-hour marathon.

Pupils, staff, parents and Old Gowers signed up for hour-long rowing, running and biking slots to keep the momentum going. Energy levels remained high despite the prevailing heatwave – even in the small hours of the night, when the ghosts of the Great Hall came out to play (or to see Mr Riviere juggle).

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All the while, the various Demes continued to compete fiercely to rally support – and congratulations to Black Hawkins on winning in this metric.

The action concluded with the Festival at the Fields, a family-friendly jamboree for the whole UCS community. If the blistering temperatures caused a few late changes to the programme’s running order – with hindsight, a dousing in the regrettably cancelled Sponge the Teacher might have given staff members welcome relief from the heat – there was no altering the party atmosphere. At 6.30pm, the Rock Concert brought everyone together for a rousing finale: with bands composed of pupils and teachers, the music was loud, proud and packed with heart.

At its core, Giving Day was about the pupils: supporting them, championing their potential and ensuring that the life-changing opportunities offered at UCS are available to more young people regardless of financial background.

Thank you to everyone who took part and contributed to Giving Day. You made a real difference – unlocking the potential of the next generation, and making UCS history while doing so.

Contribution from E. SOROHAN

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FUTURE OF UCS

By the time UCS celebrates its 200th birthday in 2030, it will be a thoroughly venerable institution with the accretion of two centuries’ worth of educational endeavour – and yet the school will also be fully primed for an exciting future. UCS will enter its third century with the same forwardfacing outlook that has always defined it, but also equipped with the facilities to deliver on this vision far beyond 2030 thanks to a transformational major capital project.

The project, approved by Camden Council, comprises upgrades to the Frognal site that will decisively shape the future of the school. Edd Pickering, UCS Director of Development, explains: “This was an opportunity to consider, from a strategic perspective, what school we want to be for the next 200 years; one that continues to put pupils front and centre, that helps

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them be the best versions of themselves, and that champions the creative arts.”

As such, the plans will serve to expand the performing arts provision, create a more cohesive wellbeing hub, and provide a place for Lower School pupils to find their feet and feel at home. There are two central tenets underpinning the project: the importance of investing in student wellbeing and the importance of the performing arts in a wellrounded education.

Pupil wellbeing will benefit hugely from the creation of a bespoke wellbeing centre as well as a dedicated home for the Lower School. The former will include access to counselling, nursing and GP care; meanwhile, Years 7 and 8 will have their own designated rooms and resources. For the performing

arts, there will be enhanced spaces for Music and Drama – including a dedicated music auditorium, drama studio and cafe – in order to meet pupil demand for access and so improve and expand the provision. The existing Music Department building and practice facilities will be refurbished.

“The school is outgrowing and outstripping its current facilities in size and in quality,” says Edd Pickering.

“We want to deliver facilities that reflect the size, diversity and quality of our teaching and learning. The school is in a strong financial position and the time is right to invest in our future.”

The plans, delayed by the pandemic but now expedited by planning permission, include seeing spades in the ground by the start of the 2027 summer holiday, for an expected two-year build. The hope is that the majority of the disruptive work will take place during the holidays, with every effort being made to mitigate impacts on current pupils. “There may be some temporary relocations,” adds Edd Pickering, “but obviously the academic success of pupils is of paramount importance, especially related to Public Exams.”

This state-of-the-art project will be funded through a combination of school finances, loans and philanthropy as part of the Tomorrow’s Trailblazers campaign. The school is extremely grateful for the generous support of the UCS community and Old Gowers – already a significant factor in the substantial growth of the bursary programme – and anybody interested in hearing more about the capital project or wishing to get involved (including options such as naming rights), can contact Edd Pickering on edd.pickering@ucs.org.uk.

“THIS WAS AN OPPORTUNITY TO CONSIDER, FROM A STRATEGIC PERSPECTIVE, WHAT SCHOOL WE WANT TO BE FOR THE NEXT 200 YEARS; ONE THAT CONTINUES TO PUT PUPILS FRONT AND CENTRE, THAT HELPS THEM BE THE BEST VERSIONS OF THEMSELVES, AND THAT CHAMPIONS THE CREATIVE ARTS.” EDD PICKERING UCS Director of Development

Contribution from E. PICKERING

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P U P I L S U C C E S S S TO R I E S It may be a well-worn saying that our mission at UCS is to enable students to become the very best versions of themselves – but to paraphrase Rod Stewart, it is also an epithet that we wear particularly well.

Thanks to the extensive opportunities that the school provides, both academically and in the co-curricular sphere, UCS pupils are better able to discover and pursue their passion points.

Yet any success also depends on the individual’s personal commitment, desire, belief, discipline and hard work. Talent alone won’t suffice. And so we are thrilled to highlight a number of the success stories that adorned the last academic year.

There was an 8-0 winning season for UCS’s Under-18 basketball team, who clinched the London Independent Schools Basketball Association title. Their glittering success owed much to the group’s remarkable spirit in overcoming adversity. Lower Remove pupil Roshan also cited the value of resilience, in his case honed on the golf course, after winning the Middlesex Under-16 section of the English Schools Golf Association Championship.

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“SUCCESS ALSO DEPENDS ON THE INDIVIDUAL’S PERSONAL COMMITMENT, DESIRE, BELIEF, DISCIPLINE AND HARD WORK”

Swimming is a sport that requires self-discipline and dedication; qualities you will find in the locker of Lower Remove swimmer Alex. After securing a cluster of county, regional and national medals, Alex – ranked seventh in his age group for 50m backstroke – deservedly qualified for two events at the GB Championships 2025. Another young man refusing to rest on his laurels is Sixth pupil Tyler. This gifted musician maintained his upward momentum by winning the Junior Guildhall School of Music Singing Prize, 12 months on from victory in the Voice Prize Final.

Staying in the performing arts, Sixth student Frankie landed the prize for best supporting actress in a musical at the National School Theatre Awards for her role in the Senior School musical Into the Woods. This outstanding achievement was fully merited for Frankie’s exemplary commitment and contribution to the production.

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T.S. Eliot once said, “Only those who will risk going too far can possibly find out how far one can go.” Well, the Lower School Quiz Team took a risk by entering the Schools Challenge for the first time – and were rewarded by reaching the semi-finals from a field of over 100 schools. Nor were they our only successful collective. The UCS Chess Team shone in two major national competitions, making both the British Team Chess Challenge Final and the English Schools Chess Championship Final, finishing sixth and 11th respectively.

“ONLY THOSE WHO WILL RISK GOING TOO FAR CAN POSSIBLY FIND OUT HOW FAR ONE CAN GO” Meanwhile, Year 6 chess player Ethan won all six of his games – including against the Welsh Under-12 champion – to win a regional chess tournament held in Wales.

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Also in Year 5, Ted began karting in 2023 and after early success indoors, has switched to outdoor racing.

Equipped with a Motorsport UK national licence, he participated in his biggest race yet with August’s Motorsport UK Kartmasters Grand Prix.

Lastly, a salutary tale: Irish dancer Freddy went to this year’s CRDM World Championships as a previous, three-time champion but following a short break from dancing, his approach spoke more about a healthy optimism than a winning obsession. Freddy’s fresh perspective paid dividends as the Transitus pupil not only won the senior men’s title but “enjoyed it more than I ever have before”.

Contribution from S. DAVIS T H E

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PASTO R A L

Pupil Wellbeing The pastoral programme at UCS influences and informs so much of everyday school life, both in and out of class.

Alongside the many initiatives specifically dedicated to pupil wellbeing, there are myriad other activities which help to nurture our young people’s personal development, including opportunities for pupil leadership and intramural competitions.

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Pre-Prep As we nurture the youngest pupils in the Foundation to develop successful social and emotional skills, their wellbeing is always at the forefront of the opportunities they are given, in terms of both academic and beyond the classroom. Through our carefully designed PSHE curriculum and enrichment activities, the boys are continually encouraged to be mindful in caring for themselves and others and to develop emotional literacy so that they can identify and express a range of feelings.

They are able to access the school’s ‘Wellbeing Hub’ for moments of quiet and reflection and to find valuable resources in the ‘calm box’ or ‘kimochi’ basket. Our Wellbeing Champions continue to keep a watchful eye over their peers, and the Pre-Prep Members of Parliament even designed and carried out their own pupil-led survey about wellbeing during the Autumn Term. The results were very positive, showing that all children felt safe in school and could identify their trusted adults. Dudley the wellbeing dog continues to enchant us with his regular visits, especially when they coincide with a ‘Feel Good Friday’, where pupils can socialise with their House buddies, play a range of traditional games, and munch on special snacks!

This academic year saw the return of many key initiatives at UCS. Shell pupils engaged in fantastic research in a range of areas at the Wellbeing Symposium, presenting to their peers on key topics within wellbeing. This year’s Peer Education Project was the most over-subscribed yet, and Entry pupils benefited hugely from the wisdom and openness of their Transitus peer mentors, who delivered meaningful sessions on mental health. Heart January once again exposed pupils to healthy habits and joyful exploration of what makes them healthy and fulfilled. The winners this time were awarded their very own UCS sliders.

PASTO R A L

Senior School

The year concluded with a powerful and meaningful examination of how we experience and communicate about mental health, led by the Sixth Form Union’s Wellbeing Officers.

Pupil Champion Course

“PUPILS BENEFITED HUGELY FROM THE WISDOM AND OPENNESS OF THEIR TRANSITUS PEER MENTORS, WHO DELIVERED MEANINGFUL SESSIONS ON MENTAL HEALTH”

The third edition of the Pupil Champion Course brought together Shell pupils from UCS and Year 8 girls from South Hampstead High School for a morning where they examined the importance of leadership, vulnerability, humility and empathy in today’s society.

The course was led by teachers from both schools and was leavened by impressive contributions from UCS Remove pupils. Together, the UCS and South Hampstead contingents looked at various scenarios and discussed themes such as allyship.

Contributions from S. RYAN C. ABBOTT J. LEWIS T H E

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PASTO R A L

Pupil Leadership All pupils are encouraged to lead by example at UCS; it’s a wide remit that includes the various leadership and mentoring opportunities that are available from the Pre-Prep upwards, peaking with the assorted roles and responsibilities assumed

by Sixth Formers.

Pre-Prep Our pupils have many opportunities at school to learn about leadership and responsibility, as well as to realise the importance of their voice and the rights they have as children. Our House and Vice Captains, voted for by their classmates, are responsible for counting the House points each week and presenting these in assembly. They value the independence this allows them.

This year, our Pre-Prep Members of Parliament have been busy working on our goal of becoming a UNICEF ‘Rights Respecting School’ and pupils have been learning about the Convention on the Rights of the Child, focusing on the rights that are most relevant to them. The PPMPs also introduced our ‘Feel Good Friday’ initiative this year, a chance for each House to come together every half-term and play fun, collaborative games. We are excited to continue with both of these over the next academic year.

Senior School The Sixth Form at UCS is a transformative period – academically, personally and socially. One of the most significant aspects of this shift is the opportunity for students to assume leadership roles and contribute to shaping the school’s culture.

As Transitus pupils begin to look beyond the classroom, they also start to lead. From mentoring younger pupils and launching societies, to being elected onto the Sixth Form Union, leadership at UCS comes in many forms.

Among the most formal and visible roles are those of the Monitors and the Deme Captains – two leadership teams that play a central role in school life.

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PASTO R A L

This year, more than half the year group applied for one or both of these positions, a testament to the strength of student engagement. Applicants submitted a written application and took part in interviews before the final appointments were made. The result is an exceptional group of pupil leaders, led by our Captains of Monitors, Avantika Varghese and Luka Moriarty, assisted by Vice Captains Sophia Lee-Benson and Charlie Rollo.

The Monitors represent the school in a wide range of contexts, including conducting tours, speaking at assemblies and supporting key events throughout the year.

Our Deme Captains, meanwhile, lead within their individual Demes. They take charge of each Deme’s identity and spirit, organising Deme competitions, spearheading charity fundraising efforts and helping to plan social events that bring the wider school community together.

Music Scholarship Mentoring Scheme Introduced this academic year, the Music Scholarship Mentoring Scheme is a new opportunity for pupil leadership for Senior School musicians. Music Scholars who joined the school in September were paired with an existing Music Scholar by the Director of Music – and were usually matched based on their instrument or musical interests.

The scheme was launched at a breakfast in September, designed to offer support for our new musicians and to foster leadership traits in our established musicians. We are delighted by the success of this initiative, which has inspired increasing numbers of pupils supporting each other by attending concerts, as well as a Spring Term assembly where pupils spoke about their mentor relationships and what music at UCS means to them.

Contributions from H. RITCHIE S.HAWKINS T H E

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PASTO R A L

House Competitions and Reports With their camaraderie and team spirit, our school Houses and Demes are not just family units within the larger school family – they are also a source of energy, often electrifyingly so, when the various competitions take place.

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Pre-Prep House competitions began with a musical bang as Pegasus, Sphinx, Dragon and Griffin performed in the House Singing contest. Each House impressed with their spirited and enthusiastic renditions but Griffin really wowed the judges – including the Senior School’s Captains of Monitors – and claimed victory.

Autumn Term saw the arrival of the House Daffodil Growing competition as each House planted daffodil bulbs in the Senior School allotment. Come spring, these blooms were measured amid much excitement.

Dragon ultimately prevailed, having proudly cultivated the tallest daffodil; it was a delightful celebration of teamwork, patience and Mother Nature.

The annual House Running event took place at the UCS playing fields, where exuberant pupils from Dragon, Pegasus, Sphinx and Griffin competed to run the furthest distance. Cheered on by proud parents, the children ran a collective 121.95km, yet it was Dragon who had travelled farthest of the four ensembles!

PASTO R A L

For the Swimathon, the boys donned Housecoloured hats and put their stamina to the test.

Reception swam non-stop for 10 minutes, Year 1 for 15, and Year 2 for 20, all in a bid to register the furthest distance for their House. Collectively, the pupils swam a remarkable 21.6km! And with electric energy poolside, Griffin lifted the title following a thrillingly close contest.

“THE ANNUAL HOUSE RUNNING EVENT TOOK PLACE AT THE UCS PLAYING FIELDS, WHERE EXUBERANT PUPILS FROM DRAGON, PEGASUS, SPHINX AND GRIFFIN COMPETED TO RUN THE FURTHEST DISTANCE”

Contribution from R. WHITTAKER

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Bentham House Report

Campbell House Report

What an amazing year it has been in Bentham House!

With only a few days to go until the merit totals are counted, Bentham still hope to retain the Merit Cup we so proudly won last year. The Bentham boys can also be immensely proud of all their efforts towards the Super Cup; we may have missed out on overall victory, but can take heart from our success in the House Hockey and House Debating.

It is with immense pride and pleasure that I present the end-of-year report for Campbell House. This academic year has been a testament to the boys’ unwavering dedication, teamwork and resilience, truly embodying the spirit of Campbell House.

In House meetings this year we have focused on key values we wish to embody each and every day. From considering the power of gratitude, to exploring how we can help each other, and how even small acts of kindness can have great ripple effects, Bentham pupils have never failed in their enthusiasm to share their unique insights on life. I have been notably impressed by our House Captain, Zachary Phillips, and Vice-Captain, Joshua Reiss, who have led by example, exhibiting openness, kindness and compassion to others.

Finally, I would like to thank Mr Lambe, Miss Przygoda, Mr Lanigan-O’Keeffe, Ms Li, Mrs Casey and GAP Student Calum for all their efforts this year. While I may be leaving the school and my role as Housemaster, I am confident that Bentham will continue to shine and thrive. I hope the boys have a wonderful summer and I wish them the very best for the next academic year.

J. Willis

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We have enjoyed a successful year on the sports field, celebrating victories in two major House competitions: House Rugby and House Hockey. This double success speaks volumes about the athletic talent and collaborative spirit within the cohort. We also came incredibly close to clinching the prestigious Super Cup, narrowly missing out after a valiant effort across all disciplines.

A defining characteristic of Campbell this year has been the boys’ strong sense of House pride. This is evident in their spirited participation, their support for their peers and their impeccable conduct. It has been a genuine pleasure and privilege to lead such a well-behaved and fun group. Their positive attitudes, infectious energy and willingness to engage have made this year a truly enjoyable one.

To our Campbell leavers, we wish you the very best of luck as you move on to Year 7. Your camaraderie and desire to win will be greatly missed. And remember: We are… we are… Campbell!

L.Churchill

PASTO R A L

Eve House Report

Simmons House Report

This has been a truly triumphant year for Eve House, arguably our most successful ever! We not only secured victory on Sports Day, but also proudly brought home the coveted Super Cup, a reward for winning across multiple competitions: House Football, Super Smash, Cross Country and House Chess. This year, more than ever, we embodied the spirit of ‘United in Strength’, creating countless memorable moments. One highlight came early when we cheered on Ethan Rubin, who triumphed again in House Chess (Under-11s) – his second consecutive win.

It has been a wonderful year in Simmons House.

The boys have been amazing and it has been a pleasure to spend time with such an enthusiastic group.

We also celebrate the outstanding accomplishments of Hugo Landau, Raphael Sawdaye, Magnus Young and Matteo Mandelli, who came second nationally in the IAPS basketball tournament – an incredible feat, especially with limited practice! Big congratulations also to Lucas Tong in Year 3, who placed in the national top ten for the 100m breaststroke.

Finally, a heartfelt thank you to all those who supported Eve House this year. To Mr De Caires, GAP Student Oscar, Ms McEvoy, Mr Parker and our newest addition, Mr Loong, thanks for your energy, dedication and leadership. I wish all the boys a joyful and restful summer – and look forward to welcoming back Years 3, 4 and 5 in September, refreshed, recharged and ready to write Eve’s next exciting chapter.

T. Sohota

This year, once again, we focused on the big questions. Why are we here? Who are we? What do we want to achieve? We discussed everything from Plato to cognitive heuristics. Engaging in Socratic discussions comes naturally to UCS boys and I was extremely impressed by their unique insights. We can rest assured that, even at this young age, they are pondering life’s mysteries and thinking critically about the challenges ahead of them.

Finally, I would like to thank Mr Jones, Miss Psenak, Mrs Crossley, Miss Binning and Mr Tomas-Merrills for their time and commitment. They have represented our fine House in an exemplary fashion at every opportunity. Big thanks also to Ollie Grant and Jack Avigdori for their sterling efforts as House Captains.

I hope the boys have a wonderful summer and I look forward to seeing Years 3, 4 and 5 refreshed and raring to go in September.

A. Tyson

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The Lower School House Competition House competitions are a key ingredient in the Lower School experience. Inclusivity lies at the heart of each contest, and while they often give Entry and Shell pupils the opportunity to work together and build a little friendly rivalry between the forms, taking part is indeed more important than winning. The Houses have been led by 20 inspirational captains this year, and it was fantastic to see these captains lead their charges in the first assembly of the year back in September. The Shell boys passed on some very welcome words to the incoming Entry, setting the tone for a brilliant year.

We are indebted to the teachers who have directed the various challenges or competitions, which have included: Basketball, Drama, Science, Cricket, Athletics, Taskmaster, Table Tennis, Quiz, Swimming, Pancake Flipping, Hockey, Rugby, Dance, Reading, Linguistics, Maths, Engineering and Sandcastle Building (in Devon). I will not forget the tenacity and creativity with which the boys approached the sandcastle contest, while the sense of humour displayed during the Taskmaster challenges was a joy to behold.

After a year of exciting and highly competitive action, Bonington took home the title as winners, lifting the trophy at the end-of-year assembly in celebration.

E. Roberts

Deme Competitions Deme competitions punctuate the school year with competitive spirit (healthy, of course!), camaraderie and lots of fun, as well as giving pupils the opportunity to represent their Demes in a wide range of co-curricular activities. In the Sixth Form in particular, Deme competitions provide a useful stage on which to develop and hone leadership talents, communication skills and empathy. I am very grateful to the Deme Wardens and Deme Captains who have led the Demes in every competition and to the teachers in Music, Sport, Drama and the broader co-curriculum for the time they have spent facilitating these brilliant events; without these teachers giving their time so generously, none of this would be possible.

In the Autumn and Summer Terms, Deme Song and Deme Dance enabled pupils to unleash their creativity and express themselves on stage. The performances attested to their dedication, hard work and teamwork, and were a real joy to watch. For an unprecedented third year running, Underwoods took the top spot at Deme Song, and it was Black Hawkins who boogied their way to victory in Deme Dance.

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PASTO R A L

On the sports front, rugby, football, cricket and tennis matches showcased pupils’ athletic abilities and tactical thinking.

The debating and chemistry tournaments, on the other hand, challenged intellectual might.

Deme Debating was won by Evans and Deme Chemistry clinched by Baxters in the Remove and Underwoods in the Lower Remove.

The year culminated with Sports Days in the glorious sunshine at the playing fields, with the Transitus closing out the competition in the final week of term; so these results were hot off the press at the time of writing! Pupils competed in team sports, including cricket, tennis and volleyball, as well as athletics, with victories for Underwoods in the joint Lower Remove and Remove Middle School Sports Day (the Upper Remove, of course, being occupied by GCSEs) while the Transitus Sports Day was won by Olders who triumphed in both Athletics and Cricket.

