College Update

Academic report 2019-20

Covid and VUCA As for all schools across the world, this has obviously been a challenging period. Teachers, pupils and parents have had to adapt to ongoing disruption and uncertainty. Indeed, I have a favourite new acronym from the lexicon of international relations, economics and business: VUCA (volatile, uncertain, complex and ambiguous). Everyone knows that these words encapsulate our times. Yet, as with so many other institutions, the problems of Covid-19 were also an opportunity to do things differently and, in many cases, better. The Covid-19 lockdown forced hard questions about the nature, quality and level of online provision, the planning of which dominated the Easter holiday. We tried to present online almost everything which normally happens in the Radley day - to the best standard we could manage. Due to a huge effort by all concerned, we succeeded. Using Microsoft Teams and Zoom as our main platforms, Shell, Remove and 6.1 programmes moved forward and, in some cases, further so than would have been the case in normal times. Although dons took care to check for proper understanding on our September return, we had a genuine sense – reinforced by many tranches of feedback from boys and parents - that the experience, if not always easy, was enjoyable and stimulating. Making allowances for those abroad or with WiFi issues, online participation was excellent. Additionally, end of term exams for these year groups went well. We had very few cases of cheating (we think!) since many parents working from home (WFH!) were happy to supervise. I thank them here for their help during Virtual Radley. Moreover, most boys wanted to do things properly.

Academic Results When national exams were cancelled, there was little joy, the main sentiments being disappointment and anxiety. Open Book Exercises (OBEs) were deployed to help those who had been brutally cheated of examinations to end courses with some dignity and sense of closure. OBEs could not in good faith be used to shape our Centre Assessed Grade (CAG) submissions, but overall the experiment went well and OBEs can be used as part of future internal assessments. For these year groups we also laid on a programme of electives, which was very well received. One felt a great pastoral (not simply academic or transactional) responsibility toward Leavers - given the circumstances - and I think we fulfilled it. Some of them inevitably drifted off into jobs, voluntary work or adolescent hedonism, but it was cheering to see how many stayed on board to the end. With the Vth form, the vast majority continued to want to be educated over the summer term. A very stimulating programme allowed them to prepare for A-levels, choose from a range of ‘stretch’ courses and learn some life skills - including cookery and car maintenance. A tremendous element of the package was the inclusion of our 22 (now 25) Sixth Form Entrants, whose sparky contributions helped them to feel part of Radley long before they arrived. In my voluntary elective on The Falklands War, a boy from the Caucasus unostentatiously proved himself more knowledgeable about that topic - and indeed international relations in general - than might be expected at his age. This kind of experience gives the ‘five year’ Radleian a taste of global competition for university places and jobs.

B

Others Other 6.1%

A* 26.9%

26.9%

A A 40.1%

Grade 7 Other 13.1%

Grade 9 18.6%

40.5%

Grade 8 27.8% Qualification results for Radley at A-level (above left) and (I)GCSE (above right).

The substitute for exams – the CAG process - was thorough and involved schools placing pupils in a strict rank order for every subject. The great majority of boys achieved strong results, with a combination of the government algorithm and Gavin Williamson’s delayed climbdown from its harsher effects producing 26.9% A*, 67% A*-A and 93.9% A*-B at A-level and 40.5% 9, 68.3% 9-8 and 86.9% 9-7 at (I)GCSE. For university destination, many Radleians headed towards the staples of the Russell Group - Exeter, Durham, Bristol and Newcastle - but many other locations also welcomed our successful entrants. Six boys took up places in foreign universities, including Boston and Dartmouth. Oxbridge results were thin. Our average over the last decade is twelve places total per annum, so a mere five at Oxford (no one was successful with Cambridge) was a real disappointment. We have greater hopes this year.

