Onward Routes for Our Upper 6 Cohort - Girls in STEM

March 27, 2025

Here at Norwich School we are delighted to celebrate the talented diversity of our Upper Sixth cohort as UCAS (Universities and Colleges Admissions Service) offers continue to roll in. 

 

Following on from Norwich School successfully hosting several Norwich Science Festival events during the February half term, we have chosen to focus on case study STEM (Science, Technology, Engineering and Medicine) offers in this blog post. STEM is very strong at Norwich School with consistently large numbers of both girls and boys choosing Sciences, Maths and Further Maths for A level: 73 of last year’s Upper Sixth cohort took Maths A level with an average of 47 taking each of the three Sciences. 

 

Many Upper 6 boys and girls have received exciting offers from highly competitive universities to study STEM courses. Nationally only 26% of STEM graduates are female, yet at Norwich School the gender split continuing STEM post-18 is much more even. We have therefore chosen to celebrate the achievements of girls in STEM in this blog post. The Med Soc (Medical Society) that recently arranged for Chair of the NNUH, Tom Spink, to speak is run by two Lower 6 girls, the Vet Society that meets each week was started up and is led by two other Lower 6 girls. Two Upper 6 girls (Amelia Braidwood and Freya Osborne) have recently been selected to take part in the selection process for the UK’s team at the International Biology Olympiad following their gold awards in the British Biology Olympiad. With so many girls gain STEM offers ranging from Automotive Engineering, Biomedical Sciences and Computer Science to Zoology, it was difficult to choose a few pupils to hear from, but we hope younger pupils will be inspired by the application journeys and successes of Georgia, Freya, Lily and Lily. 



Georgia Hodgson


Can you tell us about the university offers that you've received so far? i.e. what course(s) at which unis. 


Currently, I’ve received offers from Cambridge, Imperial, UCL and UEA for Medicine and Warwick for Biomedical Sciences!  


On top of the usual UCAS application form, what else have you had to do as part of the admissions process to be considered for these highly competitive courses? 


For my medicine applications, I’ve had to take the University Clinical Aptitude Test (UCAT) entrance exam, which happened over the summer (between Lower 6 and Upper 6), and complete interviews at all four universities. These interviews involved learning about current NHS affairs, exploring skills from work experience/volunteer work and, for Cambridge, applying scientific knowledge from A Levels. 
  

How did Norwich School help you during the university application process? 


Norwich School provided support during Lower 6 in the form of Apply Plus sessions, in which we were encouraged to think ahead about work experience, volunteering and super-curriculars; I found these sessions very insightful as I learnt a lot about the application process pre-emptively and was able to tackle my UCAS application a lot better as a result! During Upper 6, there was also support for interview preparation for medicine, dentistry and veterinary medicine applicants as we were able to take part in a mock interview, which helped me to identify my weaker areas and gave me an idea of how to prepare and what’s involved.  
  

Which other activities in sixth form helped strengthen your application? 


Volunteering was a key experience that supported my application; I had undertaken some volunteering at Able2B, as well as partaking in community service through school. These experiences provided valuable learning opportunities that I was able to reflect on in my application and discuss at the interview. I also shadowed doctors in a hospital, which gave me a realistic view of what medicine entails that I could tie into my personal statement and interview answers, and excited and motivated me about the prospects of entering a career in medicine! On top of these, I completed and presented an 8000-word research project on the link between depression and cardiac health, entered several STEMM Olympiads and completed the Youth STEMM Award. 


Outside of medicine-related activities, what have you been involved in at Norwich School during sixth form? 


During sixth form at Norwich School, I’ve led the Debating and Erpingham Societies, as well as taken up my new role in Upper 6 as Head of School and EDI. These have helped me develop other skills, especially those in communication and organisation, and have been a lot of fun! A particular highlight was being part of a team ranked 26th internationally at a debating competition! 
  

Which offer do you think you will pick as your CF (conditional firm) and what most excites you about that course? 


I’m hoping to CF Cambridge’s medicine course! I find a lot of aspects of the course exciting; however, a particular aspect is the opportunity to intercalate in the 3rd year! I think this will help to broaden my knowledge and understanding of medicine and science as a whole, and the chance to research is an exciting prospect! I also look forward to participating in supervisions and discussing the subject with incredible scientists and researchers! 


 Lily Yu


Can you tell us about the university offers that you've received so far? i.e. what course(s) at which unis.


I have had offers from UCL and Durham to study Earth Science and from Imperial College London and Bristol to read Geology. 


On top of the usual UCAS application form, what else have you had to do as part of the admissions process to be considered for these highly competitive universities?  


I volunteered in Sedgwick Museum for two months during summer holidays which was fantastic experience. To study the history of the geological landscape in the area, I also attended a geology & geography camp in the Lake District which proved to be great experience which also looked great on my personal statement. In Lower 6, I also completed the Gold Independent Project ‘To what Extent does Ocean Acidification Influence the Colour of the Ocean?’. Researching this area furthered my knowledge in the field. 