Finally, after a year packed with competition, the UCS Deme Cup 2025 was lifted by Underwoods on the last day of term.

S. Hawkins

“DEME COMPETITIONS PROVIDE A USEFUL STAGE ON WHICH TO DEVELOP AND HONE LEADERSHIP TALENTS, COMMUNICATION SKILLS AND EMPATHY”

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Academic Competitions Academic excellence pervades the classrooms and corridors of our educational Foundation – and to borrow from the Billy Joel songbook, it is a “UCS state of mind”.

There is so much added value to be wrought from the miscellaneous activities that both complement and supplement our classroom learning, including academic competitions, enrichment programmes, lectures and library access.

JB Poetry Competiton This year’s poetry competition was a roaring success.

The whole school gathered with eager anticipation and were treated to a wonderful array of lovely poems. Year 3 began the show with some poems about the senses. All three poems were delivered with immense confidence and were very entertaining. The finalists were: Tom Mountain, Josh Vinters and Veer Shankar. Veer won with his poem called ‘Your Brilliant Brain’.

Year 4 boys were next with poems about the vagaries of weather. These were read out with actions and were very dramatic. JJ Naftalin, Arlo Livingstone and Jo Jo Clarke were the finalists and Jo Jo won with his poem called ‘Thunder’s Roar’. Year 5 read out poems about holes and the depth of self within the universe. (A big topic.)

The finalists were: Hani Al-Hasan, Freddie Berman and Natan Dushnitsky. Hani won with his poem called ‘Thud, Scrape, Dig’. Lastly, Year 6 read poems about the power of the river and how it affects our lives. The finalists were: Bertie Edwards, Jack Avigdori and Josh Lewis. The winner was Bertie with his poem called ‘The Spiteful Storm’.

Contribution from S. HALL

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Your Brilliant Brain Such a sight I saw.

I held him high as he started to cry

The sparkling moon

I hugged him tight and never let go

Rising up into the sky

Such a soft baby I felt.

It lifted my heart as day turns into night

Such food I tasted.

Such a sight I saw.

A portion of spaghetti with a creamy bit of cheese

Such a sound I heard.

A calming sound rung through the air It held its note for a long time It calmed my body like I was asleep Such a sound I heard.

Pizza with some breaded fish And an ice cream roll so cold It tasted like heaven and I wanted more and more

Such a smell I smelled.

Such good food I tasted.

The sweet scent of cinnamon drifting through the air

Such a world comes in.

It took me to Christmas many moons ago

A tiny blue dot shines in the sky

Memories of trips a long time ago

With the only life we know

Such a smell I smelled.

Such a soft baby I felt.

His skin was as soft as water

You need your senses as much as your brilliant brain Such a world comes in.

VEER SHANKAR (3S)

Thunder’s Roar It came from the forests and rivers I’m sure Not that it’s there any more.

For the storm is careering towards my home It seems in this city the rain wants to roam.

Lightning strikes crackle boom This storm will surely be my doom Lightning dances all over the place then leaves without a trace The wind whistles a high-pitch tone now the city’s a no-go zone

Lightning strikes crackle boom This storm will surely be my doom The rain came to, crashing down Making sure everyone will drown The sun shattered into shards of light it had practically turned to night!

Lightning strikes crackle boom This storm will surely be my doom Zap! I was right

JO JO CLARKE (4L)

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Thud, Scrape, Dig Thud, scrape, dig, My blade slices through the dirt, my sweat, my care, My shovel, searching for something that’s not there.

The earth whimpers in protest, My dirt pile grows, But my heart sinks low, A prison of earth, Where time ticks slow.

The crater yawns wide, The wind whispers secrets of dust and clay, But my weary mind doesn’t hear what they say.

My bloodshot eyes, Taunted by the calluses on my soft, fleshy hands The sun pounds and pounds down on me, Yet still I stand, No matter how high I stand, I’ll always feel low.

My heart’s powered by negativity, The holes I dig make a cavity inside of me, I stare at happy people so solemnly.

Thud, scrape, dig, My heart runs dry, Wanting to cry, One shovel full at a time, The hole yawns wide, The earth pulls back.

Deeper still I fall inside, a part of me forever tied.

Thud, Scrape, Dig.

HANI AL-HASAN (5L)

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The Storm Thunder clapped the tsunami into a tantalising rampage While the storm - so berserk and brutal - erupted: Casting inky clouds to dominate And devour the sky.

The sea, like an antagonistic animal, Arose alarmingly from the azure abyss Abducting anything around and sending them Into a huge, light-enveloping whirlpool.

BANG! BANG! Thunder howled, infuriated and in outrage While it struck jagged blades of lightning all around.

Like an exploding firework, it crackled and fizzled, illuminating its strike Sleet blistered the air and clattered against tattered shipwrecks That had been left in the lethal tsunami’s wake.

As water cascaded down from the vessel Like blood from a wound.

It neared the land, threatening its defences

BOOM! BOOM! The sea – a possessed, wicked spirit Lurched ferocious waves forward towards the beach As it sought out its puny prey Conjuring up all of its mighty power It whirled into a wall of water summoning a salty slap Which shredded the shores Like a flickering fire it grew Licking at the buildings and looming over the towers.

As the storm maintained its INDOMITABLE state, The land retained its PERSECUTED presence: Wails echoed through the air as the malicious, Destructive predator surged and fed on its stressed and terror-stricken prey The storm raided ever onwards like a bullying pillager While the sea wrapped its tendrils around the city,

Like a racehorse, it charged to the beach

Suffocating them in misery

Radiating a rageful presence.

Famished, the ocean frothed,

The sea was a race car zooming to the shore

Trying to beckon its victims in

Suddenly recoiling like a poisonous cobra

And engulf them in a crystally mist.

It hissed shards of frosty water

The land’s fate was already sealed

That hurled like machetes through the air.

For the sea was omnipotent.

BERTIE EDWARDS (6W)

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Senior School Competitions The 2024–25 academic year has seen UCS pupils participating in a remarkable range of academic competitions, reflecting the school’s ethos of intellectual curiosity and breadth of engagement across disciplines. From essay prizes and Olympiads to coding challenges and debating contests, opportunities to extend learning beyond the curriculum have been enthusiastically embraced.

In the sciences, pupils took part in national and international competitions. Biology entrants distinguished themselves in the Senior Biology Olympiad – Yasmin Campbell achieving a Gold award to progress to the next stage of the International Biology Olympiad – and in the Biology Challenge, where a number of pupils earned medals and commendations. Chemistry pupils participated in events including the RSC Olympiad, Junior Chemistry Challenge and Senior Analyst Competition, with recognition for several teams and individuals. Physics enrichment featured entries in the Junior and Senior Physics Challenges and

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engagement with Isaac Physics materials, alongside a science fair and enrichment activities.

Mathematics competitions attracted strong involvement throughout the year groups. Pupils took part in the UKMT Senior and Intermediate Maths Challenges, the British Mathematical Olympiad and Junior Mathematical Olympiad. Many advanced to followon rounds or received certificates of merit. House Maths events and specialist preparation for university admissions further enriched pupils’ experience.

Across the humanities and social sciences, pupils also shone in numerous essay prizes and oracy-based competitions. Roman Lorello was recognised in both the Oxford Scientist schools essay competition and the Biochemical Society essay competition. Pupils entered prestigious national essay prizes such as the Phoenix (Eton Group), St John’s and Fitzwilliam (Cambridge), Erasmus, Dove and John Locke competitions. Modern Languages pupils engaged with national initiatives including the Joutes Oratoires debating competition and the Anthea Bell Translation Prize, where Ayal Schwartz secured a commendation.

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Computer Science pupils took on the Bebras Coding Challenge, Perse Team Coding Challenge and AI Olympiad, with multiple pupils gaining distinctions or school honours. Programming, robotics and coding featured heavily across age groups, including through in-house hackathons and societies.

Departments including English, Economics, History, Politics, Philosophy and Psychology offered pupils the chance to compete and reflect. Highlights included the Gunn Essay Competition, the Wharton Investment Challenge and enrichment weeks that involved internal competitions, talks and collaborative crossdisciplinary projects.

“OPPORTUNITIES TO EXTEND LEARNING BEYOND THE CURRICULUM HAVE BEEN ENTHUSIASTICALLY EMBRACED”

This broad and inclusive picture of academic competition attests to the school’s commitment to providing rich opportunities in every discipline. It also showcases the drive and intellectual ambition of UCS pupils, who continue to engage with challenge and excellence both within and beyond the classroom.

Creative and cultural subjects also enjoyed competition success. Music pupils reached the finals of the South East Schools’ Chamber Music Competition, and the History of Art Department celebrated award winners in the Hugo Chapman and Portrait Gallery Prizes. For the former, pupils received an engraved crystal paperweight in recognition of their efforts.

Contribution from T. UNDERWOOD

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Enrichment Days & Weeks Academic enrichment takes many forms across the UCS Foundation, ranging from themed days and weeks, through award programmes, workshops and trips, to weeklong collaborations between subject departments.

Pre-Prep At UCS Pre-Prep, children enjoy a wide range of enrichment opportunities that bring learning to life beyond the classroom. Throughout the year, about 3% of the curriculum is dedicated to exciting themed days and weeks such as Science Week, Earth Day, Number Day, Cultural and International Day, Black History Month and World Book Day. Pupils also benefit from a diverse programme of visitor talks, with parents and guests sharing stories and celebrations from around the world, representing 22 countries and four major religions.

Children develop a love and respect for animals through regular hands-on experiences like owl workshops, caring for our annual duckling visitors, playing with the school’s wellbeing dog Dudley, and exploring pond life and minibeasts. Additional enrichment includes life skills through the ‘This Is Me’ EDI animation project inspired by Senior School pupil Zach Norton’s phenomenal poem on diversity.

Other initiatives such as the Junior Duke programme, charity events, ‘Feel Good Fridays’ and the Rights Respecting Schools Award help to empower the boys and encourage global awareness and empathy.

Meanwhile, regular collaborations with older pupils, including reading sessions and allotment visits, enhance their learning and social experiences.

“THROUGHOUT THE YEAR, ABOUT 3% OF THE CURRICULUM IS DEDICATED TO EXCITING THEMED DAYS AND WEEKS”

Contribution from E. SZEKELY

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In October we enjoyed a carnival workshop led by everyone’s favourite person: Adrian. When we walked into the hall and were told to sit down, we all felt a rush of disappointment. Adrian was not there!

Henry Moore Foundation There are many enrichment events and activities throughout the school year. One notable enrichment activity for Year 6 pupils was a visit to the Henry Moore Foundation in Hertfordshire to learn more about his artwork. We saw many of Moore’s famous sculptures, which are often large, smooth and based on the human body, focusing on a family group. His work is known for its round shapes and natural style, often inspired by bones, stones and landscapes. He would have a large collection of flint as he thought of the objects as heads or different shapes when he closed his eyes.

We also looked at his drawings and smaller models, known as maquettes. These small models, often made of clay, wax or plaster, allowed Moore to explore and refine his ideas before creating the final bronze sculptures. We learned how Moore used simple materials such as clay and bronze to produce powerful pieces. Everyone enjoyed the trip and studying such fascinating and amazing art.

Noam Bethlehem, 6W

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Black History: Carnival Experience

Then suddenly, out of the blue, while the instructor, Danny, had her back turned, we saw a flash of feathers and Adrian walked out. We all burst out laughing at the sight of him. He was dressed in a green leopard-spot jumpsuit with a black vest underneath. But when the instructor turned around, they had a big argument, saying “What are you doing here?” followed by “No, what are you doing here?”; then they suddenly remembered that they were meant to be helping each other with the workshop.

After that, everything seemed to go so quickly.

First, we learnt some dance moves and were handed coloured scarves and then we danced. It was so much fun. After a bit, we were told to put on a funny face and then lower ourselves to the ground while shaking our hips.

Finally, Adrian told us the story of the carnival with so much emotion I felt like I was going to cry. However, you can’t leave one of Adrian’s workshops in a bad mood so as we stood up to leave, we all formed a giant conga line. Even so, all good times, sadly, have to end so we fist-bumped Adrian for what might have been the last time then left.

Ted Hall, 6T

“ADRIAN TOLD US THE STORY OF THE CARNIVAL WITH SO MUCH EMOTION I FELT LIKE I WAS GOING TO CRY”

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JB Inclusion and Diversity Workshop

Enrichment Weeks at Senior School

On Monday and Tuesday mornings, all JB children participated in our ‘Diversity & Me’ workshops organised by external provider Bigfoot Arts Education. The school’s long-term favourite workshop leader, Adrian Benn, delivered engaging and fun workshops that taught the children about diversity, inclusion, empathy, and how to stand up to discrimination and racism.

This year’s Enrichment Week schedule was as vibrant as ever, showcasing the truly interdisciplinary nature of scholarship at UCS, from partnerships between Art, DT, Classics and English to joint ventures between Computer Science, Dance and Music.

The children explored important topics and asked questions such as “What is the difference between equality and equity?”; “How do we respond to the individual needs of everyone?”; “What differences exist within our school community?”; and, most importantly, “What can we all do to support one another more effectively?”.

For both the boys and the participating staff, the workshops were a genuine celebration of everyone’s differences, as well as an opportunity to challenge prejudice and champion the power of tolerance, acceptance and kindness.

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The provision included: Modern Foreign Languages, which featured pupils such as Joseph Hayes giving a talk on ‘How French Borrowed From Latin’ to whet

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the appetite of the younger years. This was supplemented by Bachata dance classes and Matchmaking courses to cater fully to the cultural needs of UCS pupils.

Not to be outdone, Computer Science, Dance and Music formed an alliance to have pupils dancing to techno beats in the Great Hall during lunchtimes, or staging talks in the Computer Science club about recent developments in audio-visual technology in the performing arts. The crescendo of all this was a Sixth Form trip to the University of Warwick on the Friday to see the university facilities and “Computer Science in action”.

Last but not least was the week held for STEM subjects. In a collaboration between four departments, pupils were treated to pyrotechnic displays by Physics teachers, stimulated mentally by the Mental Mathematics Challenge, and made to feel squeamish when dissecting squid in Biology, before finally attending a Staff Morris lecture by Mr Edwards on ‘The Path of the Alchemists’.

MFL Enrichment Week The Modern Foreign Languages Enrichment Week was the first such week of the Senior School calendar, and truly encapsulated a cultural and linguistic melting pot. Kicking off with a Tate Britain visit for Italian and Art History students, the week unfolded with diverse events like French yoga and ‘El patrimonio cultural’ presentations.

‘Melting Pots’ sessions marked European Languages Day, and the week culminated with Sixth pupil Joseph Hayes’ Morris Lecture: ‘Into the Language Melting Pot: a Recipe for French Cultural Success?’

Contributions from

“THIS YEAR’S ENRICHMENT WEEK SCHEDULE WAS AS VIBRANT AS EVER, SHOWCASING THE TRULY INTERDISCIPLINARY NATURE OF SCHOLARSHIP AT UCS”

Upper Remove, Transitus and Sixth German students also visited a careers’ roadshow at the Goethe Institute. There, pupils attended talks and workshops on topics such as how language skills open doors in the modern marketplace, German and a career in financial services, while reflecting on the importance of learning languages and the limitations of language-learning apps and translation tools.

Throughout the week, ongoing activities included Argentine tea making, a ‘Casa de Papel’ escape room, Italian music and food history, virtual tours of Marrakesh, German cultural quizzes, studying Nena’s ‘99 Luftballons’ and various language competitions – amounting to a rich tapestry of experiences.

L. PSENAK X. POLLOCK S. HESS T H E

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Junior Morris Lectures A corollary of the enrichment programme, these mutually beneficial lectures spice up lunchtimes and involve Sixth Form students sharing knowledge with, and inspiring, the younger year groups.

Once again this year, some of our most promising pupils in the Transitus and Sixth volunteered to enrich the younger year groups as part of the Junior Morris Lecture series. Named after a former, much-loved teacher at UCS, the Junior Morris Lectures are a series of lunchtime lectures that typically run in parallel with our enrichment programme.

There are around 15 talks scheduled across the academic year, and many of these pupil contributions – on topics ranging from ‘Thucydides and the Peloponnesian War’ to ‘Glass as a Material for Future Cities’ – were honed and expanded versions of presentations given at the Transitus Academic Symposium. Thus they showcased the ability of the presenters to make complex academic research projects accessible to a young and enthusiastic audience.

The programme not only boosts the confidence and communication skills of students but also provides younger pupils with a taste of higher-level learning,

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making these sessions highly valued by participants and spectators alike. And, boy, were they enthusiastic: some talks attracted audiences of over 60 pupils, and many of the attendees used them as the basis of their own Lower School Diploma essays.

While the lectures, often organised around the various subject-specific Enrichment Weeks, are a chance for older pupils to share knowledge with, and inspire, the younger years, they also enable the presenters to prepare for their next academic steps. As one Sixth student put it: “I am extremely grateful for the opportunity to give a Junior Morris Lecture. I had a much larger audience than expected, but I thoroughly enjoyed it. And it was very helpful for distilling my thoughts prior to Oxbridge interviews.”

“THE PROGRAMME NOT ONLY BOOSTS THE CONFIDENCE AND COMMUNICATION SKILLS OF STUDENTS BUT ALSO PROVIDES YOUNGER PUPILS WITH A TASTE OF HIGHERLEVEL LEARNING”

Contribution from X. POLLOCK

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Stand Out Work The positive ethos that permeates the classrooms and corridors of UCS is certainly conducive to creativity – helping inspire exceptional work across the range of academic disciplines. We hope that the selected pieces here reveal something of the subject skills, academic excellence and intellectual curiosity that typify our pupils.

PP RAINFOREST BOOKS

Pre-Prep This year there has been an exceptional amount of standout work across the Pre-Prep, reflecting the children’s creativity, independence and enthusiasm for learning.

A particular highlight was a rainforest project in which pupils conducted their own research on the Amazon and created beautifully presented information books. These included clear headings, subheadings, diagrams, pictures and captions, thoughtfully organised with contents pages and glossaries to inform the school community about the importance of rainforest conservation.

In Literacy, the children explored the legends of King Arthur and wrote imaginative tales, skilfully using adverbial phrases, direct speech, adverbs and expanded noun phrases. They then brought their writing to life by employing AI tools to produce illustrations based on their descriptive language. In Science, a heart dissection provided pupils with a hands-on opportunity to examine the structure and function of the heart, making their learning about human anatomy both meaningful and memorable.

PP HEART DISSECTION

Contribution from R. HOLMES

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Holes This place of no sun, dark as fear Just dust and dry dirt, A restless despair, Eating his insides Through sores and blisters Who kill like a pair of demon sisters, Anticipating blood.

His hands at their mercy, Numb with pain.

The wood of the shovel, Like the steel of a blade.

Yet I still dig, this disgusting trench Quenching all hope, drowning all light.

His throat as dry as a desert, Making him cry for his very own existence.

A place of endless hours, No morning noon or night, And the light?

Just darkness here, Suffocating his mind.

Lack of water, banishing his common sense.

His skin melting, lack of water creating, A hole in his thirsty cracked hands, Blisters sucking all moisture from this crawling patched barren desert, Eyes bulging, tongue swelling, Thirst creating delusions of grandeur In this lifeless dry wasteland.

Fear stalked the deadly night sky, Striking death into people’s hearts, Crushing all below it with an iron fist.

Every page of his life just looks the same, No time, no joy, just blisters and pain.

This hole alone the size of a universe, As we crawl like insects across the black dominating space.

Digging. Digging, eternal labour.

The ropes of death tighten around my neck, The angels biding to suffocate me in this space, Like a black hole, sucking the life, Fate pulling me, dragging me to despair.

My only hope, a chance of freedom, A single star, burning bright, a guardian in the night.

Happy memories start crawling into my mind, joy scuttles in, A glimpse of light in this universe, To finish this labour before repeat.

To finish this hole, the slightest joy.

Five foot deep, five foot wide, The length of space, all the way to climb.

NATAN DUSHNITSKY (5W)

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MAX (YEAR 2)

Secret Gardens In My Mind In my mind, I have a place A secret garden, private place Hidden paths that twist and wind; This all happens in my mind.

When the world is loud and tough, My garden whispers, “That’s enough.”

It’s where I go to just be free, A secret space made just for me.

When I’m stuck or feeling small, I can climb my hidden wall; It’s my world where I can roam, A secret garden, my own home.

No one else can see inside, It’s where my biggest thoughts can hide, A magic spot that’s all my own, A secret place where I’m all alone.

ETHAN ABRAHAMS (SHELL)

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KEITH HARING INTERPRETATION (YEAR 1)

Reformation’s Ghost The sun emerges from behind a misty shield, Falling on cracked limestone columns and crumbled stone.

The windows were shattered years ago, But you can still see the traces of multicoloured angels, In flowing garments glinting on the holy ground.

You can still faintly hear the sweet sound of the organ, Drifting through the winter air as you tread carefully up the nave, Each footstep making a mark in the sacred earth.

Creepers and ivy stealthily crawl up where the altar had stood, The drowsy smell of the scented candles, That burnt out centuries ago, still lingers.

Their glow still flickers in the corner of your eye.