Adapting and progressing Theoretically, there was little risk of introspection during an international pandemic, but to avoid any danger of it, a fantastic range of external speakers (including kind members of Council) made for a fertile lecture programme - which included a parent holding a senior position in the WHO, two OR Olympic rowers, fourteen careers talks and a very timely presentation on the (Covid-19-enhanced) dangers of social media and the internet. I was always very aware, as I hosted these online discussions, that parents and non-Radleian siblings – and maybe others too – were listening behind the blacked-out screen. And our inherent adaptability towards use of technology surprised many dons and boys! We were extremely well-led by the IT Department - who patiently coached us - but equally, there was a tremendous ‘swapshop’ culture of self-discovered ideas and tips, communicated by dons and boys to each other through the short films which they had very quickly learnt to make. Even the least technically proficient (like the author) moved ahead exponentially in terms of competence and confidence. The challenge now is to ensure that this huge institutional advance is consolidated and made a gateway to more rapid technological progress. It will be. The will is there. After all, the wider situation is one of VUCA... We want to help boys ‘bank’ the gains of Virtual Radley. Via Microsoft OneNote/ClassNotebook, all work is chronologically organised as it was set and marked, in an online file whose contents cannot be left in the rain outside the dining hall/lost in Social/blown across the pitches. All this said, there is a balance to be maintained between online and paper work and we continue to research the best route towards this. Additionally, online marking allows dons to complete the task far more rapidly. We can also get around the problem of dons’ (possibly) indecipherable handwriting! Therefore, at the most basic educational levels - of written work and its setting, completion, marking and filing – Virtual Radley has allowed us to look and work smarter. One important feature of online learning was the emergence of the ‘quiet men’, by which I mean those boys of whom it is often individually written, in normal times, that ‘he does not say much in class’. I have often felt this was something unfairly emphasised in any context - the most quiet often being the most attentive and absorbent - but during Virtual Radley we saw how these ‘quiet men’ became animated and vocal. The challenge was to make sure that they carried on speaking this term. A snapshot from Kevin Mosedale’s enrichment talk on the History of Pylons - visit his blog at www.pylonofthemonth.org

It was fascinating to see how many boys were mobilised by the diverse range of modules provided by dons showcasing favourite topics and interests. Some of these were profoundly idiosyncratic - and all the better for that – and this is perhaps best typified by Kevin Mosedale’s The History of Pylons. Common Room and boys so enjoyed the experience that we hope to embed this exciting development into our annual programme. So, even after all the stresses of the last two terms, academic departments are in good shape. We have recently appointed new Heads of Year for Shell, Remove and Vth, who will work closely with teaching departments to ensure boys are monitored even more closely in the academic realm and cared for even more effectively in the pastoral. The Head of Scholars, another new post, will now ensure all named academic award holders in lower school (plus those who mark themselves out as able and industrious once they arrive) are constantly nurtured and challenged on a school-wide basis. Radley is an academic school as much as an ‘all-rounder’ one, but this message is perhaps not always as well articulated or understood as it could and should be. Finally, the Academic Director is carrying out, over the next four years, a comprehensive review of the curriculum. Penetrating questions need to be asked by any school of itself in a time of huge technological, social, economic and cultural change. Do we teach the right things, in the right ways? What are we missing? Are we equipping boys primarily for life, or for exams? At Radley, do we look out into the world - ‘over the fence’ - enough or are we, at times and in certain contexts, a bit too insular, complacent, and sometimes, even smug?! Mature organisations which want to survive and thrive ask themselves these questions. It will be an exciting process, the results of which will be communicated to readers in due course. As Admiral John ‘Jacky’ Fisher - the great reforming genius of the Royal Navy before WWI - wrote in his biography ‘Memories’ (1919): ‘Audacity and Imagination beget Surprise’. Through our attitude to education, we aim to demonstrate both those qualities so that we can continue to surprise ourselves and the wider world about what this great school can achieve in the modern age.

Stephen Rathbone Academic Director

Left: Virtual teaching across departments during Summer 2020.

