Celebrating a Record-Breaking Year for GCSE Results

August 20, 2026

It was a joy to see the school come to life once again as our 2026 GCSE cohort arrived to collect their results and it was a record breaking year, so there was much to celebrate. Congratulations to each and every pupil - your dedication, resilience and commitment are reflected in an outstanding set of results.

There were also some remarkable individual performances, with many pupils achieving exceptional outcomes. We caught up with some of them to learn more about their successes and hear about what they are looking forward to as they embark on their exciting next steps.

Art

Here at Norwich School we are enormously proud of our Cater Building, which boasts three floors of cutting edge art and design equipment, across multiple art and design studios and workshops. These pupils demonstrate their love of creative art and look forward to spending more time in Carter exploring their creativity in Sixth Form.

Name

Isla

How many GCSEs did you take?

What were your results?

9 x grade 9 and 1 x grade 8

What was your favourite subject and why?

History – I loved my class and the lessons were so much fun!

What will you go on to study in Sixth Form?

History, 2D Art, Psychology and Politics.

Is there any particular reason or inspiration for choosing these A Levels?

I really enjoyed History and 2D Art at GCSE, so wanted to continue studying these subjects.

What are you most looking forward to about going into Sixth Form?

The freedom and more independence.

What are your co-curricular activities?

I love hockey and I am looking forward to joining the Debating Team in Sixth Form.

What do you love most about being a pupil at Norwich School?

The community.

Name

Lily

How many GCSEs did you take?

What were your results?

2 x grade 8, 1 x grade 7, 1 x grade 6, 2 x grade 5 and 2 x grade 4

What was your favourite subject and why?

History because I found it really interesting and also because we had a really nice class and the teacher was really good.

What will you go on to study in Sixth Form?

History, Business and 2D Art

Is there any particular reason or inspiration for choosing these A Levels?

I enjoy the subjects – I love the creatives.

What are you most looking forward to about going into Sixth Form?

Being with all my friends.

What are your co-curricular activities?

Scouts.

What do you love most about being a pupil at Norwich School?

The teachers are really lovely and there is generally just a great atmosphere around school.

Name

Beatrice

How many GCSEs did you take?

What were your results?

2 x grade 9, 3 x grade 7, 2 x grade 4 and 1 x grade 3. Plus I did the Skills for Employment elective.

What was your favourite subject and why?

2D Art, plus I loved Drama practicals but didn’t like the written work at all. I guess I must have liked Geography as well as I got a 9!

What will you go on to study in Sixth Form?

I have an Arts Scholarship, so I am going to do 2D Art, 3D Art and Geography.

Is there any particular reason or inspiration for choosing these A Levels?

I really like arts. I'm dyslexic and I find that for me creatives take my mind off other areas I struggle with; it’s definitely great for me to really get to focus on something I enjoy. Plus, I think Mr Passam is an amazing teacher.

What are you most looking forward to about going into Sixth Form?

The Sixth Form spaces and the Sixth Form uniform. Plus doing subjects I love and taking the next step on the journey into being an adult.

What are your co-curricular activities?

I am leader of the Christian Union which I will continue doing next year and I am also a police cadet outside school . Next year I want to do Charities Committee, Close Creatives Collective and Toastmasters.

What do you love most about being a pupil at Norwich School?

The Arts and everything about Carter. Plus I love the Norwich School community, especially Miss Boyt who has been my Tutor. Not to mention all the lovely friends!

Studies and Sport

Throughout Fifth Form pupils are encouraged to balance their academic studies while making the most of the wide range of co-curricular opportunities on offer. From music and drama to societies, volunteering and leadership roles, pupils are every aspect of school life. This year, sport was a very popular pastime for some…

Name

Rose

How many GCSEs did you take?

What were your results?

3 x grade 7, 2 x grade 8, 1 x grade 6 and 3/3 in Science.

What was your favourite subject and why?

PE because I was able to participate in multiple sports, including cricket, netball and athletics.

What will you go on to study in Sixth Form?

Politics, Business, PRE and Psychology.

Is there any particular reason or inspiration for choosing these A Levels?

I think Psychology sounds really interesting and something I might want to do in the future, and Politics is such a popular topic, especially at the moment.

What are you most looking forward to about going into Sixth Form?

The freedom to have more time to myself and being able to choose the subjects I am studying.

What are your co-curricular activities?

Netball, cricket, hockey – basically loads of sport!

What do you love most about being a pupil at Norwich School?