FELIX SAINSBURY (LOWER REMOVE)

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The Evolution and Purpose of the Umlaut The umlaut refers to vowels marked with two dots above them, such as ä (eh), ö (oo) and ü (ew). These are commonly used in languages like German, Swedish, Finnish and Turkish, and to a lesser extent in Spanish and French.

To understand how umlauts were created, you first need to know why they came into being. Germanic languages developed more vowel sounds than the Romance languages. To represent these extra sounds, Germanic languages began to move away from the Romance script by introducing new ways to write vowels. This led to the creation of the umlaut.

In English, we have vowel digraphs like rain or bread, where two vowels are used to make a single vowel sound. In a similar way, early Germanic languages tried to show more complex vowel sounds in writing.

Some Proto-Germanic languages used ligatures such as œ and æ, which were also common in Britain before the Great Vowel Shift and can still be seen in a few words today. Later, medieval scribes began placing on top of one another vowels that had previously been written side by side. This saved space on a page. For example, ö was originally written with an e above the o. Over time, that small e was simplified into two dots, which gave us the umlaut we know today.

It is important not to confuse the umlaut with the diaeresis, as seen in words like naïve. Even though they look the same, they serve different purposes. The diaeresis shows that the vowels should be pronounced separately, as in na-eeve and not nave.

So while the creation of the umlaut might seem like a lazy shortcut, with scribes turning letters into lines and then into dots, it became an essential tool in several languages. It helps to clearly denote the differences in sound and meaning that would otherwise be lost.

LUCAS JACKSON (LOWER REMOVE)

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CONRAD SINKER (REMOVE)

CHARLIE JONES (6C)

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JASON GHOLAMI (UPPER REMOVE)

THE GREAT WAVE (RECEPTION)

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KIMMY CANTRELL PROJECT (YEAR 2)

The Global Journey of ‘Pineapple’ vs ‘Ananas’ Have you ever thought why the fruit pineapple is referred to using the word ‘ananas’ in most languages? For instance, in French it’s ananas.

Likewise in Spanish. And in Russian? Ананас (ananas) again. So why do English and Spanish happen to be the major exceptions, calling the fruit ‘pineapple’ and ‘piña’ respectively? Surely they shouldn’t be so different. After all, English is a Germanic language (the other Germanic languages use ananas), and Spanish is a Romance language (the others use ananas too, while Portuguese, uniquely, has ‘abacaxi’).

Firstly, the word ananas originates from an indigenous language of Brazil: Old Tupi, spoken in the coastal regions of the south and southeast areas of Brazil. In their language, ‘nanas’ meant ‘excellent fruit’. When the pineapple was discovered by the Portuguese in the 1500s in South America, they put this word into effect, thus introducing both the fruit and its moniker to Europe.

From there, it expanded into other European languages, like French, German and Spanish, and into colonial languages around the world.

AAYAN AHMED (TRANSITUS )

On the contrary and unsurprisingly, English speakers opted for a different route. The English explorers named the fruit after how it looked, like a pine cone, and since the word ‘apple’ had already been used to describe many different kinds of fruit, they combined the two – pine and apple. This tropical fruit eventually came to be known by this pairing, and the name stuck.

The other interesting exception is Spanish.

Although some Latin American countries use ‘ananá’, particularly Argentina and Uruguay, the Castilian Spanish word is ‘piña’. This originates from the Latin ‘pinea’, also meaning pine cone, therefore sharing similar logic to English.

Presently, English and Spanish are among the few languages that do not use a variation of the word ‘ananas’ for pineapple. This underscores the influence of cultural exchange and worldwide exploration on the vocabulary of a given tongue.

The Portuguese explorers didn’t just retrieve the vocabulary of a strange new fruit; they also brought the linguistic cargo of the distant lands they visited. And in the case of pineapple, it was a case of an explorer’s fruit. Several centuries after this discovery, the word ananas is still spoken all around the world.

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Essay on Franz Kafka’s The Metamorphosis – German In Franz Kafkas Erzählung “Die Verwandlung” (1912) hat Gregor letztlich ein konfliktreiches Verhältnis zu seiner Familie. Jedoch möchten Familienmitglieder, wie seine Mutter und Schwester, ihm noch helfen, obwohl sie sich schließlich gegen ihn wenden.

Auf der einen Seite, obwohl im Lauf der Erzählung Gregor von seiner Familie entfremdet wird, möchte seine Mutter ihm noch helfen. Zum Beispiel, bettelt Gregors Mutter für sein Leben nach der Verwandlung, als er sein Zimmer verlässt und seinen Vater ärgert, weil sie ihn noch liebt. Obwohl er ein “ungeheure Ungeziefer” ist, sagt sie, dass er noch ihr “unglücklicher Sohn” ist. So zeigt Kafka, dass, obwohl Gregors Mutter sehr schwach ist, weil sie fast immer macht, was ihr Mann sagt, hat sie noch eine starke Liebe für Gregor. Das ist anders als die Aktionen von Kafkas Mutter im echten Leben. Kafka fühlte sich oft als Außenseiter in seiner Familie, aber trotz seines Versuchs, hat sie ihn nicht unterstützt.

Obwohl Gregors Mutter später Grete und Gregors Vater zuhört, als sie sagen, dass Gregor weggehen muss, versucht sie, Gregor zu unterstützen.

Gregor hat jedoch ein konfliktreiches Verhältnis zu seinem Vater. Obgleich der Vater von Gregor als schwach und “vergraben im Bett” beschrieben wird, wird er im Lauf der Erzählung als eine mächtige Figur dargestellt, die die Behörde in der Familie hat.

Es ist der Vater, die einen Apfel in Gregors Rücken wirft, und Gregor “mit dem Schwenken des Stockes” erschreckt. Obwohl Gregor vorher gearbeitet hat, um Geld für seine Familie zu gewinnen, ist nach der Verwandlung der Vater plötzlich der Hauptverdiener, wodurch er neue Macht bekommt.

Kafka nutzt das Symbol von Herr Kafkas neuer Uniform, um seine neue Autorität zu zeigen. Das Bild von seinen Stiefeln, die so groß für Gregor aussehen, zeigt vielleicht, wie seine neue Autorität

URSULA ROWE (SIXTH)

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für Gregor, einen kleinen Käfer, Gefahr bedeutet.

Der Konflikt zwischen Gregor und seinem Vater ist ähnlich wie die Beziehung zwischen Kafka und seinem Vater. Kafka war klein und oft krank, und wollte Schriftsteller werden, während Hermann Kafka sehr groß und mächtig war und wollte, dass Kafka in der Fabrik seines Onkels arbeitet. So ist das Thema der Vater-Sohn Konflikt ein zentrales Thema in “Die Verwandlung”, und vielleicht war es in Kafkas eigenes Leben auch so.

Gregors Beziehung zu Grete ist erst sehr liebevoll, aber später wird es konfliktreich, weil sie ihn hasst.

Ihr Hass ist vielleicht von ihrer Familie beeinflusst, weil sie Gregor wie ein Tier handeln. Am Anfang der Erzählung ist Gretes und Gregors Beziehung sehr eng, und Gregor will sie zu einem Konservatorium schicken, weil das ihr Traum ist. Als Gregor wird in einen Käfer verwandelt, bringt Grete ihm seinen Lieblingsgetränk, Milch mit Weißbrot Stückchen, und später “halbverfaulten Gemüse”, weil sie versteht, dass er das braucht. Als jedoch Gregor länger verwandelt bleibt, wird sie ganz wütend, ballt ihre Faust, und sagt endlich, dass Gregor, der sie als “es” bezeichnet, weggehen muss. Das Symbol der Faust zeigt ihren Ärger und Hass auf Gregor, als er immer mehr grotesk und wie ein Tier wird. Die Figur von Grete ist vielleicht von Kafkas Schwester Ottla beeinflusst. Obwohl sie eine enge Beziehung hatten, hat Ottla Kafkas Vater zugestimmt, dass Kafka mehr in der Fabrik seines Onkels arbeiten sollte, obwohl er dann keine Zeit zum Schreiben haben würde.

So zeigt Kafka, wie Gregors Beziehungen zu seiner Familie auch “verwandelt”.

Deshalb finde ich, dass, obwohl Gregors Verhältnis zu seiner Familie nicht immer konfliktreich ist, weil es sich zwischen den Figuren ändert, ist es überwiegend konfliktreich

ACADEMIC

JADE (SIXTH)

Champagne The cork pops, a bullet Through thick air, a full room The crackling nectar douses your throat Your coat of sable fur, slashes your knees This is all; you’ve earned this.

Cameras, the glamour, the bright lights They stammer your name as it leaves their lips Back to you like a god, a god, Amongst mortal seas of nameless Walk across them, they part At your motion You are a notion.

This is all you wanted.

The flashes leave white spots on your cheeks You breathe, the skin tucked under your ribs For the lenses. They scream for you, arm up, leg forth, marionette The curtains are gone, the spotlight on, They see you We see you, your name back to your ears, They know you, you Wanted this, right?

The party after, the lights are heavy, the bottle Drips, hollow, they keep taking your hands, shaking Them, their names, their being Wash over you; Lethe water.

Gold beads adorn the cavern of your glass, catching glistens of the dim glow, walls pulsating, saturated with sound, And thick and dense and heavy and Suffocating, inhale Gasp for something Exhale everything The room, the walls, the people A carousel Spinning too quickly You want to get off You’re not having fun Please, no more, no more.

A tear joins the bead in your cup Just one, just one I thought you wanted this.

LEO NECKERMANN (SIXTH)

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In the Library The purpose and function of a school library far exceeds the simple provision of, and borrowing of, books. As well as promoting reading for pleasure, it supports pupils’ teaching and learning, and provides a range of events, opportunities and resources.

Pre-Prep The library at the Pre-Prep continues to be a warm and welcoming space for our pupils and reflects our continuous cycle of learning and whole-school foci.

The boys gather here to enrich their knowledge and pursue their passion for reading. It is also an area where work produced by each year group is celebrated and its bookshelves provide a safe home to our beloved learning dinosaurs and kimochis.

JB World Book Day World Book Day 2025 was spectacular. Steve Cole came into school overflowing with storytelling energy. He spoke to all the classes at some time or other during the course of the day and made up stories on the spot. He was great. As usual, there was a super array of activities set up throughout the morning, from drawing beautiful line pictures with Mrs Crossley in Year 3 to making up short stories and illustrating the front cover. It was all beautifully relaxed, and a pleasure to see the boys enjoying book-related work. Oh, and not to forget all the weird and wonderful costumes on display.

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Senior School The role of the library is to support the teaching and learning needs of our pupils and staff and to promote reading for pleasure. Many resources are online and available for users to access remotely.

Physical books are naturally confined to the library, so in a new departure this year we decided to take the books out to the pupils. Pride Month and Black History Month were both celebrated with ‘pop-up’ libraries in the Great Hall, and smaller, subject-related pop-up libraries have also ‘popped up’ throughout the year.

Another new initiative was a Bios course for Transitus and Sixth, encouraging pupils to try unfamiliar authors from around the world. This was enjoyed by all involved, and one pupil even credited the course with inspiring her to read again after a long reading hiatus!

“PHYSICAL BOOKS ARE NATURALLY CONFINED TO THE LIBRARY, SO IN A NEW DEPARTURE THIS YEAR WE DECIDED TO TAKE THE BOOKS OUT TO THE PUPILS”

Finally, World Book Day is always a highlight of the library year, marked with fun and competitions with a pleasingly high standard of entries.

Contributions from M. HARLACE S. HALL P. DAVISON T H E

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Guest Speakers The bespoke nature of a UCS education requires a wide provision of co-curricular opportunities such as clubs, performing arts, sport and the Duke of Edinburgh’s Award, which dovetail nicely with our pupils’ academic endeavours.

Ideally, these are spaces or activities in which the individual can grow and flourish while also discovering or consolidating a particular passion.

Pre-Prep We are delighted to host a variety of inspiring guest speakers at UCS Pre-Prep. Parents share their unique religious days, customs and traditions, enriching our understanding of diverse cultures. A visiting dentist emphasised the importance of oral hygiene, making healthy smiles a top priority. During Science Week, Little House of Science introduced us to the fascinating concepts of ‘Adapting and Changing’.

Lanisha Butterfield, author of the enchanting book Flowerblock, captivated our young listeners and encouraged us to create gardens in any space available.

Lastly, Dudley, our wellbeing dog, brings joy and comfort to everyone on his regular visits, as do the chicks. All these experiences truly enrich our school community.

N. Watt

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Pep the Poet In late September, David Anderson (aka Pep the Poet) visited UCS to give Year 6 inspiration for the poetry competition.

He came in and helped the Year 6s for a whole triple period. He mostly talked about how we could improve our poetry and read us some of his own work to give us inspiration for how to start a poem. Then he asked us to write the beginning of a poem about a puddle, as water was our subject for the poetry competition. He then called four people to the stage and brought them up to perform one of his poems called ‘The Bubble Rap’. He was very amusing and fun because of how interactive and funny he was. Even though we might not, I hope that I can work with him again one day.

Ollie Grant & Jake Joffe-Hamori, 6J

Helder Silva The Junior Branch was abuzz with excitement as pupils enjoyed an unforgettable visit from Helder Silva, an amputee footballer whose story is as inspiring as his skills on the pitch. Helder, a key player in England’s historic 2023 Nations League victory, shared his incredible journey of turning passion into a remarkable career.

During a captivating assembly, Helder recounted his experience of losing his left leg to cancer at age 12. Far from dimming his love for football, this challenge fuelled his determination. He went on to play for the England amputee football team, demonstrating the power of resilience and the limitless potential of the human spirit. He took time to elaborate on the specific rules of this version of the game: except for the goalkeeper, everybody on the field plays using crutches. Our boys were fascinated!

“THE STAFF STOOD BY AND WATCHED AS THE PLAYGROUND WAS FILLED WITH THE CRACKLING SOUNDS OF LAUGHTER AND CHEERS” The highlight of the day was undoubtedly break time. The boys were thrilled to have the opportunity to play football alongside a national champion. Helder joined them on the pitch, generously sharing tips, performing skills and radiating an infectious enthusiasm for the game.

Meanwhile, the staff stood by and watched as the playground was filled with the crackling sounds of laughter and cheers.

Helder’s visit was more than just a fun afternoon; it was a lesson in perseverance, determination and the power of positive thinking. He showed our pupils that challenges can be overcome and dreams can be achieved with passion and hard work.

S. Davis

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Ian Anderson

the development of new surgical interventions and technologies, and writing for medical dramas.

Around 100 pupils gathered in UCS’s Great Hall to hear consultant neurosurgeon Ian Anderson’s talk entitled ‘It IS Brain Surgery’. Ian spoke about the diverse surgeries he has carried out (with graphic and at times stomach-churning videos including the clamping of an aneurysm), his pathway through medicine, and the diverse roles he has undertaken throughout his career – including principal investigator in several high-profile research pieces,

The audience was captivated, and the ensuing questions ran well over the hour we had advertised for the talk; a sizeable group remaining behind to further quiz Mr Anderson on the challenges of his career, the emotional burden of any errors in such a high-stakes job, and to seek tips on how to emulate such a career. Mr Anderson was hugely impressed by the quality of the audience, in both their responsiveness and the intelligence and insight of their questions, and wished pupils the very best as they embark on their own diverse studies and career paths, armed with a new awareness of an extraordinary field.

C. Hawes

“THE AUDIENCE WAS CAPTIVATED, AND THE ENSUING QUESTIONS RAN WELL OVER THE HOUR WE HAD ADVERTISED FOR THE TALK”

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Personally, the most interesting part of Prof.

Giavatto’s talk were the insight he gave us into the Stoic concept of bodies, the physical forms that everything that truly exists must take, and the idea of humans having four personae – elements of our being – which define who we are. Overall, the UCS Classics Society were incredibly grateful to be imparted with even a small amount of Professor Giavatto’s immense knowledge.

Professor Angelo Giavatto On the first Monday after the May half-term, UCS Classics Society had the privilege of being addressed by Professor Angelo Giavatto from the University of Nantes for the second time in two years. Prof. Giavatto enlightened us on the Stoic school of philosophy by examining specific passages from Marcus Aurelius’ work Meditations.

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As Prof. Giavatto gave us the passages in the original Greek and we translated them together, we understood how a Roman Emperor in the 2nd century AD applied to his own life a school of philosophy that had originated in Classical Athens.

Edoardo Saxby, Transitus

“THE UCS CLASSICS SOCIETY WERE INCREDIBLY GRATEFUL TO BE IMPARTED WITH EVEN A SMALL AMOUNT OF PROFESSOR GIAVATTO’S IMMENSE KNOWLEDGE”

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Computer Science From Pre-Prep through to Senior School, Computer Science is an exciting part of both the curriculum and the co-curriculum. It encompasses such a wide range of activities, whether that’s our youngest pupils exploring coding for the first time or Public Exam students excelling in high-level national challenges.

Pre-Prep At UCS Pre-Prep, computing is an exciting, hands-on part of the curriculum. Children explore coding through Espresso and Scratch, becoming familiar with key terms such as algorithms, debugging, decomposition, and using flowcharts. They enjoy using Bee-Bots and Spheros to apply these skills in practical ways.

Special events, such as Coding Week and Safer Internet Day, further enrich their learning. Pupils also complete creative projects, including designing animations and using AI tools like Canva to build imaginative treasure islands. Through these activities, children develop confidence in technology, problem-solving and digital creativity in a fun, age-appropriate environment.

“CHILDREN EXPLORE CODING THROUGH ESPRESSO AND SCRATCH, BECOMING FAMILIAR WITH KEY TERMS”

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The Computer Science co-curricular programme has continued to thrive, with a wide range of activities led enthusiastically by our talented A Level and GCSE pupils. Guy Levy and Ruben Sinanyan in Transitus have done an excellent job maintaining the success of our pupil-led Computer Science magazine, Cryptic. Two more editions were published this year, featuring insightful articles on the latest developments and challenges in artificial intelligence and other emerging technologies.

In November, a large number of pupils from Entry, Shell and those studying Computer Science at GCSE and A Level took part in the annual UK Bebras Challenge. Many achieved outstanding results, with several earning gold certificates for placing in the top 10% nationally. The second round, the Bebras Coding Challenge, brought even more impressive performances. A special congratulations goes to Arthur Lardieg in Upper Remove, who gained full marks in the Trailblazers level, the most difficult tier of the competition.

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Senior School

This year also marked the launch of our brandnew Computer Building Club, run by Henrik Singh and Jake Portnoi in Upper Remove for pupils in Lower and Middle School. Participants explored the inner workings of computers by selecting, ordering and assembling components to build fully functioning desktop PCs – an exciting and handson introduction to hardware engineering.

“PUPILS HAVE SHARPENED THEIR SKILLS IN PYTHON, JAVASCRIPT AND HTML WHILE PREPARING FOR COMPETITIONS”

The ever-popular Computer Science Breakfast Club has flourished too. Here, Lower School pupils enjoy a hot chocolate and pastry while learning about topics such as binary, cybersecurity and AI, all taught by our A Level and GCSE students.

Our Competitive Programming Club has also remained a favourite. Pupils have sharpened their skills in Python, JavaScript and HTML while preparing for competitions like the Bebras and Perse Coding Challenges.

Contributions from E. SZEKELY C. SPENCE-HILL T H E

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The Duke of Edinburgh’s Award The ever-popular Duke of Edinburgh’s Award is a proving ground for UCS pupils from Lower Remove, Remove and Transitus to develop and diversify while also presenting them with opportunities to live out the school community’s key values: namely, resourcefulness, responsibility, relationships and resilience.

Every year, UCS welcomes a new cohort of participants to the Duke of Edinburgh’s Award, an internationally recognised and enriching programme focused on young people’s personal development and celebrating not just their contributions towards their own individual growth but also those that they make to their communities.

With the tagline ‘Youth Without Limits’, participants in the award must shape and drive their own programmes, by either developing mastery in an existing interest or trying something new across three thematic areas – the Volunteering, Physical and Skill sections. This year, we welcomed 100 Lower Remove boys, 43 Remove boys and 22 Transitus pupils, who formed our cohorts for the Bronze, Silver and Gold Awards respectively.

These groups embodied the spirit of the award in the diversity and ambition of their programme design.

From coaching youth football teams and volunteering in charity shops to working with the NHS and City Hall youth voice programmes, UCS pupils made a mark on the local and regional community. With outstanding creative endeavours in Drama, Music and Sport, our boys comfortably meet the requirements for the Skill and Physical sections. However, some chose to branch out further, exploring subjects such as astronomy, cooking and baking, coding, fencing, golf, and much more.

“THE DUKE OF EDINBURGH SILVER ENCOURAGED ME TO WORK WITH PEOPLE THAT I DO NOT USUALLY WORK WITH IN PLANNING TO BE SELF-SUFFICIENT FOR THREE DAYS. I HAD THE OPPORTUNITY TO DEVELOP MY PLANNING, NAVIGATING AND TEAMWORK SKILLS WHILST HAVING LOTS OF FUN OUTSIDE” FREDDIE CHUBB, REMOVE Silver Award participant

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Our Bronze Expeditions in the Stony Stratford area of Northamptonshire pitted pupils against the elements during a two-day, one-night camping residential trip, featuring two 12km hikes through wheat fields, past herds of sheep and cattle, and across the green and pleasant English countryside.

