Onward Routes for our Upper Sixth - Non UCAS Success Stories

April 1, 2025

Here at Norwich School we are delighted to celebrate the talented diversity of our Upper Sixth cohort as offers for onward routes continue to come in. Following on from blog posts on law and girls’ STEM university offers, we have chosen to focus on offers pupils have for non UCAS (the Universities and Colleges Admissions Service in the UK) routes.

With expert guidance from Mr Croston, pupils have received offers from leading universities in several countries outside of the UK. Congratulations in particular to Uma Patel (offer for Dentistry at the Universidad Catolica de Valencia, Spain), Edward Chan (Architecture at Hong Kong University), Bosco Tang (Dentistry at Hong Kong University) and Helen Ng (Computer Science at UST, University of Science and Technology, Hong Kong).

A huge variety of exciting opportunities with employers are now available to school leavers, almost all combining paid employment with training and further qualifications. The number of degree apprenticeships available in the UK is now four times what it was five years ago; our pupils who gain offers for these will work for a leading employer who trains them, pays them and pays for them to complete a full university degree alongside their employment. We are very fortunate to have Mrs James supporting pupils as they apply for these highly competitive programmes.

This blog post asks three pupils about their offers for non UCAS routes: Ava deCooper Wride has a full rugby scholarship for Quinnipiac University (USA), Archie Taylor has an accountancy degree apprenticeship offer from Price Bailey and Hugo Pattinson has an engineering degree apprenticeship offer from Airbus.

Ava deCooper Wride

Tell us about the US university offer that you've received i.e. what course(s) at which unis, what is the scholarship

I’m pleased to share that I’ve received an offer from Quinnipiac University, located in Connecticut on the East Coast (of the USA). I’ve been awarded a full academic and athletic scholarship, which I’m really grateful for. I haven’t decided on a major yet, as I’ll have the chance to explore different options during my first year before making a decision.

How did you secure this fantastic achievement? What did the application/selection process involve and when?

I began to build relationships with coaches in Lower 6. I achieved this through frequent calls and video footage submissions while also registering with the NCAA (National Collegiate Athletic Association). My coaches in England provided references, and I completed an online application followed by a face-to-face interview call. Eventually, I was invited on a three-day trip to meet the coaches and players in October 2024, which allowed both sides to assess if it was the right fit.

How did Norwich School help you during this application process?

There was a significant amount of paperwork involved, as Quinnipiac University were keen to assess my academic profile. This process included academic and character references from various teachers. Also character references from my sports coaches at school. Finally, a transcript of my grades and predicted grades, was compiled and submitted by Mr Croston.

What attracted you to studying in the USA? Tell us a bit more about the rugby out there.

One of the biggest reasons I was drawn to studying in the USA is how seriously they take collegiate sports. The level of funding, media coverage, and overall competitiveness is on a completely different scale compared to the UK. Women’s rugby, especially 7s, is also growing rapidly there, which makes it an exciting time to be part of the sport. I’ll be competing in Division 1 (D1), the top league, and training five days a week, with matches most weekends. The travel varies - many D1 universities that I will play are on the East Coast, but some tournaments, like the Tropical 7s in Florida, require trips across the country.

Tell us about the rugby you currently play - which club/side, any highlights to date.

Currently, I play club rugby for Norwich. I’ve also had the opportunity to play for Saracens, and I’m now in the PDG phase of the England Pathway, continuing to develop my game at a higher level.

You're a talented all-around sportswoman who holds a sports scholarship here. Which sports have you represented Norwich School (and/or any local/county sides..?) for and at what level? How have these other sports and/or the sports scholarship programme here helped your rugby?

At Norwich School, I’ve had the opportunity to play a wide range of sports, from tennis to cricket to hockey. However, the sport I’ve been most involved in has been netball. Outside of school, for netball, I play for Norfolk United and was previously part of the Saracens Mavericks pathway. I believe that playing multiple sports has really contributed to my development in rugby and vice versa - I think that playing any sport helps build game sense and a strong understanding of fundamental skills. Norwich School has also played a big role in my overall athletic growth. Through Athletic Development, I’ve improved my conditioning, and I’ve also gained valuable knowledge in areas like sports nutrition and psychology. All of this has helped me stay fit, healthy, and continue progressing in my sport.