The atmosphere and the people – everyone is so welcoming.

Name

Hanna

How many GCSEs did you take?

What were your results?

7 x grade 9 and 1 x grade 8.

What was your favourite subject and why?

Definitely History, which is already really interesting but Mr Curtis was such a good teacher and helped me enjoy it more. I also surprised myself by liking Chemistry but Mrs Pywell is a brilliant teacher, and when you have a good teacher it helps.

What will you go on to study in Sixth Form?

History, Economics and Politics. I will start doing a fourth as well, just to see what it is like, but I am undecided about what subject.

Is there any particular reason or inspiration for choosing these A Levels?

I love History, I want to learn more about Politics and I like the teachers in Economics; I went to an economics taster lesson and Mr White was captivating.

What are you most looking forward to about going into Sixth Form?

The uniform – I cannot wait to wear trousers! Plus the OMR – I’m going to have an iced coffee every day!

What are your co-curricular activities?

I did a lot of netball inside and outside school last year, so I will continue to do that in Sixth Form. Plus I want to join Clio Society, Toastmasters, the Debating Team and Charities Committee.

What do you love most about being a pupil at Norwich School?

The community and having a lovely group of friends. I also think it’s important to mention that the teachers are lovely, and when you have good and supportive teachers it inspires you to do better in your subject.

Name

Rufus

How many GCSE’s did you take?

What were your results?

9 x grade 9 and 1 x grade 8

What was your favourite subject and why?

I really enjoy Maths, because I like problem solving.

What will you go on to study in Sixth Form?

Maths, Further Maths, Physics and Chemistry.

Is there any particular reason or inspiration for choosing these A Levels?

I like the subjects and they will help me to potentially study Engineering, which is a field that interests for the future.

What are you most looking forward to about going into Sixth Form?

Being able to study what interest me and focus on subjects I really want to pursue. Plus having more free time at school.

What are your co-curricular activities?

I play lots of sport and will carry on doing that, plus try and take up new sports if I can.

What do you love most about being a pupil at Norwich School?

The range of opportunities in school. Plus, the teachers are really knowledgeable and helpful.

STEM

As always, STEM subjects are a popular choice in Sixth Form and following an outstanding set of STEM results in this year’s A Level cohort, with many exciting onward routes for STEM students, it is more popular than ever.

Name

Nathan.

How many GCSE’s did you take?

What were your results?

6 x grade 9, 2 x grade 8 and 1 x grade 7

What was your favourite subject and why?

I can’t choose a favourite as I feel doing GCSEs gave me the opportunity to learn about such different things. This year – science has really clicked for me. I love the experiments and learning in a practical way.

What will you go on to study in Sixth Form?

Chemistry, Biology, Maths and Further Maths.

Is there any particular reason or inspiration for choosing these A Levels?

With GCSEs you get to learn where your passions lie and over the course of Fifth Form, I realised I couldn’t wait to get to science lessons. As well as the learning the teachers were lovely and great at their jobs.

What are your co-curricular activities?

Throughout Fifth Form I volunteered for Beavers and I also took up rowing.

What do you love most about being a pupil at Norwich School?

It is home away from home – you build so many friendships that will last a lifetime. I don’t think there can be another school where the community is as good as here.

Name

Charlie

How many GCSE’s did you take?

What were your results?

8 x grade 9 – I only joined Norwich School this year so I did them in a year.

What was your favourite subject and why?

Maths.

What will you go on to study in Sixth Form?

Maths, Further Maths, Biology, Chemistry and Chinese.

Is there any particular reason or inspiration for choosing these A Levels?

I want to be a cardiologist or an obstetrician. I was lucky enough to be able to watch a heart bypass operation in Hong Kong and that inspired me.

What are you most looking forward to about going into Sixth Form?

More opportunities for volunteering and to doing more music – I would love to join the G Force choir.

What are your co-curricular activities?

The year studying for my GCSEs didn’t really give me time for co-curricular activities, but I am looking forward to making the most of these in Sixth Form. As well as Music, I would like to organise some Chinese activities.

What do you love most about being a pupil at Norwich School?

The fact it is so diverse.

Name

Alena

How many GCSE’s did you take?

What were your results?

9 x grade 9 and 2 x grade 8

What was your favourite subject and why?

Biology because I want to do Veterinary Medicine and French because it was just so much fun. However, I will be honest and say I liked them all!

What will you go on to study in Sixth Form?

