Coming Up at the Crypt - 'Norfolk Suite’ Colour Photographs.

March 10, 2026

‘Norfolk Suite’ Colour Photographs 

18 April - 1 May 

17 April Private Viewing, 18:00 - 20:00

Gallery Open 10am - 5pm. Closed Sundays. 

The Crypt Gallery, Norwich School. 


An exhibition of an edit of 50 colour photographs from a period from 2002 to the present of journeys around 

Norfolk. 


‘These are not necessarily landscapes but notes, observations and points of the countryside and towns which I travelled through and stopped at’ 


There is no entrance fee but the works are for sale in limited editions of 10, prices and sizes on application. 


By Eleanor Lewis March 10, 2026
Following a request from the pupils leading the school's Medical Society, Mrs Warren has run two after school sessions teaching sixth form pupils keen to study medicine and veterinary medicine how to perform surgical suturing on pigs' trotters.  Following a teacher demonstration, pupils enjoyed talking through the procedure and asking for consent from their trotter, followed by using scalpels to excise an imaginary cyst on the pig's skin. They then closed the wound by suturing the skin with surgical needles and thread, the most challenging part being 'throwing' the knot several times for each stitch and ensuring it was tight enough. Some promising skills were shown by our surgeons of the future.
By Eleanor Lewis March 10, 2026
orld Book Week brought a wonderful buzz of excitement to the Lower School, with every year group taking part in a rich variety of bookthemed adventures and activities. The week began with Reception visiting the local independent bookshop Bookbugs and Dragon Tales, where they eagerly spent their World Book Day tokens. Each child chose one of this year’s specially written titles and also had the chance to listen to a few stories in the beautiful bookshop. Back at school, the Library Reading Challenges also launched, encouraging pupils to complete a different challenge each day. Monday’s task— read in an unusual place —sparked great creativity, and pupils were discovered reading under tables, behind bookcases, beneath sofas and even outdoors. On Tuesday it was Lower One’s turn to visit the bookshop, where they too selected their World Book Day books. Their reading challenge for the day was to recommend a book from a different genre to a friend, prompting thoughtful conversations about mysteries, fantasies, adventures and more. Pupil Rafi said ‘I liked the book I chose because it has lots of facts in.’ Wednesday saw Upper One walking to Bookbugs and Dragon Tales, where they not only chose their books but also became enthusiastic dragon hunters, spotting as many dragons as possible hidden around the shop’s magical displays. ‘I really liked finding the dragons and my favourite one was the dragon which was under the pavement,’ said Jessica from Upper One. Their reading challenge continued the theme of exploring new genres with pupils being encouraged to read something they wouldn’t normally pick off the shelf. Thursday marked World Book Day itself, and the school was transformed by an array of imaginative, colourful and brilliantly creative costumes. From classic characters to modern favourites, pupils proudly celebrated the stories they love. Many staff joined in the fun by dressing as Mr Men and Little Miss characters, much to the pupils’ delight during a lively assembly of guessing and laughter. Throughout the day, classes enjoyed a range of bookthemed activities, and everyone gathered in the library for the popular Teachers’ Pet Quiz, where staff pets were photographed “reading” books that offered clues to their owners’ identities. All pupils also took part in the Great Booky Book Swap, which allowed them to choose new reading material to enjoy over the coming weeks. Many children also entered the Book in a Box competition, transforming boxes into creative and thoughtful worlds inspired by titles such as Charlotte’s Web , The Land of Stories , Charlie and the Chocolate Factory and What the Ladybird Heard . The celebrations continued on Friday, when Pre-Reception visited the bookshop to exchange their tokens for a book and take part in a delightful workshop themed around Wonderful Me . Pupils also completed the final reading challenge of the week by reading to a real or cuddly pet, creating many heart warming moments as stories were shared with dogs, cats, teddies and every creature in between. World Book Week was a fantastic celebration of reading, imagination and community. A huge thank you to Bookbugs and Dragon Tales for welcoming our pupils so warmly, and to all staff and families for helping to make the week such a memorable success.
By Eleanor Lewis March 10, 2026