Our Silver adventurers took to the Chilterns, hiking around the Chesham area and from High Wycombe to Henley-on-Thames, all while enduring scorching conditions with characteristic positivity and camaraderie. We look forward to hearing the tale of our Gold cohort and their summer treks through the Peak District and Wales’ Brecon Beacons.

Striving to achieve any level of the Duke of Edinburgh’s Award is one of the best distillations of our community’s values: the responsibility for shaping and meeting your own programme requirements; the resourcefulness needed to seek out the most enriching and valuable opportunities; the relationships you build with peers and your community along the way; and the necessary resilience to stick with tough, seemingly insurmountable challenges and come out the other side having accomplished something extraordinary for yourself with a group of close friends. It is a highlight of every year, and we look forward to inducting a fresh intake in September.

We thank everyone for the great work put in this past year, as well as all staff, family members and community supporters who have made this possible.

“THE BEST PART OF DOFE WAS VOLUNTEERING AT HIGHGATE RANGERS FOOTBALL CLUB, AND HELPING COACH THE UNDER-8S EVERY SUNDAY. I SET UP PITCHES, ORGANISED EQUIPMENT, AND PLAYED IN GOAL DURING MATCHES. IT WAS REALLY REWARDING TO SEE THE KIDS IMPROVE EACH WEEK AND KNOW THAT I CONTRIBUTED TO THEIR PROGRESS” FELIX SALISBURY, LOWER REMOVE Bronze Award participant

Contribution from M. EDWARDS

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The Benefit of Clubs Clubs and societies form part of the school’s wider curriculum, with pupils encouraged to engage in the broader life of the school by getting actively involved and taking the lead.

Whatever the club – and it could be anything from STEM to Dungeons and Dragons – pupil participation nurtures essential character traits and positively impacts on wellbeing.

Pre-Prep At the Pre-Prep, the boys enjoy a wide range of extracurricular activities, both before and after school.

There is a real buzz each morning as they come to school and eagerly make their way to the plethora of clubs on offer. This fantastic array of activities supports the boys in developing a range of co-curricular skills, from problem-solving in STEAM club to precision and control in Taekwondo and Fencing.

While long-standing clubs such as Cookery, Choir and Construction prove as popular as ever, this year has seen exciting new additions to the club roster, including Mini Engineers and the Nature and Wildlife Club. The latter contingent have been busy maintaining the school wormery, creating sun catchers to celebrate the summer solstice, planting edible flowers, and even transforming the eco-garden into a bird restaurant! In Mini Engineering, the boys have evolved into engineers of the future, building marble runs and their very own mixed-material cities.

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Pupils access a rich array of around 155 clubs and societies in the Senior School, from academic groups such as debating and Model United Nations and subject-specific societies like STEM Breakfast and the Psychology Magazine, to creative, cultural, wellbeing and environmental institutions, which together form part of our programme of personal development.

Junior Branch The JB runs a full and eclectic programme of extra-curricular activities encouraging boys to discover new experiences, known to be so fundamental to children’s wellbeing. Besides the provision of clubs reflecting teachers’ and boys’ passions, we offer a large and diverse number of clubs operated by external professionals.

Club provision is also evolving, seasonal in nature – think Football Club – or involves boys working along a trajectory, such as Taekwon Do and LAMDA. The JB also has a Scouting Division, with opportunities to be a Beaver or a Cub Scout.

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Senior School

Pupils are now registered when they attend clubs and societies, enabling Form Tutors to track their charges’ engagement in broader school life and, when necessary, encourage them towards opportunities. This development has also led to the establishment of new clubs, including Dungeons and Dragons for the Lower School, an offering the ISI Inspectors were particularly taken with.

Pupil participation nurtures essential character traits, including collaboration, persistence, resilience, confidence and self-discipline. Pupils also gain leadership experience by launching and running their own societies; hence we offer such wonderful groups as the Charity Crochet and F1 societies. All told, this promotes responsibility, independent learning and a sense of agency.

Chess plays a daily part in school life with three dedicated clubs; boys enter and perform highly in national competitions. Creatively, from Art to Ceramics, 3D Printing and Sketching, pupils also experience new arts and crafts. Students are offered drama, LAMDA (with examinations onsite), Film Making and Animation, too, as well as various IT-based clubs like Coding, VR, Programmable Robotics and MinecraftEdu.

Contributions from P. MCINTOSH S. HAWKINS P. CASEY T H E

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School Trips Trips are vitally important accompaniments to pupils’ classroom learning, allowing them to make real-world connections to their academic lessons. Visiting museums, galleries or science centres can cast a whole new light on a subject, while outdoor learning experiences will typically blend academic growth with personal development and teamwork.

Pre-Prep Trips At the Pre-Prep, trips offer valuable learning experiences beyond the classroom. They help our youngest students connect academic concepts with real-world settings, spark curiosity and foster a deeper understanding of their classroom learning, all while creating lasting memories. Recently, our Reception boys enjoyed a delightful day at Camley Street Natural Park, where they enthusiastically engaged in pond dipping and hunting for mini beasts.

Year 1 pupils had a fantastic visit to Belmont Farm, complementing their Food and Farming topic. They delighted in feeding and petting the animals, gaining hands-on experience and a greater awareness of where their food comes from.

Year 2 boys embarked on an inspiring adventure at the Roald Dahl Children’s Gallery. Here, they immersed themselves in the magical world of Roald Dahl’s books, exploring his stories and marvelling at the imaginative interactive exhibits.

C. Carter

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First we headed through the main gates of the Tower of London and heard a story about the ravens, followed by one about a priest who escaped with an orange. Then we talked about the princes in the tower. After the stories, we went to see the crown jewels which, assembled from all across the globe, shone spectacularly. Group one went up the Bloody Tower next, where there were torture devices and where the abovementioned princes were last seen. Afterwards we visited the white tower in the middle, finding horse armour, samurai armour, swords and guns. Additionally, there were a few games at the top, such as an archery game and a sword game. As we subsequently scaled down the steep steps, we felt a grumble in our stomachs; it was lunchtime...

The most enjoyable story I heard was about the ravens. It’s said that there was a king (the size of the shard!) at a time of war between England and Ireland. The king arranged for his sister to marry the king of Ireland. Peace prevailed until the English king heard that his sister was being treated very poorly; so he ordered his men to cross the Channel to Ireland. Once the English king (walking through the sea!) and his men reached Ireland, the two kings faced off and the English one killed the Irish, only to be stabbed with a poisoned spear. As the English king knew he was going to die, he asked his men to take his body back to England; however, because he was so big, they decided to bring only his head back. Magically, the head came to life and started talking. A few years later, he decided he wanted to be buried facing the Thames so that he could spot danger if anyone invaded by water. Moreover, it’s believed that the ravens are his eyes and he’s still watching for an attack; and if these birds ever leave, the Tower of London might fall into ruin!

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JB Tower of London

JB Ski Trip The morning we left, I got up at 4am to catch our coach. Eventually, we arrived at Heathrow and we got through security quite quickly. However, there were a couple of delays, resulting in a total delay of around two hours. The flight to Milan was one hour and 50 minutes, and upon arrival we boarded a coach to the mountains, a three-hour journey.

We had a brief stop for a toilet break. When we got there, we tested our ski kit, played a bit and then went to bed.

The first morning was very busy because it was our first day of skiing, so we had breakfast at 8am and then got into our ski kit and started skiing for an hour and a half. For lunch, we had pasta.

After that, we skied for another four hours, then played, had dinner and went to bed. The rest of the days were mostly the same, but we also had a few special events such as Movie Night (we watched The Lion King), Quiz Night (multiple choice, 100 questions) and Clean Up Challenge (we had to make our rooms as tidy as possible – and our room won!).

Lastly, there was the final day of skiing where we received our booklets. Returning from Italy was mostly the same as the way there, and eventually we arrived back home with our parents.

Raphael Esfandi, 6C Victor Livingstone, 4S

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Senior School Trips I am very proud of the range of trips and visits on offer at the Senior School and grateful to the staff whose generosity and effort in organising them make this possible. Every year, the Senior School runs over 100 trips, ranging from local community expeditions to long residential trips abroad.

School trips offer invaluable learning experiences that extend beyond the classroom. They enable us to provide pupils with real-world connections to their academic learning, often making topics more engaging and meaningful. Visiting museums, galleries or science centres enhances understanding and sparks curiosity.

Beyond this, trips also help to develop life skills such as independence, teamwork and problem-solving.

They create opportunities for pupils to bond with each other and their teachers in different environments, strengthening relationships which transfer back to school life. For example, I regularly have the fortune to chat to pupils I’ve never had the chance to teach, but who I learnt to ski with!

S. Hawkins

Greece Trip Our school trip to Greece began with an afternoon flight to Athens. After landing, we headed to Sounion for a delicious Greek salad and lamb, before passing the Temple of Poseidon on our way to the hotel.

The next day, after a great cooked breakfast, we took the metro to the Theatre of Dionysus at the foot of the Acropolis. It was a very significant theatre, comparable to the one at Epidaurus. From there, we walked up the hill onto the Acropolis, where there was an incredible view of the city. We were given time to walk around to see the temples, the biggest of which is the iconic Parthenon.

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Our journey continued to the Pnyx hill, the site of ancient Athenian democracy, and then to the Agora, the city’s commercial heart. After lunch, we visited the Acropolis Museum to see artefacts and restored metopes before heading to Delphi. Once there, we took a short walk to a restaurant and enjoyed a lovely dish of orzo and pork in tomato sauce.

Visiting Delphi was my personal highlight of the trip.

It was the religious centre of ancient Greece; people would come from around the world to seek advice or guidance from the Oracle of Apollo. These were, in my opinion, the best ruins that we saw – they were built on a steep hill, with an impressive Stadion at the top where they held the Pythian games every four years (named after Python, the mythical monster which Apollo supposedly slew at Delphi).

The museum was a short walk away. It contained many artefacts from treasuries that different city states and kingdoms had installed there to show off their wealth and make offerings to Apollo.

Our busiest day began at the archaeological site of Olympia, where the ancient Olympics were held.

We saw the Stadion and the ruins of the Temple of Zeus, largely destroyed by an earthquake. When we visited the Stadion, Mr McAra, Mr Beard and Mr Pollock had a 100m race, which was great fun.

Then we coached it to Tolo and stayed the night.

There we had my favourite meal of the trip: Greek salad and fried cheese as a starter, followed by a platter of some of the best chicken, pork and lamb I’ve ever eaten!

On our final morning, we visited Epidaurus, home to a remarkably preserved ancient theatre known for its incredible acoustics. The site also included the Sanctuary of Asklepios, the god of healing, where people sought cures. That was our last stop; then came the long voyage home after a fantastic trip to take in some of the most amazing sites of ancient Greece.

The trip was great fun – both enjoyable and informative – and I learnt so much about the Ancient Greeks. I would like to thank the Classics Department, and especially Mr McAra, for organising it. I am already looking forward to next year’s sequel!

Charlie Howard, Remove

“THE TRIP WAS GREAT FUN – BOTH ENJOYABLE AND INFORMATIVE – AND I LEARNT SO MUCH ABOUT THE ANCIENT GREEKS”

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There were a couple of mosaics, which is interesting because these are quintessentially Roman rather than Greek. It turns out that a Greek conqueror had invaded the site and destroyed some of the buildings, and that during the time of Augustus the Romans restored some of the parts most damaged during the occupation. After a buffet lunch, we journeyed to Mycenae, the home of Agamemnon, king of kings, one of the main characters in Homer’s Iliad. The site is located on top of a hill, affording a stunning view of olive groves and the picturesque Greek countryside.

Ski Trip to Sestriere At the start of the Easter break, 95 pupils from the Lower and Middle Schools set off for a week of skiing in the Italian Alps. Blessed with glorious weather and even a day of fresh powder, the group enjoyed ideal conditions that made the trip especially memorable.

Athletes had used our accommodation during the 2006 Winter Olympics, which were staged in and around Turin, offering a unique opportunity to experience the same facilities that once hosted Olympians.

Each day included at least five hours on the slopes, but the energy didn’t stop there. The group also fully used the local sports centre, which even held our annual quiz night. Off the slopes, a highlight for many was visiting the local creperie – so much so that the owners remarked that the boys were their favourite group of the entire season!

We returned to Frognal thoroughly exhausted but having had a fantastic week, forming new friendships, making lasting memories, and leaving a superb impression on everyone we met.

A. Wilkes

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Entry Trip to Skern Lodge Pupils frequently cite the Skern Lodge trip as the highlight of their time with us when at the end of their Lower School careers. With four days of guaranteed Devon sunshine, endless activities on offer (surfing, rafting, climbing, abseiling, archery, tunnels, zip line, assault course and high ropes) and a great camaraderie from start to finish, it is easy to see why. This year proved no different, and it was fantastic to see the boys get on so well with each other for the entirety of our stay.

There is a spirit about this year’s group that often impresses me. They supported each other when they found the activities challenging, and they celebrated the various successes in style. The group were short on sleep when we returned, but they were not short of memories, which they will keep for the rest of their lives.

E. Roberts

“THEY SUPPORTED EACH OTHER WHEN THEY FOUND THE ACTIVITIES CHALLENGING, AND THEY CELEBRATED THE VARIOUS SUCCESSES IN STYLE”

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Shell Science Trip to Amsterdam A total of 27 Shell boys and four staff visited the premier science institutions of North Holland as part of the inaugural Lower School Science trip to Amsterdam in the Netherlands. From hands-on exhibits at the NEMO Science Museum in central Amsterdam and the ESA Space Expo, to the intricate workings of Biology at Artis Micropia, CORPUS and Body Worlds, our boys had a fun and enriching trip.

It wasn’t all STEM-focused, though – we managed to fit in a trip to the Johan Cruyff Arena, an earlyevening swing from the A’DAM Lookout at sunset, and even a brief kickabout in a local park. The trip was an excellent opportunity for boys from different forms to come together, share enthusiasm and enjoyment of STEM subjects, build stronger bonds, and make new friends across a common passion.

M. Edwards

Remove Geography Trip to Iceland The recent Lower Remove Physics trip to Iceland offered an unforgettable experience, as 21 pupils witnessed the island’s breathtaking geological wonders. From the striking black sand beaches to the majestic cascade of Skógafoss, every vista served as testament to nature’s raw power. Our journey along the south shore culminated in a unique venture behind the Seljalandsfoss waterfall, a refreshing, albeit damp, conclusion to a day of exploration.

The Transitus Biology trip to Juniper Hall was an immersive and dynamic experience that deeply enriched the students’ understanding of the natural world. Far beyond textbook learning, the excursion was packed with hands-on investigations, allowing them to engage actively with diverse ecosystems. From meticulous woodland surveys where they identified various plant and animal species in their natural habitats, to detailed river investigations that explored aquatic biodiversity and water quality, every activity was designed for the practical application of biological concepts.

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Transitus Biology Trip to Juniper Hall

Among the many memorable moments, finding tiny mammals like voles and shrews using humane trapping methods provided an exciting insight into wildlife population studies. The trip fostered a strong sense of camaraderie, too, highlighted by a lively campfire under the stars and an exhilarating football match, demonstrating how valuable outdoor learning experiences blend academic growth with personal development and teamwork.

For any geographer, the Sólheimajökull Glacier was a compelling highlight, showcasing the dynamic forces shaping our planet. The aweinspiring Thingvellir National Park, with its dramatic rift valley, marked a poignant final stop on the Golden Circle tour, perfectly encapsulating Iceland’s volcanic heart. This trip truly brought the power of volcanoes and glaciers to life.

M. Edwards

A. Wilkes

“FOR ANY GEOGRAPHER, THE SÓLHEIMAJÖKULL GLACIER WAS A COMPELLING HIGHLIGHT, SHOWCASING THE DYNAMIC FORCES SHAPING OUR PLANET”

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Drama

Pre-Prep Productions

This year’s dramatic output was truly impressive with remarkable productions in all three schools of the UCS Foundation, involving multiple year groups and including recognition from the National School Theatre Awards. A UCS contingent also made the annual trek to the Edinburgh Festival Fringe to debut a play written in collaboration with pupils.

It has been a delight to discover the vast array of theatrical talent exhibited by the Pre-Prep boys in our theatrical productions.

From viola playing to breakdancing, terrifying villains and courageous legendary heroes, our pupils brought incredibly creative energy to their performances. Our new Reception boys immensely enjoyed their first production by giving confident cameos as dancing cobras and magical birds in the Seasonal Production of Aladdin.

The Summer Production of King Arthur and the Sword and the Stone inspired some fantastic prop making from our boys; especially from the Nightingales who wanted to make their portrayal of the Orkney Clan as realistic as possible. The audience were also wowed by some beautiful singing solos including a brave appearance under the spotlights from Daniel as King Arthur and a stunning viola rendition of ‘Excalibur’ by Ethan.

S. Pateman

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Junior Branch Productions Black Box This year’s Black Box was a one-act play that was ‘knitted’ together from several scripts and adapted for the Black Box format.

It was a complex piece of drama telling the story of a boy named Stanley Yelnats, who is subjected to a series of unfortunate events throughout his life. He blames his misfortune on his no-good, pig-stealing great-great-grandfather. It’s a long and intriguing story that spans three generations of the Yelnats family. We have been reading and studying the book in class, and the boys have loved it. All three classes rose to the occasion magnificently.

Of course, there were some very anxious children waiting to perform backstage, but once they were through the curtains and on to the stage, their nerves seemed to vanish. Well done to everyone in Year 5 for all their hard work learning lines and remembering cues.

S. Hall

Wind in the Willows At the start of Year 6, our form were given their roles. I was Toad 4; there were four Toads because it’s not possible to learn all those lines! There were also four Rats, four Moles and three Badgers. I was excited but knew I had a lot of lines to learn.

However, Toad 4 seemed like the right fit; I was comfortable with my role.

This was the JB’s biggest production yet. We were all very nervous but we pushed through and soon reached the middle of Act One. Once we were in the flow of the play, everything was OK. Act Two was my big bit, Toad 4 being the main character here. We all worked together on stage to keep the story flowing, even when one of my friends accidentally brought out my costume inside out!

Before we knew it, it was over. Time to take a bow.

As I walked onstage for the last time at the JB, I was filled with mixed emotions: happy that my last play at this school had gone well, sad that it was my last play, and a bit clueless about what to do now the play and rehearsals were over.

I’m happy knowing that the play, and my part, couldn’t have gone any better. Everything was just perfect.

Gabriel Danon, 6C

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Senior School Productions This has been a remarkable year for Drama and Dance at UCS, marked by ambition, maturity and creativity from pupils in all year groups. Our whole school musical, Into the Woods, was a tremendous success; a production that brought together pupils from across the school in a display of excellent musical theatre performance and ensemble storytelling of Sondheim’s incredibly complex masterpiece. This production was highly lauded by the prestigious National School Theatre Awards; the company received a nomination for Best Musical and won Best Supporting Actress for Frankie Hervey in her role as the witch.

Our Middle School Production of Burying Your Brother in the Pavement took place in March, and it was a deeply poignant tale of adolescence, grief and family. Meanwhile, the Lower School production of Private Peaceful in May showcased the emotional maturity of the youngest members of the Senior School, a testament to their talent and dedication.

Beyond the main productions, our annual Dance Show was the biggest yet, celebrating a diverse range of styles and performers from pupils throughout the foundation. Deme Drama and Dance performances continued to offer pupils a platform for creative expression and friendly competition in the performing arts. At the same time, our Edinburgh Fringe preview of Dissonance gave audiences a taste of what promises to be an exciting festival debut of a timely play, written in collaboration with the pupils about the political divide in a school music club.

This year’s work is reflective of the imagination, courage and hard work of our pupils, and the evergrowing strength of the performing arts at UCS. C. Abbott

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This summer, a company of 13 pupils from Year 12 travelled to Scotland to perform Dissonance at the world-renowned Edinburgh Festival Fringe. Over the course of a week, they staged an ambitious run that proved to be one of our most successful appearances at the festival to date, attracting some of the largest audiences we have ever welcomed in Edinburgh.

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Edinburgh Fringe

Dissonance, written and developed in collaboration with the company, is a topical play exploring the shifting political landscape and the ways in which young people navigate its influence on their daily lives. With original live music composed and performed by the pupils themselves, the production was praised for its creativity, energy and relevance. The group’s commitment to tackling challenging themes while showcasing their own artistry was rewarded with enthusiastic responses from audiences.

In addition to performing, the pupils immersed themselves in the cultural riches of the Fringe.

They attended a wide variety of performances across genres, ranging from stand-up comedy and physical clowning to ventriloquism and highintensity drama. One particularly memorable highlight was Another Sight, an experimental production staged in complete darkness that challenged conventional expectations of theatre and left a lasting impression on the group.

The week was as educational as it was inspiring.

Pupils not only gained invaluable experience performing on an international stage but also broadened their horizons by engaging with the vibrant, eclectic cultural diversity that makes the Fringe the world’s largest arts festival. For all involved, the trip will remain an unforgettable experience.

