LAURIE HERRING PRIZE FOR CRITICAL RESPONSE

April 24, 2023

The Laurie Herring Prize is awarded in memory of a former pupil, with the winners being announced in today’s Assembly by Laurie’s father, Andrew and sister, Anna.


In the Fourth Form, the winner was Grace Adlam with her piece on “Meat-free meals.” The judges found this to be fun, engaging and an enjoyable piece to read. Second prize went to Isaac Schaad with a piece titled “An overlooked masterpiece,” which was described as a very erudite and mature piece of writing. Oren Butler was awarded third prize for an original idea titled “The new mannequins and queens.”


The judges reported struggling with the Fifth Form category as there a great number of entries they would have liked to award prizes to. It was Rose Cook’s piece on “Humanity” which bagged first place, being described by the judges as a totally unique piece of writing. Second prize went to Celeste Horsman for a unique take on the essay question titled “The All-encompassing Idea of Art.” Finally, third prize was awarded to Martha Ramsay for “Don't put dates in sticky toffee pudding.”


Out of the Sixth Form entries, Jonah Jenkinson received first prize and Mirha Kashif took second with a piece titled “Amber Gold”. Third prize was awarded to Ella Pearl with a piece on the Geisel Library as the judges like the descriptive turn of phrase used.


Congratulations to all the prize winners. Below, the three pieces awarded first place in their respective categories are featured.


Mess-free meals? Grace Adlam (L4)

Is Mr Bucket’s legendary new chewing gum worth it?

Last month, Charlie Bucket, talented chocolatier and owner of Wonka’s Chocolate finally finished his latest invention, Meal Gum. The gum has been under development for some time, and it cause quite a stir when Mr Bucket announced its imminent release.


Like most Wonka fans, I rushed to my local supermarket to get my hands on this latest craze. One month after the gum’s release, I have sampled all of the flavours and am considerably impressed.


The experience consists of a main course with the option of buying a separate dessert. The Breakfast range includes Porridge, Cornflakes, Pancakes (some packs of gum include toppings), English Breakfast and Toast (with jam or butter), Beans on Toast, and Scrambled Eggs on Toast.


The Lunch range has Jacket Potatoes, and a variety of sandwiches and soups.


The Dinners consist of Fish and Chips, Roast Chicken, Sausage and Mash, Spaghetti Bolognese and Chicken Tikka Masala.


Finally, we move on to the Desserts. These come in Small, Medium and Large portions. The flavours are Carrot Cake, Chocolate Cake, Apple Pie, Victoria Sponge, Jelly, Bread and Butter Pudding, Fresh Fruit and Cheesecake.

After sampling the gum, I have very little criticism. The flavours are so perfectly simulated that I was stunned.

I must mention the complaints from experts regarding the encouragement of chewing gum in young people as this can lead to many problems, including tooth decay. Personally, I think that when a meal is substituted for this gum, you don’t chew any more than you would with ordinary food.


Meal Gum, contains almost all of the goodness in its flavouring than the corresponding food does as a whole. This means that anyone who chews it instead of eating normal food will not go hungry.


The convenient size of the gum, combined with its portability, makes it perfect for long journeys, easily rising, and getting home late. Many children (although I would not recommend it for those under 7) now need no lunchbox and have one less thing to carry. The numbers of children who skip breakfast to be on time for school has already decreased vastly since the release of Meal Gum.


When used excessively, this gum can have some of the same negative impacts of ordinary chewing gum on your health, but this is at least three gum meals a day for a whole week.


There is also the disadvantage of not being able to refuse a flavour you don’t like. For example, if you chew the Roast Chicken and you don’t like potatoes then you can’t stop the potato flavour. The gum has all the flavours so you can’t be picky.


Mr Bucket has already confirmed that a new flavour will be brought out every month for the next 12 months and I cannot wait for the next one!


There are vegetarian, vegan, dairy-free and gluten-free options, and although not all of the gums are sugar-free, many are. The gum will break down on its own and it is wrapped in recyclable paper.


I must mention the price as well. This is incredibly cheap and ranges from £1.20-£8.


I cannot recommend this wonderful chewing gum enough and can find very little wrong with it. The answer to my question as to whether Meal Gum is worth it? In my view, yes!


Humanity, Rose Cook (M5)

If I were to ask you to match the word to the definition and tell you that what I’m thinking of is ‘extremely confusing or difficult to understand.’ You’re probably thinking of algebra, or maybe Shakespearean language, Humanity probably doesn’t come to mind. For me on the contrary, it does.