L Social

It has been quite a journey. It doesn’t seem long ago that I watched the laying of L Social’s foundations in May 2019. Since then, this quiet corner of the Radley estate has been transformed into a happy, bustling hub of activity. Admittedly, there were some nerve-racking moments along the way – without a great deal of personal experience of construction projects, it was hard for me to see how the building work would be completed on time: COVID19 lockdowns, bad weather and resource shortages all made a September finish seem unlikely. Yet, thanks to the incredible efforts of David Anderson, Estates Bursar, and others, we were delighted to open the L Social doors on the first day of the Michaelmas Term 2020 to an excited group of boys in their blue and yellow ties. The sensitive architecture of the new Social buildings provides a wonderful fusion of old and new; history, and history in the making. Rooms that once were occupied by Radley greats sit alongside exciting, modern spaces that capitalise on enviable views of College Pond, Mansion, Chapel and Peachcroft Farm. Of course, a new Social is more than bricks and mortar, and it has been a joy to see how the staff and boys have worked to build a distinct L Social culture. Whilst COVID restrictions mean we have had to interact in rather more limited ways across the College, many of the boys have suggested it has been a blessing in disguise: boys have necessarily had to spend a lot of time with those in their own Social bubbles. We have quickly established a sense of togetherness, and the strong bonds that have formed between the boys and staff have meant they have supported each other admirably, and risen collectively to new challenges.

It has been particularly impressive to see both old (those who transferred from other Socials) and new boys becoming pioneers, taking ownership of their space and taking forward their ideas: a social library; a new system for organic waste; and a piano room that fills the Social with beautiful music. The 6.1s and 6.2s have helped me enormously with their enthusiasm, leadership and good counsel. And, the committed and caring pastoral team – especially Debs and Mrs Davies - have been integral to the positive and creative atmosphere that we can all enjoy. The spirit within the Social was aptly demonstrated after the L Social Shells were crowned winners of the Haddon Cup – a debut victory. On the performers’ return, they were greeted outside by the rest of the L boys, who were waving their torches and singing: a true champions welcome, illustrative of the respect and appreciation the boys have for each other. I consider it a great privilege to have been part of L Social’s journey so far, and, as we expand to fill every year group, and as the final facilities are completed, I eagerly anticipate the adventures to come.

Ali Hakimi L Social Tutor

‘A’ Ryder’s Dozen

In July 2020, at the height of lockdown and the end of Radley’s first ever ‘virtual term’, Tom Ryder ended his twelve year stint as Tutor of A Social. Whilst the College may have been unable to give its

2009 2011 2013

full thanks to Tom and Gail at the time, we hope this small tribute, showing the hundreds of boys who have passed through their care,

2010

goes some way towards illustrating their impact at Radley.

2012

2014

2015 2016

2017 2018

2019 2020

Covid lockdown prevented a ‘live’ 2020 Social photo being taken, so a suitably artistic replacement was created by Tom.

These photographs have been reproduced by kind permission of Gillman & Soame photographers and can be re-ordered by visiting: www.gsimagebank.co.uk/radleycollege and using token login: 7tpmbn2020

