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THE
Subject Focus Our Head of Maths has a vision for the subject at Sherborne Girls by Glen Collins
Boarding Katherine Cole & Philippa Bussell describe the unique ethos of their Houses
21st Century Women Inspirational talks as part of Global Entrepreneurship Week Interview with Emma Wimhurst
The Sherborne Girls Magazine AUTUMN/WINTER 2021
VOICE
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FROM THE HEAD
S
IN EACH OTHER WE TRUST
A IN THIS ISSUE D
f 01 In each other we trust 02 Strength in numbers 03 Academic news 05 Boarding 07 The Arts 12 Teacher tips 13 21st century women 19 Community 21 Sports round-up
Acknowledgments Cover artwork by Georgia Burton, U5 Photography below by Sally Jepson, L6
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The VOICE Autumn/Winter 2021
One of the many privileges of working at Sherborne Girls is the ultimate trust parents place in us to look after the most important people in their lives: their children. This trust is never taken for granted by any of the staff and we seek to honour it by providing the best, individualised pastoral care in a nurturing, stimulating academic environment. This is complemented by a broad range of exciting co-curricular opportunities, creating an educational experience that prepares our pupils to succeed now and in the future, developing 21st-century women who will thrive in the modern world. Trust is multi-faceted. We place genuine trust in the young people in our community to make wise judgments and decisions about themselves and the world around them. I firmly believe that excellent education is about creating the
Dr Ruth Sullivan space and support structures in which young people feel encouraged to grow and develop, to challenge perceptions and have the courage and quiet confidence to embrace who they are, guided but not stifled by the traditions we also hold dear. Trust is a quality encouraged and embedded in all working relationships across our school community. When A guiding colleagues, I trustand them to act a deeper understanding greater professionally and make decisions based p on what is in the best interest of the girls and wider community. I hope that, in turn, colleagues trust me to lead them with courage, honesty and authenticity. These are some of the reasons why I was so pleased that Rev’d Windle suggested trust as the theme for this year, which I happily endorsed. It is especially pleasing to see this theme explored in so many of the stories in this newsletter which I sincerely hope you enjoy reading.
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Academic Feature
STRENGTH IN NUMBERS Head of Maths, Dr Glen Collins, has a vision for the subject at Sherborne Girls. He wants to build on its popularity as a problem-solving tool that prepares girls for the future. Many people are surprised when I tell them that Maths is the second-most popular subject at Sherborne Girls post-16. This is perhaps because they have their own negative memories of the discipline, or because they don’t stereotypically expect girls to be drawn to it. But we ensure it is an intellectually rich experience to study Maths at School. We draw out the problem-solving elements, encouraging girls to work collaboratively as they progress through their time at Sherborne Girls. In this way, the discipline coheres with our Learner Profile, helping pupils develop attributes such as curiosity and critical thinking. Our approach involves a steady accumulation of mathematical techniques, skills and knowledge. In the Fourth and Fifth Form, we are building foundations, helping girls grow in confidence and understand that Maths is
stimulating and fun. As a result, by the time they consider A Level choices, they have an appreciation of the discipline’s capacity to aid their personal growth and development, as well as stretching them mentally. What’s more, they throw themselves into extra-curricular Maths with gusto. Witness our success in the Maths Olympiads, which involve girls working in teams to solve a problem over the course of a day or more of competition. These events are a bit like a mathematical murder mystery, with each clue building to the ultimate solution. This demonstrates that Maths is about so much more than number crunching: it is principally a means of developing problem-solving skills, logical thinking, and resilience. The fact it is also utterly fascinating simply enhances its appeal. This speaks of another feature of the discipline that can easily be overlooked: it stretches the imagination and inspires