Humanity itself is made of individual beings we like to call ‘humans’ – each one self-absorbed in their own world, stumbling to inevitable death, alongside one another. There’s two ways you can look at this, you could argue it’s baffling how these humans can be so idiotic and they almost find it too easy to pull at a door which is so clearly inscribed with ‘push’, or you could argue humanity is baffling because these humans have created their own lives, their own ways of being, and have formed invisible concepts such as ‘liberty’ and ‘morality’, yet they still choose to defy these principles despite having created them.


Each human has a place of comfort, a place of tranquillity, a place they can truly be themselves. Each human also wears a cunning disguise – camouflaging their feral, natural behaviours. No human can ever tell when another is in disguise. Humans are sociable creatures, they call a connection with another human a ‘relationship’, precariously built on this foundation they know as ‘trust’ which means absolutely nothing realistically, because there is no way to know for sure if another human being is capable of ‘trust’. You just have to ‘trust’ that you can trust them. It’s deranged I know.


Many humans, despite never have a ‘relationship’ with a human, have similar behaviours and attitudes. Lots of humans find it unacceptable to support a nearby tribe know an ‘Ipswich Town FC’, while others think throwing inanimate objects carelessly onto earth should be illegal. Did you know humans have created a series of vocal sounds, called words, which have the power to create the immediate downfall of another human. The louder you say a word the more power it has, if lots of human think similar words, they come together in what’s called a ‘friendship group’ which can be further enhanced by these rectangular squares of light – don’t ask.


Each human is entitled to their own opinion, but a series of opinions that are known as ‘conspiracy theories’ humans don’t value as much. Some humans blame society for the problems which they face, yet that human is part of society. Humans don’t like to judge people based of first impressions but are quick to assume a homeless person is an addict. Humans get annoyed at things they also partake in. Humans find things they don’t like, they complain about them, but actively do nothing to change it. Some humans want equality but expect a man to pay for a meal. As a human, there’s no guarantee a human care for you, yet you still do everything you can to make that human happy.

Humans are baffling.


Better Call Saul Review, Jonah Jenkinson (L6)

Exterior: Day – Sidewalk. An ant looms in the frame as it traverses over the payment. A macro shot. It climbs onto the cone, reaching the summit as triumphant music plays. Why? In the same episode we follow Kim and Jimmy, stood on the balcony talking about their respective days as they look over the carpark which is consumed by a muted, dark palette. Jimmy speaks of his hesitance regarding work with the Cartel. Kim speaks of her happiness with transitioning to working with helping unfortunate clients. During this scene, something else is happening. Jimmy takes an empty bottle from Kim and places it on the railing. The show fixates on this as it rack focuses from a side angle. At the end of the scene Kim grabs it. Why? The question is answered the next time they’re on the balcony together. Since their last meet, Jimmy has been drawn into the web of the cartel as Kim speaks of her pro bono case work. Jimmy flirts with dropping the bottle off the balcony. Kim snatches it. She throws it into the carpark. Silence. We hear crickets chirp in the background, and the scene has a stillness to it. What is the subtext of this action? In part, it shows Kim’s frustration pushing her into more dangerous actions.


But similarly, it shows the unorthodox push pull dynamic of the two, as they tempt each other into more trouble. In just two scenes, the bottles portray how Kim and Jimmy interact and highlight how the two feel, in what is mastery of the cliché ‘show don’t tell.’ Perhaps what separates the show from other is its mastery of symbolism, with the utilisation of props often playing a centrepiece in the episode – as evident with the ants and the ice cream cone. This case was a call back to the previous episode where Jimmy’s contented success as Saul Goodman is rudely interrupted when he’s summoned by the cartel. When the next episode opens, we see the cone, serving as a reminder of the main action of the episode and setting us up for the payoff where, after business with the cartel, Jimmy returns to the same spot, viewing ants eating the cone.


The ice cream isn’t significant in terms of show mechanics but it allows us to see and feel the representative symbolism. The ice cream signifies a loss of innocence as he begins working with the cartel and the childlike image of the ice cream cone is not just destroyed, but instead undergoes a degradation as if Jimmy’s innocence is truly decaying. The show further plays with this idea as when Jimmy sees the cone he appears almost sickened, acting as a visual clue to how he truly feels inside. Overall, the visual and symbolic storytelling is a key aspect of the show’s widespread success. Colour, shot composition and attention to detail create a rich and immersive viewing experience that is both satisfying and emotionally resonant.