Archie Taylor

Tell us about the degree apprenticeship offer you have received.

I have received an offer from Price Bailey. I am based in the Norwich office in the outsourcing department. In this programme I will work a full-time job allowing me to gain hands-on experience while earning a level 7 qualification (masters equivalent) this will last for 5 years.

You also applied through UCAS for 'normal' degree course and have received several offers from top universities. What attracted you to applying to employers for a degree apprenticeship as a preferred route to this?

I was particularly drawn to the degree apprenticeship route because of its combination of practical experience and academic study. The opportunity to apply theoretical knowledge in real world setting, earn a salary while earning industry recognized qualifications without student debt and have the chance to become financially independent at the age of 18 was a big pull factor. Additionally working at Price Bailey will allow me to develop professional networks early in my career, putting me in a strong position for the future. Also, as the graduate market becomes increasingly competitive, I will have 5 years of professional work experience and if all goes well an offer to stay on at Price Bailey with no student debt.

How did you apply for your degree apprenticeships and what did the application process involve?

Overall, I applied to 23-degree apprenticeships (as they are highly competitive) by researching firms that offer a good, structured program with good career progression. The application process typically involved submitting an online application, followed by personality quizzes, situational judgement tests and potentially a numerical test depending on the industry. Then there will usually be a video interview stage where you film your answer to a question that you have around 2 minutes to prepare for. After this I was invited to an in-person assessment centre day where there are typically 5-20 people there going for a limited number of roles. This day will vary from different industries, but my day consisted of a 25-minute numerical test, a Q&A with the hiring managers and then 2 group tasks where we had to collaboratively find solutions to a business's problems from sources supplied to us and then give a 10 minute presentation to the hiring managers. This was mainly testing problem solving ability and most importantly the ability to work well collaboratively in a team. After this I was invited to an online interview with a younger person at the firm and an older experienced partner, this typically lasts from 20-45 minutes. The process is very rigorous and time-consuming, but it provided a great insight into the expectations of the industry.

How did Norwich School help you achieve this offer?

To begin with I spoke to Mrs James about career opportunities through apprenticeships as I was confident that was the path I wanted to take. Mrs James then provided support with CV writing and checking that it was good quality. After this when I made it to the assessment centre, I was able to reach out to her to ask for advice on how I should present myself and go about the day. Then when I made it to the interview stage, I had a mock interview with Mrs James and went through any questions I had, which helped with my confidence going into the real thing.

How will your degree apprenticeship work?

The job mixes on the job training alongside academic studying. I will be working 5 days a week with the option to work from home whenever convenient while studying for the ACA qualification which has a typical duration of 5 years. The firm provides study help alongside work; I will get time off work to attend lectures and take exams, while the rest of the revision I am responsible for doing outside of working hours. Over the course of the program, I will work towards professional qualifications, while gradually taking on more responsibilities within the firm.

What else have you been involved in at Norwich School outside of academic work? Will you be able to continue these activities when you start your degree apprenticeship in the autumn?

Beyond academics, I have been heavily involved in cricket and rugby at Norwich School, playing in the 1^st team for both. While my apprenticeship will require commitment, I plan to continue to play cricket for Norfolk U18s and Lowestoft Town 1^st XI. Maintaining a work-life balance is important so I will maintain a consistent gym and running routine on the side. The structured nature of the degree apprenticeship allows for flexibility, enabling me to manage professional and personal commitments effectively.

Hugo Pattison

Tell us about the degree apprenticeship offer you have received.

I have been offered an Engineering Degree Apprenticeship with Airbus.

I learned of degree apprenticeships though attending several careers fairs. At these I was able to talk to current degree apprentices and I found out about all of the various benefits of the courses alongside the working environment, this alongside the pay and lack of student debt made degree apprenticeships appeal to me massively.

How did you apply for your degree apprenticeships and what did the application process involve?