Biology, Chemistry Maths and Music.

Is there any particular reason or inspiration for choosing these A Levels?

Easy - I want to be a vet and I like Music!

What are you most looking forward to about going into Sixth Form?

Free periods and more independence.

What are your co-curricular activities?

I play the oboe, so I have really enjoyed the musical opportunities and look forward to doing more in Sixth Form.

What do you love most about being a pupil at Norwich School?

My friends.

Social Sciences

When pupils reach Sixth Form a number of additional subjects open up to them for A Level studies, and this gives them the opportunity to study something entirely new. Including Business, Politics and Psychology, these pupils are looking forward to something completely different in class next year…

Name

Safal

How many GCSE’s did you take?

What were your results?

8 x grade 9 and 1 x grade 8.

What was your favourite subject and why?

I particularly enjoyed History as I find it interesting to lean about events of the past and how they shape society today.

What will you go on to study in Sixth Form?

History, Economics and Politics.

Is there any particular reason or inspiration for choosing these A Levels?

I am really interested in these subjects and I hope that they will help me, as I hope to study Law in the future.

What are you most looking forward to about going into Sixth Form?

The freedom of being able to do more stuff outside studies and focus on what I want to do in the future.

What are your co-curricular activities?

I like sport, especially football. In Sixth Form I am looking forward to doing clubs around the subjects that interest me like Clio Society and Mock Law Trials. Plus I hope to join Charities Committee.

What do you love most about being a pupil at Norwich School?

There is a good support network in whatever you want to do. I also like being in the city.

Name

George

How many GCSEs did you take?

What were your results?

3 x grade 7 and 5 x grade 6

What was your favourite subject and why?

3D Art. The support the staff give you is amazing; they literally give you the freedom to be creative and let your imagination take over.

What will you go on to study in Sixth Form?

Geography, Politics and Business.

Is there any particular reason or inspiration for choosing these A Levels?

Geography was fun at GCSE so I am keen to continue with that and the other two are new subjects so it will be good to try something new; I am very interested in Politics although I don’t want a career in it.

What are you most looking forward to about going into Sixth Form?

Being able to study and focus on subjects you have chosen; it feels like you are in control of what you want to learn.

What are your co-curricular activities?

I am big on sports both in school such as cricket and hockey, and out of school I love golf.

What do you love most about being a pupil at Norwich School?

I think as pupils we are given freedom of responsibility which enables us to learn better as we are encouraged to explore our subjects. Plus the open and inclusive atmosphere across the whole school.

Name

Cartier

How many GCSE’s did you take?

What was your favourite subject and why?

The Arts – I love drawing and I love the teachers! Mr Ollivier helped me so much through the process and I got one mark away from 200, so I got a very high 9 in Fine Art!

What will you go on to study in Sixth Form?

Classics, History, Psychology and Economics.

Is there any particular reason or inspiration for choosing these A Levels?

I really love learning about the past so History and Classics are ideal.

What are you most looking forward to about going into Sixth Form?

Learning new subjects – three of my options are new to me and I feel it will be fun to learn about new things. And knowing Norwich School I know the teachers will be helpful and make it interesting.

What are your co-curricular activities?

I joined Model United Nations Society which has really helped me; at first I couldn’t speak publicly but being a member of MUN has helped build my confidence and grow as a person, especially as I would like to do Law in the future.

What do you love most about being a pupil at Norwich School?

I love waking up and coming into school and I love my friends.

Performing Arts

As well as Sport, Performing Arts is a very popular co-curricular option for many pupils, whether that’s Dance, Drama or Music. The opportunities to perform are endless at every level and these pupils demonstrate that it is entirely possible to balance participation with academic studies…

Name

Rory

How many GCSEs did you take?

What was your favourite subject and why?

Definitely Classics – I have always loved that period of history.

What will you go on to study in Sixth Form?

Theatre Studies, Classics and Latin.

Is there any particular reason or inspiration for choosing these A Levels?

They are three subjects I really enjoy and I might go on to do Classics at University, with theatre on the side. My dream is performing and this route is very much inspired by Eddie Redymane and Tom Hiddleston!

What are you most looking forward to about going into Sixth Form?

Widened opportunities and new spaces to explore. I’m really looking forward to all the extra opportunities that comes with Sixth Form.

What are your co-curricular activities?

Dance and theatre have been a big part of my life, but I also love music, especially singing in Close Shaves.

What do you love most about being a pupil at Norwich School?