  

How did Norwich School help you during the university application process? 


The school were really helpful in managing and supporting my application as well as answering any questions that I had. Mrs Warren and Mr Pearce were both helpful, as well as Mr Croston who specialises in helping international students and Old Norvicensians. 


Which other activities in sixth form helped strengthen your application? 


I think going to a range of talks and lectures proved to really help my application, as well as getting a strong set of predicted grades. Reading around the subject was also particularly academically enriching, and it also gives you a selection of things to talk about at interview as well as on your personal statement. 


Outside of academic activities, what have you been involved in at Norwich School during sixth form? 


Outside of academic activities, I have been involved in the Amnesty Group, where we have organised fundraising for a plethora of charities and events such as the Amnesty Variety Evening, which is always great fun. I also love to be in nature, so I recently completed the expedition for DofE Gold and looking forward to going to Buckingham Palace to receive my award! In Sixth Form, I have also really enjoyed rowing at Whittingham, in the week as well as on Saturdays. I typically row in a single but also enjoy rowing as part of a double, quad or eight. 


Which offer do you think you will pick as your CF (conditional firm) and what most excites you about that course?

 

For my conditional firm, I will accept UCL, on account of its excellent learning environment, course structure and work-life balance. Studying in London is particularly nice, and I’m looking forward to starting in September. 



 Lily Nguyen


Can you tell us about the university offers that you've received so far? i.e. what course(s) at which unis.


I've applied for Electrical and Electronic Engineering. I've received offers from Bristol, Newcastle, Nottingham and Sheffield, and I'm interviewing for Loughborough in early April.  


How did Norwich School help you during the university application process? 


My teachers were very helpful with editing and making changes to my personal statement. I also had support from staff on where to strategically apply to get the most out of the five university options. And my teachers wrote strong references to support my application.  


Which other activities in sixth form helped strengthen your application? 


I have participated in and gained Silver Industrial Cadets Qualification, involving me attending talks, watching lectures, and culminating in a research project on the UK's transition to green energy. I've also been able to present this research project at Erpingham and turn it into a Longbow article. I've also participated in the Cityzen Competition and Engineering Education Project. I've also done two research projects, my Independent Project was on safety systems in Formula 1, and I also did a research project as part of my physics practical qualification, looking into the drivetrains of Formula 1 and Formula E cars, and looking at their similarities and differences. 


Outside of academic activities, what have you been involved in at Norwich School during sixth form? 


I've been involved in Chapel Choir, and a bit of Gateway Players. I've also been an active member of the school boat club, having competed in major races, such as National Schools and Henley Women's and currently being in the process of doing GB trials.  


Which offer do you think you will pick as your CF (conditional firm) and what most excites you about that course? 


Bristol will be my conditional firm. They continually update their modules (one of my year 1 modules will be new for my entry cohort), and I like the wide range of topics that my degree covers, covering both the hardware and software side of electronics. I enjoy programming, but not enough to do a degree in it! I also like the final year individual research project, allowing you to research any topic that interests you.  

 

Freya Osborne


Can you tell us about the university offers that you've received so far? i.e. what course(s) at which unis. 


I have received offers to study Veterinary Medicine at the University of Liverpool, the Royal Veterinary College, the University of Edinburgh, and the University of Surrey. 



On top of the usual UCAS application form, what else have you had to do as part of the admissions process to be considered for these highly competitive universities?  


I had to complete numerous extra forms to document the work experience that I had completed, as well as doing a Situational Judgment test for Surrey and an interview for each vet school I applied. I had two virtual interviews and two in person interviews. 


How did Norwich School help you during the university application process? 


Norwich School has subject specialists who are there to give you advice and feedback on your applications to university, for example improving your personal statement. They also are great people to speak to if you need ideas on how to make your application more competitive. Norwich School held a mock MMI (multiple mini interview) for each of the veterinary medicine/medicine/dentistry applicants which gave us a chance to practise our interview skills in front of unknown people. Some of the questions they asked me were really similar to some of the ones I was asked in my real interviews! 


I was lucky to have an interview invitation in the October half term, way before anyone was expected to give them out so I had a chance to complete an online mock interview with our Head of UCAS. This was great as it gave me the opportunity to have a go at an interview in the same style as my real one. 


Which other activities in sixth form helped strengthen your application? 


I spent a lot of my holidays completing work experience in vet practices as well as gaining experience in a stables, dairy farm and a doggy day care. I was fortunate to get a part time job at Wroxham Barns which gave me over 300 hours of experience with a range of species of animals. This is also a customer facing role which helped me gain skills in interacting with the public - a vital skill for a veterinary surgeon. 


In Lower 6, we were given an opportunity to complete an independent research project. I chose to research brachycephalic (flat faced) dogs and the ethics surrounding them. This also gave me the opportunity to present my project to an audience and it also gave me a great thing to discuss during my interviews. 
 

Outside of academic activities, what have you been involved in at Norwich School during sixth form? 


