Stamford: Alumni and Parents (Summer 2018) by Stamford Endowed Schools

Stamford ALUMNI AND PARENTS

BATTLE OF BRITAIN MEMORIAL FLIGHT SQN LDR ANDY MILLIKIN (OS 92)

SUMMER 2018 EDITION

THE BLADES AEROBATIC DISPLAY TEAM Kirsty Murphy (OS 95)

FOUNDATION LECTURE Professor Alice Roberts, Anthropologist, Television Presenter and Author

independent schools for independent minds

Stamford - Alumni and Parents Published by Nimble Media, on behalf of the Stamford Endowed Schools and distributed to members of the SES alumni associations and parents. Publisher: Vicky Binley T: 01780 432930 E: vicky@nimblemedia.co.uk Editorial Commitee: Sarah Mahoney Alumni Relations Manager Stamford Endowed Schools T: 01780 750359 E: SLMahoney@ses.lincs.sch.uk Rachael Petrie Director of Communications and Developement Stamford Endowed Schools T: 01780 750032 Charlotte Watters Head of Marketing Communications Stamford Endowed Schools T: 01780 750309 E: CUWatters@ses.lincs.sch.uk Advertising Sales: Helen Wolstenholme T: 01572 432930 E: helen@nimblemedia.co.uk

Stamford ALUMNI AND PARENTS

CONTENTS

The Foundation Lectures: Professor Alice Roberts

Andy Millikin (OS 92) Born to fly

Designer: James Counsell T: 01780 432930

22 Ideal classrooms for independent minds

Editorial Contributors: Vicky Buckman Alex Colley Mark Goodman Sam Jordan David Laventure Sarah Mahoney Rachael Petrie Will Phelan Nick Porteus Rory Russell Image Contributors: University of Birmingham Matt Musgrave Adrian Salisbury SES Foundation Archives Sebastian Flag Keith Wilson Richard Pavor Crown Andrew Yarme Phil Walter Dave Winter Alison Bowden Enquiries regarding editorial within this magazine should be addressed to the Foundation Team at: Brazenose House, St Paulâ&#x20AC;&#x2122;s Street, Stamford, Lincolnshire, PE9 2BE T: 01780 750359 E: alumni@ses.lincs.sch.uk Printed in Great Britain by Bishops Bishops Printers Walton Road Portsmouth Hampshire PO6 1TR T: 02392 334900

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Mark Bennett (OS 94) Google gets serious about Play

The Diamond: Stamford's hidden gem

Beth Worsley T: 01780 432930 E: beth@nimblemedia.co.uk Production Secretary: Tracy Hurst T: 01780 432930 E: tracy@nimblemedia.co.uk

Kirsty Murphy (OS 95) Head in the sky, feet on the ground

16 Tammy Lacey (OS 01) and Gina Yea (OS 10) The New York Connection

26 Sarah Johnson (OS 66) Carpe Diem

28 How Stamfordians study galaxies far, far away

Hairspray

Old Stamfordian Events

Burghley Run

Obituary: Libby Craig

Taking sport beyond Stamford

The Curtis Brothers

Disclaimer This magazine has been produced by Nimble Media Ltd, in association with Stamford Endowed Schools. Businesses within this guide are not all endorsed by Nimble Media Ltd or Stamford Endowed Schools and neither shall be liable for any content or subsequent services provided by any business. Any facts stated, or opinions expressed, in this publication are the sole responsibility of the contributors. Nimble Media Limited/Stamford Endowed Schools cannot be held responsible for any loss or injury sustained in reliance thereon.

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Welcome

Aristotle – “Educating the mind without educating the heart is no education at all.” I recently attended a lecture by Sir Anthony Seldon, ex Head of Wellington College, now Vice Chancellor of Buckingham University and 2017 Foundation Lecturer. In his most recent book he suggests that we are undergoing the Fourth Education Revolution. We are entering a completely different stage of human existence where we will be aided and supported by technology, and programmable machines will make our life easier. Here at Stamford we prepare our Stamfordians to take advantage of this; to be engaged with technology, to emphasise and utilise what machines do well, but also to recognise and develop our humanity, or what humans do well, to complement it. As an example, computers can now put together a care plan for a patient who is seriously ill, using millions of previous cases and employing algorithms to select the best possible plan for success. But telling a patient they are seriously ill is best done by a human. Artificial Intelligence will undertake the cognitive work far better than we can, but humans will need the metacognition skills, the higher order thinking skills – “the thinking about thinking, the knowing about knowing, the awareness of one’s awareness.” ‘Metacognition’ means ‘beyond cognition.’ Stamfordians will need this working knowledge of technology combined with the humanity which we have always held as vital. This edition of ‘Stamford’ features Old Stamfordians who are already using both sets of skills - including pilots who epitomise the partnership of technology and humanity and a Google Play executive at the forefront of technological advances. We also share with you the human and technological advances in our classrooms and revisit the power of the Stamford ‘diamond structure’ in bringing the best educational provision to our pupils. Our goal is to develop students who are ‘boardroom ready’, wherever that boardroom may be; students who are prepared for education and work, but also for life and family, meaning and happiness. We aim to build in our students the skills, academic and personal, that they will require to change aspects of the world for the better. Educating hearts and minds is what we have always been good at; the Stamfordian spirit is testament to that. Christ Me Spede. Will Phelan Principal

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Old Stamfordian Interview: Andy Millikin (OS 92)

Born to fly The Battle of Britain: a story of true heroism, is

annually commemorated between April and

September with the Battle of Britain Memorial Flight.

This year, it is more prominent than ever, as the Royal

Air Force honours its centenary with RAF 100. We met with Squadron Leader Andy Millikin (OS 92), Officer

Commanding the Battle of Britain Memorial Flight, to talk about his innate desire to fly planes, the events happening this year, and his time at Stamford.

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“It’s something in the blood. As long as I can remember I’ve always wanted to be a pilot, it’s innate.” Sqn Ldr Andy Millikin has held the post of Officer Commanding (OC) the Battle of Britain Memorial Flight (BBMF) since 2015, having joined BBMF as a volunteer pilot in 2011. It’s a role that seems to run in Stamfordian blood. A number of Old Stamfordians have previously held the position of Officer Commanding BBMF and, more recently, another Old Stamfordian joined the flight, taking his first Hurricane solo flight in April 2018. The ultimate RAF role There are around 2,500 pilots in the Royal Air Force (RAF) and just one post for OC BBMF. For many, this is the ultimate job in the RAF. Andy holds a full-time post along with the engineers and support staff, but almost all of the other aircrew that work alongside him are employed on a voluntary basis.

Tanks into Normandy. Douglas was later awarded the Distinguished Flying Cross.

“When you get airborne in a

Spitfire on a lovely sunny day with cumulus clouds just

bubbling up and a Hurricane

half a mile away following you

down to a display, you really do have to pinch yourself.”

Natural flight path With his grandfather, father and brother all flying in the Royal Air Force, it would be fair to assume that Andy’s decision to join the RAF was made purely on the basis of tradition, but he asserts that it’s always been a path he felt he was put on Earth to take: “It’s something that’s spiritual, although that’s not the right word, but some people just want to fly aircraft.” In 1995, Andy joined the RAF and was selected to become a fighter pilot. After his training he was selected to fly and become a weapons instructor on the Jaguar, followed by early selection to the Eurofighter Typhoon. After registering his interest a few times for BBMF, he was accepted onto the flight as a volunteer pilot in 2011.

They volunteer because of the heritage and the history, but mainly due to a ‘moral compunction’, as Andy puts it: “The reason that we are in a free and liberal democracy is because young men – 19, 20, 21-year-old men – came from around the world to fight the scourge of Nazi tyranny.”

Rare opportunity Like the Red Arrows, BBMF has strict application criteria and a scarcity of positions available. Though successful applicants must meet the industry standards, the most desirable quality for a pilot is natural abillity: “We look for people with a quick learning curve… when you fly a Hurricane or a Spitfire there are no simulators or two-seaters.”

BBMF is a stark reminder of the immense bravery and sacrifice made by those who flew in the RAF, particularly in WWII. It is also a personal reminder for Andy; his grandfather, Douglas Millikin, was captain of a Lancaster Bomber flying almost 60 missions during his time, including a crucial D-Day mission to destroy Hitler’s transport network and prevent him getting Tiger

Indeed, the description Andy gives to landing one of their ‘tail draggers’ is like pushing a “badly-behaved shopping trolley with a broken wheel,” so quick thinking, confidence and, of course, natural ability, come very much to the fore.