Vales 2019/20

Olly Langton

As befits a scholar and excellent teacher of Early Modern History, Olly Langton deserves the title of ‘Renaissance Man’. After his first incarnation at Radley as a boy (1994 to 1999), he returned as a don from September 2007. In between times he had taken a First in Medieval History at Edinburgh, taught in Ecuador, and then at Ludgrove for two years. It was there, over the course of a Common Room cricket match and the post-match barbecue, that Olly was persuaded to return to Radley’s History Department. Gerald and Janet Barber still haven’t forgotten; but Ludgrove’s loss was inexorably Radley’s gain. As well as teaching History, and becoming a specialist Early Modernist in the classroom, Olly was the Resident Sub-Tutor in A Social for SR, and then for TRGR. He also liked to try his hand on the stage, directing a Remove Play - The Royal Hunt of the Sun – and taking part in Dons’ Plays such as The Happiest Days of Our Lives and JRWB’s Peter Cook Evening. On the rugby field he coached the Midgets 1 and 2 XVs, alongside such luminaries as MKTH, DJP, TCL and CPMM, before taking up a floating role as referee and talentspotter across the Midgets year group. He coached Colts 1 football with two G Social Tutors (PWG and TCJ), but his real passion was Midgets 1 cricket. Here generations of Radleians were taught excellent technique, starting in the winter nets, but also the conduct and behaviour expected of Radley cricketers. Remember that this was the era of the introduction of the DRS at Test and later one-day level, but woe betide any Midgets 1 cricketer who dared to question an umpire’s decision, or behave in an unsporting manner. Olly firmly believed that cricket was also about life and the values one should espouse, so Midgets 1 XIs played hard, but always fair. Fortunately almost as soon as he returned to Radley in 2007 he met Rosie, and Xander, Cleo and Lettie all later followed at respectable intervals. Olly was appointed Tutor of J Social in 2013, following MKTH’s move to Abingdon, and he quickly made it his own, perhaps helped by his own Orchard House experience. Vertical groups were established, photos of boys were everywhere, and excellent pastoral care (aided and abetted by Rosie, Trish, LRIS, AFCN and JEP) became standard. His even-handedness and patience were legendary, although he was not above the odd flash of passion (mostly privately) when frustrated by a boy’s behaviour. J often made the finals of various competitions, with Partsong being a particular favourite, and again, J boys could be relied upon to compete fiercely but in the right way. And the boys in J invariably fulfilled their potential in whatever sphere, as well as leaving wellarmed for later life, given various initiatives emanating from the Tutor’s kitchen or study. Olly now leaves to take up the headmastership of Belhaven Prep School, but if ever a man has Radley running through him like a stick of rock it is he.

NM

David Cox

I first met David in the summer of 2004. He was rowing in the Magdalen first boat, coached by Donald Legget, and I was coaching the Radley 2nd VIII. It seemed a good idea to share training outings. As always, I used the opportunity to get Donald to sound out the crew to see if any was considering a career as a Maths teacher. Teaching was on David’s radar – his father had followed the same route – but David was still deciding. As it turned out he spent three years in the city as an Investment Banking Executive, working for Rothchild’s, before deciding that his talents could be put to better use. When I next spoke to David, he was teaching at Latymer Upper School. He didn’t need to apply for a job at Radley. Once on the radar, Donald and I made a pincer movement and ‘head-hunted’ him. What a good move that turned out to be. David has been at Radley for ten years. During that time he has taught excellent lessons, both at Radley, and also at Magdalen College Oxford. He has an extraordinary knack of moving seamlessly from explaining Pythagoras’s Theorem to low Removes, to multivariable differential equations to second year undergraduates. David is clever. With one of the top firsts in his year at Oxford, he combined his clear academic ability with the great teaching skill of making Maths accessible to any student in his class, of whatever ability.

But it is not only as a teacher and as a Mathematician that David excels. As a sportsman David did not only captain the Magdalen VIII that was Head of the River in 2005. He played Eton Fives for Oxford University, and squash for his College. He plays flute and French Horn to a high standard. He was in the Suffolk Youth Orchestra. And just to top it all, he was a member of the winning BBC2 University Challenge team in 2004. David is the person for whom the term ‘polymath’ was invented. Thus Radley also benefited from David’s input as rowing coach, master i/c fives, D of E, master i/c academic scholars, master i/c Oxford University graduate scholars... One of the things that features heavily in Mathematical proof is what is called the ‘transitive rule’. Basically it is along the lines of ‘if you do A then B will happen; if B happens then C will happen; if C happens then D will happen’, and so on. In decision making it is useful to be able to see the consequences of ‘doing A’, before actually doing it.