The atmosphere and location; assemblies in the Cathedral are amazing and the setting in the Close is stunning.

Name

Min Ting

How many GCSE’s did you take?

What were your results?

7 x grade 9 and 3 x grade 8

What was your favourite subject and why?

Hard to say but if I had to choose I would say Music and the sciences.

What will you go on to study in Sixth Form?

Physics, Chemistry, Biology and Maths.

Is there any particular reason or inspiration for choosing these A Levels?

My family are in the medical field and they have inspired me to want to be a doctor.

What are you most looking forward to about going into Sixth Form?

More music opportunities and meeting new friends. Plus doing the subjects I love, of course.

What are your co-curricular activities?

Music. I play the piano and violin and have performed in various concerts. I hope that in Sixth Form I will also experience different ensembles.

What do you love most about being a pupil at Norwich School?

My friends and the welcoming atmosphere every day.

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Languages Ambassadors - Belek Reflects on a Memorable Week at the Goethe-Institut London

By Eleanor Lewis • September 29, 2026

My experience with languages ~ Belek M Reflecting on a memorable week at the Goethe-Institut London

Lower 3 Informal Concert - Strings, Keys & Dragons!

By Sonja Mitchell • September 29, 2026

Our Lower 3 pupils took to the concert platform in style with a fantastic Lower 3 Informal Concert , showcasing an impressive range of instruments, musical styles and performances. The programme had something for everyone, from the cheerful piano bounce of Pauline Hall’s Merry Go Round and Beach Calypso , to the elegant Gavotte by Jean Baptiste Lully on cello. We also heard a beautiful Allegro from Violin Concerto by Rieding, alongside Barbara Arens’ playful Hug a Pug . There was plenty of musical character too! The trumpet brought some wonderfully dragon-like drama to Jaap Kastelein’s March of the Drunken Dragon , while the cello took us into the magical world of Zelda’s Lullaby by Koji Kondo. The violin also had its moment with the lively Fiddle Faddle , and the concert took a festive turn with Carol of the Bell s. And, proving that it is never too early for Christmas, we even had a spirited performance of Jingle Bells on the piano! Director of Music for the Lower School Mr Vine said "what a brilliant evening of music making, lots of fun and brimming with confidence. Bravo to our Lower 3 performers" Our next Informal Concert is on the 8 October and will feature pupils from Lower 2 and Upper 2.

Archive Boxes for the Music Department

By Sonja Mitchell • September 28, 2026

With funding from the Friends of Norwich School, thousands of music sheets can be stored and managed more effectively.

Tom Chester's (21-26) Upcoming India Challenge

By Sonja Mitchell • September 28, 2026

This November, Tom is taking part in Ride25, raising money for 1moreChild.

An Address on Leadership and Service at Norwich School from Jonathan Pearson, Development Director