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“To be the boss of the Battle of Britain Memorial Flight you have to be in the right place at the right time with the

right flying ability and experience…”

Flying the hard way The experience of flying with BBMF is demanding, satisfying and an enormous privilege. Unlike modern aircraft in the RAF (almost airliner-like with pilots sealed in a very sterile environment) a Spitfire is entirely like flying a living machine: “…it is a visceral experience in every single sense, from the smell, the sight, the sound, the feeling of the aircraft… a complete assault on the senses in every regard.” It all adds to the connection with the plane and, of course, its history. Our meeting at RAF Coningsby is sandwiched between David Gandy’s Aspinal of London modelling shoot and a WWII veterans’ visit. With a fully packed calendar of flypasts between April and September and the RAF 100 celebrations, the BBMF’s schedule is flat out and highly varied. Last year, BBMF flew over 60 events in a single day on Armed Forces Weekend. This event is run annually in June to commemorate the service of men and women in the British Armed Forces. On average the Flight conducts around 900 flypasts and 80 displays per year. School connections The RAF has always had a long-standing connection to the Stamford Endowed Schools. Many of our former and current parents have served whilst their children attended the Schools, and many pupils have continued that tradition. For Andy, a boarder in the late 80s and early 90s, Byard was an RAF boarding house: “Pretty much everyone in my year was from an RAF background, so it was almost de rigueur that you sent your children to Stamford School if you were in the Air Force.” Andy acknowledges that some of the skills he picked up come from his time at School: “…there’s a confidence that comes from the education that Stamford gives you.” After A levels in English, history and politics, Andy studied politics at Southampton University. “To be a pilot in the RAF, people think you need to have a maths or engineering degree and it is complete nonsense… you’ve just got to be tenacious, determined and have a little bit of luck as well.” Living the dream Andy’s final year in command of BBMF marks one of the biggest commemorative moments in the RAF’s history. Both commemorative and celebrative, RAF 100 events are taking place throughout 2018. Andy adds: “Even now, when I have been doing it for seven years, it still doesn’t seem real, it still seems like one of those fantastic dreams you have.”

“When I was at School my father used to bring a

Vulcan over the School at weekends when he was

going to and from displays. Mr Sawyer used to stop

cricket matches and I remember, the first time he did

it, I was in the Upper Second (Year 6). It was a Sunday

afternoon and there was an almighty thunder. We

were all in the dining room and rushed outside. I saw

the Vulcan flown by my father disappearing into the

cloud. He had gone over Stamford and just put full

power on… and because of the cloud cover, it

sounded like something apocalyptic had happened.

He stopped using full power in future because he got

a few noise complaints…”

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Old Stamfordian Interview: Kirsty Murphy (OS 95)

Head in the sky, feet on the ground 1 2

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Kirsty Murphy (OS 95) is currently a full-time pilot for the civilian

formation aerobatics display team, ‘The Blades’, after spending 17

years flying with the RAF and the Red Arrows. We spoke to her

about boarding life at Stamford

High School, her love of flying, and her career and life since Stamford.

“If you want to do something, you can do it.” It’s a simple but powerful mantra. As the first-ever female Red Arrows pilot, you might think that making RAF history was a lifelong dream for Kirsty Murphy, but she never had her sights set on the role. She says: “I just wanted to fly fast jets and get onto the front line; to do well and be respected.” A former Head Girl at Stamford High School (SHS), she was part of the boarding community of the Stamford Endowed Schools’ in the early 90s. Her father, an RAF navigator, was flying an aircraft at the time that was based in both the UK and Germany. That meant Kirsty’s school years faced the potential of being disrupted if the family moved abroad, so the family chose boarding at SHS.

Changing perceptions Some might imagine that having attended an all-girls’ school would put Kirsty at a disadvantage when entering a predominantly male, military world. But Kirsty says it did not occur to her that it might be an issue. However, Kirsty’s application for a university scholarship from the RAF was turned down, based on the belief that having come from an all girls' school, she would not make a successful transition into the RAF. Kirsty had never considered it an obstacle: “It felt like such strange reasoning.”

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It did not dissuade her and, in fact, perhaps made her more Arrows pilot, Kirsty mentored a few young women looking to be determined to succeed. Having gained a Master's in pilots in the RAF. “If there are even a handful of girls in the Royal Aeronautical Engineering with German at Air Force now because they saw what I was doing, then that’s Imperial College, London, she trained brilliant,” says Kirsty. “It’s probably the and qualified as an instructor on the thing I’m most proud of.” Hawk T1 at RAF Valley in Wales, served 17 years in the RAF, and completed Taking on new challenges two tours of Iraq. It makes for an As part of her work now, Kirsty flies for “If there are even a impressive CV, even without her firstThe Blades, a civilian formation handful of girls in the time successful selection in 2009 aerobatic display team. Her work is to join the Red Arrows. mainly in the air, but her feet are firmly Royal Air Force now on the ground, juggling charity events, Inspiring girls to aim high display work and running after her twobecause they saw what year old son: a full-time job in itself. Female empowerment is a hot topic at I was doing, then the moment in the UK. When we met, it Whilst the mantra of “if you want to do was the day after International that’s brilliant." something you can do it”, is typically Women’s Day, and the ‘first female pilot ‘Kirsty’ – optimistic, hopeful and in the Red Arrows’ title weighed heavily passionate – she is also realistic in her on our conversation. expectations, and in her advice to others. “Go for what you want, Kirsty is adamant that boarding at an absolutely,” she says, “but you have to be prepared to work for all-girls' school did not define her expectations as a woman. it and be prepared to slightly change your plans. You might not She grew up around RAF bases with her father, particularly end up where you thought you wanted to be, but it might turn during the summer holidays, and met a stream of ‘strong out to be better than you ever could have planned.” women’ at school who were role models for pupils. As a Red

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The Foundation Lectures: Professor Alice Roberts In January 2018 Professor Alice Roberts, Professor of Public Engagement at the University of Birmingham, visited the Stamford Endowed Schools to deliver a Foundation Lecture, to a full house of 450 people, entitled ‘Tamed: 10 Species that Changed the World’. She also

kindly agreed to answer questions for ‘Stamford’ magazine. What were your career ambitions when you were at school? I had a very clear idea from an early age that I was going to be a doctor. This was based on a general fascination with the human body, but I also knew that I wanted to use science to help people directly, without being locked away in a lab. I knew I wanted to be ‘out there’ interacting with people. How did this influence your choices at school? I loved Latin and Greek, which I did at GCSE, and I would have loved to have done classics at A level, but I couldn’t as I had to narrow my choices down to mainly sciences, although I did art A level as well to provide some balance. Interestingly, out of 1 6

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chemistry, biology and physics the two I found most useful for medicine were chemistry and physics. I recommend physics as a subject which is going to give a good grounding for a wide range of scientific careers. When I arrived at medical school and we were learning aspects of physiology such as haemodynamics - looking at how the diameter of blood vessels affects the speed of flow, for instance - I had a head start because I’d done fluid dynamics in A level physics. I really enjoyed physics because it’s the embodiment of applied maths. It shows you the power of maths to describe the world around you and make predictions. Being able to work out how the world works and to be able to describe and model it mathematically is great fun. SUMME R

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psychology and astrophysics, conservation biology and A technical question from the Head of Science at chemistry. And if we want to understand why and how uptake Stamford School, Nick Porteus: of subjects is affected by gender imbalance, we particularly The definition of a species in the A level need to divide subjects up. We have more girls than boys syllabus is ‘organisms that can reproduce to applying for and studying biology, psychology, medicine and produce fertile offspring.’ veterinary science at university, for instance. And, nationally, we Do we need to redefine our definition of species? have far more boys than girls studying physics and engineering. I’m afraid the A level definition is totally outdated! The biological This is at A level as well; just one in five species concept is perhaps useful - but A level physics students is female. ultimately wrong. The definition is Crucially, we know that this is not evolving like a lot of things in biology. A biological; this is not to do with innate species is a genetically defined group “I knew I wanted to be ability it’s entirely a social construct. of organisms that usually reproduce Somehow, we seem to be presenting within the bounds of that species, but ‘out there’ interacting certain subjects as though they are actually it doesn’t stop them doing it masculine and others as though they with people. “ outside the bounds of that species. are feminine. These subjects are not This idea of hybridisation between naturally masculine and feminine, of species is quite important in biology at course, they are gender neutral but the moment. The old biological species our society and culture create that illusion. For me, the idea that concept doesn’t stack up. So, I do think we need to fix this in these silly social constructs have the power to narrow the A level curriculum - and I think this may be something to opportunities and choices for students - who might really enjoy take up with the Royal Society of Biology! and excel in those subjects - is incredibly frustrating.