During my time in sixth form, I've been involved in many extra-curricular activities such as performing in the senior musicals and plays, singing in three school choirs, and volunteering with the 8th Norwich Sea Scouts as a Young Leader. These give me a great break from my applications and studies and provide me with transferable skills which I can use in my university career such as teamwork and communication.  
 

Which offer do you think you will pick as your CF (conditional firm) and what most excites you about that course? 


I am going to pick the University of Liverpool as my firm choice because I really like the vet community that they have there, as well as the other societies that the university has, for example their musical theatre society. The course really excites me as it has a focus on practical, clinical skills from day 1 and the vet school has great facilities for all disciplines of veterinary medicine. I like how they have an equal focus on small animal, equine and production animal medicine as I am not too sure of which type of veterinary medicine I want to go into. 

Upper 4 Pupil, Timothy Madders, Selected for National Children’s Orchestra Of Great Britain

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

Norwich School French Horn player becomes full member of The National Youth Orchestra of Great Britain

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

Ben Rothery, ON 96-02, at Norwich Book Festival

By Sonja Mitchell • October 23, 2025
Award-winning author and illustrator, Ben is at Norwich Book Festival for two outstanding events for all ages.

ON Tom Isaac (05-12) in upcoming concert

By Sonja Mitchell • October 23, 2025
Thomas Isaac will be playing cello with the Norwich Philharmonic Orchestra.

Upper 4 and Lower 5 Scholars Explore London and it's History

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.

ABBA Abounds at Lower School House Music Competition

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.

Trafalgar Day Service from Rosie Pank, Head of School

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.

Netball News - The First Half of Michaelmas 2025

By Eleanor Lewis • October 16, 2025
Despite Netball only being played non-curriculum time this term, the Netball Club have been busy competing in four National Cup competitions, The England Netball National Schools competition, The Sisters in Sport Cup, the Independent Schools Cup and the School Sports Magazine Cup. The U14 squad have secured two wins tin their cup runs, against Wymondham College and Norwich High School for Girls. The U16s won their Area tournament with seven wins out of seven, alongside a strong cup win over St Joseph's College.  Not to be outdone, the U19 team have been victorious against Ipswich School and also produced a classy and composed performance to secure a comprehensive win over Oakham.

Hockey Highlights - Girls' Hockey Season Update 2025

By Eleanor Lewis • October 16, 2025
The Girls’ Hockey programme has enjoyed an excellent start to the season, with teams across all age groups showing determination, teamwork, and impressive progress on the pitch.  The U12s have had some highly competitive fixtures, demonstrating real growth in skill and confidence as the season has progressed. A particular highlight was the U12A team’s outstanding 3-1 victory over Woodbridge School. The squad also performed brilliantly at their recent tournament, qualifying for the Regional Finals - a fantastic achievement and reward for their hard work and enthusiasm. The U13s have gone from strength to strength, producing a series of excellent performances. The U13A team recorded an emphatic 9-0 win against Glebe House and followed this up with a strong 5-2 victory over Culford School. The U13B team also impressed, battling hard to earn a 2-1 win against Wymondham College’s A team, a testament to their determination and growing confidence. The Inters teams continue to make steady progress, competing in several close and exciting matches. The 14A team notched up impressive wins against both Framlingham College and Ipswich School, while the B team recorded a solid win over Framlingham College and a well-earned draw with Culford School. The Senior teams have also enjoyed a strong start. The 3rd XI have shown fantastic grit and determination throughout the season, highlighted by an excellent 4-0 win against Wymondham College’s 2nd XI. The 2nd XI have been superb, losing only one game so far, with standout moments including qualification for Regionals and a commanding 4-0 victory over Culford School. Meanwhile, the 1st XI have been working tirelessly behind the scenes, with their 3-1 win against UEA’s 1st XI reflecting their exceptional progress and dedication. With such positive momentum, the future of the Girls’ Hockey programme looks incredibly bright.

Hockey Highlights - Boys’ 1st XI Hockey Season Update

By Eleanor Lewis • October 16, 2025
Following the success of last season, the Boys’ 1st XI hockey team has entered a rebuilding phase, welcoming eight new faces into the squad. With a fresh mix of talent and energy, the focus this term has been on developing team cohesion, refining structures, and preparing for the challenges of Tier 1 competition. The team began their campaign with a series of local fixtures against Dragons, Norwich City, Dereham, and Magpies. These early matches provided valuable opportunities for the new-look side to gel and test combinations in competitive settings. The boys showed great commitment and resilience throughout, competing hard in every fixture and demonstrating steady progress with each performance. Their opening Tier 1 encounter came against Ipswich, where the team narrowly missed out on victory in a closely contested game. Despite the result, the performance was full of positives, with the squad displaying strong defensive organisation and promising attacking intent. The following fixture saw the team take on Whitgift – the four-time reigning champions – where they once again rose to the challenge, matching their opponents for long periods and showing encouraging signs of growth.  With each match, the group continues to build confidence, understanding, and belief. The foundation being laid this season will no doubt serve the team well for the remainder of the campaign and beyond.
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