 


By Sonja Mitchell November 5, 2025
Launched on Kickstarter today: From lived experience to national action, this film inspires action for SEND families and children harmed by education policy
By Eleanor Lewis November 4, 2025
On Tuesday 4 November, 13 runners from the Cross Country Club travelled to Witney in Oxfordshire for the Regional Round of the English Schools Cross Country Cup, having qualified last month in Woodbridge. The course was flat and fast, and the competition was fierce, with all runners having qualified from their county rounds to get there. In the Junior Boys race both Joshua Bevan and Jonty Croskell were racing against pupils a year older and ran strongly to finish 64 th and 85 th respectively. In the Junior Girls race, there were 80 runners from 14 schools, and our girls finished 11th, with excellent performances from Annabelle Hitchings, Iris Wells, Poppy Short and Emi Muntingh. Emi came 7 th overall. In the Senior Girls, our first finisher was Minnie Andrews in 25th place. The rest of the team were closely bunched with Bea Green, Izzy Last and Amelie Ivie all finishing in the top 35 and Olivia Allen and Bella Muntingh also finishing high in the results to secure 8 th place for the team. Well done to all those who took part.
By Eleanor Lewis October 30, 2025
I am very excited to announce that I have passed the audition and have been selected to be a member of the National Children’s Orchestra Of Great Britain 2026 playing my harp! The NCO is for children aged 8-14 and you can audition for either weekends or residential weeks. As this is my first national audition I decided to audition for weekends. This means I will be going to Birmingham in the Spring and Summer and also taking part in online creative activities, meet ups and webinars. Auditions for the NCO are done online. I had to play two contrasting pieces and give a small speech about why I like playing in ensembles and orchestras. The pieces I wanted to play were both too long so I had to make a few adaptions! Also, I am very grateful to have received a grant from the North Norfolk Festival of Performing Arts who have kindly paid the NCO membership fee for me. I am really looking forward to meeting other young people and harpists at the NCO weekends and learning more about playing in a large orchestra. - Timothy Madders, U4
By Eleanor Lewis October 24, 2025
Melissa Hawkings (U6) has become a full member of The National Youth Orchestra of Great Britain. To celebrate her success, Mrs Fry sat down with her and asked her some questions. Mrs Fry: Melissa, huge congratulations on becoming a full member of the National Youth Orchestra of Great Britain. You’re not completely new to this, are you? Can you tell me what your involvement has been in NYO so far? Melissa Last year I was a residency guest so I took part in the spring in the summer concerts in the full horn section, including playing The Planets and Star Wars music at The Proms in the Royal Albert Hall, and the year before I was an associate member, which a nice introduction to NYO. One of the best concerts I played in was as an off stage horn in the Alpine Symphony conducted by Sir Mark Elder. Mrs Fry: Wow! That’s not an opportunity that comes around too often! A whole new learning curve for playing in time. What will it mean to you now that you’re a full member? What will your annual commitment be? Melissa: I’ll do three of the courses a year including the 14 day summer residency, four days of which is the concert tour. We might do some community work too, introducing instruments and music to young people. Mrs Fry: How does a residency day look? Melissa: We rehearse from 9am until 5pm with breaks and then again in the evening until 9pm. It’s a bit of a marathon! There is a rest day though. Sometimes we have full orchestra rehearsals, sometimes, full brass and sometimes horn sectionals. Mrs Fry: Do you get to see the music in advance of the course? Melissa: Yes, we get sent the music a month in advance so everyone turns up able to play everything. Because of this we can spend time on interpretation and really playing together which is what makes NYO so good. Mrs Fry: Melissa, you don’t get to be an elite level musician playing at National level by accident. Tell me about your journey to NYO. Melissa: When I was about 10 I went to an NYM (Norfolk Youth Music, now Guildhall Young Artists) Open Day days at CNS where you could try different instruments. I don’t know why I chose the horn. It just felt fun and was the most unusual. I wanted to be different so I chose it! I remember when I got home trying for ages to play a scale. I kept playing over and over again until I could play it. Then I took part in groups at school and when I felt more confident with my playing I joined the County Youth Wind Band. A little later I joined the Norfolk County Youth Orchestra where I was a member for 3 years. I think NCYO was actually really important for me because it’s how I got I to orchestral playing. I remember the first thing we did was Beethoven 5. It was really exciting. I was so nervous I was barely playing because everyone was older than me! I just kept doing it because I really liked the music. And then after that, I started going to Junior Guildhall in London on Saturdays which pushed me to the next level, playing