What can be done about the imbalance in science uptake between girls and boys? I think it’s really unhelpful to talk about science as a monolithic thing. It is many different disciplines, areas of research and endeavour. They’re united by an objective approach to the world around and within us, but are as wonderfully diverse as ST A MF OR D

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Question from Head of Stamford High School and biologist, Vicky Buckman: How does historical research help future advances in medicine, amongst other things? For me, tracing the history of the development of ideas is

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“Physics uses the power of maths to describe the world around you and predict it.”

important and it’s something that I didn’t grasp until I did my Anatomy BSc. Up until that point in my education I hadn’t really encountered the philosophy of science and I hadn’t really thought hard about how knowledge was constructed. You can get into very interesting debates about trusted sources, because I think if you say it’s all about the evidence you can’t possibly look at all the evidence yourself as an individual – there’s way too much now. So, you do need to have trusted sources - people who have looked at the evidence and are able to say, ‘we think this is what is happening’. But you have to be able to differentiate between pseudoscience and science. It’s the same as spotting fake news. The track record of sources is really important. Scientists published in well-respected journals have had their work checked by other scientists. That process is incredibly important and that means that we can generally depend on it. I have never seen any evidence in my life that the earth goes around the sun; everything I can see with my own eyes suggests it’s the other 1 8

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way round and also suggests the earth is flat as well. I have not circumnavigated the globe myself, so I don’t, personally, know that the earth isn’t flat and that the sun doesn’t go round the earth. But I trust the people that have accumulated the evidence to back up this model. There are plenty of trusted sources out there that inform me that the earth is round and we’re part of a solar system. What is important is being able to identify those reliable sources, satisfy ourselves that what they say makes sense and has been validated by others, and keep an open mind that one day some things may change. There are ideas in science that we’re very sure about - such as the earth going round the sun, and life on earth having evolved - and others that are more uncertain. We draw up our hypotheses and theories on the basis of the best evidence available at the time. And sometimes these ideas can change; after all, a species appears not to be quite what we once thought it was! But this is why science is so exciting - to study and to pursue as a career. You stand at the edge of the known, peering into the unknown and trying to understand it. It’s also a deeply creative set of disciplines, that call on imagination to come up with new ideas about how the world works, and then work out ways to test those ideas. I’m very keen for students not to see sciences as being great edifices of theory - lots of facts and methods they need to learn. There are facts and methods of course - after all, you do need some tools to work with - but it’s also a lot about creativity and imagination.

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Open Days 2018

Our Schools work together to provide an outstanding day and boarding education for girls and boys aged 3 to 18. We take pride in developing curiosity and a love of learning, while helping to shape well-rounded individuals who are fully equipped for the next stage in their lives.

Stamford School (Boys 11-18) Saturday 6th October

Stamford High School (Girls 11-18) Saturday 6th October

Stamford Junior School & Nursery School (Boys & Girls 3-11) Saturday 13th October

Sixth Form (Boys & Girls 16-18) Wednesday 10th October

To book your place, visit stamfordschools.co.uk or call us on 01780 750311

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The Diamond Stamford’s hidden gem We are all familiar with Stamford’s unusual diamond structure, comprising the co-

educational junior school, single-gender teaching from 11-16 and the joint Sixth Form.

We almost take it for granted. But this article, written by the Principal for The

Independent Schools Magazine, provides a reminder of how special our Schools are and

the real benefits of the diamond structure.

Imagine a school that you could send a son or daughter to irrespective of age. A single school that fitted the ideal for both single-gender academic and mixed co-curricular provision, operating from a co-educational nursery and junior school, before splitting to senior schools for boys and girls and coming back together in a joint Sixth Form. This model of schooling is called ‘diamond’ owing to its shape and structure. Although there are relatively few schools who truly operate as a diamond school, they are becoming increasingly popular and it is easy to see why.

Strong foundations for learning The co-educational nursery and junior school years are when the foundations of education and social skills are laid and when girls and boys first become exposed to learning to work and play together. It is a fundamental stage of a child’s emotional and academic development and well-being that will start to

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shape who they are and how they learn. Being part of a large group of schools allows the junior pupils to benefit from the extensive facilities and teaching resources of the senior schools, along with regular exposure to the older pupils and great familiarity with the senior school environment.

Smooth transition to senior school A major benefit of the diamond structure school is the seamless transition through the schools. Being part of one ‘family’ generally means that children will move on to the senior schools in a much smoother, happier and more anxiety-free way, thereby enabling them to focus more on learning. In many junior schools, Year 6 can be disrupted with the need to prepare for entrance examinations. This is automatically removed in a diamond structure environment, leaving Year 6 to be curriculum-rich, stress-free and happy.

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Recognising the differing needs of boys and girls In order to stimulate and fully engage with girls and boys between the ages of 11 and 16 years, it is important to recognise that they both learn differently and use their peer groups in different ways. From a pedagogical perspective, it is vital that children are engaged and receptive to learning, given that the pressures during these formative years can be tough. Optimum learning and development can only be achieved by those teaching professionals who know what makes girls tick and what makes boys tick. Recognising and supporting this has a profound effect on confidence and self-esteem, as well as academic results. It is difficult to strike this fine balance during the often critical years, unless the school and its teachers are experts in supporting the needs of girls and boys independently at this point in their education. Equally, girls and boys have different emotional needs in these delicate teenage years and support structures that place importance on this are vital. These tend to be best addressed in an environment that specialises in one gender in particular, and this is the beauty of a diamond structure. It is only when children feel comfortable and totally secure in their learning environments that they can flourish and become the best they can be, whether on the sports field, in a drama production, as a musician or academically.

Collegiate approach to Sixth Form life The Sixth Form is the final piece of the diamond structure, where girls and boys come together for the final two years of study. Pupils share lessons and, in the case of the Stamford Endowed Schools, they do this across the campus, providing a new and different perspective. Sharing lessons, facilities, study time and lunches across the schools encourages a very collegiate environment, helping pupils to prepare for the next stage of their lives. Having this level of independence and trust in our pupils nurtures responsibility, time-keeping, mutual

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respect and empathy for one another, which are valuable life skills. Todayâ&#x20AC;&#x2122;s pupils need to be twenty-first century boardroom ready and the diamond structure lends itself extremely well to help achieve this goal.

Top benefits of a diamond structure school: 1.

Consistent values and ethos across the schools.

Multiple headteachers working together.

Open to all siblings, ie girls and boys of all ages.

Seamless and stress-free transition through the schools â&#x20AC;&#x201C; no entrance examinations.

Single-gender academic, mixed education from 11 to 16 optimises learning.

Tailored academic and pastoral care during critical teenage years develops confidence and security.

Strong co-educational friendships throughout school: girls and boys may already know each other from junior school and the extra-curricular activities they share.

A joint Sixth Form brings a new, different, inspiring yet familiar environment.

Convenient for drop-off and pick-up: close locations for all siblings.

10. Shared facilities, eg the junior school benefits from senior school facilities and resources.

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Old Stamfordian Interview: Mark Bennett (OS 94)

Google gets serious about Play Having worked in the digital sector for the past 20 years, Mark Bennett

(OS 94) is now the International Director of Google Play. At Googleâ&#x20AC;&#x2122;s offices

in Kingâ&#x20AC;&#x2122;s Cross, we explored some of the changing themes in digital usage,

international app development, and the apps he has on his smartphone.

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Google Play is Google's online store for downloading music, games, movies, e-books and Android apps. In March 2012, Google consolidated its Android Market app store, Google Music and Google eBookstore into Google Play, or 'Play Store' as it appears on Android devices – and it’s ever-growing. Already a leader in search, Google has seen Google Play become one of the biggest platforms for digital applications with over a billion users globally. Mark Bennett currently works as the International Director, leading commercial activities for Play, having initially joined Google Play to lead its Europe, Middle East and Asia (EMEA) operations. With a background in digital content, Mark previously held roles at Tesco, Sainsbury’s, HMV, Warner and Microsoft.

Championing the smartphone revolution His current role is one he’s incredibly passionate about and, with a growing market for digital content as more people get smartphones, there’s huge scope for development. “Right now, you can subscribe to a TV service, find a date, book a train ticket, and do pretty much everything you could do on the internet on a smartphone,” says Mark. “Technology has moved on and on, and it’s now an incredible platform for entrepreneurs who want to create an app, an experience.” Connecting passions through digital experiences is exactly how Mark sees Play’s role: “Play provides developers who have a passion to solve a problem or build an experience, to be discovered by people who share the same passions. [Google] Play just connects the two.”