As time wore on, David found it increasingly frustrating that not everyone shared his intellectual capacity to see where decisions would lead. Fortunately, in recent years, he found a distraction. In September 2016 a young theology teacher arrived at Radley. With typical mathematical logic, and application of the transitive rule – ‘Step A: invite her round for a coffee…’ – the rest is history. David, Laura and Samuel move to Eastbourne College in September, where David will run the Maths Department. Lucky Eastbourne on making such a first rate appointment. Lucky Radley to have enjoyed ten years of such an excellent teacher and all-round schoolmaster. And lucky me to have had someone of such talent, helping me to run the Radley Maths Department for the last ten years. GW

Laura Cox

Laura Cox (then Laura Taft) joined us in September 2016 and rapidly made a big impact on the recently renamed ‘Theology Department’. A graduate of Cambridge, and with previous teaching experience at Cheltenham Ladies’ College, she had all the academic credentials, plus some lifechanging experience of work with underprivileged people. Her potential was soon realised as Laura left a profound impression on boys and colleagues, who recognised an energetic, rigorous and meticulously organised teacher, passionate about her subject. When Head of Department, Rev. Tim Fernyhough left Radley to resume full-time parish work a year later, Laura was appointed his successor. In my first appraisal with her in the role of Head of Theology, I was presented with a bold and detailed five-year plan, which was beautifully phased and entirely logical. No one had ever presented me with quite such a thing. Over the next three years, there was no doubt that this plan was being enacted calmly and methodically. A particular strategy was to maintain the Department’s emphasis on theology proper, whilst catering to a growing interest - within the school and beyond - in philosophy and ethics. This has proven to be a wise move. And what are the tangible results? Laura has left a legacy of a hugely popular and expanded Department - both in terms of those sitting GCSE and A-level and of the number of dons teaching it. More Radleians want to study the subject and its relations at university. Laura is both a clear-sighted manager and outstanding classroom teacher. She is also very resilient. Her appointment as Head of Theology coincided with new examination courses. To say that the preparation of these had been rushed by the authorities is an understatement. In the case of A-level Theology, there was literally no specified textbook in the first year of exams! This meant that Laura effectively had to write one herself. Yet no one need have worried, as the book was superlative and consequent results were extremely strong. Confidence in her leadership grew and grew. More boys signed up. Laura doggedly argued for more resources. Extra teachers had to be taken on to cope with increased uptake. Laura’s commitment to her pupils was second to none. She engendered enormous loyalty in them and showed great interest in developing the intellectual life of the school beyond the classroom, through lunchtime and evening discussion groups. Along with David Cox and Iain Campbell, she could see that many boys were itching to stretch the philosophical component of their brains far beyond the sometimes limiting parameters of examination specifications. She made excellent use of the Oxford graduate programme to enrich breadth and depth of thought at Radley. Although she has done a lot on the practical level, I think she will be best remembered for having made boys think far more effectively for themselves. This is a priceless gift to have bestowed upon them. We wish her, David and Sam all the very best for the future, as they move to the South Coast.

