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. 

National Year of Reading - September

By Eleanor Lewis • September 23, 2026
2026 is National Year of Reading and we are going all in here at Norwich School! We know reading expands worlds, sharpens minds, and fuels creativity, so let's get inspired! Every month we are focusing on a different genre and hearing from a member of staff about what they like to read, why, when and where! For the start of a new school year, we’re talking to Mrs Hewitt about her favourite genre. Let's find out more about why Mrs Hewitt loves the great American novel... . Tell us a little bit about the genre; what common themes or elements do you particularly enjoy? I’m not completely sure this is an accepted genre, but I have always been drawn to American novels from the 20th century. Characters in these novels live harder lives than me. Life is not generally kind to them and they are not always kind to others nor make the ‘right’ choices. You can explore human frailty and resilience in the face of poverty, social disapproval or upbringing without ever leaving your cosy armchair. What was the book that introduced you to American novels? Was there a particular book or author that made you fall in love with this genre? Children’s books were nowhere near as varied and diverse when I was young. I grew up reading Noel Streatfield, Enid Blyton and Louisa May Alcott and other books written when my grandparents were young and if they weren’t written ‘in the olden days’, they were set ‘in the olden days’. Studying A-level English, French and German literature meant that I had many weighty tomes to plough through in my late teens, so discovering The Outsiders by S.E. Hinton and The Catcher in the Rye by J.D. Salinger in the school library opened my eyes to the idea that a book’s hero could be my age with a teen’s outlook. They put me in the shoes of people who were far bolder, more unconventional and exciting than me. Has your taste in this genre changed over time? Yes. I am less inclined to accept misogyny in books now. You could argue that Charles Bukowski intentionally set out to make his nihilistic alter ego Henry Chinaski to be unpleasant and repellent, but if I were to reread, I would rather choose The Best of Everything by Rona Jaffe, which is a great insight into life for young women in the early 50s dealing with such attitudes. Would you recommend this genre to someone who doesn’t usually read it? Why? I’m happy to tell people about books I’ve enjoyed, but rarely recommend any, as enjoyment of a book is so personal. I’ve recommended some of these to my son, but he won’t be told and flat-out refusal is just annoying. So, all I can say is that millions of people have loved them, but you may not. What do you enjoy most about reading, whether an American novel or anything else? I read to experience lives I will never live and to get to know people I will never meet. When and where is your favourite time and place to read? On public transport, as there are no other tasks or distractions to take me away from my book. I can fully disconnect from what is around me. A three-hour train journey? Divine. Yes please. Tell us a little bit about the genre; what common themes or elements do you particularly enjoy? I like the fact that I never know if the ending will be happy. The genre is typically described as ‘gritty’. These books focus on people who are on the edges of society, whether by choice or by circumstance, in a time of powerful, narrow-minded social judgement. I saw New York through the eyes of James Baldwin’s gay, black jazz musician Rufus in Another Country ; I enjoyed pool-hall hustles in Hard Rain Falling by Don Carpenter, a 24-hour dance competition in They Shoot Horse Don’t They? (Horace McCoy) and came face-to-face with the grim reality of war for young soldiers in Norman Mailer’s debut novel The Naked and the Dead. If you could step into the world of any book, which would it be and why? Well, I certainly wouldn’t step into In Cold Blood by Truman Capote and I’m not sure if I would survive On The Road in the way that Kerouac did, although I’d certainly enjoy travelling across America. Perhaps I would do this with Joan Didion instead in The White Album , or with John Steinbeck and his dog in his caravan while he wrote Travels with Charley and I could tell him how much I love East of Eden . Click here to see the monthly reading list!