C. Abbott

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Music Music is a vibrant part of the co-curricular life of the school – and based on the evidence of the past year we are talking about very good vibrations indeed! The exceptional talent pool across the Foundation includes an award-winning singer and cellist as well as the leader of the Junior Royal College of Music Chamber Orchestra.

Music in Pre-Prep The amount of musical talent and dedication demonstrated by the Pre-Prep boys this year has been truly impressive. Our young students were given two opportunities this academic year to perform on their chosen instruments: during the Spring Talent Show and at the Summer Recital. They delighted their audiences with outstanding performances on piano, cello, viola, violin and drums. We are certain that they will continue to offer superb musical contributions at the Junior Branch.

“THEY DELIGHTED THEIR AUDIENCES WITH OUTSTANDING PERFORMANCES ON PIANO, CELLO, VIOLA, VIOLIN AND DRUMS”

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JB Spring Instrumental Concerts The annual instrumental concerts spanned two nights during which we were treated to 110 performances from over 100 boys.

Even though some boys had only been learning for a few months, the standard was particularly impressive. It confirmed what we all know – that the JB is full of many exceptionally talented musicians. That being said, the evenings always bring so many pleasant surprises and “I never knew they could do that!” moments. I can reveal that before each performance, backstage nerves were in evidence as ashen-faced boys shuffled forward in a queue, like a group of very young (and immaculately dressed) parachutists getting ready for their first jump.

The smiles as they left the stage made up for it all.

It really hammers home the message that, while most of the time you spend with your instrument is a solitary experience – in a practice room or one-to-one with your teacher – music is meant to be performed for an audience and enjoyed by all.

The somewhat contradictory skills of singleminded self-discipline and the ability to emotionally open oneself up to a large group of relatively unknown individuals in performance are both essential facets of musicianship. It is terrific that our relatively young musicians have such a great opportunity to practise both.

A big thank you needs to go to the many teachers who stayed at school into the evening to support the boys backstage, to the visiting music teachers who were on hand to tune instruments and accompany them, and in particular to you, the parents, for enabling your children to learn and practise and letting us hear the fruits of their labours.

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percussion, woodwind, recorders, strings, guitars and the Big Band performed with precision and deep musical understanding, and perhaps the most engaging were the Recorder Ensemble with the raw medieval energy of ‘Sunrise’ and the Woodwind Ensemble with a beautiful nuanced rendition of Léo Delibes’ ‘Duet’ from Lakmé. An unexpected treat was Miss Li playing the folk song ‘Fishing Boats at Dusk’ on the Chinese zither.

The Instrumental Concerts showcase the emerging artistry of Year 3 and 4 musicians and the developing sophistication of Year 5 and 6 players. With nearly 60 boys giving solo performances at each concert, all are to be commended on their hard work and thoughtful playing. Special thanks to Mr Miles for organising everything.

The programme was rousing and eclectic, including: Year 4 arresting us with the ‘Maypole Song’ from The Wicker Man; a hilarious choral setting of Vivaldi’s Spring, and songs specially composed for children like the Year 3s’ unforgettable ‘Gonna Rise Up Singing’. Pupils handled music of considerable challenge with apparent ease: the Year 5s (in collaboration with Percussion Ensemble) conjured a whirlwind of polyphony with ‘Connected, Tarekita’ (simulating the sounds of sitars and sarods) and ‘Move!’, complete with complex body percussion.

The two choirs served up pristine and stirring performances, notably ‘World of Pure Imagination’ and a moving Beatles medley (accompanied by String Ensemble). Still, perhaps the highlight was the Senior Choir’s remarkable ‘Joyful Joyful’ with full accompaniment from Big Band.

The Choral and Ensembles Concert is usually the first milestone in the school diary, and, despite its later date, it was the first time the whole school community had gathered. New parents would not have known what to expect when entering Frognal’s Great Hall, but once the JB Orchestra proved their professionalism with a musically tight rendition of Kander and Ebb’s ‘All That Jazz’, they realised this would be no run-ofthe-mill affair. Instead, they were swept up in a world of musical riches. From the total commitment of the Year 3s’ uplifting class repertoire to the sophistication of the Year 6s in harmony and counterpoint, the audience witnessed the rapid musical development that JB pupils undergo. The boys showed outstanding commitment in various instrumental ensembles;

Credit to the staff for their combined efforts in making this concert so slick and efficient, and kudos to those staff members taking on musical roles and responsibilities: Mr Jones (melodion), Mr Miles and Ms Hawkins. Certain JB boys showed incredible maturity by assuming pivotal accompanying roles, such as Edward Khong (piano), Gianluca Mandelli and Charlie Blair (drums), Baxter Spurr (bass guitar) and a cohort of exceptional woodwind players – Laszlo Farley, Gabor Morgan, Nathan Mathew and Agam Chandna Singh. In addition to the high musical standard, Mr Lanigan-O’Keeffe’s welcome return was felt by the entire school community. As ever, the Choral and Ensembles Concert brought everyone together in a spirit of joy and with the love of music.

JB Music Concerts In an unprecedented turn of events, the JB moved their Spring Instrumental Concerts to December and the larger-scale Autumn Choral and Ensembles Concert to March, welcoming back Head of Music, Mr Lanigan-O’Keeffe, after his autumn absence.

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Senior School musical year survey The 25 concerts held throughout the year reflect the monumental efforts of over 300 pupils involved in ensembles, bands or choirs. End-ofterm concerts regularly feature 100+ pupils, and there have been more than 150 solo performances in lunchtime concerts and performance platforms.

However, in a year of such collective endeavour, it is also appropriate to spotlight individuals for their outstanding achievements: • Finn (Sixth) was appointed principal second violin in the National Youth Orchestra and leader of the Junior Royal College of Music Chamber Orchestra.

• Tyler (Sixth) won the Junior Guildhall School of Music Singing Prize.

• Hugo (Entry) won first prize in the Cello class at the North London Festival.

• Matteo (Remove – piano) was awarded a Distinction in the ARSM diploma, as were Henry (Remove – viola), James (Shell – violin) and Blake (Entry – voice).

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There were magnificent solo performances from Sixth musicians Maya Patel (Saint-Säens’ Violin Concerto No 3), Yasmin Campbell (Saint-Säens’ Cello Concerto No 1) and Finn Kjaergaard (Prokofiev’s Violin Concerto No 1) – all accompanied by the UCS Symphony Orchestra.

Chamber Music remains an area of significant strength, with ten groups operating across all years. We were delighted to celebrate the success of an all-Entry trio (Leo O’Leary – violin, Sam Bradshaw – cello, Hugo Borrion – piano) in reaching the final of the South East Schools Competition at St George’s, Hanover Square.

Jazz continues to thrive under the inspirational direction of Mr Da Silva, and it has also been an excellent year for singing: Top Voices (drawn from Entry and Shell) goes from strength to strength, as do the all-female a cappella group Altus and the studentled Barbershop Quartet.

Rock music is one of the jewels in the crown of our provision, and the Rock Concert was one of the highlights of the musical year – a monster event featuring 80 pupils and 12 bands, as well as a tribute to the incredible work of Shelley Walker.

Contributions from S. PATEMAN M. MILES A. BEAGLEHOLE C. DAWE 74

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Senior School Concert Programme 2024 -25 Autumn Term Lunchtime Concert by Sixth Musicians Tuesday 24th September Lunchtime Concert by Transitus Musicians Friday 27th September New Arrivals’ Concert Tuesday 1st October Deme Song Friday 18th October Upper Remove Performance Platform Wednesday 13th November Lunchtime Concert by Shell Musicians Friday 15th November Ensembles Concert Tuesday 19th November Into The Woods Tuesday 26th/Wednesday 27th/ Thursday 28th November Autumn Concert Thursday 5th December Carol Concert Tuesday 10th December

Spring Term Transitus and Sixth Performance Platform Tuesday 28th January Lunchtime Concert by Entry Musicians Tuesday 4th February Shell and Lower Remove Performance Platform Wednesday 12th February South East Schools Chamber Music Competition First Round Thursday 13th February Lunchtime Concert by Remove Musicians Friday 28th February Ensembles Concert Wednesday 5th March South East Schools Chamber Music Competition Final Tuesday 11th March Chamber Music Concert Wednesday 12th March Spring Concert Thursday 20th March Vocal and Choral Concert Tuesday 25th March

Summer Term Entry Performance Platform Wednesday 14th May Remove Performance Platform Wednesday 21st May Flute Lunchtime Concert Friday 14th June Rock Concert Tuesday 17th June Summer Concert Thursday 19th June Leavers’ Concert Wednesday 25th June

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Sports Reports At UCS we prioritise the athletic interests and sporting opportunities of all pupils, with the intention of enabling every pupil to find their niche. We understand too that sport is an important forum for personal development, so we are delighted that our pupils have enjoyed playing various sports, representing the school and achieving noteworthy successes.

Sports in Pre-Prep The year started competitively with the UCS Pre-Prep annual House Running competition for KS1. The emphasis on collaboration and team spirit was palpable as House teams did a brilliant job of keeping their energy and enthusiasm for the entirety of the race.

Dragon (green team) were victorious and collectively the children ran an impressive 121.95km, an incredible 7.5km more than last year!

The end of Spring Term saw the highly anticipated UCS Pre-Prep Swimathon. The boys swam continuously for 10, 15 and 20 minutes (Reception, Year 1 and Year 2, respectively). Altogether, they swam a staggering 26.1km, some 7km more than the previous year. In what was a very close competition, Griffin (blue team) showed excellent stamina to claim top spot.

The final sporting event of the year was the KS1 House Cricket tournament. The day arrived, spirits were high, and runs were scored. In a really tight contest, Pegasus (purple team) won for the first time with a remarkable 222 runs. There was unbelievable batting and fielding from all teams and exceptional teamwork.

Well done, boys!

B. Garbett

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JB Sports Review What a phenomenal year of sport it’s been at the JB! We are thrilled to share that every single boy in the JB has proudly represented the school in at least one competitive fixture – an incredible milestone that speaks volumes about the enthusiasm, commitment and spirit within our community.

At the JB, we celebrate both participation and performance, and above all we aim to foster a winning mindset in everything we do.

This year has seen us host and develop some really memorable events. A particular highlight was the London Schools Cross Country Championships, where over 300 runners competed in a thrilling day of athletic endeavour. Our own JB rugby, hockey and football festivals also brought teams together in a fantastic showcase of talent, teamwork and sportsmanship.

When it comes to team success, there have been truly standout moments. Our brilliant Under-10 hockey team went undefeated to claim the title at the London Schools Tournament – a superb display of skill and teamwork; the U11 basketballers impressed everyone with their determination, winning the HABS Tournament and finishing as runners-up in the IAPS Championships, despite having had little formal training – again, a magnificent achievement; and what a season for our U11 football team, who lifted five trophies, triumphing at Forest School, Belmont, Mill Hill, St George’s and Southbank International. A dominant and inspiring run!

On the individual stage, we couldn’t be prouder of Jacob Vogl, who emerged victorious in the London Schools U11 Table Tennis Tournament – a remarkable feat for someone still in the U10 age group. Jacob’s talent and composure are truly exceptional.

It’s been a year filled with passion, pride and progress. A huge congratulations to all our boys for their dedication, spirit and grace. We can’t wait to build on this success and continue reaching new heights in the year to come!

D. Cook

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LSSA Swimming Gala There were 14 schools participating in the LSSA Swimming Gala, both girls’ and boys’. We practised our tumble turns in the warm-up and, once the races started, the crowd erupted with cheers, especially the girls. Philip Mijatovic and Edward Khong started in the first race which was 100m and the level of competition was a real challenge.

In my race (Charlie Blair), the 25m backstroke, my mind focused on the ceiling as I pushed through each stroke. The pool was a cacophony of noise. I saw the final flags and counted my strokes up until the wall.

In my race (Charlie Jones), I leapt off the blocks for the 50m free event and felt the water envelop me as I powered through my lane. When I reached the wall I flipped myself and kicked off the side and shot back down the lane to finish.

Despite the tough competition, we all worked really hard amid a vibrant atmosphere. Overall it was an amazing afternoon to experience.

The swimming team were: Archie Tager, Harry Glatman, Eliyah Kardos, Arthur Moon, Jasper

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O’Connor, Thomas Tobin, Jeremy Yem, Noam Bethlehem, Charlie Blair, Francesco Clint, Gabriel Danon, Charlie Jones, Edward Khong, Nathan Mathew and Philip Mijatovic.

Charlie Blair & Charlie Jones, 6C

U11 Prep4 Sport Tournament Our talented Under-11 footballers enjoyed an overnight stay at the national football centre, St George’s Park, as they took part in the Prep4Sport tournament. Day one saw the group matches, UCS making a superb start by beating Kew Green 7-0 with Alex Pickford scoring five goals. Game two was against Oldham’s Hulme Grammar, and UCS ran out convincing 9-0 winners. The ensuing 6-0 victory in the third match against Thomas’s Kensington clinched the group with a game to spare, making the 4-0 success over Chepstow House a formality.

With the group now completed, there was an evening of Social Futsal (again UCS were unbeaten), time in the games room and hydrotherapy led by FA coaches.

It was a relatively late start on Sunday for finals day, where we were drawn against local rivals Habs in the

In the first week of March, I had the exciting opportunity to represent UCS at the National Schools table tennis tournament. Last year I lost in the quarter-finals. This campaign went much better.

The competition was fierce, with elimination group stages to kick things off. I was really excited to win all my matches and get through to the quarter-finals again, where the top eight players battled it out. In my quarter-final, I played confidently and won 3-0.

quarter-finals. With UCS seemingly the team to beat, Habs raised their game, keeping it goalless until half-time. After the restart UCS found an extra gear, Josh Reiss scoring twice for the win.

The semi-final against Danes Hill was an even closer encounter, but Magnus Young got the only goal to ensure UCS reached the final. The decider would be against the only other undefeated side, Arnold House. The boys were clearly nervous and didn’t really get into their rhythm, with Arnold House edging it and hitting the crossbar twice.

And with the tension continuing into the second half, it was clear something special was needed to separate the teams. This is where MVP Bertie Edwards provided his moment of brilliance: collecting a clearance near the halfway line, he controlled the ball and struck a half-volley into the Arnold House net that would have won any goal of the month competition. UCS were crowned champions, with no goals conceded across the whole competition.

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Table Tennis Success

The final was intense, especially because I faced my friend, who is ranked fifth in the country. The match was played using a first-to-three-sets format and every game was incredibly close. Although I eventually lost 3-1, I was proud of my performance because there was only a few points’ difference in each game. The scores were 9-11, 8-11, 11-7, 9-11.

While it was disappointing to get so close to winning, only then to lose the final, I am very proud to have taken second place. And there is a silver lining: my opponent will be joining UCS Senior School in Year 7 this September, so it almost felt like a UCS victory. When I join the Senior School, I’m excited to know we will have a strong team.

Competing at such a high level was an amazing experience and I can’t wait for the next tournament.

Jacob Vogl, 5L

UCS squad: Hugo Landau, Francesco Clint, Raph Sawdaye, Charlie Avigdori, Dillan Purkayastha, Bertie Edwards, Magnus Young, Josh Reiss, Charlie Jones, Ollie Grant, Cyrus Aebrahim, Alex Pickford.

D. Cook

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Basketball This season, the Ringers basketball team have shown incredible resilience and a newfound steel, bouncing back from a heartbreaking end to last year. UCS’s partnership with coaches from London Knights Basketball Club has borne fruit, not only with the Under-18 team winning the London Independent Schools Basketball Association Trophy but also with the Ringers going an incredible 8-0. This dominant campaign has been spearheaded by a host of talented players, from the relentless Koru Ayan and skilful Harry Lee Born to captain Sam Wang, who scored a season-high 31 points. The team’s impenetrable defence, led by Chris Newell and Edoardo Gori, positioned them as a true powerhouse, cementing an unforgettable season of success.

E. Sawtell

Rugby Rugby flourished this past autumn as UCS’s principal sport, complemented by a thriving sevens programme and an increase in overall pupil participation. With over 200 fixtures played across the UCS Foundation, the season saw notable success for multiple teams.

The Under-13A and U13B sides were particularly outstanding, achieving a combined win percentage of more than 85%, while the 2nd XV were arguably the most improved team of the term, recording notable victories over St Benedict’s and Colfe’s. As the flagship side, the 1st XV had a very successful campaign, reaching the quarter-finals of the Continental Tyres U18 Schools Bowl and securing impressive wins against a host of strong rivals.

D. Brown

“WITH OVER 200 FIXTURES PLAYED ACROSS THE UCS FOUNDATION, THE SEASON SAW NOTABLE SUCCESS FOR MULTIPLE TEAMS”

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With football’s immense popularity and depth of talent, UCS successfully fielded squads from 1st to 6th XI this season along with the younger year-group teams. The programme provided pupils with an eventful and competitive campaign, during which an incredible near-600 boys opted for the sport, making competition for places intense. A highlight was the 1st XI reaching the Middlesex County Cup semi-finals, capping a strong senior season that included a thrilling 1-0 victory over rivals Highgate in their final game. The 2nd XI also showed incredible determination by making the semi-finals of the London Independent Schools Cup. Overall, this was an inspiring campaign filled with memorable moments, resilience, and lessons learned.

R. Sousa

“THE PROGRAMME PROVIDED PUPILS WITH AN EVENTFUL AND COMPETITIVE CAMPAIGN”

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Football

Swimming UCS swimming continues to consolidate a proud tradition of excellence, with another stellar season culminating in success at the elite-level Herts & Middlesex County League finals. With strong teams across all age groups, UCS qualified for every final, winning multiple individual and relay medals. Led by senior captains Alex and Lucas, the team’s eye-catching performance – which included Ayden winning a hotly contested race to be named county champion – showcases a bright future for our swimmers.

P. Dillon

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Tennis Tennis had a brilliant season, with a record number of fixtures played and successes across a range of age groups. The Under-15s continued to build on their recent LTA schools title, comfortably topping their group in this year’s competition. The U13 squad also had an impressive campaign, winning four of their five matches. These victories, coupled with the enthusiasm of new pupils and strong performances in friendly fixtures against opponents like Mill Hill and the Old Gowers, pointed to a very bright future for tennis at UCS. O. Bienas

Hockey The 2024–25 hockey season saw UCS achieve a new high in both player participation and total fixtures, with over 200 pupils and 90 matches played. Pupils of all ages, from the 1st XI down to the Under-12Ds, enjoyed a fantastic campaign under the tutelage of highly experienced staff with a wealth of national and international playing experience. The Junior Branch also had outstanding success, with the U11A and U10A teams making debuts in the London Schools Hockey tournaments; the U10s even brought home the gold medal. The season was a testament to the school’s growing hockey programme and the dedication of its players; a quality exemplified by 1st XI captain Luca Knorr who set a record of playing 42 matches for the team during his UCS career.

J. Hillyer

“THE SEASON WAS A TESTAMENT TO THE SCHOOL’S GROWING HOCKEY PROGRAMME AND THE DEDICATION OF ITS PLAYERS”

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Cricket This season, our pupils showcased a strong commitment to hard work, teamwork and continuous improvement in cricket. The teams’ collective efforts led to an awe-inspiring campaign across the board, with over 100 matches played and many exciting, closely contested finishes. The 1st XI showed remarkable resilience by finding their rhythm to win their final three regularseason matches. At the same time, our standout Under-13B side went undefeated in all nine of their fixtures, an excellent achievement that highlights our focus on sustained growth and success on and off the field.

A. Van Der Looy

“THE TEAMS’ COLLECTIVE EFFORTS LED TO AN AWEINSPIRING CAMPAIGN ACROSS THE BOARD”

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Girls in Sport This was an academic year bookended by 50% female participation at the 2024 Olympics and a Women’s EURO won by England in July 2025; in between those two landmarks, UCS girls performed excellently in various sporting disciplines, including cricket and football, not to forget the annual Women in Sport Week extravaganza.

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This year has been truly exceptional for girls’ sport at UCS, reflecting a nationwide surge in female athletic participation and recognition. Inspired by a landmark year for gender equality in sports, including the historic 50% female representation at the Olympics, our Women in Sport Week celebrated such triumphs. This, in turn, encouraged every girl to embrace physical activity.

From engaging Jiu-Jitsu workshops led by our talented students to a playful ‘50 Challenge’ in Games lessons, the spirit of empowerment has been palpable. Such burgeoning enthusiasm has translated into remarkable success across various disciplines, as highlighted by the fantastic achievements of our cricket and football teams.

It has been an excellent summer for girls’ cricket.

Several students have taken up the sport for the first time and made significant strides, and many came pre-equipped with outstanding hand-eye coordination, which has lent itself to some fast, accurate bowling, powerful batting and outstanding catches across the weeks of Super Smash.

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“BURGEONING ENTHUSIASM HAS TRANSLATED INTO REMARKABLE SUCCESS ACROSS VARIOUS DISCIPLINES, AS HIGHLIGHTED BY THE FANTASTIC ACHIEVEMENTS OF OUR CRICKET AND FOOTBALL TEAMS” Meanwhile, more than 25 girls represented the school in competitive football. The team combined experienced school and club players with many girls new to the sport, creating an exciting mix of talent and experience. The 1st XI competed in the Independent Schools Football Association alongside several friendly fixtures. A convincing win over local rivals emphasised the team’s ability to work together and produce some exciting, fast-paced football. Captain Isla Dixon and vice captain Maddy Horsell worked well on and off pitch, with standout performances from many of the departing Sixth.