SR Stephen Molyneux

“Where it began, I can’t begin to knowing” but when Stephen arrived at Radley in 2015 from Manchester Grammar School, immediately there was an air of grace about him. Arriving as Head of Economics and the only member of the Department, this offered some challenges with a school that has so much unique jargon. For example, what was APT? What does ‘being on cocoa’ mean? Despite this, Stephen settled in seamlessly and his calm unwavering approach to any scenario was a defining trait. His experience as an educator and depth of subject knowledge was immediately recognised by the boys and it is a Department which continues to thrive and grow as a direct result of his leadership. At an early meeting discussing the use of IT in classrooms, Stephen announced to colleagues that he taught from ‘the perfect set of notes’ and he certainly is a details man. He also brought with him a no-nonsense approach to teaching and demanded exceptionally high standards of the boys. These allowed them to exceed their expectations and is a reason that he is so fondly spoken of by those whom he taught. Stephen presents a quiet exterior initially, but to those who got to know him, both in and out of the classroom, it is his dry sense of humour and excellent companionship that will be greatly missed. It was on his first circuit of delivering Social Prayers to various Socials that the true character was revealed to the boys of a man who enjoys the simple pleasures of life. Stephen carried himself as the consummate professional in all that he was asked to do. Whether that be on a damp, cold afternoon following another gruelling session with the Colts B footballers or in sunnier conditions with the Cricket Club. In addition, in his role as a Sixth Form form master and through his attachment to K Social as well, Stephen was an all-round schoolmaster in the truest sense of the word. In many ways, Stephen evokes a bygone era where honour and duty were considered not as optional extras but as essential qualities in this crazy journey we call life. As Stephen retires, we wish him all the very best for the future with his wife, Karen and sons, Daniel and William. Much of his free time in the build up to retirement this Summer was spent gaining various cricket umpiring qualifications and a new outfit to go with it. Whilst this summer may not offer much opportunity for his umpiring, I am sure that as normality returns, the Cheshire cricket leagues will value his integrity and honesty as much as Radley has. In the meantime, “good times never seemed so good”.

KMWS

Sonya Milinova

Sonya brought a healthy dose of iconoclasm to the Department in her seven terms. With high expectations of the boys, she was relentless in enforcing standards which saw them bloom. Though daunted at first, they became most loyal when they saw she had helped them realise their potential; one boy directly quizzed the Warden as to why he was letting her leave. Her sets’ results were nothing short of sensational. Her own impressive academic record was coupled with a drive to keep developing. She would fillet exam board advice, robustly challenge stale thinking and produce popular resources. She even vinyled her cupboards on which to write helpful timelines. She was a dedicated, passionate coach for RCBC. Her high standards in her leadership of the 50-strong J14 squad led to excellent results and one of the best years the club has had in terms of retention. As in the classroom, Sonya was generous with her time and experience, guiding aspiring young coxes on how to get the best from their crews. She would also jump in and cox crews if someone was missing, just so they could complete their session. She spent four terms as the Resident SubTutor in A Social. Reading stories to Shells and gifting houseplants to her form, she showed a sympathetic side. However the boys knew they should behave on her watch and were careful not to play music too loudly, knowing they would be asked to justify their tastes. Yet she was shrewdly observant of pastoral issues, making her invaluable in her role. She was ready for a new challenge and the boys at St. Paul’s are likely providing that. A voracious reader, she will particularly miss the library and its friendly staff. We wish Sonya, fiancée Andy, and his boat trailer, the best of futures.

TCHN Makoto James

On paper, Max James looked a rather predictable type – Old Etonian, organ scholar at Christ Church, Oxford – but as soon as he arrived, it became clear the reality was much more interesting. First and foremost, he is an outstanding organist; before Oxford, he spent two years studying the organ and harpsichord in Toulouse, and his performances of French organ music have been memorable. He was immediately at home in the organ loft, and has enjoyed playing his part in the Radley hymn-singing tradition, particularly in re-harmonising last verses with style. He took over half a dozen organ pupils as well, pushing them hard to achieve great results; and he’s a serious harpsichordist, often found in TMM’s room working through the Goldberg Variations. But there is a lot more to the role of Assistant Organist than this, and he has been busy right across the department: playing in the orchestra; teaching theory and aural; playing accompaniments for boys; and yet finding the time to offer individual boys support and encouragement (as well as chasing them up if they miss things – a vital role in such a busy school). He has been invaluable, too, in running the logistics of major events such as the Beethoven festival in March. This has been a frustrating year for him to be at Radley, with no Chapel services in the Summer Term. He spent much of the term stuck at home in Cambridge, with no access to an organ at all, although he continued to be a vital part of chorister and choir practices, both by running live rehearsals on Zoom, and by recording ‘training videos’ for the boys to learn their parts. His ever-mutating facial hair on these videos has been legendary. He’s a flexible, energetic and adaptable musician, and he will be missed.