An Assembly on Artificial Intelligence from Alex Grant

By Eleanor Lewis • September 23, 2026
Deep in the summer holiday, my dishwasher broke down. It started beeping maniacally, relentlessly and making a deep, unhealthy gurgling sound. We are dependent on technology in so many aspects of our lives, it is frustrating when that dependency is abruptly cut off. An August of suds and rubber gloves was an unwelcome prospect. I have little skill to fix mechanical things. Very little. Faced with this problem, I thought I’d turn to someone - or some thing - in my household that might help: my own intelligence fell short so I thought I’d see if Artificial Intelligence could assist me in my predicament. Could one machine fix the other? I fed the symptoms of my dishwasher’s distress into the Large Language Model, Google Gemini. ‘What should I do?’ I asked it, pathetically. It quickly diagnosed the problem: water was trapped in an inaccessible part of the machine. Now, I do own an assortment of under-used screwdrivers; with a flash of inspiration, I suggested that I could unscrew some prominent screws at the bottom of the dishwasher. ‘No!’. Gemini advised me. Sensibly, it told me to not do that under any circumstances or I would break the thing forever. Screwdriver hanging limply in my hand, my exchange with Gemini continued… You will know Artificial Intelligence is the subject of much debate. Some claim, optimistically, that it will revolutionise human life for the better, solving difficult problems and removing drudgery. On the other hand, some claim unrestrained AI development could lead to the extinction of humanity. That would, at least, solve the dishwashing problem. For those of us in schools, the emergence of generative AI poses a challenge to the purpose of education; it can now do many of the tasks that have, until now, been the preserve of humans. Put simply: AI can – efficiently – find any information, read and summarise a text, write fluent and polished prose, offer instantaneous translation, complete every part of a mathematical or scientific problem, and generate music or art in any genre. Is it, therefore, still important to learn to do these things for ourselves. Before Easter, I asked senior year groups for their views on AI. I am grateful to the 400 in U5 and above who responded with eloquence, supported by their experiences. Whilst many noted positives - that AI can bring efficiencies – it was notable that the majority expressed concern, frustration or even anger about the impact that AI may continue to have. Some cited environmental concerns, or problems of biased, deepfake or hallucinated information. Many noted that AI can compromise academic integrity and enable cheating. A majority expressed concern that dependence on AI may result in people losing the ability to think critically or independently. This view is increasingly supported by hard evidence. A study by MIT in the USA last year indicated that dependence on AI for essay writing resulted in students having a much shallower understanding of the subject, weakening their critical thinking and formation of long-term memory. A recent Chinese study of 27,000 students found the exam performance of those who used AI for their regular work was worse than those who did not. Many of you said you are confused about what is permitted and that the school has not given sufficient guidance. That’s a fair point. The answer is not simple, but I can set out some broad principles. Firstly, in the age of AI, the cultivation of your intelligence and creativity remains an intrinsic good. Intellectual and creative effort has value. Even if AI can do a task, we should be interested in developing our own learning for its own sake; to encounter astonishing new things that change us as human beings. To let you into a secret: when I set a history essay to a class, it isn’t because I actually need 25 copies of that essay. It is because the process of producing the essay develops your learning. Efficiency in production is not the goal of education. Learning requires your brain to work hard and you can’t bypass that difficulty or offload it onto someone or something else. It would be analogous to repeatedly drive a car for 26 miles in the expectation that you will be fit and prepared to run a marathon. Secondly, if AI is used, it should be to support learning, not undermine it. There are AI tools that can be powerful in helping to develop thinking and your teachers may introduce these to you. But their use should not circumvent intellectual effort that is a necessary part of learning. Thirdly, we recognise the growing importance of AI literacy; as the technology becomes embedded into our lives, it is essential that we understand its capabilities and limitations, as well as ethical questions that are raised in a world where AI may become ubiquitous. Mr Fisher has done pioneering work on this with his Fifth Form Elective course and I look forward to working with Lawrence Doe on his red gown project to develop how we do this further. Finally, AI must not diminish our humanity or our relationships in this community. The ‘real’ matters and it was clear in your feedback that many of you are repelled by AI-generated material that is synthetic or impersonal. In particular, you felt strongly that if you put time, effort and love into something, that you want it recognised and considered by a teacher, not assessed by a machine. As with all technology, AI should remain a tool in service to our needs. Dependency on technology for intellectual tasks – tasks much greater or more complex than washing dishes - runs the risk that we become incapable. So, what was the resolution of my dialogue with Google Gemini? It concluded – firmly - that I should step away from the dishwasher, lay down my screwdriver, and call out a mechanic; a real person with the knowledge and skills – the human intelligence - required. When he arrived, he sorted the problem within 15 minutes. I could return – sheepishly - to my dependency on the machine.