I applied directly through the company’s careers website. The Airbus application process required me to submit a CV and a covering letter, followed by a virtual assessment centre that included group work and an individual interview.
This process did vary slightly compared to applications for other companies.

How did Norwich School help you achieve this offer?

Through Mrs James I completed the Apprenticeship Academy which helped me to establish good interview habits and to answer questions concisely and to the point. I also believe that mock interviews in Lower 6 helped to set me up for this process.

How will your degree apprenticeship work?

I will be working at Airbus' East Factory, moving through several rotations in different departments of engineering throughout the site.

What else have you been involved in at Norwich School outside of academic work? Will you be able to continue these activities when you start your degree apprenticeship in the autumn?

I have played rugby throughout my time at Norwich School and more recently become a member of the Boat Club (rowing). At this point I am unsure which pursuits I will keep up once I've left school but I will certainly be doing something!

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Coming Up at The Crypt in September - Pathways

By Eleanor Lewis • May 1, 2025

From September 2 - 15, Pathways is displayed in the Crypt Gallery. Drawn together for Pathways, five visual artists and a poet show works arising from immersion in the landscape. Below are some information from the artists (and poet) with some additional information if you would like to find out more! Fliss Cary I make drawings, prints and artists books in response to the landscape and to particular elements of nature. I'm fascinated by the chaotic abundance of nature, by tangled stems and stalks, its transience and its constant renewal. I'm exploring these aspects through a variety of media alongside drawings with a wider view made while walking through the landscape. Find out more here - https://flisscary.com Jude Chaney My work is landscape based. I walk and see images I find appealing then photograph and work on a large scale image soon after as to capture the feeling. I love mixing colour and my work is bold and colourful with pattern. I've worked Plein air on smaller pieces but have felt the need recently to be in the landscape to create my larger ones too, so I'm starting to take the large canvas Plein air too. As I get older the landscape has become even more important to me, I walk daily. Find out more here - https://www.instagram.com/judechaneyartist Cherry Vernon My current work is inspired by the landscape of East Anglia – the broad view and the intimate details of real and sometimes imagined landscapes. In looking and contemplation, the imagery used in the work is varied and highly personal, reflecting the landscape, and hoping to engage viewers with a sense of time and place. My work, which is hung on walls, is predominantly on linen. I put a mixture of earth pigments and soy milk on to cloth in a variety of ways. I quilt by hand and machine. Find out more here - http://vernon-harcourt.com Kate Vogler My pots seek to capture the timelessness sensed when at one with nature: by water, amongst trees or on a mountain path. They are made from coils of clay with impressions of handmade lace, grasses or seaweed in the smooth burnished surface. The colours come from slips and oxides, smoke and pit firings. When touched, each vessel could be part of the landscape: weathered, eroded and raw; somehow inviting quiet introspection. Find out more here - https://www.katevogler.co.uk Beth Walsh My work is based on direct experience and sensory response, using lace as a conduit rather than an end in itself. Some pieces are inspired by text, music or local environment, others by artists of the past, but all are a personal interpretation of a source. Lace has always juxtaposed structure and line with space, exploiting its semi-transparency. My work examines and challenges traditional lacemaking through use of pattern, colour and scale, often combined with other media. I have recently begun spinning and dyeing various fibres to produce particular effects in the yarns I use for lacemaking. Find out more here - https://artlace.co.uk Jonathan Ward My poems are often written in response to place, walks, swims and encounters with the natural world such as bird sightings. I visit and revisit places and landscapes – local and further afield – at different times of day and in all weathers and seasons, taking time to pay attention to what is found there and to reflect. Finished poems, often capturing illuminating moments, arise from notes written outside, from memory or a combination of the two. "... Patience to stand at the entrance to a field watch the clouds move, the shifting light, ..." from Patience: Jonathan Ward

Anoushka Craggs (U6) Stars in Young Film Academy's 'Project Paradiso'