TMM

Charlotte Potts

When Charlotte’s application for a year’s maternity cover was presented to us we knew that we had struck gold. At the time Charlotte was completing her undergraduate degree course in geography at St Catherine’s College, Oxford. It was obvious when we met Charlotte that she would add enormously to the Department. In the end she added more than any of us could have anticipated, presenting an attitude that in one year she was going to fully immerse herself in College life. In the classroom she has been nothing short of outstanding. Boys have loved her lessons: a balance between the rigour of exam rubric and wider discussions beyond the confines of the specification, typified through her work with the Harris Society, including a UN-style debate led by Dr Fiona McConnell. During the term of online learning, Charlotte developed tutorials shared among the department and led a hugely popular pre-university course for 6.2 students. As a sub-tutor in H Social, Charlotte has guided a Shell form through their first year, alongside her evening duties and cocoas. Charlotte has also been an ever-present coach of the cross-country team, with her skills extending to driving a minibus to far flung regions of the West Midlands! Add some reeling, a duty night in the JCR and time spent as a very welcome member in Common Room, leaves little room for much else. Nonetheless, Charlotte has found the time for further study and leaves Radley to embark on a Masters degree course at Maastricht University in Public Policy and Human Development. As much as we would all wish Charlotte to stay, this is the right move and one which provides a new challenge. She departs with our best wishes and heartfelt thanks for all she has added to the department and the wider College life.

JMS

Alice Montgomery

Any concerns about the wonderful Maud Hurley’s departure on maternity leave were swiftly forgotten as Alice stepped into the breach. Refreshed by a break from a career which had seen her teach at Downe House and run a department at Frances Holland School, her own distinctive style enhanced the College’s offering. Boys warmed immediately to her gentle and cheerful disposition and found unusual focus after bursts of her classroom yoga sessions. Such calm contrasted with the manner in which Alice would arrive in College, cycling hurriedly from Radley station. She showed an indomitable spirit, arriving to teach with such energy despite the constraints of regularly cancelled trains, a flaky nanny, sick children and unexpected downpours. Alice invited one Old Radleian back to speak on architecture, declining to mention that he was her brother; it should have been no surprise that she would fit well. A specialist in twentieth-century art and architecture, she was sanguine and professional in teaching new material, from the Napoleonic Wars to contemporary pottery. She found it hard to be restricted to just teaching as a part-time don. Indeed boys valued her beyond her excellent pedagogy. She was soon invited to suppers in Social and other College events, attesting to the swift but sure impact she made. Alice was always generous with her time and her expertise, providing wise counsel to both experienced and new dons, and indeed new parents, for which we are grateful. The family demands of lockdown forced Alice to return the reins early to Maud; the inability to say thank you and farewell properly is sincerely regretted by both the Department and the boys. Her mark on Radley is out of proportion with the relatively short time she spent here. Alice loved working at Radley; we thank her for her dutiful approach.

TCHN Aloysius Atkinson

Recruiting mid-year can be nerve-wracking but, last January, we had a decent field. One applicant stood out when he requested a late start to his interviews, though his politeness won him a College room. I met him early, one shoe-lace untied, his shirt crumpled and his talismanic hair unkempt. The omens weren’t favourable. He then entered a classroom, asked each boy their name and what interested them about Luther - the interactions that followed, with a veteran 6.2 unit, made his appointment irresistible. Admired equally for his caring tone in emails and his confidence when admonishing, he showed excellent schoolmaster instincts. He wears his academic record (an Oxford First and an MStud) lightly but loved helping others unleash their enthusiasms, with unusual numbers entering essay competitions.