Norwich School Pupil Successful in Guildhall Young Artists’ Composition Competition

By Eleanor Lewis • September 22, 2026
The final of RELEASE 2026 , Guildhall Young Artists’ (GYA) composition competition, was held on Saturday 12 September at Guildhall School’s Milton Court Concert Hall. The event was hosted by Jeffery Wilson, founder and Creative Director of RELEASE, and actor and Guildhall alumna, Sophia Roberts, and featured premiere performances of twelve new compositions. The finalists were chosen by an adjudicating panel consisting of saxophonist and owner of Saxtet Publications, Tom Bruton, Deputy Head of Electronic and Produced Music and Lead Professor of Film Music at Guildhall School Barbara De Biasi, composer, orchestrator, and arranger Matthew Sheeran, and Sub-director of Studies and Teaching Associate at St John's College, Tim Watts. Upper 5 pupil, Isaac S, won the ‘Release the Song’ category with his setting of two Shakespeare songs. Hear them here on YouTube. He will receive mentoring from ‘Audio Network’ professionals and attend an orchestral session at Abbey Road as well as a live masterclass with Paul Ressel and a cash prize. Isaac was also awarded second place with his string quartet Burnt Norton. Isaac commented: "The joy of the whole thing is that it's such an eclectic competition, there's been a really wonderful breadth of entries and it offers opportunities to young composers in all genres, forms and all media. There are so many opportunities across a whole breadth of disciplines out there and it represents many of them. It's wonderful to have more recognition wanting to go into composition professionally later in life."

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

September 22, 2026
The start of the Academic Year is a very busy time as we return to school life following the summer break. One of the highlights of the start of term is the Clubs and Societies Fair. It is an event full of enthusiasm, hub bub and excitement. This year was no exception as we held the Fair on Tuesday 8 September in our Upper King Street building. The Fair is an opportunity for pupils, new and returning, to go around stalls representing our various Clubs and Societies and find out more about their aims and activities. Over six locations 30 clubs and societies created table top displays showcasing their club or society. It is always pleasing to see pupils leading the stands and talking to other pupils about the activity that they enjoy and are representing. There is no better advocate for that particular activity. Our Games Department were on hand to talk about the vast array of activities that pupils can join. The Music Department had a rolling backdrop of images from concerts and recitals. It was wonderful to hear during the course of the Fair one of our Fourth Form pupils who took to the piano for an impromptu gifted performance. Two of our activities, KS3 Textile Club and Community Knitting Club covered a table in the items that they have made, all colourful and many of the pieces had been designed by pupils. Ms Scott, along with some of our Sixth Form pupils, showcased our EDI societies. Warhammer and The Fellowship: Dungeons and Dragons had a display of their games. Our Cubing Club was represented, and it was wonderous to watch a group of pupils completing their cubes which such dexterity and enthusiasm. In the Café, our DJ Club provided the musical accompaniment keeping us all entertained. This year it was wonderful to welcome back Writers’ Bloc. This has proved a very popular activity and we look forward to reading the creative works from the group, there maybe a budding Dame Julia Donaldson within our midst. Following the Clubs and Societies Fair, pupils are invited to formally register for the activities via SOCS. We have 120 Co-Curricular activities taking place before school, during break and lunchtimes and also after school. With healthy membership at the majority of the activities with some over subscribed. Our Clubs and Societies are now up and running. Our SOCS platform holds all the up to date information regarding the Co-Curricular Clubs and Societies. Those pupils who have registered for lunchtime clubs often need early lunchcards. This year during the various early lunchtime collection sessions, queues of pupils collected early lunchcards. For some pupils, part of the fun is collecting a card for each day of the week. We hope all pupils enjoy joining in these activities which provide opportunities to develop new interests, skills and form new friendships.

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

By Sonja Mitchell • September 21, 2026
This amazing feat saw Ian travel over 2,200 miles, with 141 solo days at sea!