By Eleanor Lewis • September 29, 2026

Jonathan Pearson ON and Development Director gives us his take on leadership and service in the Norwich School community. Good morning, everyone. Not a day goes by without me greeting an ‘old friend’ in The Close. From his prominent vantage point, this military veteran keeps a very close eye on his school. Braving all weathers, his is a reassuring presence. If you think I am referring to Ronnie our longstanding Gatekeeper, faithfully manning the playground and monitoring proceedings, that would be a fair guess. At the school’s Remembrance Service, he is occasionally smartly attired in veterans’ uniform and sporting service medals. His understated professionalism from his blue hut keeps us all safe. He is periodically assisted by former bouncer, Pete, a commanding presence. Last year Pete dramatically came to the aid of a chocking pupil by performing the Heimlich Manoeuvre. Modest heroes both, the service of Ronnie and Pete to the school is exemplary. However, as we approach the anniversary of the Battle of Trafalgar, it is in fact Old Norvicensian Horatio Nelson to whom I was referring at the start of this address. His statue has stood on its Upper Close plinth since 1856. At installation, there were intense discussions on which way to orientate it. Should he face south to watch over the beautiful 44 acres of the Cathedral Close and the Duke of Wellington? Should he face west on to Tombland, the original centre of medieval Norwich? Or perhaps face east and as a man of God, take comfort from observing the timeless worship of this Cathedral. But no! The City Fathers orientated him firmly north towards his old school, his steely gaze fixed for eternity on the Chapel, his former classroom (in fact the only classroom in Norwich School in the 1760s). He is without question our most famous alumnus, a Norfolk man, who gloried in being so. It is right and proper that, in this intellectually curious and sceptical age, we should feel compelled to examine Nelson rigorously - the man and his legacy. There will inevitably be a range of opinions when considering him through a uniquely 21st century lens. Indeed, during the Covid lockdown the statue was vandalised. This, coupled with the work of incontinent pigeons, has required his statue to be professionally cleaned twice this decade. However, two things about Nelson never seem to be in doubt: Firstly, he was hero-worshipped in his lifetime. As news of his victory over the Franco-Spanish fleet at the Battle of Trafalgar was rushed to the Admiralty in London, joy was swiftly overshadowed by dismay at the news of his untimely death, aged just 47. Men openly wept in the street as his funeral cortège passed. His Norwich statue is mirrored by a commemorative one in Yarmouth and, most famously, yet another in Trafalgar Square, itself named in his honour. Thanks to this, he is an internationally recognised Briton. Never questioned are also his personal bravery, leadership and service to his country. Many people demonstrate similar qualities, but Nelson wore his bravery on his sleeve – quite literally! He lost an arm and the sight in one eye in service, whilst poor ship’s diet and chronic stress were reflected in his diminutive statue and sallow skin. Notoriously, he also suffered from horrendous seasickness. His courage was immediately apparent to all who met him. We talk a lot about bravery, leadership and service each autumn at Norwich School. I found myself reflecting on Nelson’s battle injuries since an issue with my own eyesight last year. On a Monday morning, I experienced clouding in one eye, and by evening I was all but blind in that eye; on the Tuesday I was diagnosed with a detached retina and operated on later that day. The miracles of modern medicine saved my vision, but Nelson had no such luxury. An eye injury sustained in 1794 in Corsica caused pain and debilitating headaches for the rest of his life, and the sight in his right eye. An explosion as he attacked the ramparts in Tenerife in 1797 caused a catastrophic injury to his right forearm. Remedy was swift and brutal: immediate amputation, with only rum to dull pain that would take five long months to subside. On the corridor that runs to the Head’s Study from the Quad, we have on display an original letter written in copperplate handwriting penned by Nelson’s right hand dating from 1787, and adjacent to it another written by him in a scarcely decipherable left-handed scrawl on HMS Victory in 1804. His right arm and writing hand had been lost in the interim period. Go seek them out! I greatly enjoyed a recent visit to HMS Victory moored in Portsmouth, particularly seeing Nelson’s private cabin. Responsible for a fleet of 31 vessels, formal handwritten orders conveyed between ships or updates to naval masters back in London were an ever-present requirement of his role. Nelson had a relentless work ethic, generating prodigious quantities of paperwork. Reflect on his daily privations: use of his non-writing hand, using his one good eye in the gloom by flickering candlelight in cramped conditions, plagued by seasickness on a rolling boat. A heroic achievement in itself. When Napoleon’s fleet threatened invasion of our country, the Admiralty and the nation put their unwavering faith in Nelson to deliver us from such existential threats. Nelson too knew this was his destiny. His career concludes with heroic acts of leadership shown on 21st October 1805, the day he died. Battles at sea in the early 19th century were violent, bloody affairs. The range and accuracy of cannons were only effective up-close, pummelling the enemy into submission. In the tranquillity of today’s Cathedral, it is scarcely possible for us to imagine the sounds, smells, injuries and terror of such carnage. I have though here a cannon ball from the Battle of Copenhagen, fired by Nelson’s flagship into the wall of that city in 1801. In the late 1980s, it was duly returned to us by a visiting Danish delegation. Imagine this being fired at you from here to say the middle of the nave; it would have readily taken heads off. After this service I will wait by the Cathedral door if anyone wants to feel the weight of it. Visualise Nelson in formal vice-admiral’s uniform proudly patrolling the upper decks of HMS Victory, dictating the hellish pace of battle, as his flagship pierced the French line and began pounding enemy ships. It seems sadly inevitable that a French sharpshooter in the rigging of the French vessel Redoutable alongside HMS Victory should have had an easy line of sight for that fatal shot through Nelson’s chest. News of British victory at Trafalgar, which would secure our Mediterranean shipping routes for over a century, reached Nelson as he expired. So, what can we learn from the much-vaunted leadership and service displayed by Lord Nelson? Well, one lesson might be that acts don’t have to be monumental to be important. Gatekeepers Pete, with his life-saving first aid, and Ronnie, with his daily vigilance, are wholesome examples of serving the community with distinction. As is the leadership shown by our fine new prefects, rousing captains on the sports field, or numerous acts of kindness shown by L6 during Community Service. You will all have your own everyday examples. Perhaps reflect on the words with which Mr Griffiths started this term, the famous quotation from car magnate Henry Ford: “Whether you think you can, or you think you can't, you're right!” I am sure Nelson would have believed that too. Despite all physical challenges, his destiny was a self-fulfilling prophecy. His implicit belief in himself, and the crews he led, shaped the course of Britain’s history, even at great physical cost, and eventually the ultimate sacrifice. Therefore, as you pass Nelson’s statue, I invite you to consider in that noble face a mindfulness that your self-belief, leadership, courage and service to others genuinely influences outcomes. You may or may not be a great hero in later life, but, with courage and kindness, we can all be a hero today in some small way.