with people from all over the country. The highlight of that for me was lots of chamber music playing. I’m now at Junior Royal College with a new teacher on Saturdays, leaving Norwich station at 0630 and returning home by 7pm or so. Mrs Fry: Long day! We’ve spoken a lot about the orchestral side of things and the coaching that you get outside of your daily routine but what does it what’s required of you to get to your level as an individual? What do you do on a daily basis? Your fitness routine? Melissa: Early in the morning, I have a half an hour warmup routine where I do different technical exercises just to make sure every aspect of my playing stays in shape: if you don’t use it, you lose it! Not every day is the same due to school commitments, but ideally I’ll do three hours practice. That’s what I did when I was preparing for the auditions: I like to do like an hour of technique, an hour on the excerpts and then an hour on my pieces. When I’m consistently doing three hours practice I notice such a difference in my playing - it’s like an athlete, you need constantly to be playing and being mindful of how you play - efficient and good practice is so important. Mrs Fry: There must be pieces of music that is special to you or musicians that have inspired you? Melissa: Right now, my favourite composer is Stravinsky. I loved playing Firebird at 14. I thought this is the most crazy, insane thing I’ve ever heard! The horn parts are amazing! That lead me into listening to The Rite of Spring and then I played Petrushka in NYO last spring at the Roundhouse in Camden. I also like Debussy and Ravel. The horn player who has inspired me is Sarah Willis, the 4th horn player in the Berlin Philharmonic. She’s not just a classical horn player - she’s recorded the Mozart horn concertos reimagined with Latin influences. Mrs Fry: Sounds slightly different to the Norwich Baroque version coming up in March when you will perform one of the Mozart concertos in the Norwich School Choral Society concert! Melissa: Yes! I also watched a masterclass with her where she made instant differences to peoples’ playing. I also really like Ben Goldscheider, a young horn player. We share the same teacher. Mrs Fry: So, what next for Melissa Hawkings the horn player? Melissa: I’m hoping to go to conservatoire next year. My dream career is to be an orchestral player but now I just want to see where it takes me - what kind of ensembles I might play in as I go through conservatoire and beyond. Mrs Fry: Who knows, you could follow Sarah Willis’s trailblazing footsteps to the Berlin Phil. Good luck with it all. If you have been inspired by Melissa’s musical journey and want to follow in her footsteps, here are some links to the local music groups she joined: https://www.gsmd.ac.uk/study-with-guildhall/children-and-young-people/guildhall-young-artists/guildhall-young-artists-norwich https://www.gsmd.ac.uk/study-with-guildhall/children-and-young-people/guildhall-young-artists/guildhall-young-artists-norwich/norfolk-county-youth-orchestra And tickets to NYO concerts are free for teens! Next up ‘Shimmer’ in January. Details here: https://www.nyo.org.uk/performances/shimmer Concert tour highlights - https://youtu.be/oVDFRtvPxsE?si=QqYITRq7GpjaBMp9 Jupiter in rehearsal - https://youtu.be/Hl2iTL4tnxk?si=UeWadansnIeV_x7e
By Sonja Mitchell October 23, 2025
Award-winning author and illustrator, Ben is at Norwich Book Festival for two outstanding events for all ages.
By Sonja Mitchell October 23, 2025
Thomas Isaac will be playing cello with the Norwich Philharmonic Orchestra.
By Eleanor Lewis October 20, 2025
On Monday 20 October, a determined group of walkers with close ties to Norwich School achieved an impressive feat: completing the Yorkshire Three Peaks walk, a gruelling 24-mile trek across some of the UK’s most stunning, and demanding, landscapes. The challenge began bright and early at 7am, following a journey up to the Yorkshire Dales the previous day. Over the course of twelve intense hours, the team climbed more than 5,000 feet, conquering the famous summits of Pen-y-Ghent, Whernside and Ingleborough. The walkers were: · Andy Fisher , Norwich School teacher of English and experienced mountain leader. · Kirio Osorio , husband of Mrs Osorio, the school’s Spanish language assistant. · Ronaldo Sanchez , a friend of Humphrey BP, and former teacher at Norwich School. · Barnaby Karlson Evans , Old Norvicensian. · Humphrey BP , erstwhile organiser of the School’s Amnesty and Refugee Support groups. Their motivation extended well beyond the mountains. The group took on the challenge to raise funds for the Werapitiya Village Foundation in Sri Lanka – a project close to the Norwich School community. The Foundation, founded by Nandana Werapitiya, a valued member of the school’s support staff, has already built a wonderful community centre for local residents. Funds raised from the walk will go towards adding walls to the centre, providing much-needed privacy, security and protection from dust. This remarkable achievement reflects the Norwich School spirit of compassion, perseverance and community. Congratulations to all involved for their incredible effort – both on the mountains and in support of such a meaningful cause. If you would like to support the group further, you can do so by clicking here . All donations are greatly appreciated!