Aspiring Medics Enjoy an Informal "Meet the Doctor" Event with Dr Ward

By Eleanor Lewis • September 21, 2026
We were fortunate to welcome Dr Sean Ward from Sheringham Medical Practice this morning for an informal "Meet the Doctor" event. Dr Ward is also Clinical Director for Sheringham, Holt and Fakenham Medical Practices and a teaching fellow Norwich Medical School and has vast experience with both patients and medical students. He was able to pose questions and suggest responses which certainly stimulated the brain first thing on a Monday morning! Sean offered his time after receiving a number of enquiries from pupils who are interested in pursuing a medical career and deciding it would be easier to speak to everyone at the same time. The hour-long meeting was relaxed and full of interesting conversation, questions and food for thought, including the building of three new hospitals in East Anglia, all with private rooms instead of traditional wards - all to prevent the spread of infection, and incredible use of robotics in surgery, allowing surgeons to perform intricate operations from another country. The message from Sean was very clear; medicine and healthcare are never "just one career". Whether research based, or in a practical role, whether working for the NHS or even as a medic for the armed forces, there is endless opportunity to learn and develop. Training or university is just the beginning!

Racing to the Finish Line with the Greenpower Electric Car

By Eleanor Lewis • September 20, 2026
On Sunday 20 September, the School Greenpower Racing team competed at the Lotus test track at Hethel against more than 20 other schools from across the country. They came 5 th and 9 th in the two Heats - the best performance ever, with the 9 th placing particularly impressive as they started from the pit lane. Ms Ling would like to congratulate the drivers : JJ L, Rowan K, Alejandro O, Gabriel C and Arthur L. She would also like to thank Alex P for his invaluable support on the day. Thanks so much to the pupils for taking some fantastic photos!

A Celebration of History and Culture

By Sonja Mitchell • September 18, 2026
As part of the national Heritage Open Day scheme, Norwich School was delighted to open its Air Raid Shelter, Crypt and school Chapel to visitors this month.

A Musical Start to the Michaelmas Term

By Eleanor Lewis • September 17, 2026
The new Michaelmas Term got off to a fantastic musical start with our first Informal Concert, featuring a wonderful selection of performances from pupils in Upper 3. The concert showcased an impressive range of instruments and musical styles, with performances on piano, cello, guitar and French hunting horn, alongside some confident vocal performances. The programme took the audience on a real musical journey — from the instantly recognisable fun of Wallace and Gromit and The Muppets Theme, to the beautiful The Swan by Saint-Saëns and the atmospheric Sunrise by William Carroll. There was plenty of variety too, with a traditional take on Old McDonald , the lively Sparkling Splashes and Smooth Water , Burgmüller’s charming Petite Réunion and the much-loved Cavatina . The vocal performances brought their own energy and character, including songs by Stephen Sondheim and Bruno Mars. It was particularly lovely to see pupils sharing their music so confidently at the very beginning of a new school year. Informal Concerts provide a relaxed and supportive opportunity for young musicians to perform to an audience, build confidence and celebrate the progress they are making with their instruments and voices. Director of Music for the Lower School Mr Vine said 'a huge well done to everyone who performed. What a brilliant way to begin another term of music-making!' The next Informal Concert will be on Thursday 24 September featuring pupils from Lower 3.

Summer of Cricket Success

By Eleanor Lewis • September 15, 2026
It has been a fantastic summer of cricket, with several strong performances across the Norfolk County age group programme and some notable achievements involving members of the Norwich school community. Our 1st XI captain represented the Norfolk Lions against Suffolk 2nd XI while Lucas B, Max C, Charlie M, Vihaan R, Jaivir A, William J, Freddie P, and Josh B all represented the Norfolk boys age-group squads with success. In the girl’s programme, Isobel S continued her run-scoring form with two more centuries while Charlotte P, Lucy H, Orla B, Georgina D, Rosie B and Bella L alongside On’s India Fox and Niamh Rushton enjoyed excellent season for representing Norfolk. Bella B was selected for an England schools U17 squad that competed in the National school’s competition against Ireland and Scotland where they were crowned eventual winners of the Ebony Rainford-Brent T20 trophy, a fantastic achievement. Our cricket staff also enjoyed an outstanding summer with Mr Alfie Cooper, current Swardeston CC captain, earned his Norfolk County Cricket cap and finished as the leading Minor counties run scorer in the three-day format, that included two centuries. Meanwhile, Mr Richard Sims, our 1st XI Girl’s coach, represented England over-40’s in their Triple Crown competition against Wales, Scotland and Ireland. We wish Mr Sims every success as he travels to Guyana in late October to represent England over-40’s in the World Cup. It has been a memorable summer for the Norwich school cricket programme, and certainly one to celebrate.
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