Personalisation on a global scale User experience is something that he notes differs between continents, between countries – and delivering to user expectations is a key focus for the team. Whilst UK-based, he is responsible for driving an eco-system that covers a global audience. Different cultures, different time zones, different needs. “We try to make the store as personalised as possible,” he says. “It’s currently Golden Week in Japan [four days of national holiday and their busiest season for travel], and Ramadan, for example. So, we work on personalisation as much as possible.”

Bringing new apps to market Play isn’t just a store front; Google Play works with entrepreneurs and developers to test their apps without having to buy devices or spend unnecessary amounts on development or marketing. “When an app has a problem, we have beta testing, so you can tell if there’s a bug at a certain level or function in the app,” explains Mark. “It allows the developer to fix an issue early.” What’s most apparent during our interview is that Google recognises just how important smartphones are to users, and the potential they hold. “Smartphones put computers in lots of people’s hands with low prices and low barriers, so a developer can get their app to hundreds of millions of people,” says Mark.

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Taking a responsible approach With great power comes great responsibility. Mark tells me Google is dedicated to collaboration and connecting with others, and the app store does just that. But there is, of course, a moral compunction fostering a healthy balance in engagement. “All ages have access to this content, so we all have a social responsibility,” says Mark, “but I think the positives far outweigh the negatives.” It’s all part of a balance. An Old Stamfordian, Mark and his family decided on Stamford Junior School for their children. “We thought Stamford has a great balance to it,” he says, "firmly rooted within the local area and a major reason why pupils keep major groups of friends. I wanted my kids to have those experiences.”

Exciting new opportunities Our interview comes just before the Bennetts move to Singapore with Mark’s new job. Mark will be heading up Google’s hardware sales team in Asia. It’s a big strategic investment from Google to build and sell their own devices which, Mark says, “will house all of the magic of Google’s software and artificial intelligence, embodied in Google hardware.” It’s more than just smartphones. “It’ll include things like thermostats, smoke alarms and cameras in the home, Google Pixel, Chromebooks, Google Home speakers and our earphones,” says Mark. And all in a majorly competitive space. The region is home to Apple, Samsung and more localised companies such as Xiaomi and Huawei. Mark is clearly thrilled about the move, always optimistic, seeing it as a chance to look at a new and fast-developing division of Google’s ever-increasing portfolio.

Taking work home And what’s on Mark’s own home screen? “Mainly entertainment and productivity apps,” he says. “Everything from banking to transport to make my life easier. Content apps for streaming music and video and photos, which bleeds into classic social stuff for social media.” And one to watch? ‘‘Actually, I really like ‘Quartz’ now. It’s a fun interactive news app, more like chat-bot news.” Watch this (app) space.

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Old Stamfordian Interviews: Tammy Lacey (OS 01) and Gina Yea (OS 10)

The New York In the summer of 2017 the first gathering of Old Stamfordians in New York City took place in the Lea Wine Bar near Grand Central Station. Two guests, Tammy Lacey (OS 01) and Gina Yea (OS 10) subsequently talked about their time at School and experiences in the USA.

Tammy Lacey (OS 01) What is your current job title and what does your role involve? Vice-President of Business Development for Elite Associates, a recruitment service for the luxury hospitality, fashion and lifestyle industries. I got into recruitment four and a half years ago and set up my own company called Tarela People, which focuses on sourcing management staff for top hotels, restaurants, private member clubs and travel and concierge services. In September 2017, I merged the business with Elite to forge a stronger network, globally, of resources! My job involves a lot of client interaction and developing those relationships to ensure long-term candidate placements and repeat business. I am also still involved in the full-cycle recruitment process, which includes candidate sourcing and screening, interviewing, scheduling client/candidate meetings, salary negotiations, closing the deal and ensuring both sides are happy once the candidate has started employment. What are the major differences at work between the US and UK? One of the first things I noticed is that people tend to take a step back in the UK and undersell themselves, whereas people often oversell themselves in the US. In America, it is completely acceptable to be aggressive and competitive. It is definitely more fast-paced and efficient in the US; people are more selective with the meetings they hold and are more direct during them – you learn to ask the right questions to get answers as people want specifics, not vagueness. There is not the 9-5 mentality for most people - the work ethic here is much stronger, hence why most American companies only offer around 10 vacation days a year! What were the reasons behind your move to the US? A general feeling of not being completely satisfied in London and a more professional opportunity in America. I think if

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you’re a go-getter, New York has so much to offer! Luckily the company I was working for at the time, Quintessentially (a luxury lifestyle management service), had an office in NYC and was fully supportive of my desire to move across the pond. They sponsored my visa and ultimately my green card, for which I am eternally grateful. Having lived and worked in two different continents, where is home now? New York without a doubt; even if I did not know anyone in the city, I would still feel happy here – I get so much from the city’s diversity and energy! London is a fantastic city but I never quite felt connected to it in the way that I do with New York. Did you find the move to the US a culture shock? The lifestyle is very different to London: when I lived in the UK, we would go for a drink after work but then return home to cook dinner and watch TV. In NYC I have never even used my oven! I do not watch TV but instead go out for drinks and dinner or do something else interesting/cultural most evenings. No one moves to New York to stay home! Humour, especially sarcasm, is sometimes lost in translation: when I’m joking, people think I’m being serious and there is a look of horror on their faces! Dating is also a completely different experience here; it's notoriously hard to meet someone serious in New York as there is an abundance of options and a general consensus that something better is around the corner – it’s tough! Do you have any goals you’d still like to achieve? Start another business and find a dateable guy in NYC (LOL!)

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Connection Gina Yea (OS 10) What is your current job title and what does your role involve? I’m an investment principal in the Infrastructure Investments Group at J.P. Morgan Asset Management. We oversee private equity investments in power, transportation and utilities in a USD $10bn fund.

Favourite memory of SHS? This is difficult because there are so many to choose from! I had such a fun time and really cherish my memories from School. Years 7 to 9 in form KRA, muck up day, school trips, stuffing bread and apples into our pockets at lunch… I could go on.

What are the major differences at work between the US and UK? Less holiday! And having to use the American spellings of words… it’s not easy changing s for z!

Best teacher? Best friend? I think I’d have to say Miss Allen for being our form teacher for our wild years, and Mr Blissett. Katie Burgess was and still is my bestie!

What were the reasons behind your move to the US? Work asked if I’d like to come over to the New York team and I jumped at the opportunity.

What house were you in? Elliot.

Having lived and worked in two different continents, where is home now? My true home hasn’t changed, and I do miss it, but I feel very at home in New York.

Are you still in touch with any former pupils? Absolutely! Still really close friends with my friendship group from school and still making noise and causing trouble together.

Did you find the move to the US a culture shock? As big cities, London and New York have many similarities, and differences too, but I think the biggest difference I saw working here was the language barrier! Although we speak the same language, words can mean very different things and be said in very different ways! I’ve had a lot of fun and laughs trying to explain phrases and words to my friends and colleagues – who knew the words ‘lorry’ or ‘cheeky’ or ‘biscuit’ would be so difficult to use! Do you have any goals you’d still like to achieve? I’m not sure what the next step for me is, but I’m enjoying New York right now!

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The Critical Friends

Governors of the Stamford Endowed Schools What do Governors do? Who are they? How are they chosen? These are all common questions relating to the seemingly mysterious world of school governing bodies. In the case of the Stamford Endowed Schools, the answers are quite straightforward and there are always opportunities to get involved. What do Governors do? The Stamford Governing Body is responsible for determining the aims and overall conduct of the Stamford Endowed Schools. In conjunction with the Principal and the Heads, it sets and reviews the policies, plans and procedures that will ensure the best possible education for present and future pupils of the Schools. In a recent interview for ‘Stamford’ Magazine, the current Chair of Governors, Dr Michael Dronfield, described Governors as ‘critical friends’ whose advice, guidance, experience and objectivity help and support the Schools’ leadership team as they develop and steer the Schools and set the strategy for the future.

Who are the SES Governors? The current SES Governors include alumni, parents, former parents, former staff and educationalists, collectively bringing valuable skills and experience from a range of backgrounds to support the Schools. The full list of Governors and their biographies can be found on the SES website – go to any one

of the three School webpages and look under ‘School Values and Aims’.

How are Governors chosen? There are 18 Governors of the Stamford Endowed Schools and usually a couple of vacancies occur each year. The Chair of Governors is always keen to hear from those who might be interested in joining the Governing Body and expressions of interest are welcome. The main qualifications include: n

an interest in and commitment to the success of our Schools

relevant useful experience

time to attend meetings, keep abreast of the information presented to Governors and prepare for meetings

familiarity with the Schools

an understanding of the world of education, particularly independent schools

If you are interested in becoming a Stamford Governor please send an email to smoore@ses.lincs.sch.uk, explaining your interest, and enclose a brief CV.