By Eleanor Lewis • May 1, 2025

In the February half term, Anoushka Craggs (U6) starred in the Young Film Academy's 'Project Paradiso' which is due to be shown this summer. To celebrate this and to find out a little bit more about the experience, we asked her a few questions... So can you tell me a little bit about how were chosen for the Project Paradiso? So to be chosen for the Project Paradiso cast/crew you had to show exceptional kindness to those around you, it was mostly based on a behavioural thing from the summer camp. They chose the people who they thought would work best with each other, I think that as an actor the film that I did from the film camp was a comedy which helped a lot as the film for Project Paradiso, Running Hot, is also a comedy. So I think it was a mixture of skill and just your attitude and how you work with others. How did you go about fundraising for Project Paradiso? Mainly it was through word of mouth, I just told lots of people about it, I did a funded marathon walk, it was a really busy time so it was amazing to have the support of so many really generous people but also other people fundraised with bake sales, screenings of other films that project Paradiso has produced. So did you get much support from YFA in terms of fundraising? From YFA they gave us plenty of ideas on how to fundraise but they were very clear that we had to do the fundraising ourselves otherwise the project wouldn’t happen. How much did you have to raise? The original goal was £78,000 which they rose to £82,000 in the end which we managed to raise! And where does that money go? It mostly goes to the equipment and the specialists that work with that equipment, they brought in 3 industry professionals that work on short form and long form pieces as well as commercials, so they handled all the various equipment. The camera was an Arri Alexa which is what Netflix uses for a lot of their films and shows. It is a really high quality camera and I learnt a lot about it. Going to Italy was of course a huge expense as well. And you had a week of intense filming? What was the day-to-day of that like? So we would wake up around, 6 then in hair and makeup most mornings in which I would definitely take the longest, being in there for around an hour and a half whereas other people would be much quicker, some as short as 10 minutes! At 10:30 we would be ready but then tech would take some time, we’d be on set from 11. On set we’d have a run through with the director, a rehearsal with the lighting and sound as well as the camera, checking you’re in focus. We would often shoot until 1 for lunch but the aim was always to shoot an entire section/scene before lunch but we quite often ran over. After lunch we’d run from 2-6 but the latest night we did was until 8! What was it like filming Iin another country as well? It was really cool! I’m not going to lie the weather was quite bad, it was raining most of the week. The scenery is right by Etna so when it was clear and sunny you could completely see her and she was actually erupting when were there which meant lots of volcanic ash which became a bit of a problem for the kit. It felt so surreal being on a film set and in another country at the same time, the lemon groves were also very picturesque. Did you decide on the location yourselves? No, Project Paradiso is built on YFA’s relationship with this particular farm and so the last 2 films also were filmed there. And did your team write the script? Yes there were also a group of writers that fundraised but they didn’t come to Italy with us. There were various zoom calls with them about the script and what it means which is really helpful. And how does this differ with other film experiences that you have had? So I have only really had a little film experience but this was so professional in comparison to what I had done before and the level of focus was just unlike anything else. It was very structured and organised although it was at times chaotic it still felt very structured. And how long is the film? Roughly it will be around 40 minutes. So that’s quite long for only a week of filming? Yeah it was 19 pages to do in a week and I think that scene was the least amount of shots we had to do was 3. Each scene varied between 3 and 12 different shots. And how many people were on the team in total? 23 I believe. And how many were actors? Just 4 actually. Had you met anyone before? I knew a couple of people that worked on the film in the summer but other than that I didn’t know anyone else so I had to meet loads of new pupil even though we were all at the same camp. And what can you tell us about the film? I can say that it’s a romcom and that it has something to do with Etna! I can tell you that I had to have my hair crispy fried straight for the entire week so I won’t look like my regular curly self! Oh and there’s 2 couples, one being more obvious and the other kind of just creeping up. When is it going to be released? July/August time because it is a the longest film that they have ever done on this project and there’s only one person doing all the post-production work. And is it going to be sent off to film festivals? Is there a premiere? The premiere is around the same time as the Leavers Ball so I’m a little stressed about that! It will be held at BFI Southbank and there’s going to be people flying in from all over. They will also send it to tons of film festivals, the previous project has won 50 or so awards around the world which are quite big shoes to fill. What is the aim of Project Paradiso? It is kind of a Catch22 in the film industry that you need to have film experience to get on a film set but to have film experience you need to get on a film set. So the idea of Project Paradiso is to give people experience of being on a professional film set, to have that in your portfolio at such a young age. It is really invaluable, as an actor your reputation is built by your performances and if you don’t have anything to show for it, you just won’t get booked. What’s the end goal for you in terms of acting? End goal is acting in film and tv, I like theatre as well but I find Film and TV more interesting and it requires a different skillset which I really enjoy and also being able to do retakes when I mess up! That’s the end goal, to be an actor. How do other people get involved? So definitely going to the YFA summer camp, it’s an amazing experience for anyone that wants to get into anything related to film, its really helpful and the tutors really know their stuff and will be able to help you. There’s 2 courses, acting and screen-making, with screen-making being behind the camera and acting of course being in front. There are also various day courses form YFA as well as other film schools that can teach you skills such as how to use a camera. And if you take art, are an actor or just someone who is interested in film look up the opportunities or even just look at School because they will also provide opportunities and workshops.