creativity. Take my favourite part of the discipline – algebra – as a case in point. Solving algebraic problems is a creative act. There is a solution if only you have eyes to see it. The moment of recognition that comes when a pupil finds it for themselves is the main reason I became a Maths teacher. I am inspired by the thought of sharing my passion with young people and helping them develop skills for the future. This is about so much more than teaching abstract formulae or improving numeracy. It is about casting a vision for what Maths brings to contemporary society, showing its impact on the wider world. With initiatives like the Level 2 NVQ that our GCSE top set takes as a bridge to A Level and our ongoing involvement in events such as the Olympiads, I believe Maths is on a positive trajectory at Sherborne Girls. We currently have 26 L6 girls studying the subject at A Level and many U5s already expressing an interest in the Maths courses post-16. Sherborne Girls is forming the next generation of mathematical minds to shape the world through their problem-solving prowess and powers of reasoning. I can’t wait to see the difference they make. 02
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Sacademic NEWs
Eureka moments aplenty
The Eureka programme is organised by the Science Department to develop girls’ problem-solving abilities, arouse their curiosity, and build their confidence in active learning – all crucial elements of the Sherborne Girls Learner Profile. The programme is aimed at the whole spectrum of ages and abilities within School, but tends to focus on the younger girls. We run an event each half term aimed at different age groups. These include the “Eureka Challenge”: a series of short problem-solving tasks delivered in the style of the old “It’s a Knockout” competitions from the 1980s. With “Paperclip Science”, teams of girls are challenged to present and demonstrate some aspect of science using everyday household items. We have had presentations on the bed-of-nails principle using balloons and drawing pins, plate tectonics using digestive biscuits floating in treacle, and a host of other imaginative uses of kit the girls managed to find from their Houses. The “Great Egg Race” sets girls a challenge of solving a technical or engineering using problem a limited range of materials, plus their own ingenuity, dexterity and imagination. In June 2022 we are holding a CSI-style murder mystery event that will be available across year groups for a whole day of intellectual and practical challenge.
A brain-stretching day In a truly fabulous learning opportunity for our girls, we were honoured to welcome Dr Guy Sutton to School this term. Dr Sutton is Founder and Director of Medical Biology Interactive and Assistant Honorary (Consultant) Professor at the University of Nottingham School of Medicine. He hosted our inaugural “Brain Day”, working with L6 and U6 Psychologists and would-be Medical students. Together they considered questions such as “Is there a criminal mind?” and “What causes schizophrenia?”. Dr Sutton also carried out brain dissections identifying the different parts of the brain and considering their function. In the evening, he delivered a captivating lecture on “The Future of the Brain”. The pupils found this fascinating, especially a section considering the future integration of the brain, mind, and technology. Richard Gent, Head of Psychology
Martin Crabtree, Physics teacher
Chemists stretched in Cambridge competition The L6 chemists took part in the Cambridge Chemistry Challenge, a national competition sponsored and endorsed by St Catherine’s College, Cambridge. Pupils tackled some exceptionally difficult questions based on topics such as thiocyanic acid, a molecule which has been discovered in gas clouds in space, and complex redox reactions.
Sherborne Girls has a long history of success in the competition, but this year proved to be particularly strong with nine students achieving either Copper, Silver or Gold Awards.
The competition, which is organised by an experienced team of teachers and university chemists, involves participants from across the globe. It stretches pupils
Mr Angelosanto, Head of Chemistry, said: “Congratulations to all our chemists. The competition is extremely challenging but a fantastic opportunity for our girls to
significantly beyond the syllabus and encourages them to think about Science, and particularly Chemistry, in a way they would at university.
apply their knowledge to some very difficult questions and unfamiliar scenarios. Special congratulations to Helena for achieving Gold, which is awarded to only a very small number of entrants worldwide.” Gold Award Winner: Helena Campbell Silver Award Winners: Anna Barnett and Arabella Lambeth Copper Award Winners: Cayla Downer, Lily Thornham, Louise de Chimay, Erin Cassingham, Emily Wood and Annabel Biggart. Antonio Angelosanto,
Head of Science & Chemistry
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academic news
DIGITAL LEARNING Sherborne Girls was an early adopter of digital learning. Now, the School is entering the next stage on its journey, as Senior Deputy Head (Academic) Louise Orton explains.