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Ideal Classroom Project 2017 - 2021

Ideal Classrooms for independent minds Remember the rows of wooden desks (covered with inked or carved etchings), chalk dust,

blackboards and fusty textbooks? And how about the endless hours scratching out notes in class to be regurgitated in examinations?

Today at Stamford the classroom experience is dramatically different. We may still follow the

Victorian school system, and examinations cannot be avoided, but technology has, thankfully, given us a new approach to learning. Across all three Schools, teaching comes alive thanks to the innovative use of IT, imaginative classrooms and a determination not to let technology

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“The benefits of this programme

are far-reaching, enabling us to take

teaching methods and outcomes to

the next level”

provides new tools to increase productivity and understanding, and technology is used to create a dynamic and inspiring space for intellectual exploration as a group, which is supplemented by online research as part of homework.

IT enables exceptional teaching Will Phelan continues: “The benefits of this programme are farreaching, enabling us to take teaching methods and outcomes to the next level, improve results, increase pupil interaction and attract and retain high-quality teachers. In other words, it will enhance the way our pupils learn – bringing concepts to life, encouraging them to question and challenge, introducing new ways to research and manipulate information and encouraging greater collaboration and teamwork. Writing on walls and desks is the new norm. Isolated screen time is replaced with group research and shared experiences. The Ideal Classrooms use technology in a new way – to improve discussion, to share resources and to position IT as an enabler rather than a replacement for traditional classroom teaching.”

“Teaching and learning are at the heart of what we do at Stamford,” explains Principal, Will Phelan. “To ‘light fires’ in our pupils and help them succeed, both at and beyond Stamford, requires an ongoing evolution in teaching practices and facilities which both embrace and manage the use of IT. The classroom layout and teaching technology are vital tools in our quest to develop the optimum learning environment and we have combined best practice in both to create the ‘Ideal Classroom’ programme.”

Every classroom to become ‘Ideal’ The project was successfully piloted last year with three trial classrooms – one in each school – and was officially launched this academic year with the conversion of a further 22 classrooms to be converted over the summer holidays. The project will see the refurbishment of all 142 classrooms across the three Schools over the next three years. The scope of these classrooms will be driven by the evolving needs and requirements of Stamford teaching staff, and informed by best practice gathered from other leading schools and institutions. The classroom facilities include ‘thinking walls’, dry-wipe modular desk systems and interactive touch projectors, which integrate with upgraded teaching tablets, Microsoft Surface Pros.

Blank canvas for imaginative learning At first glance, the new Stamford ‘Ideal Classrooms’ look rather uninspiring and clinical. Bare white walls dominate the landscape, there is no teacher’s desk at the front of the room, and books and classroom paraphernalia are stored in cupboards. But once the lesson starts it all changes, and the room comes alive with projections, pupils writing ideas on the walls, and groups huddling over desks sketching mind maps on the surfaces. The teacher, armed with the latest technology, can project pictures, text and videos onto the screens, and wander around the room as he or she does so. Pupils are encouraged to challenge, question and lead the discussions. The internet provides easy access to a wealth of information, software

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How staff are using Ideal Classrooms and new technology to change the learning experience for pupils Changing perspectives “Our ‘flipped classroom’ approach allows learning of information at home and then higher level debate with analysis and evaluation in class, which enables students of all abilities to maximise their learning opportunities. Previously, we would disseminate information and set tasks which invariably would be completed at home, away from the support and guidance of the class teacher. Now, information is reviewed at home and then a deeper level of discussion occurs in class. The teacher can assess the level of understanding and differentiate their support accordingly. The pupils can then attempt questions in class starting at a much higher level, and have the additional benefit of teacher support should further questions arise.” Richard Brewster – Geography Webinars work wonders “The new Stamford technology allows me to run past paper webinars for Year 11, inviting the whole set to a meeting where I go through some tricky questions with them live, online. This has been very successful, with between six and ten pupils participating most weeks, some of them joining from abroad during the holidays or on their iPhone from the back of their dad’s car on the way to a sports fixture! I am able to record the session, giving pupils who are unable to attend the meeting the opportunity to watch it later.” Justin Backhouse – Maths Clear inking “I was never really very satisfied with the leaf cross section views that I could find on the internet, but now I have drawn my own. In doing that, I haven’t done anything especially groundbreaking, but the image created is a higher quality than one I’ve had to scan. That, for me, is the benefit of inking – it’s relatively easy to do, looks good, and it makes everything just a little easier.” Jen Furby – Biology

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Old Stamfordian Interview: Sarah Johnson (née Spencer) (OS 66)

Carpe Diem Her motto is ‘Carpe Diem’, and Sarah Johnson (OS

66) stands by never regretting what you have done,

but the things you have not done. As one of the

founding members of Dylan, a marketing recruitment

company, and owner of an independent consultancy,

Sarah Recruits Ltd, she now recruits for a broad

range of London-based international clients. Finding the niche She did not start in recruiting. From Stamford High School in 1966, Sarah went to a hotel management college in London, rather than following her initial plan of training in nursing at St Thomas' Hospital. Whilst attending college in Ealing (now Thames Valley University) Sarah met her husband whose first career had been as a tea planter in Kenya: he had come to England to study for a qualification in hotel management, in order to join his father’s hotel and tourism company in Kenya. After early roles at Brown’s Hotel, the Grosvenor House Hotel and Hotel Meurice/Quaglino’s in London, Sarah was introduced to an opportunity in the recruitment industry, which was then in its infancy, and she found her niche. She spent six years in London in recruitment and managed a small recruitment consultancy in Bond Street. She then married and went to live in East Africa, predominantly Kenya and also Tanzania and Uganda. She was there for a period of 23 years, during which time she took on many roles and ultimately bought a business college in Mombasa. Her students studied secretarial courses, accountancy and word processing, and, after training, they were helped to place themselves in jobs. In 2000, Sarah’s family returned to the UK and she moved back into recruitment in London, setting up Dylan and Sarah Recruits. Sarah describes herself as a ‘talent consultant working in partnership with clients throughout their crucial stages of growth and development’.

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Limitless opportunities Sarah has since been back to the Stamford Endowed Schools on a number of occasions to help with careers advice for students. As guest speaker in 2014 to present GCSE certificates to pupils of Stamford High School, her advice was to take hold of all the ‘limitless’ opportunities that lie ahead. She points out that, in the 1960s, Stamford High School empowered students to believe in themselves and to make the most of all that they did: the attitude was ahead of its time. It is this theme of possibilities that SES has long since promoted and will continue to do so.

Memories from School n One day the rumour went round that the Beatles were having lunch at The George. The SHS doors were firmly locked to stop anyone thinking they could try to get their autographs, and Miss Hoyle (French) stood with her arms stretched across the main door to the cloakroom (as it was then) to prevent any of the girls escaping down St Martin’s. n At break time, pupils used to line up in the dining hall for a penny currant bun and a bottle of milk. n Miss Lomax, the Headmistress, would wear steel tipped heels on her shoes and you could hear her coming down the corridor. n We all had to wear swimming caps in our house colours: red for St George’s, green for St Patrick’s, blue for St Andrew’s, and yellow for St David’s. n There were usually geraniums with their distinctive smell, in the Art Department for flower drawing geraniums will always remind me of that room!

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How Stamfordians study galaxies far, far away Sam Jordan, Physics teacher at Stamford School, discusses Physics, Astronomy and the legacy of Stamford’s Llowarch Laboratory and Observatory.

Almost 150 years ago, the Brazilian social philosopher Auguste Comte, whose words ‘Ordem e Progresso’ (Order and Progress) are enshrined on the Brazilian flag, made a foray into the world of astronomy by stating that ‘man would never know what stars are made of because they are so far away.’ And yet the sciences of physics and astronomy soon proved his assertion wrong.

Astronomy endeavours to answer the big questions that mankind poses about the nature of our own existence. We already know that stars, like us, have a life cycle and change from one stage to another in the same way humans change from childhood to adolescence to adulthood. That means we can start to pose bigger questions. Does the universe have a life cycle? Is it eternal or will it end in a Big Crunch, Big Rip or a Big Freeze?

Answering big questions Scientists already knew that if they took light from distant stars and passed it through a prism they could observe a rainbow interspersed with strange ghostly lines, which they later called spectral lines. Without being able to touch the stars that are billions and billions of miles from earth, they discovered that every element has its own pattern of spectral lines. Each element in that star essentially has its own unique fingerprint. This science of spectroscopy has allowed us to discover many things about the universe, and we can tell with remarkable detail the composition of stars that are billions of light years away. This technique also allowed us to prove beyond a doubt that the universe is expanding, and that expansion is accelerating at a significant rate.