Saturday 7 March saw the final race in the East Anglian League against runners from Gresham’s, Ipswich and RHS. The team travelled to RHS and the conditions were reasonably dry and still on a flat, fast course. Our only competing Junior, Jonas Tam, improved upon last week’s third place to come 2nd this week, while in the Intermediate Boys, Kit Rudling came 4th. In the Senior Boys we had excellent strength in depth, as we have had all season, with eight runners competing. First to finish was Ethan Buskell who came 2nd overall. Jeremy Lo came through the field strongly to take 5th place, capping off another consistent season. Leon Liu, Kort Tsui and Leo Pitt were next over the line, followed shortly by Tom Copley, Edward Lott and George Yiasimi. The Senior Boys, having showed such consistent quality and excellent camaraderie throughout the season, deservedly took home the East Anglian League Team Trophy. Well done to everyone who has represented the Cross Country team this season.
By Sonja Mitchell March 10, 2026
The Little Roots allotment at the Lower School has enjoyed a wonderful boost this year thanks to a generous grant from the Friends of Norwich School.
By Eleanor Lewis March 10, 2026
3 Lower 5 pupils and one Lower 4 pupil travelled to Telford to compete in the VEX Robotics National Finals, an exciting two‑day celebration of STEMM, creativity, and teamwork. Our pupils designed, built, and programmed their own robots, putting months of hard work into action. Throughout the competition they: Formed alliances with teams from other schools to play the Mix & Match game and score as many points as possible. Took on the Driver Skills Challenge, showcasing precision and control. Demonstrated their coding expertise in the Autonomous Programming Challenge. Completed four technical interviews with industry professionals, speaking confidently about their engineering decisions and problem‑solving approaches. We are incredibly proud to announce that our pupils won the ‘Create Award’ for innovative robot design! Even more excitingly, by winning this award they have qualified to compete at the VEX World Finals in St. Louis, Missouri at the end of April - an extraordinary achievement and a testament to their creativity, teamwork, and determination. Well done to all four pupils - what an unforgettable milestone!
By Sonja Mitchell March 10, 2026
ROTATOR is Jakob Rowlinson's first institutional project, presented as an installation at the Yorkshire Sculpture Park and a solo exhibition, REVIVER at The Art House, Wakefield
By Eleanor Lewis March 10, 2026
At Norwich School, learning doesn’t stop when a lesson is over! Our co-curricular programme empowers pupils to explore and experiment – and nowhere is this more evident than in our vibrant STEMM (Science, Technology, Engineering, Mathematics, Medicine) opportunities. Whether your child dreams of designing the cities of the future, racing an electric car, coding competition-ready robots or pursuing a career in medicine, our clubs and societies provide the platform to turn curiosity into capability! Hands-On Innovation: Engineering in Action Greenpower Electric Car Team (L5-L6) What better way to learn engineering than by building and racing a real electric car? Our Greenpower Electric Car Team maintains and improves a competition vehicle, racing in heats twice a year. Pupils apply for roles across design, mechanics, electronics, sponsorship and project management – mirroring real-world engineering teams. Lower 6 pupils mentor younger pupils, fostering leadership alongside technical expertise. Engineering Education Project (L6) Sixth Form pupils can take part in a six-month professional engineering project, working alongside an industry mentor to solve a real company challenge. The experience culminates in a formal presentation and submission for a CREST Gold Award – a nationally recognised achievement that strengthens university and apprenticeship applications. CityZen – Civil Engineering Challenge (L6) Run by in Institution of Civil Engineers, CityZen invites teams to design solutions to complex infrastructure problems in a simulated city. Pupils research, collaborate and present their ideas before tackling a real local civil engineering issue. From sustainability to urban planning, CityZen encourages pupils to think critically about how engineering shapes society. Engineering Society – (L4-U6) The aim of the Engineering Society is to hear first-hand from engineering professionals, in both academia and industry, about their paths into engineering and specialities. This provides an exciting opportunity for pupils to hear first hand from professionals in the field, allowing them to draw inspiration for their own careers. Coding, Robotics & Computational Thinking VEX Robotics (L4-L5) In VEX Robotics, teams of 4 or 5 design, build and code robots before entering the National Robotic Competition. Pupils develop programming skills, mechanical design understanding and strategic thinking – all while working as