Assembly: Both Sides Now

April 29, 2025

On Friday 25 April, a special assembly was given by Andrew Rowlandson - Deputy Head (Staff) with the title Both Sides Now. You can read a transcript of the assembly below. This year marked the end of an era. For the past 8 years, Lower 6 th geographers have been blessed by a remarkable fieldtrip to …. Mulbarton - a perfect example of a village just 5 miles south of Norwich that I am privileged to call home. Sadly, as our A Level specification is changing, this year’s pilgrimage was our last. As a class, we study the impacts of housing developments on the natural environment and local community. On one occasion early on, as we drove into Mulbarton, I made the point about greedy developers ripping the heart out of our village by sending in bulldozers to demolish habitats and tarmac green spaces with no regard for local people. In hindsight I was perhaps a tad over dramatic – but I wanted pupils to understand a local’s perspective. The next morning, one pupil stayed behind after class. “Sir”, they said, “I thought I should mention ahead of parent’s evening that it’s my dad’s company that is developing the land in Mulbarton”. “Ah” I said. And quickly backtracking, I began to outline all the reasons why we need to build more houses; how the NIMBY (‘Not in my back yard’) brigade in some villages can be unhelpful – for “they’ve got to go somewhere”. After a slightly awkward parents evening. We put it behind us. I’d learnt several valuable lessons! “Evaluation” is an important skill to develop. We encourage our pupils to be critical. To look at issues from different perspectives. Whilst still rather protective of my village way of life with its beautiful common, abundance of ducks, peacocks and a strong community spirit, I try to be more measured in my approach. Not least because I actually live on one of the new build developments! Last weekend Christians around the world celebrated Easter. I say ‘celebrated’ lightly because at the heart of the Easter story we find two contrasting emotions: grief and hope. On one side, we have Good Friday - a day of darkness, suffering, and apparent defeat when we remember the day Jesus was crucified on a cross. At the time, Jesus’ disciples will have experienced profound grief - everything they believed-in appeared to be lost. On the other side, we have Easter Sunday. It’s the day we remember that Jesus conquered death and rose from the grave so that we might have life. It is when the darkness of Good Friday gives way to the light of Easter Sunday. When the disciples’ grief and despair was replaced with joy and hope. When what seemed like the end of the story became the beginning of a new one. These two sides of Easter - suffering and rejoicing, death and life, endings and beginnings - might seem contradictory, but they're inseparable parts of the same story. This idea of looking at things from different perspectives is beautifully portrayed in the film ‘Coda’. It follows Ruby, the only hearing member of a deaf family. Through her use of sign language, Ruby is crucial to helping her family communicate with others. Ruby’s story is made more complex by her love of singing. As she approaches the end of high school, Ruby becomes torn between leaving home to study music at university and staying put to continue the crucial support she provides to her family. Her parents make it clear - they rely on her and want her to stay. As the film draws to a close, Ruby auditions for music college with the song “Both Sides Now” by Joni Mitchell. As she performs, her family, who have had a change of heart, slip into the back of the auditorium. In a poignant moment – Ruby spots them and begins to sign the words of the song. At that moment, they enter her world, see things from her perspective, and give her their blessing. The song Ruby sings captures the reality of life - its highs and lows, wins and losses. It invites us to step back and see a bigger picture – even if we don’t always understand it. Life won’t be trouble-free, but there is something to be gained by living every day. What we experience today might only be part of the picture. The challenge of revision will give way to celebrating the last exam. Marathon training will be replaced with crossing the finish line. Good Friday is always followed by Easter Sunday. And even building developments on beautiful fields might one day provide homes for families. Maleeya in U5 has kindly agreed to sing ‘Both Sides Now’. As you listen, reflect on whether there’s anything in your life that would benefit from being seen from a different perspective or as a temporary season. Consider how the different perspectives may ultimately give our lives richness. And I pray you will know something of the hope of Easter as you embrace both sides to your story.