Astronomical insights In the Physics Department here at Stamford, we are fortunate to have our own observatory – The Llowarch Observatory – which includes a dome, a 10” Cassegrain reflector telescope, a selection of smaller telescopes and a solar scope that can be used to observe the sun directly. Pupils can study space for themselves in their constant quest to know more. In the past few years, there have been some real astronomical highlights in the UK: the solar eclipse of 2015, the transit of Mercury in 2016 and, most recently, the super full blood moon.

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Having the opportunity to study these unique moments gives our pupils insights and clues into the unknown and, in many cases, inspires a life-long desire to ask more questions. Difficult

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questions such as ‘why is the sky blue?’ or ‘why is grass green?’ are now easily answered, but more taxing conundrums such as ‘how did the universe come to be so finely balanced so that life can exist at all?’ and ‘why is the universe made of matter and not anti-matter?’ remain unanswered and continue to challenge physicists. Will it be an Old Stamfordian who one day unlocks these answers?

The Llowarch Observatory The Llowarch Laboratory and Observatory, which is central to our astronomy teaching at Stamford, was part of a donation made by Martin Llowarch, former CEO of British Steel and former Chair of Governors of SES, who passed away in July 2016. Martin’s son, Duncan Llowarch (OS 86) explains more about the gift: “My grandfather Wilfred Llowarch was a physics teacher and examiner who was awarded the very prestigious Bragg Medal by the Institute of Physics in 1986 in recognition of his considerable contributions to, and impact on, physics education. Given his father’s background in the subjects, Dad was keen to help bring the study of physics and astronomy to life at Stamford, and in so doing celebrate his father’s achievements. He therefore donated the observatory, which was named after his father, as a unique and significant contribution to education at Stamford. Dad was very proud of the observatory and on his visits to the School he took great pleasure in seeing its use by both staff and pupils.”

What is a super full blood moon? Super – the moon’s orbit is elliptical and has an average distance of 350,000km from Earth. It can vary by approximately 50,000km between the perihelion (minimum distance away) and aphelion (maximum distance away). In January, the moon appeared bigger as it was closer to the Earth. A blue moon. The lunar orbit is less than a calendar month so on rare occasions there are two full moons in a month. That happened in January. It is not that rare, actually, and happens about once every 2.7 years. A blood moon is a new term used to describe a lunar eclipse. This is when the moon is in the Earth’s shadow. The yellow/red colour is due to scattered yellow and orange light from the sun. In January 2018, all these things happened at the same time, which is a once-in-a-lifetime occurrence.

Big Crunch, Big Rip or Big Freeze? The Big Rip hypothesizes that the rapid increase in the universe’s expansion powered by dark energy will eventually create greater forces than gravity. This would essentially rip apart all matter in the universe such as the sun, the Earth and even black holes! The Big Crunch hypothesizes that if the rate of expansion of the universe ever slows, then gravity could dominate and, instead of expanding, the universe could start to shrink, causing it to collapse in on itself… crunch! The Big Freeze, sometimes confusingly called the ‘Heat Death’, hypothesizes that if the universe keeps expanding the energy within it will be spread out more and more, leading to a reduction in average temperature and over time the universe will become very, very cold.

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Old Stamfordian

Events

The busy alumni event season culminates with the Old Stamfordian Reunion Weekend and the SHS

Old Girlsâ&#x20AC;&#x2122; Guild Reunion Day, which both take place at the end of June. Both events will see former

pupils from many different year groups spending an enjoyable weekend back at school.

Many other alumni events have taken place over the last year and some are highlighted on the following page.

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OS Legal Sector Quiz Night – Monday 2 October 2017 “Several members of the Stamfordian Legal Group met up on Monday 2 October for a quiz night and sausage-andmash supper held in the Old Hall of Lincoln's Inn. Our team failed to win the fiercely contested cash prize; we did, however, win a bottle of champagne as prize for the best team name, which was: 'We thought this was speeddating'." – Simon Stanley (OS 85) London OS Dinner – Wednesday 1 November 2017 The London Old Stamfordians held their 179th dinner on Wednesday 1 November 2017 at the Royal Air Force Club, Mayfair. The event was well supported by 49 attendees, including Headmaster, Nick Gallop, and veteran masters Bill Chadwick and Ken Chapman. The next London OS Dinner will be held on Wednesday 7 November 2018. SES Foundation Rugby Captains’ Lunch – Saturday 4 November 2017 Captains from 1951 to 2017 were present to celebrate the sporting achievements on the rugby pitch of Stamford School. A lunch, followed by a victory against Solihull School on Saturday 4 November 2017, proved a popular combination for the many guests who joined us in late autumn. London Christmas Drinks – Thursday 7 December 2017 Annual informal drinks were held at The Old Bank of England pub on Fleet Street, London, for alumni living and working in London. SHS Old Girls’ Guild Spring Drinks at The William Cecil, Stamford – Friday 23 February 2018 A drinks event was held at The William Cecil Hotel in Stamford, once Lady Anne’s boarding house. The event was well attended, with former pupils in attendance representing year groups from 1950 to 2012. We hope to make this an annual event, with plans to hold our second event in April 2019. Lansdowne Club Drinks and Canapés – Thursday 17 May 2018 Our annual London drinks and canapés evening was held at The Lansdowne Club, Mayfair in mid-May 2018. Fifty guests joined us for the event, with many under 25. We hope you’ll join us next year on Thursday 16 May 2019 (date TBC).

Do look out for details of next year’s events coming soon on the SES website: www.ses.lincs.sch.uk/alumni

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Rory Russell (OS 17) reviews Stamford’s dazzling musical.

A night of great fun, incredible dancing and very questionable dress sense, the SES production of ‘Hairspray’ was a joy from beginning to end.

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Setting the stage Walking into the Oswald Elliot Hall, I was struck by just how wide the stage was, making full use of the auditorium’s impressive girth. Just looking at all the different locations there were to accommodate gave me a good feeling that this was going to be one of the biggest shows ever put on at Stamford. From the WZZT Station to the Har-De-Har-Hut, the variety in the set and the way it was all woven together was immediately very encouraging. If I’m honest, I was slightly nervous about watching ‘Hairspray’. Having not been the biggest fan of the film, I wasn’t entirely sure what to expect. Then the band struck up, the music started, and we were away, the first number off and running, as Tracy Turnblad (Libby Guttridge-Smith) introduced herself and her city: Baltimore. My previous reservations were blown away by a wall of sound and cheesy grins as I, and the rest of the audience, got drawn into the spectacle. I think this song summarised everything that was good about the show: high levels of difficulty in the vocal parts, both solo and chorus, handled brilliantly by a phenomenal cast; the large amount of space in the hall being used to full effect as the stage filled with dancers, executing high-energy choreography. Having done a brilliant job with the opening number, the performers now had the simple task of maintaining such a high level of intensity and fun for the next two hours. I’m pleased to say they were successful. There were, of course, a few highlights worth mentioning, which stood out to me as being particularly good. ‘Mama I’m a Big Girl Now’ performed by the female company, was a very well put-together song, the soloists blending well with the chorus, and the three very different characters all well-established in their physicality and vocal quality. The male company also did a superb job with

‘Regardless of whether this was your first show or your

last, you were part of something

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‘It Takes Two,’ the subtle harmonising under Zak Spriggs’ dulcet tones creating a lovely overall sound.

The showstopper It was clear, though, on the night, that there was one song that the audience, myself included, were completely blown away by. ‘I Know Where I’ve Been,’ sung by Motormouth (Tomi Kehinde) and the company is often regarded as a showstopper, and in this case that was literal, when, as the number came to its glorious conclusion, the ovation lasted for a well-deserved minute. In fact, there were a few spectators already on their feet, still with another 20 minutes left to go in the play! Outstanding performances Kehinde’s performance as the sassy DJ/record shop owner was just one among a whole host of stellar performances. Lucy Little and Isabella Coombes were delightfully evil in their co-villainess roles as Amber and Velma, and portrayed their dysfunctional mother/daughter relationship with aplomb. David Wisdom was effortlessly cool as Seaweed, and played brilliantly opposite Grace Durose’s adorably anxious Penny. Kim Garande as Little Inez embodied the frenetic energy and intensity of the show,

‘...special praise must be

reserved for Libby Guttridge-

Smith, who, having the most to

do in the show, and very little of

it easy, handled a difficult role

with great maturity.’ while Hal York-Forward managed to pull off both his solo numbers and some absolutely horrific jackets as Corny Collins. I would compliment Jenson Morse on his performance as Wilbur, his boundless optimism and hilarious personality being a lynchpin, but in many ways that is just Jenson being himself. Meanwhile, Dan Watt was scarcely recognisable stepping out of an enormous can of hairspray in a large padded and very shiny dress, and an even larger hairdo. These two formed the heart of the show, and stole almost every scene they were in. Zak Spriggs made a fantastic Link, portraying the teen heartthrob aspect of the role well, but the confusion at falling in love with someone he wasn’t ‘supposed’ to even better. And last but by absolutely no means

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least, special praise must be reserved for Libby Guttridge-Smith, who, having the most to do in the show, and very little of it easy, handled a difficult role with great maturity.