part of a high-performing team. Linguistics & Code Cracking Club (L4-U6) Combining logic, pattern recognition and analytical thinking, this club explore the fascinating intersection of language and mathematics, Pupils prepare for competitions such as the UK Linguistics Olympiad and tackle code-breaking challenges that stretch the mind. Maths Club (L4-U6) From Junior Maths Challenge preparation to STEP and MAT support, out tiered Maths Clubs provide stretch and challenge at every level. Pupils explore mathematical ideas beyond the syllabus, developing resilience and intellectual confidence. Medicine, Science & the Bigger Questions STEMM Society (U4-U6) Our dedicated STEMM Society explore science, technology, engineering, mathematics and medicine beyond the curriculum. Through practical challenges and discussion, pupils broaden their understanding while working towards a credited Youth STEMM Award. Vet Society (L4-U6) For pupils considering veterinary medicine, the society invites expert speakers and offers insight into the realities of animal healthcare careers – providing early professional exposure and inspiration. Intellectual Curiosity & Academic Exploration STEMM at Norwich School also thrives in our pupil-led academic societies: Erpingham Society (M5–U6) – interdisciplinary lectures spanning STEMM, humanities and the arts. Ethelbert Society (L4–L5) – a junior lecture society encouraging scholarly exploration. Inters and Senior Maths Clubs – extending mathematical understanding beyond the classroom. These forums develop confidence in research, presentation and debate — essential skills for future scientists, engineers and medics.
By Eleanor Lewis March 9, 2026
On Monday 9 March, 4 Germanists travelled with Mr Croston to Kings' Ely to take part in the Konkurenz der Eloquenz 2026. We were competing against 4 other schools from the region. In the GCSE years' competition, Preeyasa Neupane's portrayal of Gregor Samsa waking up as an insect in Kafka's 'Verwandlung' came in third place and Simran Chawla's reading of Goethe's Erlkönig winning the best reading prize in that age group. For the A Level competition, both of our entries swept the board with Felix Strowger reading ' Die Kanguru-Chroniken' and Charlie Collier reading the introduction to 'Emil and the Detectives' and finishing in second and first place respectively. Our Germanists introduced their chosen texts well. They appreciated the importance of taking the text slowly and looking up at the audience making them feel part of the reading. They were all successful in capturing the essence of the text through their reading and by adding their own interpretation of the author's words in how they varied their voices. The judge from Cambridge University was very impressed by the wide range of texts each of our pupils chose.
By Eleanor Lewis March 6, 2026
Norwich’s stunning St John the Baptist Catholic Cathedral was the host site for the Norwich School Choral Society public concert for 2026 held on 04 March 2026. Since the Society’s founding in 1983, appreciative audiences have been treated to music of the highest quality, and this year’s concert was no exception. This musical highlight fosters some remarkable intergenerational collaborations: the Norwich School Choral Society (being the school’ s adult choir made up of alumni, friends, parents and staff) perform together with pupil singers, creating a combined chorus in excess of 110-strong, spanning ages from teenagers to the over 80s! Similarly, talented pupil instrumentalists and music scholars play alongside the professional musicians of the renowned Norwich Baroque ensemble, bringing together a 30-strong orchestra, complete with the pleasing notes of the harp this year. The visual spectacle and rousing sound of nearly 150 musicians performing together is simply terrific. This year’s programme comprised a mix of the modern and the old, the familiar and the new. Our performance kicked off with two beautifully expressive and moving 20 th century choral works: Daley’s Upon Your Heart (1999) and Bainton’ s And I Saw a New Heaven (1928) under the baton of the school’s hugely experienced Head of Vocal Studies, Posy Walton. Closing the first half saw the highly anticipated arrival on stage of Year 13 brass music specialist, Melissa Hawkings on her horn. A member of the National Youth Orchestra, a prolific performer and award-winning composer, Melissa has delighted school audiences for many years, and the virtuoso performance she gave of Mozart’s much-loved Horn Concerto No 3 was pure magic. Both the soloist and the orchestra under the Music Dept’s charismatic Andrew Weeks clearly relished their performance, as did our audience. Melissa reflected afterwards: It was an honour to perform Mozart's third horn concerto with Norwich Baroque. The opportunity to work with such a high-level ensemble was