He showed fine form during a discussion on Machiavelli, effortlessly switching between explaining the respect that Leo X would have commanded and savaging the chronic incompetence of Gavin Williamson. The boys knew they were at the feet of a master; one 6.1, with wide-eyed admiration, commented “Sir, Mr Atkinson is a machine. He knows EVERYTHING!” His enrichment course on Financial Crime was exceptionally popular. Ever-willing, he committed to CALSOC feet-first and to supervising basketball, where, in his first match, he ordered the opposition to pipe down on account of their behaviour. In G Social his legacy is a crate of non-alcoholic beer, in J he was virtual. He applied to us (after a cover role at Ardingly, and then financial journalism at the Mail) when he got a tirade of abuse from a Canadian gym that he had cold-called whilst investigating a money-laundering operation. I am not sure whether we did anything so wrong but he leaves us to follow his calling to the Dominican order. After just 2 terms, we will miss all this.

TCHN

radley under lockdown

Here we take a glimpse at some of the innovative ways in which the College, its staff and its boys adapted to the needs of running a virtual school throughout the 2020 lockdowns.

When the Covid pandemic hit in March it affected all aspects of life across the country and Radley was obviously no different. Faced with a monumental challenge of changing provision from a boarding school to a virtual school, Radley had to put all its contingency plans into action. Overnight the College went from 1100 people on site to almost none. To get a more in-depth view of the College during this time, the ‘Glimpses of Virtual Radley’ video is still available to watch in the Radley Stories section of our website. Here you can also find many videos of performances given during lockdown. www.radley.org.uk

Lessons For both boys and dons moving lessons online via video calls involved a “fast learning curve”, but despite “a few tech issues along the way”, it was amazing how quickly everyone took to this new way of teaching and learning. From screen-sharing live ‘whiteboards’ to recreating entire science experiments (complete with suitable explosions!), the educational experience was certainly different. However, the outcome was the same - engaged boys receiving the highest quality teaching, with an added benefit to the dons of “being able to mute boys!”. Sports It would have been very easy for sports and competition to have fallen by the wayside, with teams dispersed throughout the country. But training videos were created by the Sports department to allow specific skills to be practiced at home. The boys then channelled their disappointment at missing their favourite sports by really buying into the programme provided. This was born out by the fact that when (virtual) fixtures came about, the College performed extremely well, with several victories for RCBC, as well as remaining unbeaten in Strava running races.

Co-curricular Space in the timetable was still given to the important Radley enrichment course, with car maintenance, first aid and wine appreciation amongst the varied topics covered. Another of the benefits of virtual learning was the ability for lessons to step out of classrooms, such as boys creating instructional cooking videos in Spanish and Chinese. Radley boys and staff also took on numerous charity endeavours, giving back to the wider world at a time when we all looked to come together at the same time as keeping apart. Music and Drama The College’s musicians received 500 one-on-one lessons a week, as well as performing in weekly lunchtime and evening concerts. These included ensemble pieces with boys recording solo tracks that are edited together, a trickier prospect for all involved... Rehearsals for the musical continued and not only were scripts and songs learned virtually, but so was a dance routine! A collection of readings written and performed by boys was put together in a video called ‘The Lockdown Monologues’ and the Peter Cook Cup was competed for and awarded on screen.

Chapel and Socials One of the key foundations of Radley is, of course, Chapel and every evening a livestream of the service was broadcast, allowing boys and their families to access collective worship at the College in these extraordinary times. Another great Radley tradition, that of Cocoa continued and, whilst the snacks may have been missing, it provided a much-needed chance to chat with staff and friends. It also gave the PHMs a chance to see how clean the boys kept their rooms at home! Stephen Giddens, C Social Tutor, created a high-resolution social photo of C Social 2019-2020 using ‘selfies’ from the boys and dons in situ during lockdown. This retains the unbroken social photograph series and captures what was a unique term. Even distanced, the sense of belonging to a strong and supportive community is clear.