Contributions from S. DAVIS C. HAWES S. EVANS T H E

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Chess It has been a superb year for chess at UCS, with notable personal and team successes.

From the Senior School side participating in two prestigious finals, to the individual and collective exploits of the Junior Branch’s rising talents, UCS pupils showed impressive resilience, strategic thinking and a real team spirit.

EPSCA Chess Success On Saturday 17 May, I waited inside Cardiff Business School with another 150 boys, ready for six rounds of exciting Under-12 competition in the UK Chess Challenge. This was the 2025 Wales Megafinal qualifying event, with 3.5 points required to advance to the Gigafinals. My first round was against a decent player; quite an ordinary game that I won, luckily, after a 50-minute contest. I came back to the hall with one win from one, to find out that I was going to play a level up.

My opponent was probably one of the competition favourites. I needed a draw to get into the next round, but I did much more. Early on, we were both playing very accurately until he sacrificed his bishop to go on a very legitimate checkmate attack, which seemed unavoidable. But I found a defence, got a piece up, won the game and qualified as soon as possible.

I was leading the tournament with 4/4, so the pressure to qualify was off. I could just go out and try to win the event, and that summed up my approach to round five.

I just kept believing; then my opponent blundered his queen after an incredible game by him, and I got 5/5.

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In the Under-12s, Avik Jain and Ethan Rubin were also playing a year up. In a curious twist of fate, Avik faced Willem’s sixth-seeded sister in the first round and went down swinging en route to a respectable 2/6. This was just the first event out of three for Avik on a long Bank Holiday weekend – the boy has stamina!

A decent fight ensued. Then I won his bishop and traded off all the other pieces until I played the final move and checkmated him. Honestly, this tournament was an incredible experience and really boosted my confidence. Walking away with the gold trophy was great; winning 6/6, including beating the Welsh champion, was even better.

Ethan had an incredible start, following up his UK Chess Challenge heroics in Cardiff by drawing on top board against Kai Beattie of Dr Challoner’s in round two. Kai is the 11th-ranked Year 7 in the nation, and this kind of result represents a real moment in Ethan’s development. It’s hard enough to earn opportunities to play such players, but to get a result too was sensational. Typically perhaps, he lost a disappointing game next but recovered to 4/6, securing enough rating points to place him a personal-best 63rd among Year 6s in England.

Ethan Rubin, 6W

JB Bank Holiday Chess Moves On the first Saturday of May half-term, four JB boys competed in the first CSC (Chess in Schools & Communities) Grand Prix event of the year at South Hampstead High School. The charity does a lot to start chess clubs in underprivileged schools and prisons, but also runs its own very strong tournaments.

CO-CURRICULAR

Into the last round, I was leading the tournament by one point, so technically the worst I could do was to win on a tiebreak, which seemed more likely when I learnt I would be playing the 2025 Welsh U12 champion, Toby Reckless. Now there was pressure; my heart nearly burst out of my chest before the round started.

“IT’S HARD ENOUGH TO EARN OPPORTUNITIES TO PLAY SUCH PLAYERS, BUT TO GET A RESULT TOO WAS SENSATIONAL”

In the Under-10s, Willem de Boer was pitted against Roland Su in the first round, and Willem prevailed on his way to a magnificent unbeaten five wins from six, good enough for a tie for second place. This capped a tremendous month for Willem, whose national rating climbed sufficiently to put him in the top 30 Year 5s in the country. Roland, playing a year up, didn’t let the first-round disappointment affect him, recovering to a very good 3/6 and gaining dozens of rating points in the process.

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Senior School Chess Successes This June, our UCS chess team travelled to Nottingham to compete in not one, but two prestigious national competitions: the British Team Chess Challenge Final and the English Schools Chess Championship Final.

Having fought hard to qualify throughout the year, our players represented the school with exceptional commitment, focus and sportsmanship.

In the British Team Chess Challenge Final, a rapidplay tournament featuring 22 of the top school teams from across the country, UCS performed superbly – winning three rounds, drawing one and losing just one. With a total of 11.5 points, we secured an impressive sixth-place finish. Congratulations to Wilson’s School, who took the title, but our team’s strong and consistent play throughout was a real highlight of the tournament.

The English Schools Chess Championship Final took place over two days and brought together 30 leading school teams. UCS once again rose to the occasion.

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We won three rounds, drew one and lost two, scoring seven points and finishing 11th overall. Notably, we were ranking among the top five schools for much of the tournament and played with great determination.

Our narrow 2.5–3.5 loss to the champions of the rapid tournament, Wilson’s, was a fiercely contested match that reflected the high calibre of our play.

A huge congratulations to our team: Roman Kovalskyi, George Clarkson, Arjun Bharadwaj, Thomas Chadwick, George Cooper and Joseph Hayes. Each player demonstrated impressive resilience, strategic thinking and a real team spirit.

“HAVING FOUGHT HARD TO QUALIFY THROUGHOUT THE YEAR, OUR PLAYERS REPRESENTED THE SCHOOL WITH EXCEPTIONAL COMMITMENT, FOCUS AND SPORTSMANSHIP”

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UCS vs Hampstead All-Stars On 25 November 2024, the World Chess Championship began in Singapore, and to do our bit, we welcomed ten students from local schools to the JB for the third-ever UCS vs Hampstead AllStars friendly chess match. The All-Stars played a game apiece against two balanced UCS sides at a time limit of ten minutes each for all their moves.

Using professional chess clocks also allowed an addition of three seconds per move played. In the first round, we won 6.5-4.5 after some early accidents were nullified by better decisions under pressure in the later endgame.

A special note for Eliel Karlsson, who recovered from an unfortunate touch-take breach and the loss of his queen to draw – if you touch your opponent’s piece, you must capture it if you can.

I’m constantly telling the boys that they don’t have eyes in their hands and not to reach out until they’re 100% sure of their move, but they’re also just excited to play, so it happens.

not least Veer Shankar. He calmly kept repelling his opponent’s attacks while also making progress up the board himself. Chess may not have similarities to free-flowing sports like football, rugby or hockey, but control of the centre of the board/pitch is absolutely crucial. Veer channelled his inner Declan Rice and ensured that his central domination meant his opponent had to play down the flanks, where there was much less space. His win capped a very impressive 8-2 scoreline to make it 14.5-6.5 overall.

Congratulations to the boys! I hope that everyone (parents too!) makes the most of World Championship coverage on YouTube and lichess.org to keep their eye in.

In round two, the All-Stars, lacking subs, understandably tired, and again it was in the longer games where the boys impressed the most,

Contribution from P. MAKEPEACE

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View from the Art Room Art in the JB The boys at the Junior Branch have really surpassed themselves this year with their artistic creations: from Year 3 pointillist paintings to Year 5 expressionist-style self-portraits. Year 6 pupils made beautiful vases of London townhouses by rolling cut lino into slabs of clay, as well as making figurative plaster sculptures inspired by Henry Moore. This project ended with a trip to the Henry Moore Foundation sculpture park in Hertfordshire. I wish the Year 6 all the best in further developing their artistic skills as they enter the Senior School.

POINTILISM - ALEX PANIN (3S)

Speaking of art trips, our weekend in Paris was so enjoyable, with a visit to the Musée d’Orsay, a cruise along the river Seine and a guided tour of the Rodin Museum. The highlight for many was the macaroonbaking class. I look forward to rerunning the trip next year.

Thank you to all those parents who made it to the Summer Art show. The ceramic work stood out courtesy of the Year 4 clay flowers and my personal favourite project, the Year 5 Pop Art ceramic pieces.

These pieces are so good that many visitors were asking if they could buy them. Maybe we will make twice as many next time!

“THESE PIECES ARE SO GOOD THAT MANY VISITORS WERE ASKING IF THEY COULD BUY THEM”

Contribution from E. CROSSLEY

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EXPRESSIONISM - ETHAN HO (5L)

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HENRY MOORE FOUNDATION YEAR 5 LONDON TOWNHOUSES

PARIS TRIP MUSÉE D’ORSAY PARIS TRIP MACAROON BAKING

YEAR 4 CLAY FLOWERS

YEAR 5 POP ART CERAMICS

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TRANSITUS ART SHOW

Senior School Art This past academic year has seen the Art Department explore an impressively diverse array of media, with emphasis on skill development and increasingly personalised art-making journeys for our pupils.

Lower School pupils have examined the work of feted artists from a variety of cultural backgrounds and periods. Explorations of the impact of Hiroshige on the work of Van Gogh informed landscape studies, while analysis of Tinker Hatfield’s designs for Nike energised ceramic sculptures. Emphasis on how the community uses spaces and how we can build with a sustainable focus inspired experiments in architecture. Middle School pupils worked across two and three-dimensional forms, carefully informed by their focus artists.

Explorations of Surrealist sculpture were particularly enthusiastically received, and some highly original work resulted. Targeted workshops with painter Adam Hennessey and ceramicist Jack Casey were highlights.

Transitus and Sixth students have enjoyed an invigorating and dynamic series of workshops, helping them to reinvigorate their practices and investigate new materials and concepts. Our emphasis on personalised skill development has enabled independence of thought and self-determined expression. Studies in life drawing, cyanotypes, wheel throwing, casting and textiles have supported a greater variety of expressive forms for pupils. Gallery visits to the Tate, Victoria and Albert Museum, and the independent galleries of Soho have helped them to stay abreast of the London Art scene.

Our year culminated in the celebratory Summer Exhibition of the exemplary work created by our GCSE and A Level students. With thanks to our dedicated team of teachers and technicians, pupils were able to showcase highly personalised, conceptually driven and skilfully produced work.

Contribution from K. ALLEN

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ENTRY ART CLUB

ENTRY STUDENTS

KIT KEMP (UPPER REMOVE)

SHELL CAPRICCIO PROJECT

SHELL CAPRICCIO PROJECT

OPIE SELF-PORTRAITS (YEAR 2)

SHELL CAPRICCIO PROJECT

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ANDREAS (SIXTH)

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PHILLIPPOS (SIXTH)

OSCAR (SIXTH)

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JOE FRANK (SIXTH)

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TOMOYA HARTLEY (UPPER REMOVE) JADE (SIXTH)

JAS (SIXTH)

JOSEPH SAINSBURY (UPPER REMOVE)

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COMMUNITY

Continuing Sustainability Across the Pre-Prep, Junior Branch and Senior School, UCS pupils get the opportunity to develop both green fingers and green habits.

As well as experiencing first hand the wonders and benefits of the natural world, they also learn good practices in working towards a more sustainable future.

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Pre-Prep Sparking awe and wonder in children about the planet is a powerful way to inspire them to care for it. In our Nature and Wildlife Club, the boys discover how incredible our environment is, from far-away vibrant ecosystems, to local fascinating wildlife, or mindblowing natural phenomena. In Eco Warrior Club, we have celebrated Walk to School Week, focusing on looking after our physical and mental health by riding and scooting to school and fostering community.

Starting in Reception and developing their knowledge through the school, we learn about the importance of sustainability through our wormery. The boys grow plants using the compost made by the worms from our food waste. Thanks to these experiences, they cultivate a natural desire to nurture and protect their environment, making sustainability personal and exciting, thus establishing the foundation for lifelong stewardship.

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JB Eco Committee We, the Eco Committee, presented an assembly to introduce the exciting new roles of Form Eco Monitors who will help ensure our classrooms stay eco-friendly. We presented a fun and thoughtprovoking video about what happens when we don’t care for our environment, and saw some great solutions in action. Ms Li also showed us the classroom performance on energy saving, as recorded by the Year 5 and Year 6 Eco Committee to mark Switch Off Fortnight.

This was followed by an interactive quiz testing other boys’ knowledge about saving pens, paper, plants and energy. For example, by turning off lights, fans and screens when not in use, schools can reduce fuel use by 30%. Then we announced that the Eco Monitors’ job is to help boys grow

stronger eco habits both during Switch Off Fortnight and beyond.

To finish, everyone joined in a lively sing-along of the energy-saving song. We’re so proud of how engaged the boys have been and can’t wait to see our eco habits grow with the help of our new Eco Monitors.

Milo Kielty, 4P

“WE PRESENTED A FUN AND THOUGHT-PROVOKING VIDEO ABOUT WHAT HAPPENS WHEN WE DON’T CARE FOR OUR ENVIRONMENT, AND SAW SOME GREAT SOLUTIONS IN ACTION”

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Throughout the day, the knowledgeable leaders at the Barnet Environment Centre guided the boys through engaging activities focused on animal groupings.

Through interactive discussions and observation, the students learned about different classifications of animals, such as mammals, amphibians and insects, and the characteristics that define each group.

We were delighted to receive positive feedback from the centre leader who specifically commented on how well-behaved, engaged and knowledgeable UCS boys are during their visits.

JB Visit to Barnet Environment Centre Our Year 4 students embarked on an exciting and educational trip to the Barnet Environment Centre, immersing themselves in the wonders of the natural world. The centre provided a fantastic opportunity for the boys to engage in hands-on learning and explore different habitats. The morning began with an enthusiastic session of pond dipping.

Armed with nets and trays, the boys carefully explored the depths of the pond, eager to discover its hidden inhabitants. Excitement rippled through the group as they successfully captured a variety of creatures, including newts, water boatmen, pond skaters and assorted larvae.

Following our aquatic adventures, we ventured across the vibrant meadow to embark on an insect hunt. The pupils used sweep nets and collection pots to gather a diverse array of insects carefully. They showed great curiosity as they observed their findings, identifying various types of beetles, butterflies and other invertebrates.

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“THE CENTRE PROVIDED A FANTASTIC OPPORTUNITY FOR THE BOYS TO ENGAGE IN HANDSON LEARNING AND EXPLORE DIFFERENT HABITATS”

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Senior School Green Impact Society Green Impact Society has had a busy and productive year. We took part in Switch Off Fortnight in November, raising awareness about energy saving across the school. We’ve also begun forging partnerships with local organisations, including Green School Runs, which we hope to develop further next year.

Planning is under way for a Sustainability Evening in the upcoming Autumn Term, bringing together companies and speakers to spotlight practical solutions for a greener future. The Allotment Club continues to thrive, with Rian leading our successful charity plant and vegetable sale. We are also preparing a programme of talks and guest speakers for the next academic year, exploring key sustainability issues from science, policy and everyday life.

Contributions from S. STRATTON S. SAKARIA D. BLUCK T H E

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Charitable Fundraising Kindness, compassion, community spirit and social conscience usually coalesce quite magnificently when it comes to charitable fundraising ventures at UCS. Our pupils certainly know how to put the ‘fun’ into the whole enterprise, going to great lengths to generate both funds and awareness while having a fine old time themselves.

Pre-Prep Fundraising At UCS Pre-Prep, we have lots of fun ways to support important causes while learning and laughing together.

Our Jeans for Genes Day saw students proudly wearing jeans and attending an assembly about genetic disorders. For Red Nose Day, children wore something funny and shared jokes, bringing smiles all around as they supported this wonderful cause. Year 2 pupils showcased their culinary talents during our Fairtrade coffee morning, serving delicious coffee and energy balls to delighted parents.

We are grateful for the support and enthusiasm shown by everyone, making these fundraising events both enjoyable and meaningful.

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Senior School Fundraising Charity fundraising is a key part of a UCS education, and this year our Senior School pupils raised a remarkable £28,000 for their chosen charities. These included Grief Encounter, Age UK, Overcoming Multiple Sclerosis, The Childhood Trust, Great Ormond Street Hospital, and Feeding Britain.

But these are just a few examples of the environmental, entrepreneurial and communityfocused activities our pupils planned and delivered with enthusiasm and creativity. Donations in kind also played a major role, including a substantial collection of baby products sent to North Paddington Food Bank.

In addition to staple UCS fundraisers such as the Year 7 Disco, Domino’s pizza sales and the popular ‘Olders Run-in-the-Dark’, students launched a number of exciting new initiatives.

Witness a sold-out magic show by Mr Riviere, games and activities at the UCS Fireworks Display in collaboration with the Parents’ Guild, a preChristmas rare stamp sale, and a FIFA video football tournament.

Contributions from N. WATT E. MARTIN T H E

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Celebrating Partnerships UCS continues to prioritise strong connections and close relationships with other, maintained-sector schools and neighbouring organisations.

Our staff and pupils gladly devote their energies to a range of projects across the academic, creative and co-curricular fields, bringing fresh insights and new experiences to all parties.

This year, UCS has continued to grow its programme of partnership events. From long-standing favourites to exciting new initiatives, our collaborations have flourished across a broad range of academic, creative and co-curricular areas – giving over 1,000 students from UCS and partner schools opportunities to lead, collaborate and learn. Both STEM and the Arts have featured strongly in this year’s programme, reflecting the immense talent of our subject teachers and partnerships coordinators. Harris Lowe Academy Willesden were welcomed as a new partner, with preparations for the launch of ambitious initiatives in collaboration with all of our partner schools continuing into 2025–26 to provide further enriching learning experiences.

JB Visit Wellesley Road Care Home One Tuesday, some of our boys made another visit to Wellesley Road Care Home to entertain the residents with rousing music, featuring Jack Bower, Idodi Bethlehem, Ethan Ho, Dev Kaushik, Julian Bund and Maximilian Yue. All the JB contingent seemed to love the opportunity and were delighted to get involved with the partnership with Wellesley Road Care Home.

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JB St Christopher’s School Collaboration In late April, we welcomed St Christopher’s girls to a fun-filled morning at the JB. It was a morning where we could talk to the girls about their school and get to know them. We were put into designated pairs with the girls and together designed a biscuit brand. Over the morning, we also made some cookies to place into the packaging that we had produced out of card, complete with logo, slogan, and brand name of course. My creation was tagged ‘Who Needs Medicine When You Have Cookies’ and my brand name, Doughy Delights.

The morning served to help us collaborate with the girls respectfully, work independently and be creative. We made the packaging designs by hand and used felt tips and colour pencils

to make our logos more vibrant. It was a good occasion, because we don’t interact with girls that much since we are a boys’ school. We baked our extraordinary biscuits with none other than Mr de Caires (a great cook!), and we enjoyed them when we got home.

Noam Bethlehem, 6W

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Creativity and Culture Now in its third year, the Art Felt project brought Rhyl Primary’s imaginative scripts to life through vibrant performances by UCS Trinity actors.

Meanwhile, over 100 pupils took part in the Art Pen-Pals project, culminating in two joint exhibitions and a joyous Year 2 assembly. Theatre collaborations continued with primary audiences welcomed to Private Peaceful and LAE students returning to review Burying Your Brother in the Pavement.

“UCS’S PRODUCTION OF BURYING YOUR BROTHER IN THE PAVEMENT WAS AN INCREDIBLY MOVING YET COMEDIC PIECE, WHICH DID A FANTASTIC JOB OF ADDRESSING THE VITALITY OF FAMILY, HONESTY AND ACCEPTANCE” Review from LAE student

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Careers and Beyond UCS New careers talks and lectures opened the UCS Enrichment Programme to partner schools, with topics ranging from the UK Civil Service to Biochemistry. Sixth Form volunteers helped lead activities, while preparations continue for the launch of an ambitious tech-focused initiative.

Academic Enrichment Maths and Literacy mentoring with Richard Cobden Primary School remained a highlight, enhanced by our annual Minimus Latin Afternoon and Language Immersion Days with Rosary and New End Primary Schools. UCS also welcomed A Level Physics students from Michaela Community School for another edition of our practical workshops. The success of these events helps us achieve our aim of “sharing best practice, resources, facilities… with schools in the maintained sector”.

“THE UCS HAMPSTEAD PRESENTATION ON LIFE, TRAINING AND CAREERS IN THE UK CIVIL SERVICE WAS AN ENJOYABLE AND ENLIGHTENING EXPERIENCE. IT OPENED MY EYES TO THE MAGNITUDE OF CAREER POSSIBILITIES AND LED ME TO THINK MORE ABOUT JOBS I HAD NEVER REALLY THOUGHT ABOUT BEFORE. I WOULD STRONGLY ENCOURAGE TALKS LIKE THESE FOR STUDENTS AS THEY ALLOW US TO MAKE INFORMED DECISIONS REGARDING OUR FUTURE” Review from Harris Lowe Academy student

Contribution from O. BIENIAS M. SAMMON J. TOMAS-MERRILLS T H E

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COMMUNITY

Parents’ Guild One of the many ways in which UCS parents play a fundamental part in the UCS community is by assisting, leading or supporting Guild events. Everybody likes a good quiz night or coffee morning, of course, and besides strengthening the social fabric of the school, these activities also raise invaluable funds for worthy causes.