visited It was in 2018 that we schools in Singapore and Hong Kong and were blown away by the use being made of technology in the classroom. By equipping pupils with pen-enabled tablet devices, teachers were able to personalise learning and enrich the teaching and learning experience to improve outcomes. For example, pupils could record or photograph science experiments and note their findings in real time. They could solve maths problems, with the teacher tailoring them to the needs of individual pupils. And they could offer live commentary on a piece of literature, using their handheld devices to annotate a shared text being projected to the room. Inspired by that visit, we decided to embrace digital learning at Sherborne Girls. We were already well on this journey by the time of the first Covid lockdown in March 2020. Our staff were trained in the use of ICT in the classroom and our pupils were accustomed to using technology to enhance their learning. As a result, we were able to pivot to online teaching with relative ease. Since much of what we delivered in real time in the classroom was already being conveyed digitally, it was easy enough to move from a face-to-face to a virtual environment. Despite helping us weather the Covid crisis, the drive to digital learning is not maintaining teaching principally about and learning when the pupils are at a distance from School. It is, rather, a key part of our School strategy, supporting our development of the attributes in our Learner Profile for every age range. Put simply, in preparing our pupils to be 21st century women who thrive in the
modern world, we believe it is imperative to equip them with top-drawer digital skills. To achieve this, it is important that we enable the girls to function in a digital age, at the same time as continuing to value the physical experience of being in a classroom that will always be at the heart of our pedagogy. That is why we see technology very much as a tool to enhance teaching and learning, enabling us to tailor provision to pupils in a way that contributes to their personal growth. At Sherborne Girls we ask that every pupil has a pen-enabled tablet device, preferably a Microsoft Surface. In using such devices, the focus is on the habits being formed, rather than the technology itself. We help pupils become adept at using a variety of tools, including the full suite of Microsoft collaborative software. That way, they are able to adjust to innovations as they emerge, confident in learning new technology and leveraging its power.
To enshrine our effort, we’re seeking Showcase School status from Microsoft during this academic year. We are currently recognised as an Incubator School, which means we are making effective use of Microsoft’s support, tools and programmes to provide an exemplary teaching and learning experience. This links us to a network of schools and colleges that are at the forefront of digital learning, with whom we share best practice. Our Digital Strategy is plain, therefore: to build on the progress of the last three years and deliver the best teaching and learning for every pupil, with a personalised experience that helps them achieve success. That’s what I saw on my visit to Singapore and Hong Kong in 2018. I’m delighted to say it’s what I see now at Sherborne Girls.
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boarding
READY FOR TAKE OFF Mulliner House may be a launchpad for the future, but new Housemistress, Katherine Cole, is keen that it keeps the girls rooted in School life, too. I’ve noticed an interesting phenomenon since taking on the role as Housemistress of Mulliner. Just as the U6 girls get ready to take A Levels and move on from School, their enthusiasm for the traditions of Sherborne Girls deepens. This is seen in little things like a recovery of their love of hot chocolate before bed or an ice-cream night after their evening’s work is done. It is also evidenced in the set-piece events that characterise School life, such as Abbey Services. It is as if the girls realise that they only have one year left to relish their time at Sherborne Girls, and want to savour every experience as they form memories for the next phase of their lives. At the same time, the move to Mulliner signals a significant increase in maturity. We expect the U6 to be role models to their younger peers. They take on Prefect responsibilities and have a part to play in the culture and ethos of the whole School. That is why I have been so pleased to see a culture of kindness, compassion and consideration for others at the very heart of Mulliner’s community. The girls really do look out for each other, taking their responsibilities seriously and setting a brilliant example for the younger pupils. Which isn’t to say that our life together is characterised by seriousness. I want Mulliner to be a place of laughter and cheer, where girls can revel in each other’s company and enjoy their youth. With the pressures of university applications and A Levels bearing down on them, it is important that our U6 have a way to let off steam and unwind. Fortunately, they’ve shown plenty of gumption in identifying opportunities to relax. They’ve already ensured that Mulliner is a place of warmth and 05
The VOICE Autumn/Winter 2021
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welcome, building a tangible sense of community, and they have enjoyed having their say in the interior décor of the new Snug kitchen where they can practise that useful student skill of cooking. Given that they come together from separate Houses for their final year at School, I’ve been impressed at how quickly they form new friendships and foster a sense of a shared identity. This helps build the trust that is central to our life together. U6 girls have a great deal more autonomy than those in the younger years. They can come and go from campus with more freedom, are able to manage their own schedules, and enjoy greater privileges in organising their social lives.