Rowing Report: Inter Regional Regatta and GB Trials

April 29, 2025

Rowing Report: Inter Regional Regatta and GB Trials On Saturday, 10 J15 and J16 rowers raced at Holme Pierrepont, Nottingham, representing the Eastern Region at the Junior Inter Regional Regatta. They competed against 13 other regions covering England, Scotland and Wales. Following the 1000m Time Trials, all crews reached the A Finals where the top 6 Regions from each time trial would race side by side over 1500m. The Girls J15 Coxed 4 of Harriet Brightwell, Freya Dixon, Hannah Conway, Baye Reynolds and Izi Mayhew moved up one place to finish 4 th. Charlotte Douglas and Amelie Ivie raced the Womens J16 Pair, and having tied with a crew in the TIme Trial they had a close race finishing 4 th by just a second. Ellie Thwaites had gained her selection as the fastest J16 Eastern Sculler and with 2 scullers selected she again came out as the 1 st Sculler for the Eastern Region, securing her a place in the A FInal. A 6 th place finish for Ellie placed her amongst some well established Scullers from across the UK. The penultimate race of the day was James Howard and Joseph Hawkes in the J16 Pair, and with 4 crews neck and neck down the course and the boys pushing to keep their bows in front the last 250m saw real tussle for the line. A mere 0.2 seconds separated the boys from the winning Thames London crew and achieving a well deserved Silver medal. On Sunday, Daniel White and Nicholas Conway were also racing at HolmePierrpont in the GB U19 Spring Trials Regatta, with all rowers who had progressed through the selection process with their ergo scores and February trials results. The trials followed a Regatta format with Heats, Semis and Finals. Daniel, along with his Latymer crew finished 30 th overall. Nicholas, despite his pairs partner from Shiplake College, only being confirmed on Saturday, had some great results early in the day to reach the A Final. A phonemonal race saw Nicholas finish as the 2 nd pair in Great Britain. Well done to both boys, and we wish them well in the next stage of the Trials process in July – the Crew Formation - to decide on crews for World and European Championships.

Lower One Visit the Bridewell Museum to Learn about Florence Nightingale

By Eleanor Lewis • April 29, 2025

Lower One had a fantastic visit to the Museum of Norwich at the Bridewell on Tuesday 29 April as part of their history topic on Florence Nightingale. The children were thrilled to meet "Florence Nightingale" herself and hear firsthand about her incredible work during the Crimean War. They explored items she would have used during her time as a nurse and learned how she helped to change the way hospitals cared for their patients. As part of the interactive experience, pupils helped pack Florence’s bag ready for her journey to Scutari and even made their own versions of her iconic lamp to take home. The visit brought history to life and left everyone feeling inspired by her bravery and determination. A big thank you to The Bridewell Museum for a memorable and engaging day!