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Pre-Prep The Pre-Prep Parent Guild has been expertly led once again this year by Dani Jordan, Vaneesha Jatania and Goldie Chatowitz, and our heartfelt thanks go to all three for their time and dedication. Their first triumph was organising the annual quiz night in September, a popular occasion relished by all, sparking the usual level of healthy competition! The event raised valuable funds in support of GOSH. More recently, the school fete was also a roaring success, and the children thoroughly enjoyed themselves in the sunshine. The proceeds of this will help fund the UCS Bursary Award Programme, widening access to a UCS education for talented young people from all backgrounds.

This year marked a real shift for the UCS Guild, with leadership moving into the hands of students, particularly Sixth Formers. The events are no longer parent-led, and the Guild has thrived under the energy, creativity and commitment of our pupils.

COMMUNITY

Senior School

We kicked off with a bang, raising an impressive £4,000 for Macmillan through a doughnut sale and second-hand uniform drive. From there, the momentum grew.

Junior Branch As the new academic year kicked off, there was a real buzz – not just from the fresh start but also from the newly installed air conditioning units towards which the Guild had raised £17,000 as part of a ‘School to be Cool’ initiative.

Our chosen charity this year was the incredible Great Ormond Street Hospital, and we hit the ground running with September’s Macmillan Big Breakfast. Parents and boys gathered for coffee, pastries and morning chatter, harvesting a fantastic £1,333 for Macmillan.

In November, Underwoods took charge of hosting the annual Fireworks Night on the Fields. The atmosphere was electric, with performances by UCS bands and Sixth Formers running stalls and games. The evening raised over £12,000, split between UCS Fee Assistance and Underwoods’ charity, Feeding Britain.

Spring brought the much-loved Guild Supper Quiz, attracting more than 300 parents. The night generated an astonishing £17,000 for the UCS Bursary Award Programme. It was compered by Damian Lewis, whose wit and charm kept the mood high and the competition fierce (albeit the teachers, inevitably, won!).

Then came the magical Winter Fair. With Santa in his grotto, delicious hot chocolate, pizzas, sweet treats and buzzing stalls, it was a wonderful community event that raised £4,000 for GOSH. From movie nights and parents’ drinks to Year 6 leavers’ celebrations, the Guild’s calendar was packed with fun, fundraising and unforgettable memories. It culminated in a spectacular Sports Day compete with inflatables, family picnics and joyful school spirit. The perfect sign-off.

Contributions from S. RYAN S. HALL

G. JACOBS H. OFFENBACH T H E

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In the Common Room The UCS Foundation is deeply grateful to all staff members, both teachers and those in operations and professional services, whose unwavering care, commitment and expertise serve to ensure the success of our young people. Those colleagues leaving at the end of 2024–25 did so with much gratitude – while those joining UCS could be certain of a warm welcome.

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Pre-Prep Katy Price Teacher We say a fond farewell to Katy, a much-loved and caring teacher at the Pre-Prep for the past 12 years.

Katy will always be remembered as ‘Madam Price’ in her capacity as French teacher as well as creating wonderful culinary delights with the boys during Food Technology sessions. Her valuable support for EAL pupils will also be greatly missed. We wish Katy every happiness in her retirement and hope she enjoys this exciting new chapter.

Junior Branch James Willis Bentham Head of House James joined in 2021, bringing not only a passion for teaching but also a clear vision and genuine love for nurturing his pupils. He began as a Year 3 Form Tutor and quickly became an adored and integral member of the school community. In his final year, James stepped into a Year 6 role, building strong relationships, bringing energy to the classroom and continuing to inspire pupils.

Across four years at UCS, James made a lasting impact. As Bentham Head of House, he brought spirit, warmth and endless encouragement. Most notably, he founded the Junior Branch Debating Club, a thriving platform fostering critical thinking, confidence and eloquence in pupils.

His legacy will endure. As James embarks on an exciting new chapter in international education, at Dulwich College Singapore, he does so with our full admiration and heartfelt best wishes. His presence will be missed by pupils, staff and the wider school community. While we bid farewell with heavy hearts, we wish him every success.

Senior School Ahmed Abokor Second in Computer Science

Lauren Bensted Teacher of English Lauren departs after ten years at UCS, during which she has been a stellar teacher, a brilliant Second in English and a sometime director of school Drama productions. She will be sorely missed by pupils and colleagues alike; we wish her well as she dedicates more time to her career as a screenwriter.

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Goodbyes

Lucy Birchenough Teacher of English Lucy leaves us after a remarkable 15 years at UCS. Joining the school as an NQT, she quickly established herself as an excellent English Teacher with an unrivalled knowledge and recall of literary texts. She soon became Head of English, leading the department to new heights during her tenure. She has also been heavily involved in staff mentoring and coaching over the years, inspiring countless teachers with her wisdom and compassion. Most recently, she has applied her expertise to Sixth Form pastoral and enrichment matters as a Senior Tutor. We thank Lucy for her many outstanding contributions to UCS life and wish her well as she joins Forest School.

Darius Bluck Teacher of Economics Darius has made an exceptional contribution to UCS. A brilliant Head of PSHE, he coordinated a huge number of teachers to deliver high-quality and highimpact lessons with his tailored resources. Darius built strong relationships with pupils, colleagues and parents, and his empathy and warmth shine through in every interaction. In his time as Teacher of Economics, Darius has guided his pupils with a steady hand and with commendable patience.

His classroom has been one of deep learning and his students have very much benefited from his wisdom and experience – as has the department.

We wish him all the best in his new role.

Nicky Carling Teacher of Biology Nicky joined UCS seven years ago and has made a significant contribution to school life. In addition to her teaching in Biology, she has played a key role in supporting our aspiring Medics, expertly

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guiding them through the university application process. Nicky has also been a committed and caring Form Tutor in both Underwoods and Olders. We thank her for all she has given to the school and wish her well as she embarks on her next exciting chapter.

Bernard Connolly Teacher of Mathematics Jessica Glueck Teacher of Classics Jessica Harris Teacher of Geography Sophie Hawkins Assistant Head Sophie leaves UCS after seven years to become Deputy Head (Co-Curricular) at the Tanglin Trust School in Singapore. It is hard to imagine anyone packing more into seven years than Sophie has. From being an inspirational History and Politics Teacher and fantastic Form Tutor in both Black Hawkins and Baxters to her work as a DTL, ECT lead and in two different Assistant Head roles, Sophie has left an indelible mark on all aspects of school life. We will be forever grateful to her for everything that she has brought to the school and we know that both colleagues and pupils alike will miss her greatly. Our loss is very much Singapore’s gain!

Lloyd Hughes Teacher of English Lloyd will be leaving us after nine brilliant years at UCS. Joining the school as an NQT, he quickly established himself as an excellent teacher with an intuitive sense of what motivates UCS pupils. His talents were soon rewarded with promotions to Enrichment Coordinator, Second in English and, in 2022, Lower School Year Warden. It was in this last post that Lloyd’s affinity for shaping young minds was most pronounced; he was held in very high esteem by pupils, colleagues and parents alike.

Most recently, he has been responsible for managing Personal Development Week, a role that he carried out with characteristic diligence and professionalism.

We thank Lloyd for his many outstanding contributions to UCS and wish him well as he joins Bancroft’s School in September.

Ketevan Nizharadze Teacher of Chemistry

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William Oliver Teacher of History & Politics Douglas Outram Head of Geography Iona Sumner Teacher of Biology Danny Swanson Teacher of Drama Victoria Trinder Teacher of Art Victoria Trinder joined UCS as an Art Teacher in 2014, and since that time has been an incredible teacher, colleague and friend. She has been an inspirational leader throughout the school, and her professional knowledge and skill inspire teachers and pupils alike.

She leaves for the Head of Art role at St Paul’s with our best and fondest wishes. She will be dearly missed.

Helena Yovichich Teacher of Geography Helena leaves UCS after six years to take up a Teacher of Geography post at the Dubai British School. In her time with us, Helena has been a highly versatile Geography teacher, possessing a remarkable breadth and depth of subject knowledge across both Human and Physical Geography. Helena manages to pull off the trick of holding her charges to the highest standards, while still being entirely approachable.

Her pupils have great respect for her and trust in her, none more so than those lucky enough to count themselves among her form group. Helena has always been generous with her time, whether with her Geography students, her tutees or the members of the various sports teams she has coached and led.

Latterly as a member of the Sixth Form Team and working in the Careers field, Helena has made a similarly impressive impact. She will be sorely missed and she leaves with our warmest wishes.

Operations & Professional Services Staff Maryam Al-Anizee Learning Mentor Youcef Benkaci IT Technician Makhala Boyd-Little HR Advisor David Carril Castineira Sports Centre Caretaker Shaun Davis Services & Maintenance Supervisor

Ellie Drewett Estates Projects Coordinator Freddie Edwards Gap Student Ignacio Esclamado Cadenas Learning Mentor Laura Greenway Finance & Fees Assistant After a decade at UCS, we say farewell to a colleague whose impact has been both lasting and deeply appreciated. Over the years, Laura has brought thoughtfulness, dedication and strength to her work. Laura’s connection with the school community will be genuinely missed. We wish her every success and fulfilment.

Michaella Guarnieri Office Manager Michaella joined in summer 2015, initially as PA to the Deputy Heads although latterly she held the role of School Office Manager, charged with bringing her own brand of serenity to the heart of the school’s admin operation. Michaella was a fantastic colleague and a great friend to so many: always positive, always professional, always helpful. Michaella moves on to spend more time with her family. We miss her greatly, and thank her for everything she did for the school.

Natasha Hines Lab Technician Natasha worked at the UCS JB for five years as a Science Technician. She always looked after the animals in the Science Lab with great care and really enjoyed spending time reading with the boys. We wish her all the best in her retirement.

Levon Hutchinson DT Technician Mashal Khorsand Assistant Librarian Nicole Kruse Day Housekeeper PP Kwunman Li Senior IT Technician Maryon Mintz Nurse Joana Rosa Assistant Librarian

Jacqueline Scott Headmaster’s PA Following a distinguished clerical career at Coutts of London, Jacqueline joined UCS in autumn 2002.

Hence, when I arrived, Jacqueline already had over ten years of experience, knowledge, wisdom and empathy under her belt as PA to the Head. She knew exactly how to navigate around and between all the many, varied and complicated stakeholders and relationships that connect to the Headmaster’s office. For someone such as myself, venturing into North London for the first time, Jacqueline’s expertise was absolute gold dust! Jacqueline was also an amazing gate-keeper to my office, and a very effective, protective guardian of my time, carrying out the demands of her role with nothing but cool, calm professionalism. She also displayed absolute loyalty, integrity and discretion. Thank you, dear Jacqueline, for your sterling service to me, Kenneth Durham, and the school.

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Amanda De Aguiar Antonio Evening Cleaner

Julietta Sieghart Teaching Assistant (SEND) Abastasia Skrypec Gap Student Ketki Tamhankar School Administrator Cat Thomas Development Operations Manager Ayo Torisa Sales Ledger Manager Jessica Van De Koot Learning Mentor I G Wu Chemistry Technician I G came to us in January 2017. Since then she has been a dedicated member of the Chemistry Department and a first-class technician. I G makes ‘technician-ing’ seem easy; she is not easily fazed by the sometimes large scale of the job – in fact, she has on many occasions managed the preproom as the sole technician during some very busy periods. I G’s attention to detail, organisation, patience and kindness have been greatly appreciated throughout the years she has been with us and we are very sad to see her go.

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Welcomes

in various healthcare companies and originally graduated in Physiology from Dundee University.

Junior Branch

Donato Maturo Teacher of History & Politics Donato studied History at KCL and International Relations at Cambridge before embarking initially on a career in banking. He will join us from West London Free School.

Eloi Lopez Rodriguez KS2 Teacher Eloi joins as an Early Career Teacher. Many of you may remember him working with us as a Teaching Assistant before completing his PGCE. We’re delighted to have him back in his new role as Year 4 Form Teacher.

Alessandro Mazzucco Teacher of Geography Tony Morton Second in Computer Science

Senior School Maya Gordon Teacher of History & Politics Maya studied History and Medieval History at the University of Cambridge and is also an experienced ski instructor.

Aysha Gurmail-Kaufmann Teacher of Classics A former pupil of NLCS before studying Classics and German at Oxford and her PGCE at KCL, Aysha will join us from Merchant Taylors’ School.

Hannah O’Sullivan Teacher of English Hannah joined us to teach English; she has a degree from the University of Liverpool and recently taught at a Colombian school.

Abigail Pallett Smith Teacher of English Rory Parker Teacher of Modern Languages Claire Rose Teacher of Music

Dr David Hemp Teacher of Computer Science & Philosophy David studied Philosophy at Cambridge and then Sheffield, did his PGCE at Oxford and subsequently acquired various qualifications in Maths and Computer Science. Currently teaching at Wilson’s School, he will teach Computer Science and Philosophy at UCS.

Bradley Schumacher Teacher of Mathematics & Economics

James Jackson Teacher of Chemistry James was educated at Haberdashers’ Boys, before reading Chemistry at Oxford. He is currently completing his PGCE and ECT programme at Epsom College.

Milly Voice Teacher of Learning Support Milly has a Degree and Master’s in Philosophy from the University of London, a PGCE from Buckingham and has taught at both primary and secondary school level including at Le Régent international school in Switzerland. She comes here from St George’s School, Windsor.

Benjamin James Teacher of History Rebecca Kirsten Teacher of Biology Surinder Maan Teacher of Biology Surinder is currently completing her PGCE, having previously enjoyed a high-level career as a manager

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Aaron Searle Teacher of Maths Aaron studied at the University of Nottingham and completed his PGCE at UCL. He brings with him over a decade of teaching experience and is currently Head of Maths at Wetherby Senior.

James Williams Head of Geography James has degrees from the Universities of Manchester and Cumbria, has taught at the Leys School and will join us from Shrewsbury School.

Charlie Bostock Head of Development Operations Charlie returns to UCS this week as our new Head of Development Operations. Charlie attended UCS from 2004 to 2011 before going on to study Politics and American History at the University of Nottingham. Since then, he has worked in the education and non-profit sectors, promoting access to education, and brings a wealth of knowledge and experience to the Development Team.

Tina Chapaneri Senior Chemistry Technician Hope Cordes Assistant Librarian Hope arrives as our new Assistant Librarian. She recently completed her MSc in Library Science from City University.

Jamie Costello General Catering Manager Jamie has been at Lodestone House for over 15 years now, including the last eight in Londonbased independent schools, so he very much understands the environment we work in.

Claudiu Epure IT Technician As our new IT Technician, joining us from Heartwood Inns, Claudiu studied Business Management at Southampton Solent University and has recently transitioned into the IT sector after successfully completing his CompTIA A+ training programme.

Michelle Everett Nurse Daisy Fan Library Assistant Jemima Finney Headmaster’s PA Sara Ferreira Serrenho Teaching Assistant Catherine Hyotte Head of Community Engagement Catherine joins the Development & Community Engagement Office as maternity cover for the Head of Community Engagement, covering for Elana Dwek over the next year. She has a degree in English

Literature from the University of Puget Sound, and prior to a break has spent her career in education and educational recruitment and marketing. She is also the mother of Hatcher in the Entry.

Natasha Jeans AI Research Fellow Natasha is an Old Gower, who was a Music Scholar here and left in 2016. After gaining a first-class degree in Physics at KCL, Natasha had a few years working in finance in London and New York, before starting a PhD at Imperial in applications of AI to cancer treatment.

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Operations & Professional Services Staff

Timea Krett Senior School Administrator (Reception) Timea has a degree in Buddhist Philosophy and Japanese. She is an experienced administrator and has joined us from North Bridge House Nursery.

Elaine Makatin Teaching Assistant Monica McClymont Payroll Administrator Nikolai Michalevitsh Site Services Manager Jordan Moore IT Technician Prisha Patel Chemistry Technician Prisha joins us as our new Chemistry Technician.

Prisha previously worked as Science Technician at Ashmole Academy prior to which she was with Estée Lauder.

Cory Parker Teaching Assistant (Games) Bethany Sewell Art Technician Sanjanaa Thiruvadi Junior Finance Assistant Erika Trilikauskaite Finance & Fee Assistant Daniel Tynan DT Technician Dominic Weatherby Director in Residence

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President’s Welcome

It’s been a remarkable year for the UCS community – one filled with reconnection, celebration and a genuine sense of momentum. As President of the Old Gowers’ Association, I’ve had the pleasure of seeing first-hand the strength and warmth of our alumni network. Whether through reunions, mentoring opportunities or informal catch-ups, it’s clear that the OG spirit remains as strong as ever.

One of the most heartening moments came earlier this summer with our first-ever UCS Giving Day – a milestone that exceeded all our expectations. Thanks to your generosity, we not only met but surpassed our fundraising target. More than that, we saw Old Gowers from every generation come together with a shared purpose – to give back to the school that shaped us. Your donations will have a lasting and lifechanging impact on the lives of current and future

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UCS students who will benefit from the school now being able to offer a greater bursary provision.

This success, however, is about more than pounds raised. It’s about pride, legacy and a belief in what UCS stands for – a forward-thinking education rooted in kindness, curiosity and ambition. Your support sends a powerful message to today’s pupils that they are part of a community that extends far beyond their years at Frognal.

On behalf of the Old Gowers’ Association, thank you. Thank you for giving your time, your energy and your generosity. We look forward to seeing many of you at upcoming events and to building on this momentum in the year ahead.

MARK ALDEN (OG 1980-1989)

OG News Kitt Medical transforming emergency allergy care across UK

Live entertainment powerhouse Ollie Rosenblatt shaping global stage

Zak Marks (OG 2005–2016), co-founder and CEO, Simon Hanassab (OG 2005–2016), Chief Technology Officer, and Jonny Byre (OG 2005– 2016), Head of Growth, have secured publicity and investment for the Anaphylaxis Kitt service that they launched in 2023. With over 1,000 Anaphylaxis Kitts installed, 20,000 staff trained, and 16 lives saved so far, their Kitt Medical company recently clinched investment on TV’s Dragons’ Den to boost their efforts to make emergency allergy care as accessible as defibrillators. The Anaphylaxis Kitt service includes adrenaline pens, CPD training, and emergency kits for UK schools and qualifying businesses.

As a leading figure in the UK live entertainment industry, Ollie Rosenblatt (OG 1999–2006) is now Senior Vice President, Masterworks Live at Sony Music, having taken up this position in 2024. Alongside his new Sony role, Ollie remains CEO and founder of Senbla, the London-based concert promotion and production company he established in 2011. Sony Music acquired a controlling stake in Senbla in 2019, reflecting Senbla’s impact in producing major concerts, large-scale artist tours, theatrical shows, family entertainment, and immersive events around the world.

Oliver Mayo composes for primetime NFL Super Bowl ad

Bombay Bicycle Club enjoy Glastonbury comeback

We’re also excited to celebrate a remarkable achievement by composer Oliver Mayo (OG 2005– 2010). If you watched the Super Bowl earlier this year, you may have caught the NFL’s extended commercial ‘Somebody’ which aired during one of the most coveted – and expensive – slots on television. The powerful music that underscored this national moment was composed by Oliver, marking a major career milestone and bringing the creative talents of our alumni community to a global stage.

Jack Steadman (OG 2003–2008) led the vocals and piano, accompanied by Jamie MacColl (OG 2001–2008) on guitar and Suren de Saram (OG 2001–2008) on drums, as Bombay Bicycle Club delivered a standout performance at Glastonbury Festival 2024. Their set on the Other Stage marked the group’s first appearance at the iconic event in a decade. The band showcased a mix of anthems, including crowd favourite Always Like This, creating an atmosphere of indie euphoria under the Somerset skies.

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OG Sport Sport is more than a game at UCS – it’s a powerful way to build lasting connections and strengthen our community.

Whether you’re a parent or an Old Gower, joining the Old Gower Sports Club means more than just teamwork on the pitch; it’s about creating lasting friendships and networks that stay with you beyond the game.

We’re proud that our clubs are open to Old Gowers, parents, staff and friends, welcoming new faces and sharing the unique spirit of UCS far beyond the school gates. By coming together – whether playing, coaching, organising or cheering from the sidelines – we continue a tradition that generations before us built, and ensure it thrives for those yet to come.

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Cricket UCS Old Gowers Cricket Club finds itself in a season of transition with a few friendly fixtures planned in addition to the much cherished tour of Devon happening at the end of July. The club is in need of a fresh injection of players and people who would be happy to help organise off the pitch as well. The search for new members extends to pupils, Old Gowers, parents and even teachers from the school. Anybody keen to get involved can reach out to Doron Garfunkel.

Contact: dorongarfunkel@outlook.com When: Wednesday evenings Where: UCS Fields

Football After 20 years of management, Phil Glyn has decided to retire from managing Gower FC to focus on his family and watching his young boy play Sunday football instead!

It marks the end of a highly successful era, spanning two London Cup finals, 15 trophies and a special quadruple season. If there was one negative from the last decade, it’s that not enough ex-UCS boys found a regular place

in the side. The standard of the team was very high, making it difficult for alumni to break in and hold down a spot.

The future of the side, however, looks very different.

Jago and Leon Morris, together with Jake and Max Blaisdell, will now be leading the new-look Gower team, with a core of eight-to-ten UCS boys playing regularly. They will be starting in a lower division of the Barnet Sunday Football League and playing 11-a-side at the UCS Fields, every Sunday morning, with the bar open afterwards to watch Premier League on the big screen. All Old Gowers and parents are welcome to join.