Sensational support Limited space means unfortunately I can’t expound the virtues of every cast member. I haven’t even mentioned the band who supported the singers fantastically well, or the crew who made the show look as good as it did. Looking at the programme, it’s clear a huge amount of work went into the production, and it really showed on stage. Regardless of whether this was your first show or your last, you were part of something truly sensational, and I thank all involved for a truly special night.

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Old Stamfordian Interviews: Louis Grimoldby (OS 12) George Cox (OS 15) Connor Collett (OS 14)

Taking sport beyond Stamford

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Stamford School continues to enjoy success in sport, with boys going on to win representative honours on the rugby field whilst at School and in their years beyond. MIC Rugby David Laventure caught up with three of his previous charges to see how professional rugby was treating the Old Stamfordians who currently ply their trade in different corners of the globe. Louis Grimoldby (OS 12) played for England U19s, made the England 20s squad and went on to play at Harlequins before moving to the French Championship and RC Massy in Paris, where he is still enjoying city life. George Cox (OS 15) was a member of the unbeaten 2014 Stamford side and won the Academy League with Northampton Saints. He represented England 7s at the Commonwealth Games and is currently enjoying a dual contract with Wasps and Nottingham. Connor Collett (OS 14) captained Stamford School in 2013 and enjoyed the pleasure of only one defeat in Year 12 and Year 13. He is now contracted to Newcastle Falcons having been contracted with North Harbour in the province of Auckland. In 2016 he won the National Provincial Championship in New Zealand, becoming only the second ever English player to do so. What is the best thing about playing sport? Louis Grimoldby (LG) - The friends you make around the world, along with the places you go. I’ve been lucky enough to travel all over France for the last two years, whilst living in Paris. George Cox (GC) - Every week is different: there's a new opposition or a new element to work on from the coaches, or you've seen something on TV that you want to try, and you can do that in a professional environment where you have teammates who are also striving to learn and improve. Connor Collett (CC) - The best part of sport for me has always been playing, but rugby has also given me the ability to see parts of the world I would never have seen otherwise: experiencing different cultures and meeting some of my best mates.

How do you think the country you are playing in changes the training and game play etc? LG - From a training perspective it’s not too dissimilar, but from a playing perspective I have found that playing in France is more physical and less structured. There is far more attention to detail playing in the UK in comparison to France. GC- I think being in England, and especially the Championship, set pieces and all the non-talent-based aspects of the game, your kick chase and line speed, for example, have a slightly higher importance. CC – New Zealand's style of rugby is much more 'heads up'. Just 'play rugby', playing to space and trying to create mismatches. As such, the training reflects this with a much greater emphasis on players' individual skill level, and concentrates less on rigid structure. This allows players 1 to 23 to have the skill set to create and finish as many opportunities as possible.

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Who is your role model? LG - It was always Jonny Wilkinson, and probably more so now I’m playing in France. The respect the French have for him is huge. Something which isn’t easy considering the French aren’t particularly fond of the English…! GC - When I first got into rugby it was always Jonny Wilkinson, but more recently it has been Thierry Dusatoir and Richie McCaw. CC - I wouldn’t say I have a particular sporting role model as such. I used to enjoy watching Lewis Moody play and of course Richie McCaw is someone I have watched. However, I would say that my mum and dad have had the biggest influence on my sporting career to date, teaching me to always give 100% and to never quit until you have achieved what you set out to. They tell me to never let an opportunity slide which you may then regret later on in life, which is why I am into my third season in New Zealand.

Best feeling so far? LG - Still probably my debut at Quins three months after leaving school. Suddenly on the pitch with internationals, World Cup winners, and players you’ve looked up to and watched on the television for years. Last year we gained promotion with four games to go, so we had a pretty good four weeks after that. GC - Pulling on the England shirt for the first time was a special moment and not one I’ll forget quickly! Also, scoring my first try for Notts on TV, and having my family come up to watch, was a great feeling too. CC - The best feeling to date was winning the Championship Final in 2016 with North Harbour. It was my first professional silverware, so it’s an achievement I will always remember and look back on. What made it sweeter was the fact my parents were in the stands, and all my family and friends watching in the UK.

Best bit of advice for young players? LG - Nail the basics and do the simple things right, and listen to coaches and players around you. Finally, have other interests away from rugby. It will keep you sane on the bad days and grounded on the good days. GC - There are many different pathways in rugby, so if one door closes use it as motivation to open the next. CC - Play as many different sports as possible while you can, and for the enjoyment sport can give you, whether that is being with friends, the competition, or that feeling you get from winning. Make the most out of every opportunity sport gives you.

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A thousand years of history… and now an exciting new chapter begins!

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Obituary

Elizabeth Mary (Libby) Craig 17 April 1952 – 11 October 2017 Elizabeth Mary (Libby) Craig was born on 17 April 1952 at home in Dundas Street, Edinburgh. Her parents were John and Ann. Libby had four siblings, Ann, Ted, Dhoe and younger brother Tom (deceased). Libby’s father was an electrical engineer who moved around the country to work. The family left Edinburgh when Libby was two years old, moving first to Portsmouth, where Libby attended primary school, and then to Northampton, where she attended a convent school. Upon leaving school, in 1970, Libby attended Bedford College of Education, undertaking a teacher training course in PE and English. The human biology element of the course was taken in Cambridge. She gained early teaching experience at a secondary school in Kettering, and spent several months in Switzerland improving her French, before arriving in Stamford in 1978. Libby joined the Physical Education Department at Stamford High School, teaching hockey, netball, tennis, athletics, swimming and gymnastics as well as religious education and English. She moved to Stamford Junior School in 1986 and, in addition to her teaching duties and her heavy involvement in sports, she readily took on additional responsibilities in areas of school management such as the running of the timetable. With the reorganisation of the Stamford Endowed Schools in the 1990s under the first Principal, Dr Peter Mason, Libby was appointed as Head of Stamford Junior School, a role she held for nearly 20 years. During that time, she led huge advances in teaching, curriculum development, sport and early years’ provision (including the planning and building of a new nursery facility at Stamford Junior School). She also completed a master’s degree in her spare time to support her role. As Headteacher, she knew every student, recognising the individual personalities of every child in her care. It remained important to her that, in leading and managing the School, she herself continued to teach in the classroom and played a full

part in school activities, especially the sports on a Saturday morning. She worked tirelessly and with compassion in the fostering of good relationships across the school community with the children, her staff and the parents. She maintained contact and friendship with staff through the Red Beret Club. Her Christian faith was lived out through her vision for education and in her relationships with others. Gymnastics and its coaching were a particular skill and passion, and Libby was honoured by the Independent Schools Gymnastic Association (ISGA) for her coaching, and for serving as their Chair and President. Following retirement from the Stamford Endowed Schools after 34 years, in 2012, she worked for The Independent Association of Prep Schools (IAPS) as a Sports Ambassador and, in 2015, they recognised her contribution with a long service award. Libby was married to Philip Mapson, whom she met on a blind date in 1990 and married in Sri Lanka in 1997. Their wedding day included a Buddhist ceremony and an elephant ride. Travelling was a shared passion and Libby and Philip visited India, China, the Maldives, Italy, Cyprus and Israel. In addition, they had a particular love of Canada where they enjoyed skiing, seeking out polar bears (particularly at Churchill on the west coast of Hudson Bay and on the tundra), and greatly enjoyed the town life of Kimberley and their home there near the Rockies. The diagnosis of ataxia and increasing dependence on a wheelchair did not deter Libby from travelling, and her last adventures included to two trips to Canada and a trip on the Dunes train in South Africa, Botswana and Namibia. Libby died peacefully at home on 11 October 2017, aged 65. Philip Mapson wishes to extend his thanks to all those who attended Libby’s funeral at King’s Cliffe on 26 October 2017, and gathered afterwards at Stamford School. He was overwhelmed by the number of letters and tributes he received. Rev Mark Goodman SES Chaplain

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Archive photo of Stamford Junior School

Burghley Run Celebrated as a major annual fixture in the Stamford Endowed Schoolsâ&#x20AC;&#x2122; calendar, the notorious Burghley Run was held on Thursday 22 March 2018, bringing over 1,500 pupils from all three Schools together at the same time, running the same route. Pupils from Stamford Junior School were joined by boys and girls from Stamford High School and Stamford School, all starting and finishing in the same place, with different routes designed for different age groups. A long-standing tradition originating at Stamford School, the Burghley Run now includes all three Schools and encapsulates

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perfectly the feeling of community and Stamfordian spirit. Pupils of all ages are supported by their peers, no matter which school they attend, evoking a true sense of belonging and sportsmanship for all. The run, which varies in length depending on age, takes place on a specific route around Burghley Park, and, whilst for some it is a test of endurance and determination, it is, more importantly, a celebration of the enjoyment of outdoor sport and running in the stunning surroundings of Stamford.