By Eleanor Lewis October 18, 2025
At the end of an industrious first half-term, 31 pupils embarked on our annual U4/L5 Academic Scholars residential trip to London. The visit was designed around the following key aims: To enjoy each other’s company outside of school and spend time discussing what we encounter. To learn more about our capital city- key historical sites of societal and scientific significance and important works of art. To create links between curricular areas of interest and personal interest and develop new areas of interest. To use this trip as inspiration to complete a reflective assignment to answer one of these questions: Is London truly an iconic city, as it is often described? How have different historical periods shaped London? What does the future hold? When learning about London, whose stories do we hear and whose stories are missing? In order to achieve these aims we visited a wide variety of attractions over our two days in London. We began with a walk from Liverpool Street to the Tower of London where Mr Rowlandson helped pupils to reflect on both the geography of this site as well as comparing the history of the White Tower with Norwich Castle. We then travelled along the Thames to Greenwich in order to visit the National Maritime Museum, Greenwich Observatory and the fascinating Astronomy Photographer of the Year exhibition. Dr Leeder, as Head of Nelson House, was delighted to be able to see Admiral Nelson’s coat (complete with bullet hole on the left shoulder!), particularly since the trip took place on Norwich School’s commemoration of Trafalgar Day. We also discovered that linking art and astronomy to enter the photography competition is much more complicated than taking a snap of the night sky, as Mrs Grant explained before our visit. After a trip back down the Thames and a jovial dinner together our evening was spent at the National Gallery before a walk to our hotel, absorbing the vibrant atmosphere of London on a Friday night. Saturday morning began with a lively scavenger hunt around Bloomsbury, passing institutions like SOAS and UCL and even encountering a film shoot on one street. The group then visited the British Library where Mr Douglas-Field offered a compelling introduction to this building (8km of shelving are added every year to the collection!) and prompted pupils to reflect on the future of such an institution. Inside we visited the Treasures Gallery, where we saw the Magna Carta, Beethoven’s original score for his Pastoral Symphony and a notebook of Leonardo Da Vinci, amongst many other amazing artefacts. The British Library also houses a brilliant Sound Archive where we could listen to anything from bird calls to regional accents. As we returned to Norwich pupils began to reflect on their visit and their assignment task. Pupils will share their work with their peers online and offer comment on each other’s work. We are so looking forward to reading pupils’ work and seeing how their perspectives have been shaped by our trip.
October 17, 2025
The Lower School House Music Festival 2025 took place on the final morning before half-term and was an absolute triumph of singing talent! Heigham, Magdalen and Conisford choose a trio of ABBA hits and all gave incredible performances in a Lower School Hall filled with an atmosphere of excitement and support. Heigham gave us their version of ‘Money, Money, Money', Conisford sung 'Waterloo' and Magdalen performed 'Mamma Mia'. Head of Singing from the Senior School, Mrs Walton, was on hand to adjudicate and was incredibly impressed with the standard of singing, stage presence, diction, intonation, and enthusiasm from each House. The singing truly raised the roof! It was a close competition with only a few marks in between each place, with the winners announced as Heigham house. Huge congratulations to Heigham and well done to everyone for taking part, and a special ‘bravo’ to the three House Captains for their excellent work in leading and directing their Houses so well.
By Eleanor Lewis October 17, 2025
On Trafalgar Day each year, we come together to celebrate Viscount Nelson, who famously led his troops to a decisive victory in the Battle of Trafalgar, which took place in 1805. Nelson’s leadership in the navy was marked by his outstanding bravery in conflict, and his ability to lead from the front and stand up for what he believed right. For example, he opposed the harsh and traditional naval punishment of flogging, showing his concern for his soldiers, as he felt they should be treated with respect. His resilience was legendary; despite being blind in one eye, he continued to fight fiercely, displaying an extraordinary courage that inspired loyalty and confidence among his men. Today, as we commemorate the Battle of Trafalgar, we honour not only Nelson’s strategic brilliance in naval warfare but also the leadership qualities he demonstrated throughout his career. This year, Trafalgar Day coincides with One Norwich School Day, a day dedicated to celebrating the strength and diversity within our school community. To me, these themes of leadership and community are key to furthering our thriving school life, and important take aways from figures such as Nelson, one of the many we celebrate throughout the school