Lower School Ski Trip 2025: A Week of Snow, Sunshine and Slalom

April 28, 2025

The biannual Lower School Family Ski Trip proved once again to be a fantastic opportunity for pupils and parents to bond, learn, and create lasting memories in the snow. Set against the stunning backdrop of the Dolomites, this year’s adventure was filled with sunshine, laughter, and plenty of skiing. From day one, families took part in private group tuition, giving everyone – from complete beginners to seasoned skiers – the chance to improve their skills side by side. It was inspiring to see how quickly confidence grew on the slopes, and by the end of the six-day trip, even those who had never skied before were whizzing down the pistes with ease. The experience was made all the more special by the beautiful blue skies that greeted us each day, a fabulous hotel that kept everyone cosy and well-fed, and of course, the unbeatable Italian pizzas – a highlight for many! As the week drew to a close, excitement reached a peak with a friendly slalom race. In true community spirit, not only did the pupils take part, but all the adults joined in too. It was a brilliant way to finish the trip – full of cheers, challenges, and a touch of healthy competition. A huge thank you to the ski instructors, staff and all the families who made this trip so memorable. Bellissimo!

Cub Scouts Sponsor New ‘Canaries’ Playing Field in Ghana!

April 27, 2025

The Cub Scouts raised a total of £600 for the new field for Ho School (Kekeli Foundation). This school is an all-inclusive facility in Ghana that enables people with and without disability to access everything they need. The field will be developed from an existing patch of land – which will be appropriately known as the ‘ Canaries Playing Field ’.

Girls Sports Magazine Cup (T20) Round 1

By Eleanor Lewis • April 26, 2025

On Saturday 26 April. the Girls First XI played Gresham's in the first round of the Girls Sports Magazine Cup (T20). Norwich School won the toss and put Gresham's into bat. A strong all round bowling and fielding performance restricted Gresham's to 98 for 7 off 20 overs. Boo Harrod was the most economical bowler conceding just 8 runs off her 3 overs, taking 1 wicket. The rest of the wickets were shared between the bowlers with Bella Borges taking two excellent catches. In response Alice Brand and India Fox got the innings off this fine start. India batted through the innings scoring an excellent 53 not out. Norwich School passed Gresham's score with 2 overs to spare, winning by 8 wickets. A strong all round team performance. We look forward to playing Oakham in the next round.

A Remarkable History Explored by Norwich School's Andrew Curtis

April 24, 2025

Norwich School’s Andrew Curtis ( Assistant Head - Fifth Form) , has recently had his first book published. Some Trust in Chariots explores the life of writer and ornithologist, John Keith Stanford. With extensive access to his private archive, the book provides a unique insight into the life of this 20th century author and conservationist from his Victorian upbringing as the grandson of the founder of the family cartography business, ‘Stanfords’, to his death in 1971. Readers of social, political, and military history will find his life an important prism through which to view the 20 th century anew. Stanford was an ornithologist par excellence; those wishing to learn about the natural history of birds will find this book vital in deepening their understanding. In his novels, Stanford’s wry and humorous observations about characters on the sporting field and in the rural community will delight those with a passion for the British countryside. This book brings his work to the fore and tells the story of his life from an objective but sympathetic perspective. Andrew Curtis was born in 1977 in Hampshire and educated at Swansea University and Universität Augsburg. He attended RMA Sandhurst before joining the Royal Artillery, completing operational tours in Cyprus and Iraq. After leaving the army, he trained as a teacher and has taught History and German at Norwich School since 2006. The book is available in East Anglian bookshops, on Amazon, and direct from www.poppyland.co.uk It can also be ordered through all good bookshops throughout the UK. Some Trust in Chariots - The Remarkable Life and Legacy of JK Stanford by AP Curtis is published by Poppyland Publishing (ISBN 978-1-869831-42-4)