National Year of Reading - September

By Eleanor Lewis • September 23, 2026

2026 is National Year of Reading and we are going all in here at Norwich School! We know reading expands worlds, sharpens minds, and fuels creativity, so let's get inspired! Every month we are focusing on a different genre and hearing from a member of staff about what they like to read, why, when and where! For the start of a new school year, we’re talking to Mrs Hewitt about her favourite genre. Let's find out more about why Mrs Hewitt loves the great American novel... . Tell us a little bit about the genre; what common themes or elements do you particularly enjoy? I’m not completely sure this is an accepted genre, but I have always been drawn to American novels from the 20th century. Characters in these novels live harder lives than me. Life is not generally kind to them and they are not always kind to others nor make the ‘right’ choices. You can explore human frailty and resilience in the face of poverty, social disapproval or upbringing without ever leaving your cosy armchair. What was the book that introduced you to American novels? Was there a particular book or author that made you fall in love with this genre? Children’s books were nowhere near as varied and diverse when I was young. I grew up reading Noel Streatfield, Enid Blyton and Louisa May Alcott and other books written when my grandparents were young and if they weren’t written ‘in the olden days’, they were set ‘in the olden days’. Studying A-level English, French and German literature meant that I had many weighty tomes to plough through in my late teens, so discovering The Outsiders by S.E. Hinton and The Catcher in the Rye by J.D. Salinger in the school library opened my eyes to the idea that a book’s hero could be my age with a teen’s outlook. They put me in the shoes of people who were far bolder, more unconventional and exciting than me. Has your taste in this genre changed over time? Yes. I am less inclined to accept misogyny in books now. You could argue that Charles Bukowski intentionally set out to make his nihilistic alter ego Henry Chinaski to be unpleasant and repellent, but if I were to reread, I would rather choose The Best of Everything by Rona Jaffe, which is a great insight into life for young women in the early 50s dealing with such attitudes. Would you recommend this genre to someone who doesn’t usually read it? Why? I’m happy to tell people about books I’ve enjoyed, but rarely recommend any, as enjoyment of a book is so personal. I’ve recommended some of these to my son, but he won’t be told and flat-out refusal is just annoying. So, all I can say is that millions of people have loved them, but you may not. What do you enjoy most about reading, whether an American novel or anything else? I read to experience lives I will never live and to get to know people I will never meet. When and where is your favourite time and place to read? On public transport, as there are no other tasks or distractions to take me away from my book. I can fully disconnect from what is around me. A three-hour train journey? Divine. Yes please. Tell us a little bit about the genre; what common themes or elements do you particularly enjoy? I like the fact that I never know if the ending will be happy. The genre is typically described as ‘gritty’. These books focus on people who are on the edges of society, whether by choice or by circumstance, in a time of powerful, narrow-minded social judgement. I saw New York through the eyes of James Baldwin’s gay, black jazz musician Rufus in Another Country ; I enjoyed pool-hall hustles in Hard Rain Falling by Don Carpenter, a 24-hour dance competition in They Shoot Horse Don’t They? (Horace McCoy) and came face-to-face with the grim reality of war for young soldiers in Norman Mailer’s debut novel The Naked and the Dead. If you could step into the world of any book, which would it be and why? Well, I certainly wouldn’t step into In Cold Blood by Truman Capote and I’m not sure if I would survive On The Road in the way that Kerouac did, although I’d certainly enjoy travelling across America. Perhaps I would do this with Joan Didion instead in The White Album , or with John Steinbeck and his dog in his caravan while he wrote Travels with Charley and I could tell him how much I love East of Eden . Click here to see the monthly reading list!