The UCS Netball Club has wrapped up another outstanding season defined by camaraderie, friendly competition and an enduring sense of community. Our regular training sessions, held every Tuesday evening at UCS Active, have become a much-anticipated part of the week for members. The Old Gowers Netball team welcomes players of all abilities: whether you’re an experienced netballer or somebody just taking up the sport, there’s always a place for you on court.

In true UCS spirit, we invite not only former students but also parents, staff and friends to come along, get involved, and enjoy the sport and social connections that make our club special.

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Netball

Contact: Mark Alden – president@oldgowers.org.uk When: Tuesday evenings Where: UCS Active

Contact: Jago on 07964104168 When: Sunday mornings Where: UCS Fields

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Rugby Although we didn’t top the league table again, I’m delighted to confirm UCS RFC sealed our second successive promotion, building back towards the level we know we can play at with consistent training and support. Coach Will Jones continues to push the players to new heights, and act as a bridge to the school, building the number of alumni in the starting XV and making sure we fulfil our remit of providing a platform for Old Gowers and their friends to continue their rugby careers after school. Teachers and parents are very welcome, too, and we have a thriving 2nd team and Vets side for more social players.

You can find contact details and more at https:// www.ucsrfc.co.uk/, while we also share news and updates on Instagram (@UCS_RFS), Facebook (UCS RFC), X (@UCSOBRFC) and even match highlights on YouTube (@UCSrfc4360). Better still, come down

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to the Fields on a Saturday – social members are more than welcome – support the teams from the sidelines and have a drink with us at the bar!

Contact: enquiries@ucsrfc.co.uk When: Tuesday evenings, 7pm Where: UCS Fields

Rugby Fives Club nights continue on Mondays and there are also matches in the London League against other school-based sides in London plus the odd other evening session on request. We are grateful to the school for allowing this flexibility. We are joined by other locally based members of the Fives community, and occasionally by UCS pupils – with Fives currently offered as a sports option to Years 12 and 13 and as an after-school activity to others.

This year a UCS pair reached the quarter-finals of the National Schools Doubles.

Contact: chris_blakeley@hotmail.com When: Monday evenings Where: UCS Frognal

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Newly promoted to North East Division 3, the first team have been playing local clubs like Chandos, Finchley Manor, Regent’s Park and Temple Fortune. The standard has been challenging, though with luck we may escape relegation. The second team in Division 6 are struggling against some remarkably strong opposition; Division 7 may suit us better. That said, all the matches have been sociable and enjoyable.

Thanks to the UCS Active team for the court preparation and for making sure that things ran smoothly for the matches in May. Since then, we have had to play all fixtures away while the astroturf surface is replaced and other improvements made. We look forward to the benefits next year.

We are always keen to recruit more Old Gowers and parents. We do not have a ladies’ team, though women are always welcome to play in our friendly matches. If a group wants to form a ladies’ team for the league, there is plenty of scope for that. I would be delighted to help set it up.

Contact: Tony Hulse – 07802 608 580 When: Sunday mornings Where: Various tennis clubs in central and north London

Tennis The Tennis Section runs two teams in the Summer Middlesex League and arranges friendlies, mostly in April and September. The rest of the year we enjoy social 4s, generally at Little Venice LTC, organised by Charles Hollander (OG 1964–1974).

Contributions from M. ALDEN C. BLAKELEY

D. GARFUNKEL T. HULSE

J. MORRIS

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Memories of UCS anteroom for around 15 minutes; whoever was to interview me was late. Then, in through the door burst the Deputy Head, Geoffrey Carrick, clutching a bottle. “Dreadfully sorry I’m late, old chap, but I’ve just been disqualified from driving. Fancy a sherry?” Geoffrey Carrick, as I later discovered, was greatly feared by the boys but deeply respected by his colleagues. An outrageous polymath, he taught Maths and Greek and, having taught himself Japanese during the war, had been recruited by British Intelligence to interrogate captured Japanese soldiers.

Many years later he wrote a most generous review of my first book on the Nazi Holocaust.

I am delighted and flattered that the following excerpt from my memoir is to appear in The Gower, for UCS has played a very important part in my life.

Indeed, I was so fond of the institution that, after teaching here for 16 years (eight years as a full-time Classics and English master, 1973–1981, and a further eight as a visiting teacher of modern Jewish history to the Transitus, 1981–1989), I enrolled my own son, Michael here as a student.

The following story is excerpted from my book, The Sweet Spot: An Educator’s Unlikely Odyssey.

I first entered UCS for my interview around the Easter of 1973 and gazed upon one of the most impressive Edwardian halls in London – destined, midway through my memorable eight years there, to be burnt to the ground. I sat fidgeting in the

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The job was mine and I enjoyed eight very happy years there teaching Latin and Greek to post-A Level Oxbridge Entrance, and English Language and Literature up to O Level.

During my years at UCS, my son, Michael was born in 1977, and my daughter, Danielle in 1979. When Michael was only nine months old, in the middle of the Easter holidays on 1 April 1978, my telephone rang at around 11am and one of my students, Tony Medawar, was on the phone.

“School’s on fire, sir!”

“Bugger off, Tony – it’s my holiday and I happen to know what day this is.”

“But the school’s on fire.”

“Yeah, yeah, yeah. It’s April Fool’s Day. Now go away, Tony.”

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Then his mother came on the phone. “Mr Landau, the school really is on fire. There’s a host of fire engines trying to put it out.” So I threw Michael (‘carefully placed’, Michael, if you’re reading this) into his carry cot and drove from our Finchley home to Hampstead and there, indeed, were several fire engines battling to put the fire out. The heat had apparently been so intense it had melted a stone war memorial. What I remember most was seeing one or two masters, who’d been at the school since the ‘40s and ‘50s, chatting and joking with each other, while a few of the boys were standing there in floods of tears. So much for dreaming of one’s school going up in flames.

For the next two years, while the school hall and classrooms were being rebuilt, we taught in portakabins lowered onto several tennis courts.

Two years later, the Queen came to reopen the Edwardian hall which her great-grandfather, Edward VII, had originally opened 73 years earlier.

I was personally introduced to Her Majesty, shook the royal hand and, upon answering her question as to what it was that I did, heard her response: “How interesting”. She then moved on. Within a year I, too, would be moving on.

RONNIE LANDAU (STAFF 1973-1981)

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Obituaries We mark the passing of all Old Gowers – both pupils and staff – who have died during the past year. We honour their lives and give thanks for their own unique contributions – including those of the three Old Gowers featured in these obituaries.

Rex Braham Cowan Shipwreck explorer, born 16 June 1927; died 9 March 2025.

OG 1932–1939 Rex Cowan became one of the world’s pre-eminent shipwreck explorers after a decisive trip to the Isles of Scilly in 1967. Then a disillusioned solicitor, he watched divers explore HMS Association and, with encouragement from his wife Zélide (née Teague), found his life’s calling. Zélide discovered the story of the Hollandia, a Dutch East Indiaman lost in 1743 with a huge silver cargo. While she researched in archives, Cowan directed search efforts at sea, negotiating with the Dutch government to split any proceeds.

By 1971 funds were low, but with a proton magnetometer, Cowan’s team located the Hollandia.

Over the next decade, secrecy was vital: rogue divers sought treasure, and 60,000 retrieved silver coins were hidden in the Cowans’ home. Their boat was vandalised, and Cowan’s car was sabotaged. Once the story broke, Cowan was thrust into the media spotlight.

Cowan saw shipwrecks as time capsules, not just repositories of treasure. Together with reputable archaeologists, he painstakingly catalogued artefacts from the Hollandia, revealing stories like a lost love medallion

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In the UK, he served on the Advisory Committee on Historic Wrecks for over 20 years but often collided with British institutions – struggling to place finds in museums and opposing UNESCO’s Convention on Underwater Cultural Heritage, which he felt hampered research. His unconventional approach sometimes drew criticism, but he successfully defended his methods in court.

Born in Golders Green, London, to Fay (née Rosenbloom) and Sam Cowan, Rex’s education at University College School was interrupted by WWII evacuation to the US, where formative years were spent in New York and Hollywood. After RAF service, he studied Law at King’s College London and, in 1957, attended the University of Southern California on a Fulbright fellowship.

Cowan’s legal career was marked by social commitment: he offered pro bono advice, cofounded the London Youth Advisory Centre, chaired a juvenile court, and opened his home as a refuge for pregnant women. He wrote several books, including A Century of Images (1997) and The Pirate King (2024, with Sean Kingsley), and produced acclaimed TV documentaries for Channel 4 and the BBC. Zélide died in 2018. Rex Cowan is survived by his partner Liz Forgan, his children, Alexandra, Juliet and Annie, and his sister.

Adapted from an obituary originally published in The Guardian. Image: Scilly Memories Facebook group.

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or sealed Dutch anchovies destined for colonials.

Although the sale of coins to fund further work drew criticism from some archaeologists, Cowan’s efforts led to major finds: Prinses Maria (1973), Svecia (1975) and Vliegend Hart (1981), each illuminating the Dutch East India Company’s era.

His work led to exhibitions at the Rijksmuseum and, in 1992, a knighthood in the Orange Order.

John Couper Taught at UCS from 1967 and served as Vice Master from 1985 to 1994.

Storytelling ability, along with sharp perception, characterised John. Growing up during the 1940s with his sister Judy, he experienced the war through a child’s eyes and later enjoyed recounting to his children and grandchildren the excitement of racing off on his bike with his friends to retrieve fragments of doodlebug.

There is no doubt that John had a passion for literature from an early age; In particular, poetry and Shakespeare. Oxford University gave him the chance to indulge this interest, along with rowing and music, and he often spoke with fondness about his English tutorials. Perhaps this planted a seed in his mind about his own future career: certainly, we observed in a speech he made at his 70th birthday party that the thing he was sure he had got right was his choice of profession.

John was a gifted and enthusiastic schoolteacher.

Heidi, his daughter, remembers observing one of his lessons at UCS when she was considering a teaching career and being impressed by the respectful focus of the students, punctuated every now and then by John’s self-deprecating jokes.

He was certainly the antithesis of a stuffy teacher.

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John enjoyed directing school plays but could also be seen on Saturday mornings on the towpath at Richmond with a loudhailer, shouting instructions to the school rowing crews. But there is no doubt that the classroom was where John felt most at ease.

John also had a gift for writing – anything – assemblies, speeches, school reports, short stories, poems, rude jokes, even comments to The Guardian’s letters page, which he proudly cut out and kept in a folder.

The outdoors featured hugely in John’s life. He loved walking and camping, and so many family holidays were spent under canvas – whatever the weather.

The more basic the campsite the better, in John’s eyes. Often the family would pull up at a site where Chris’ and Heidi’s eyes would light up at the prospect of a playground, only for John to declare “Far too commercial!” and reverse back up the track to find a lonely field on a windy headland with one outside loo.

Critical but fair, argumentative but conciliatory, judgemental but generous, focused but funny, reckless but meticulous, outspoken but kind – John was a complex, cultured person who will be greatly missed by all who knew him.

Doris Couper

David Yorath OG 1957–1964 David Yorath (Dave) passed away peacefully on Wednesday 19 February 2025 at the age of 79. Dave was at UCS in the late 50s and 60s and had fond memories of the school, especially the Old Boys’ cricket team.

After leaving UCS he went to Woolwich Polytechnic and became sabbatical president of the students’ union. He became very active in student politics

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David Yorath (centre) with OGs Graham Murray and Stephen Render.

which is where I met him. He was subsequently elected to the executive of the National Union of Students.

He then worked in local government, first in London and then in Bristol. He was a CIPFA accountant and a member of CIPFA’s Academies, Colleges and Universities Advisory Panel. He served for a time as chair of the Bristol Labour Party Executive Committee. He represented the Association of Metropolitan Authorities on the UK Steering Committee for Public Sector Pensions, and was a founder director of PIRC (Pension Investment Research Consultants).

Dave was passionate about sport, which he claimed stemmed back to his UCS days. He was a fanatical supporter of Welsh rugby, but cricket continued to be the sport he loved most. When age and Parkinson’s meant he couldn’t play cricket, he took up bowls, and he played that until two years ago. He was an active bridge player and, with his wife, a member of the local choir.

He was married to Eileen, who died in December 2023. They had no children. After he had had three strokes, he was moved into a care home in Bristol for the last six months of his life. Even there, he took his club shirts and had a picture of him watching a cricket match on his wall.

Paul Connellan

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In Memorial This year the school community lost the following Old Gowers: Colin Banyard OG 1951-1958

Ken Howard OG 1947-1956

Timothy Beales OG 1955-1961

Christopher Jamieson OG 1957-1967

Andrew Bryson OG 1952-1961

Anthony Landsberg OG 1950-1955

Geoffrey Cook OG 1949-1958

Tina Pantellis Staff 2009-2023

John Couper Staff 1966-1994

Mark Pegram OG 1963-1972

Rex Cowan OG 1932-1939

Henry Roberts OG 1949-1955

Peter Dawe OG 1945-1952

Graham Searle OG 1946-1952

Robin Desbois OG 1952-1960

Daniel Sibson OG 1979-1989

John A L Evans OG 1968-1975

Anthony Thompson OG 1949-1956

John Hobart Evans OG 1931-1935

Peter Walter OG 1946-1955

Michael Evans OG 1946-1951

Graham Withers OG 1956-1959

Brian Hatton OG 1945-1954

Raymond Woodyear OG 1943-1948

Ronald Hopkins OG 1939-1946

David Yorath OG 1957-1964

David Houghton OG 1946-1954

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Travel Scholarships Dolomites When first considering the fantastic opportunity of a travel scholarship, I began brainstorming. What do I love most?

Languages. I studied Italian and German A Level, the two main languages of the Südtirol region where the Dolomite Mountains lie. Given also my recent DofE hiking experience, I settled on a threeday expedition based in the small town of Calalzo di Cadore.

I stayed in a B&B hosted by a wonderful lady and her grandson, practising my Italian. I took two full-day hikes, first tackling the Tre Cime di Lavaredo, a loop around three stunning peaks. On day two, I climbed the Cinque Torri. This involved a 90-minute ascent of the mountain, followed by a two-hour loop at the top, seeing WWI artefacts and preserved trenches.

“THANK YOU TO UCS FOR MAKING THIS UNFORGETTABLE TRIP POSSIBLE” The Dolomites also appealed to my inner (A Level) economist, being a highly adaptable region. Hiking is only possible from June to September; in winter, the Dolomites are skiing territory. Cortina d’Ampezzo will co-host the 2026 Winter Olympics alongside Milan. Hosting the Olympics will greatly boost the local economy, with hotel and B&B prices expected to skyrocket. This should put the Dolomites in the spotlight. Thank you to UCS for making this unforgettable trip possible.

Matiss Gelwan-Williams, Year 13

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Paris Thanks to the travel scholarship, I explored key medical and scientific sites in Paris, expanding my knowledge of medical history and biological sciences.

Visiting the gardens of the Palace of Versailles revealed how health and access to medical treatment in the 17th century were linked to wealth. These royal gardens were created in the belief that fresh air and nature could improve one’s health. Meanwhile, the Jardin des Plantes and Herbier National highlighted the significance of plants in medicinal treatment, alongside the need for conserving biodiversity. A similar lesson came in the medicinal plant section of the Jardin du Luxembourg when I spotted the Digitalis purpurea (foxglove), a toxic plant used in the heart drug digoxin.

notebooks and walking through her laboratory at the Musée Curie helped me understand the importance of thinking outside the box and perseverance in the medical field. Finally, in the Museum Nationale d’Histoire Naturelle, I consolidated my biology knowledge of classification and speciation. Overall, this trip cemented my ambition to study Medicine.

Sneh Bagga, Year 13

Studying Medicine requires continuous learning, and, from older medical tools to minimal hygiene practices, the display pieces at the Musée d’Histoire de la Médecine showed the value of scientific research and emphasised how medical advancements have brought improved outcomes.

Meanwhile, looking at Marie Curie’s original

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Mount Toubkal Mount Toubkal is the highest peak in North Africa at 4,167m, but typical UCS, we were confident we could complete such a mission, slowly but surely.

their culture and homes. It made for a culturally enriching and extremely fun experience: we moved out of our comfort zones, tried new foods, met new people and tackled a mountain.

Eva Simmonds & Millie Kerac, Year 13

Beforehand, we stayed in a Moroccan Berber village, Imlil. We immersed ourselves in the culture lodging in a traditional Amazigh house, enjoying authentic Moroccan food. Come the big day, we had climbed to 2,900m in four hours; however, the harsh climate and lack of oxygen left us struggling to catch our breath.

After lunch, we fell behind the rest of the group and our guide suggested we ride some mules to reach base camp. Unfortunately, Eva’s difficulty breathing did not subside. After discussing her altitude sickness with the guides, we hiked back down the mountain in the dark. When Millie’s head torch lost power, she had to swap one of her poles for a phone, making the trek more treacherous.

Despite the setbacks, we learned much about Berber culture and the Amazigh language. Our guides answered all our questions and delighted in sharing

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Munich & Vienna On 13 July, I arrived at my hostel in Munich, exhausted but relieved to have made it. The next day I set out for the Lenbachhaus, famed for its early 20thcentury Blaue Reiter expressionist art.

A highlight was coming face-to-face with Gabriele Muenter’s ‘Kandinsky und Erma Bossi am Tisch’, a painting I had studied. Seeing it in person, and realising it was much larger than imagined, was very powerful. I then took a train to Murnau to visit Muenter’s house. Tucked away in the foothills of the Alps, the house, featured heavily in her artwork, remains virtually unchanged since her death in 1962. The house also lent an insight into Muenter’s relationship with Wassily Kandinsky.

Visiting Bavaria and Vienna, I rightly indulged in German and Austrian cuisine, notably Apfelstrudel and Kaffee und Kuchen. A wonderful affirmation of the pleasures afforded by studying German! Vienna, meanwhile, provided the chance to view both unfamiliar works and those covered in Art History. The Kunsthistorisches and Albertina Museums contained worldclass pieces ranging from Duerer and Vigée le Brun to Miró and Monet. I also visited Rachel Whiteread’s ‘Nameless Library’ Holocaust memorial and Alfred Hrdlicka’s ‘Memorial against War and Fascism’. I am so grateful to UCS for sponsoring my travels!

Ursula Rowe, Year 13

“I RIGHTLY INDULGED IN GERMAN AND AUSTRIAN CUISINE, NOTABLY APFELSTRUDEL AND KAFFEE UND KUCHEN ”

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Black Forest Using my travel scholarship, I went on a Scouts explorer belt expedition in the Black Forest, southwest Germany. I have been involved in scouting for nearly a decade, and the explorer belt expedition is one of the movement’s top awards. It entails a ten-day trip; in my case with two fellow Scouts across the Baden-Württemberg region. For our special project we decided to create a documentary, interviewing those we met, especially local scouts, about their lives in the Black Forest.

Starting from Basel in Switzerland, our trip took in such places as Lake Titisee, Bernau, the Schluchtensteig trail, Todtmoos, the Wehra valley, Bad Säckingen (featuring Europe’s longest wooden covered bridge), Schopfheim, Rheinfelden, Weil am Rhein, and, in France, Ottmarsheim and PetitLandau. We listened to German folk songs, attended a heavy metal concert, crashed a wedding, tucked into barbecues, Flammkuchen and Black Forest gateau, and slept in campsites, church halls and hostels… among other floorboards!

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In total, we walked about 175km in three countries, stayed with four different scout groups, made great friends and connections, while conducting interviews about life, traditions and issues in areas both rural and urban. Our expedition was incredible, allowing us to meet new people, build resilience and gain stories for a lifetime. I am very grateful to UCS. Jacob Gold, Year 13

OLD GOWERS

Land’s End to John O’Groats Inspired by tales of people exploring the world by bike, I decided to take on my own adventure: cycling and wild-camping the length of the UK, from Land’s End to John O’Groats. Along the way, I reached the most southerly and northerly points of mainland Britain (Lizard Point and Dunnet Head), and climbed the Three Peaks (Snowdon, Scafell Pike and Ben Nevis).

The journey began in Penzance: visiting Land’s End and Lizard Point and realising what living out of bags strapped to a bike for three weeks really meant. However, there was camaraderie too, including couples offering tea in their campervans. The landscape constantly changed: from Cornwall, across the Somerset Levels and into Wales. After ascending Snowdon, the Lake District presented my next test. Yet the views at the top of the passes and, subsequently, Scafell Pike more than made up for the struggle.

“THE VIEWS AT THE TOP OF THE PASSES AND, SUBSEQUENTLY, SCAFELL PIKE MORE THAN MADE UP FOR THE STRUGGLE” The following day I arrived in Scotland, to eventually scale the final peak: Ben Nevis. The scenery was like nothing I had experienced, with bleak expanses of bog giving way to thundering peaks. Nearing John O’Groats, the wind that had once propelled me turned into my biggest challenge. Yet the final day was calm and clear. I reached Dunnet Head, then John O’Groats with bright blue skies.

How grateful I was for this opportunity provided by the travel scholarship.

Benjamin Levene, Year 13

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