Head's Address at the Start of Trinity Term 2025

By Eleanor Lewis • April 22, 2025

Welcome back to you all; I hope you have had a good break, including exploring various avenues for curiosity after I mentioned them in my address at the end of last term. The final period of the school year to come now is the easiest in terms of predictability in that we have exams in the first part of the Summer Term, followed by an expansion of co-curricular activity in the last few weeks. There is inevitably a raising of stakes that comes with accountability at the end of courses and the school year. As at the end of last term, I want to put this school journey in perspective, but in a very different way. The school and your families cannot shield you from the scrutiny of being measured in the upcoming assessment processes, whether internal or external; many love the chance to show off what they have learned, but others find it more challenging. I hope you agree that the adults in your lives, both at home and at school, are supportive in helping you to give of your best during this fixed period of time. Whichever group you are in, please remember that you will not be defined as a person by your results and there are much more important qualities in you than your examination certificates could ever show. Indeed, while exam scores are a clear measure of the progress you have made in your time in Cathedral Close, they are not even the most important thing I want Norwich School to have taught you. If I could only have one thing for you to show for being a Norvicensian, I should like it to be that you fully appreciate and live our values of love, compassion and inclusion. The death yesterday of the Pope, the head of the Catholic Church, made more poignant his final Easter Sunday message where he appealed for peace in the many conflict zones around the world. He encouraged nations to use their resources to de-escalate conflicts and break down barriers; he advocated “care for one another”, the very compassion which is one of our core values. This concept of community compassion, made more vivid and powerful by the news of recent days, is embodied in our bible reading today: “not giving up meeting together, as some are in the habit of doing, but encouraging one another”. It is also at the heart of our own Bishop’s Easter message to “build bridges and not barriers”, a thought which has been on my mind this holiday because I went to visit Auschwitz-Birkenau. It has been my intention to do so for a long time but various factors combined in recent months: · the 80th anniversary of the liberation of the camp on 27th January, with the upcoming VE anniversary on 8th May; · reading two excellent books: The Escape Artist by Jonathan Freedland about life in Auschwitz, and The Lemon Tree by Sandy Tolan which explores the complex context of the Middle East crisis; · and, finally, my feeling of responsibility as an educator in the face of growing anti-Semitism and Holocaust denial. It certainly shocked me to read that 1 in 20 people in the UK deny that the Holocaust happened, while 1 in 12 say that its scale was exaggerated. In the context of roughly 1000 people in the Cathedral now, that would equate to 50 denying and over 80 asserting exaggeration. In such a context, it felt important to bear personal witness at the site itself; partly to feel the raw shock of dismantled and discarded humanity in the piles of items such as human hair, children’s shoes, and victims’ suitcases on display in the museum; partly to see the frightening scale and efficiency of the operation at Birkenau, complete with the horrific detail of mendacious reassurances to achieve compliance from the new arrivals; partly to see the painstakingly curated written and material records which have contributed to providing the headline figure of 6 million Jews murdered during the Holocaust, as well as millions from other minoritised communities. To take again our congregation of 1000 today, we would need 6000 such congregrations to reach the Holocaust figure. Not 6, 60 or 600 but 6000 times our number today? These are numbers so large that they take active effort to absorb. So why do I tell you now about my trip and how does it link with the start of this address? Primo Levi, a Holocaust survivor and writer, said of the Holocaust “It happened, therefore it can happen again; this is the core of what we have to say. It can happen, and it can happen anywhere”. This quote speaks to the collective responsibility we all face to stand in the way of division and the hostility which puts people apart, to stand instead for compassion and kindness towards others. It is perhaps best expressed by another Holocaust survivor, Marian Turski, who finished Simon Schama’s excellent recent documentary, The Road to Auschwitz, with the following: “Auschwitz did not fall from the sky. It comes step by step. Evil comes step by step. And, therefore, you should not be indifferent. Let’s start by reducing hatred, and trying to understand other people…the most important thing is compassion. Its absence dehumanises”. In this context, love and inclusion are excellent words to add to compassion. And did you notice what is meant in “you should not be indifferent”? It is the notion of upstander rather than bystander that Mrs Fairweather has been teaching us about. I am proud as I reflect on our school’s values and culture that they answer so effectively the call to witness and action that I personally have felt in the aftermath of my visit to Auschwitz-Birkenau. We have to aspire to be a force for good in the world, both individually and collectively; that means not looking away from injustice and harm, but taking it in so that we can challenge its reoccurrence, even when its scale is so daunting. When you come out of West Doors at the end of the Summer Term and school year, of course I want you to have good results and to have got the benefit of all the co-curricular activities available here, but most of all I want you to have a deep intimacy with and respect for the principles of love, inclusion and compassion, but also to know how to implement them in your routine habits, practised over and over again each and every day. Being kind to those you come across inside and outside school is not a nice add-on; it is the very essence of what we teach here. Have a great term!