amazing, and I enjoyed every second of the experience! It was truly exhilarating to hear a piece I had been playing alone for so long being brought to life in the Cathedral. I'm so grateful for everyone at school who has supported me in my musical journey. After the interval, the programme moved on to another modern work, Goodall’s Eternal Light: A Requiem (2008), an elegiacal, varied and hugely moving piece, with the full orchestra and choir conducted by the inspirational Posy Walton. Many will be familiar with Goodall’s work from TV themes to such shows as Blackadder and The Vicar of Dibley, so will appreciate his strong melodies, but this work had a profundity and gravitas in a completely different league. It was performed magnificently by the ensemble, the culmination of many months of practice in the school’s Chapel throughout autumn’s gales and winter’s snows. The six talented vocal soloists in the Goodall piece (Ben Griffiths, Charlotte Platten, Anna Rechel, Pearl Lee, Charlie Collier and Isla Bowles) were all pupils from the school between Year 11 and Year 13, many having been Choristers at Norwich’s other Cathedral. Their mature and accomplished performances will undoubtedly be highlights in their careers at the school. The audience was astonished to have witnessed such youthful soloists at such a large public event with for their voices filing the nave. Norwich School has long been a member of the national Choir Schools’ Association (CSA), founded in 1918 to promote and support the education and wellbeing of choristers in the country’s great cathedrals and churches. After all, the choral tradition in Norwich School dates back to the 11 th century. We were therefore thrilled to welcome as our principal guest of honour its Executive Director, Rachel Hicks. Steffan Griffiths, Head of Norwich School, expressed his heartfelt thanks to the CSA for their extremely generous lead sponsorship for the third year in succession, enabling the school to put on such a memorable event. Rachel commented afterwards: I very much enjoyed the concert. It was fantastic to see CSA’s support being put to such excellent use and to see the school’s wider community uniting in an evening of excellent music-making. The staging of an event of such complexity was also made possible thanks to the generous support from other sponsors to whom organizers are incredibly grateful: respected local businesses Hansells Solicitors, Savills property agents and Drury Vehicle Services. Organizers’ gratitude goes out to family sponsors passionate about this event, namely the Boone, Bamber, King, Ricketts, Prior, Drake and Westgate families. We offer our appreciation to the new Dean the Very Revd Martin Hardy and the Bishop of East Anglia, Bishop Peter Collins, and their staff at the Cathedral for welcoming the school back to their lovely cathedral for a third year. Months of meticulous preparation from the Choral Society Committee and members of the school’s hard-working Music Department deserve heart-felt appreciation too. Finally, organizers’ thanks go to all performers for their sensational performances, and to the audience whose generous final ovation reflected the pleasure this memorable evening of music had brought them.
By Eleanor Lewis March 6, 2026
“Follow your heart.” “Do what feels right.” “Let your emotions lead”. We’re told this by countless popular songs and films. Not that I’d know, being more of a “Newsnight man”… but I was surprised about how many of the following even I instantly recognised. "It mattered not that you could not close your mind. It was your heart that saved you," says Dumbledore to Harry Potter. “Search your feelings, you know it to be true,” says Darth Vader to Luke Skywalker, right after saying “I am your father”. Many songs – from Aretha Franklin to Billie Eilish – are literally called “Follow your heart”, and while I appreciate Swedish rock ballads are a tad niche, Roxette’s “Listen to your heart" sums it up, as well as being – to use a technical musical term – a proper 80s banger. Can you finish this one…? “Reindeers are better than people; Sven, why is love so hard?” … “You feel what you feel, and your feelings are real… c’mon Kristoff, let down your guard”? And if you can’t get advice from a talking reindeer… You feel what you feel, and your feelings are real… This contains truth: feelings matter. Empathy drives ethical behaviour. Fear highlights danger. Persistent feelings of worry tell us something isn’t right. Our bodies give us vital signs: stress, exhaustion, illness, low mood. Those feelings matter; don’t ignore those. But how often does “following your heart” actually lead you to start a long, difficult homework task? Upper 5 and 6: you know this: when you just don’t feel like that next revision slot; when you feel less like locking in, and more like lying down and waiting ‘til you