year. They remind us that true leadership is not just about commanding on the battlefield but about fostering unity and strength in the everyday lives of those around us. That’s leads me consider the impact leadership has within our school and how it is evident in our everyday life. The importance of strong leadership cannot be overstated. Traditional leaders like Nelson lead by boldly standing as visible symbols of strength, courage, and decisiveness. Their actions motivate those around them and create a sense of purpose and unwavering loyalty. Nelson’s own leadership style was characterized by his willingness to face danger head-on, maintaining a sense of calm and demonstrating bravery even when injury threatened to take him down. This bravery was demonstrated when he continued to give orders in a battle despite losing the vision in one of his eyes. His leadership inspired through action and sacrifice, radiating unshakable confidence and a commitment to a cause greater than himself. But while this form of leadership is undoubtedly heroic, it can also feel distant and almost unattainable. Leaders such as Nelson appear made in an entirely different way to the rest of us; creating people who are able to act fearlessly and decisively in moments of extreme pressure. This heroic image, though inspiring, can sometimes create a pedestal so high that it alienates us, making us wonder if such leadership is out of reach. It can foster the belief that leadership requires a flawless strength and courage that most people lack, widening the gap between us and the leaders we admire. If you’ve ever looked up at the statute of Nelson on the green, you might know how out of reach these heroic leaders can feel. Yet leadership does not have be confined to this traditional idea. Leadership can also be deeply personal and flexible, reflecting the unique qualities each of us inherently possess. Though Nelson’s courage will always be timeless, I want to turn your attention to another kind of leadership: the power of ‘quiet leadership.’ Quiet leadership often goes unnoticed because it doesn’t demand the spotlight. Despite this, some of the most impactful leaders are those who lead through everyday acts of kindness and empathy - whether it’s offering a helping hand, holding a door, or simply being present when someone needs support. Leadership is not solely defined by heroic behaviour; it begins with compassion, involvement, and genuine care for others. Every one of us has the potential to be a leader, not by striving to be perfect and inspiring all the time; but by practicing empathy, kindness, and demonstrating strong commitment to the communities we are in. A figure who embodies quiet leadership remarkably well is Marcus Rashford. Many of you will know him for his football skills, but beyond the pitch, Rashford has quietly championed a campaign to extend free school meals and reduce child food poverty in the UK. His leadership style stood out to me, as it was not loud or confrontational; instead, it was humble and purposeful. Rashford used his high-profile platform to build connections and create real, measurable change. He quietly wrote personal letters to government officials, using his personal experience to advocate for children who needed support. This quiet, humble approach to leadership resonated with me, and evidently many others nationally, as people rallied to support his cause. Rashford’s example is powerful because it teaches us that leadership does not rely on volume or visibility alone; it is rooted in authenticity and the ability to include others through shared values and purpose. True strength lies in the community and the collective efforts that bring about meaningful change. Even Nelson demonstrated qualities of quiet and committed leadership. One story that particularly strikes me is from just before the Battle of Trafalgar. It is said that Nelson ordered the last dispatch boat, which was already en route back to England, to be recalled temporarily so that a petty officer could include a personal letter to his wife. This small act of kindness reveals a lot about his leadership style, it is not just about heroic gestures on the battlefield but also about being attentive to the needs of individuals within a team, no matter their role. By prioritizing the desire of this junior sailor, Nelson showed that true leaders care deeply for every individual under their command, fostering a sense of community and belonging. As you move around school today, I invite you to reflect on these lessons from both history and the present day, using them to think about the leaders you admire and the qualities which make them inspiring. I also urge you to consider your own role as leaders in this school, whether that’s in a sports team, classroom, lunchtime club or on the playground, leaders are found everywhere. Finally, I am going to share a quote with you that has stuck with me since I heard it; Barack Obama said, “One voice can change a room.” And my challenge to you is this: How will you make your voice heard? Think about this, sometimes, those who shout the loudest are not truly heard – could it be that taking the time to listen to others, is the best way to get people to listen to you?  As an old teacher used to say; if you were - thank you for listening.
More Posts