An Assembly on Artificial Intelligence from Alex Grant

By Eleanor Lewis • September 23, 2026

Deep in the summer holiday, my dishwasher broke down. It started beeping maniacally, relentlessly and making a deep, unhealthy gurgling sound. We are dependent on technology in so many aspects of our lives, it is frustrating when that dependency is abruptly cut off. An August of suds and rubber gloves was an unwelcome prospect. I have little skill to fix mechanical things. Very little. Faced with this problem, I thought I’d turn to someone - or some thing - in my household that might help: my own intelligence fell short so I thought I’d see if Artificial Intelligence could assist me in my predicament. Could one machine fix the other? I fed the symptoms of my dishwasher’s distress into the Large Language Model, Google Gemini. ‘What should I do?’ I asked it, pathetically. It quickly diagnosed the problem: water was trapped in an inaccessible part of the machine. Now, I do own an assortment of under-used screwdrivers; with a flash of inspiration, I suggested that I could unscrew some prominent screws at the bottom of the dishwasher. ‘No!’. Gemini advised me. Sensibly, it told me to not do that under any circumstances or I would break the thing forever. Screwdriver hanging limply in my hand, my exchange with Gemini continued… You will know Artificial Intelligence is the subject of much debate. Some claim, optimistically, that it will revolutionise human life for the better, solving difficult problems and removing drudgery. On the other hand, some claim unrestrained AI development could lead to the extinction of humanity. That would, at least, solve the dishwashing problem. For those of us in schools, the emergence of generative AI poses a challenge to the purpose of education; it can now do many of the tasks that have, until now, been the preserve of humans. Put simply: AI can – efficiently – find any information, read and summarise a text, write fluent and polished prose, offer instantaneous translation, complete every part of a mathematical or scientific problem, and generate music or art in any genre. Is it, therefore, still important to learn to do these things for ourselves. Before Easter, I asked senior year groups for their views on AI. I am grateful to the 400 in U5 and above who responded with eloquence, supported by their experiences. Whilst many noted positives - that AI can bring efficiencies – it was notable that the majority expressed concern, frustration or even anger about the impact that AI may continue to have. Some cited environmental concerns, or problems of biased, deepfake or hallucinated information. Many noted that AI can compromise academic integrity and enable cheating. A majority expressed concern that dependence on AI may result in people losing the ability to think critically or independently. This view is increasingly supported by hard evidence. A study by MIT in the USA last year indicated that dependence on AI for essay writing resulted in students having a much shallower understanding of the subject, weakening their critical thinking and formation of long-term memory. A recent Chinese study of 27,000 students found the exam performance of those who used AI for their regular work was worse than those who did not. Many of you said you are confused about what is permitted and that the school has not given sufficient guidance. That’s a fair point. The answer is not simple, but I can set out some broad principles. Firstly, in the age of AI, the cultivation of your intelligence and creativity remains an intrinsic good. Intellectual and creative effort has value. Even if AI can do a task, we should be interested in developing our own learning for its own sake; to encounter astonishing new things that change us as human beings. To let you into a secret: when I set a history essay to a class, it isn’t because I actually need 25 copies of that essay. It is because the process of producing the essay develops your learning. Efficiency in production is not the goal of education. Learning requires your brain to work hard and you can’t bypass that difficulty or offload it onto someone or something else. It would be analogous to repeatedly drive a car for 26 miles in the expectation that you will be fit and prepared to run a marathon. Secondly, if AI is used, it should be to support learning, not undermine it. There are AI tools that can be powerful in helping to develop thinking and your teachers may introduce these to you. But their use should not circumvent intellectual effort that is a necessary part of learning. Thirdly, we recognise the growing importance of AI literacy; as the technology becomes embedded into our lives, it is essential that we understand its capabilities and limitations, as well as ethical questions that are raised in a world where AI may become ubiquitous. Mr Fisher has done pioneering work on this with his Fifth Form Elective course and I look forward to working with Lawrence Doe on his red gown project to develop how we do this further. Finally, AI must not diminish our humanity or our relationships in this community. The ‘real’ matters and it was clear in your feedback that many of you are repelled by AI-generated material that is synthetic or impersonal. In particular, you felt strongly that if you put time, effort and love into something, that you want it recognised and considered by a teacher, not assessed by a machine. As with all technology, AI should remain a tool in service to our needs. Dependency on technology for intellectual tasks – tasks much greater or more complex than washing dishes - runs the risk that we become incapable. So, what was the resolution of my dialogue with Google Gemini? It concluded – firmly - that I should step away from the dishwasher, lay down my screwdriver, and call out a mechanic; a real person with the knowledge and skills – the human intelligence - required. When he arrived, he sorted the problem within 15 minutes. I could return – sheepishly - to my dependency on the machine.