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The Curtis

The legacy of three Old Stamfordians lost in the Great War and the brother who was left behind Alexandra Colley, teacher and author of 'Boys of Stamford School in the First World War', explores the history behind the legacy.

Those who were lost There are three war memorials in Stamford and Rutland that bear the names of the Curtis brothers – Albert, Harry and Horace, all Old Stamfordians who gave their lives in the Great War. The sons of Henry Levi Curtis, a slater born in Collyweston, and his wife Mary Matilda (née Howell), they were all born in Easton on the Hill, lived in Barrowden and attended Stamford School. The churches in Easton and Barrowden and the chapel at Stamford School all commemorate their sacrifice. n

The eldest of the brothers, Harry Reginald Curtis was born in 1887, and, after his father suffered a serious accident, Harry became the unofficial head of the family. He studied in London and went on to become a teacher at Ellesmere College despite his real desire to join the clergy. Horace was born in 1890 and also went on to become a teacher after studying at Leeds University. When the war began, he was working at Buxton College. Albert, born in 1892, also became a teacher – first in Easton and then at Sandwich Grammar School.

Henry and Mary also had three daughters – Alice, Winifred and Phyllis - and another son, William – born in 1901 and therefore too young to join his brothers at the front.

The brother left behind William attended Stamford School on a junior county scholarship awarded to him in 1913. He passed the Oxford and Cambridge

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Brothers “England can ill afford to lose many like the Curtises of Easton." John Duncan Day (Headmaster). Christmas 1916, ‘Stamfordian’ Magazine.

joint board certificate in scripture, English, French and mathematics in 1918. His school years would have been dominated by the backdrop of the war and the tragic deaths of his older brothers in 1915, 1916 and 1918. While at school, he played football and cricket for the School, served on the sports committee and worked on the Stamfordian magazine – poignantly editing the issue in which Harry Curtis is commemorated in 1918. He also appears to have been active in the Old Stamfordian Club, returning to play rugby for the club against the School in 1920 and attending reunion dinners in Leicester in the 1930s.

Harry Reginald Curtis

William married Lorna Williamson in 1937 and lived in Leicester, working as an engineer. Lorna passed away in 1959. They had a son who passed away in 1966. William died in 1985, 70 years after his first brother died in the war.

The legacy He left much of his estate for the use of his housekeeper during her lifetime. In 2018 it passed, as per his wishes, to Stamford School to be used to provide bursaries to pupils who cannot afford full fees. This gift to the School was made in the name of Albert, Harry and Horace, meaning that the Curtis legacy will continue to burn brightly for many years to come. The School is most grateful to William Curtis for his generosity.

Further information about the Curtis brothers can be found in ‘Boys of Stamford School in the First World War’ by Alexandra Colley. Copies are available from the SES Foundation for £10 plus postage. Please call 01780 750032 for details.

Horace Curtis

If you are interested in leaving a gift to the Schools in your Will, please do contact the Foundation Office for a confidential discussion on 01780 750032.

Albert Curtis

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THE FOUNDATION CARD

DISCOUNT EVERY TIME YOU SHOP AT

* OR SIMILAR OFFER

The Stamford Endowed Schools’ Foundation Card The Foundation Card is a discount card which provides cardholders with an exclusive set of discounts and special offers every time they visit almost 100 businesses in the Stamford area. Cardholders donate a minimum of £10 per month to the Stamford Endowed Schools’ Foundation (a registered charity) to participate in the programme. All funds raised are used to provide fully or partially assisted places at Stamford School or Stamford High School for local children who would not otherwise have the financial means to attend. This opportunity can be life changing. Please do support this worthy cause and in return receive a 10% discount, or similar offer, every time you shop with our partners.

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A WIDE SELECTION OF ALMOST

SHOPS, HOTELS

RESTAURANTS AND ATTRACTIONS IN THE

STAMFORD AREA Helping Children and Saving You Money Almost 100 shops, restaurants, hotels attractions and clubs in the Stamford area are offering great discounts and special offers to those contributing a monthly donation to the SES Foundation. By donating at least £10 per month, for a minimum of twelve months, you will receive up to two personalised Foundation Cards giving you and another member of your household access to great deals with our partners. The discounts will soon add up so please do give more than £10 per month if you can. Your cards will be renewed for subsequent years if you keep your donations in place. We want bright children from all backgrounds to have access to a Stamford Endowed Schools’ education, and we hope that you will support us in making this happen by applying for your Foundation Card today and donating as generously as possible. Donate at least £10 per month to help local children and receive a 10% discount, or similar offer, every time you shop at the outlets listed opposite. Our list of partners is subject to change. Please check the website (www.foundationcard.co.uk) for the most up to date information.

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SES FOUNDATION CARD

PARTNERS

TO CHOOSE FROM RESTAURANTS,

HOTELS AND LOCAL

ATTRACTIONS

SAVES YOU MONEY

SUPPORTS

LOCAL CHILDREN

To apply for your card, please contact us at the address below or visit the Foundation Card website to download an application form:

The Stamford Endowed Schools’ Foundation Brazenose House, St Paul’s Street, Stamford, Lincolnshire, PE9 2BE T: 01780 750032 E: foundation@ses.lincs.sch.uk W: www.foundationcard.co.uk Registered Charity No.: 1109995

www.foundationcard.co.uk

OUR 100 PARTNERS

INCLUDE... Adnams Cellar & Kitchen Store, Alter Ego, Anand Shoes of Stamford, Attic, Bat and Bottle Wine Merchant, Beauty and Wellness, Brayshaw Morey Accountants, Browns Hairdressing Salon, Buckles Solicitors LLP, Burghley House, Burghley Veterinary Centre, Café au Chocolat, Carla 4 Personal Training, Claire Langley Antiques, Cloisters, Stamford, Colemans, Colemans Art Shop, Colin Bell Menswear, Cook, David Evans Associates Chartered Surveyor, Denhams the Jewellers, Elton Furze Golf Club, Equilibrium, Flawless Faces, Gallery Stamford, Giant Strides, Grasmere Farm Traditional Butchers, Greensleaves Florist, Hambleton Bakery, Hambleton Hall, Harrison & Dunn, Hunters Interiors, InStep Foot Clinic, Ivan Quetglas Photography, J & L Ball Interiors, Jeeves Catering, Jewellery by Shalini, Jonathan Hartley Architectural, Klarity Vision Accountants, Laserforce, Marcia May, Marshall Volvo of Peterborough, Martin & Co (Stamford), Miss Pickering, Moores Estate Agents, NGI Design, Octopus Computers, Oliver Lee, Peters’ Cleaners, Peterborough Climbing Wall, Peterborough Flooring Supplies, Prévost, Queensgate Hotel, Ragdale Hall, Renaissance Hair, Health & Beauty Therapy, Robinsons, RUBIROX, Rutland, Grafham & Fineshade Cycling, Sack Store, Sharman Quinney, ShutterBox Photography, Stamford Barber Shop, Stamford Beauty, Stamford Cheese Cellar, Stamford Independent Travel, Stamford Music Shop, Stamford Personal Fitness, Stamford Yoga Ltd, Sweet Olives Restaurant, The Bull & Swan at Burghley, The Crown Hotel, The Cutting Company, The Exeter Arms, The Garden Café (Burghley House), The Garden Shed (Burghley House), The Nook, The Olive Branch, The Orangery Restaurant (Burghley House), The Point of Health, The RockBlok, The Stamford Wine Bar, The Tobie Norris, The Vacuum Store, The White Horse (Empingham), The William Cecil at Stamford, Wool Room, ToeTally Clinic, Verdon Timber Group, Vision Express (Stamford), Wansford Smile Studio, Westside Health & Fitness Club, Wild Cats Theatre School, You.

Stamford ALUMNI AND PARENTS

For more information on advertising within the Stamford Alumni and Parent magazine please contact: Helen Wolstenholme, Nimble Media Ltd t: 01780 432930 e: helen@nimblemedia.co.uk

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