do feel like it. In 2004, I worked in a window-frame warehouse. It was exactly as exciting as it sounds, and such were the friendships I’d made on the job that I’d spend lunchbreaks in my car, by myself. Those lunchbreaks blur in my memory, apart from one: a speaker on the radio was saying that we so often let actions follow emotions – we listen to our hearts, we do what feels right – not realising that, more often, emotions follow actions. This felt like news, but I bet you already know that emotions follow actions. How often do you just not feel like getting on the bus into school, or going to training in the rain – only to feel better when you get there? You felt what you felt – but now you feel loads better; emotions followed actions. I started to see this everywhere. C. S. Lewis, author of the Chronicles of Narnia, applied it to the issue of faith: “Faith,” he said, “is the art of holding on to things your reason has once accepted, in spite of your changing moods. Moods will change, whatever view your reason takes... Now that I am a Christian, I do have moods in which the whole thing looks very improbable. …Unless you teach your moods ‘where they get off, [you’re] just a creature dithering to and fro, its beliefs really dependent on the weather and the state of its digestion.” Emotions matter, and sometimes we’ll need support to work through them – I’ve certainly been there – but it can also be empowering to know that we aren’t always bound to follow how we feel. The talking reindeer tells us to let down our guard; but our reading today said quite the opposite: guard your heart; fix your eyes ahead. In two places, I’ve found this game-changing. First: friendships. Falling-out is inevitable in relationships, and often, the last thing we feel like is speaking to the person. But two people have taught me to guard my heart on that one. One is Nelson Mandela. Mandela spent 27 years imprisoned by a white minority government. Released in 1990, Mandela felt real resentment towards those who locked him up – but here’s what he said about it: “Our emotions said, the white minority is an enemy – we must never talk to him. But our brains said, if you don’t talk to these men, your country will go up in flames… So we had to reconcile that conflict: our talking to the enemy was the result of the domination of the brain over emotions.” I also learned this through scones. Eating scones in the kitchen of an older relative shortly before my wedding, she told me: “scones have saved my marriage”. Now, I like a scone, but this confused me. She went on: whenever she and her husband fell out and could barely speak to each other, she’d bake a batch of scones, which she knew he liked. She didn’t feel like it: she’d begin angry and resentful – but acting in love always helped rebuild the feeling of love she didn’t, at that moment, feel. “Emotions follow actions” also applies to work. Do you ever try waiting until you “feel like” doing homework or revising, only to find out – shock-horror! – that the feeling never arrives? Let’s see how Frozen 2 reindeer wisdom sounds here. A pupil might say (perhaps even sing): “TV feels more fun than learning – Sir, why is work so hard?” How to respond?! “You feel what you feel, and your feelings are real… c’mon pupils, put down your flashcaaards…”? As much as we love the talking reindeer – and as much as we really do need to listen to our bodies and reach out for help around tiredness, stress and low mood – we’re often going to need to tell our moods where to get off when it comes to revision. Because, yes… Movies feel more fun than mind-maps… Block-blast feels more fun that blurting… Posts feel more fun than past papers… And Traitors feels more fun than spaced retrieval practice (and that one doesn’t even alliterate). BUT—but… often, emotions follow actions. It’s why my relative baked scones. Why Mandela talked to the enemy. Why you drag yourself onto the bus or out to training: so often, emotions follow action; it feels better when you get there. Reaching across a relational breakdown helps rebuild the love you didn’t feel. Cracking on with revision creates the positivity you were waiting for, but which would never have arrived without that first step. So often, we linger outside the door of hard things, waiting for good feelings to carry us through.  But when we guard our hearts and get in the room, we so often discover those feelings – confidence, energy, the satisfaction of learning well done – they were on the other side the whole time, waiting for us to walk in… not like a dog, who bounds up to meet you the moment you get through the door – or is that just my rasculous hound? No: more like a cat, who, invisible at first, waits to check that you’re really home, but before you know it slips in silently to purr by your side.
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