Norwich School Pupil Successful in Guildhall Young Artists’ Composition Competition

By Eleanor Lewis • September 22, 2026

The final of RELEASE 2026 , Guildhall Young Artists’ (GYA) composition competition, was held on Saturday 12 September at Guildhall School’s Milton Court Concert Hall. The event was hosted by Jeffery Wilson, founder and Creative Director of RELEASE, and actor and Guildhall alumna, Sophia Roberts, and featured premiere performances of twelve new compositions. The finalists were chosen by an adjudicating panel consisting of saxophonist and owner of Saxtet Publications, Tom Bruton, Deputy Head of Electronic and Produced Music and Lead Professor of Film Music at Guildhall School Barbara De Biasi, composer, orchestrator, and arranger Matthew Sheeran, and Sub-director of Studies and Teaching Associate at St John's College, Tim Watts. Upper 5 pupil, Isaac S, won the ‘Release the Song’ category with his setting of two Shakespeare songs. Hear them here on YouTube. He will receive mentoring from ‘Audio Network’ professionals and attend an orchestral session at Abbey Road as well as a live masterclass with Paul Ressel and a cash prize. Isaac was also awarded second place with his string quartet Burnt Norton. Isaac commented: "The joy of the whole thing is that it's such an eclectic competition, there's been a really wonderful breadth of entries and it offers opportunities to young composers in all genres, forms and all media. There are so many opportunities across a whole breadth of disciplines out there and it represents many of them. It's wonderful to have more recognition wanting to go into composition professionally later in life."

An Exciting Start to the Year with the Clubs and Societies Fair

September 22, 2026

The start of the Academic Year is a very busy time as we return to school life following the summer break. One of the highlights of the start of term is the Clubs and Societies Fair. It is an event full of enthusiasm, hub bub and excitement. This year was no exception as we held the Fair on Tuesday 8 September in our Upper King Street building. The Fair is an opportunity for pupils, new and returning, to go around stalls representing our various Clubs and Societies and find out more about their aims and activities. Over six locations 30 clubs and societies created table top displays showcasing their club or society. It is always pleasing to see pupils leading the stands and talking to other pupils about the activity that they enjoy and are representing. There is no better advocate for that particular activity. Our Games Department were on hand to talk about the vast array of activities that pupils can join. The Music Department had a rolling backdrop of images from concerts and recitals. It was wonderful to hear during the course of the Fair one of our Fourth Form pupils who took to the piano for an impromptu gifted performance. Two of our activities, KS3 Textile Club and Community Knitting Club covered a table in the items that they have made, all colourful and many of the pieces had been designed by pupils. Ms Scott, along with some of our Sixth Form pupils, showcased our EDI societies. Warhammer and The Fellowship: Dungeons and Dragons had a display of their games. Our Cubing Club was represented, and it was wonderous to watch a group of pupils completing their cubes which such dexterity and enthusiasm. In the Café, our DJ Club provided the musical accompaniment keeping us all entertained. This year it was wonderful to welcome back Writers’ Bloc. This has proved a very popular activity and we look forward to reading the creative works from the group, there maybe a budding Dame Julia Donaldson within our midst. Following the Clubs and Societies Fair, pupils are invited to formally register for the activities via SOCS. We have 120 Co-Curricular activities taking place before school, during break and lunchtimes and also after school. With healthy membership at the majority of the activities with some over subscribed. Our Clubs and Societies are now up and running. Our SOCS platform holds all the up to date information regarding the Co-Curricular Clubs and Societies. Those pupils who have registered for lunchtime clubs often need early lunchcards. This year during the various early lunchtime collection sessions, queues of pupils collected early lunchcards. For some pupils, part of the fun is collecting a card for each day of the week. We hope all pupils enjoy joining in these activities which provide opportunities to develop new interests, skills and form new friendships.

Ian Hayward (NS 12-25) Completes Solo Kayak Circumnavigation of Mainland Britain

By Sonja Mitchell • September 21, 2026

This amazing feat saw Ian travel over 2,200 miles, with 141 solo days at sea!