With this freedom comes high expectations. For example, the girls have to make their own travel arrangements for trips away from Sherborne, and are expected to arrange their study schedules to optimum effect. That they are able to do so is a reflection of the brilliant foundations laid in their earlier years at Sherborne Girls. That makes leading Mulliner a genuine privilege. The girls help me build the community, sharing responsibility for its ethos and helping to steer our direction. While that ultimately leads them away from Sherborne Girls, for now they are tnurturing the roots from which they will b always grow.
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GROWING TOGETHER Philippa Bussell is the new Housemistress of Reader Harris. Here’s her vision for what she describes as “just about the most rewarding job in the world”. Over many years as a Housemistress in schools around the world, I have developed a clear vision for the role. It is about creating an environment in which pupils feel nurtured, with someone to talk to when they struggle, and a supportive and caring community to share their successes and lives with on a day-to-day basis. When I visited Sherborne Girls for my interview, I was immediately struck by a sense that this community ethos is at the heart of the whole School. That is why I am so pleased to have secured the position as Housemistress of Reader Harris. I feel as if the culture in our House replicates that of the School, and I’m inspired by the opportunity to build on it in the months and years ahead. At the heart of our shared life is a desire to be transparent and authentic in each other’s company. I believe it is important to encourage open conversation with and between the girls, so they feel they can speak to each other, and to the brilliant House team, about anything. We have such a strong pastoral network in School and I’ve been especially impressed by the commitment to mental wellbeing that is so much a part of our life together. Another key part of the ethos I’m bringing to the role is a willingness to show vulnerability. When I took my first Housemistress job, at a school in New Zealand, I was in my early 20s. My proximity in age to the pupils could have been a challenge, but I wanted to show them that I was learning alongside them, that I was growing too. That is the foundation for a relationship of mutual trust. Now that I am older, and a mother myself, I have a wider perspective. I’ve
learned from my decade or more as a Housemistress in a variety of contexts, including most recently at Heathfield School in Ascot where I set up a Junior Boarding House. But I hope to have retained a sense of humility, helping girls understand that it’s okay to make mistakes. We can always learn. One of the things I love about my job is that I’m holding a community together, at the same time as getting to know girls as individuals. It is my vision that every girl in Reader Harris has a chance to shine, in whatever area is right for her. I want us to celebrate our diversity, while understanding the joy of living in a community. With that in mind, we’re helping the older girls build meaningful
relationships with their younger peers, enjoying regular social events and activities across year groups. My hope is that it feels as much like a home environment as possible, giving the girls a place to be themselves and build relationships that will last a lifetime. That’s all part of our community atmosphere in Reader Harris. I’ve been delighted to see the girls’ positive response to it so far and look forward to growing together as the academic year unfolds.
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the arts
THE RHYTHM OF LIFE Director of Music, John Jenkins, shares his highlights of the Michaelmas Term. There was a wonderful performance by the Joint Symphony Orchestra in November, reflecting the great progress made in this, as well as the other two joint orchestras. We are blessed with some very talented string players, creating excellent potential for the Sherborne Girls String Orchestra. The Senior Choir did well in an Abbey Eucharist very early in the term, and the Madrigal Society combined with Sherborne School’s Chamber Choir produced sublime performances of Tallis and Stanford. The Music Scholars gave an outstanding evening concert, and our series of Wednesday lunchtime year-group concerts has, likewise, showcased an impressive range of instrumental and vocal talent. Meanwhile, the four junior a fascinating hands-on forms enjoyed lecture-recital of Japanese music.
Our community outreach has also continued, with several instrumentalists performing in local care homes.
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A MAGICAL PRODUCTION The L5 production this year was The Worst Witch. Based on Jill Murphy’s classic series of novels about the inept witch-in-progress Mildred Hubble, the play takes us through Mildred’s spectacularly unsuccessful first year at Cackle’s Academy. Summer Keith played the hapless heroine, ably backed up by her best friends Maud (Darya Jahanbani) and Enid (Coco Le Cornu) who exuded enthusiasm and mischief with every turn. Liberty Marriage’s portrayal as the snide Ethel Hallow was totally believable, and Marcy Freestone swapped with ease between the bunobsessed Miss Cackle and her evil sister Agatha. Tilly Clarke swept around the stage as the terrifying Miss Hardbroom, materialising just wherever the students didn’t want her to be. With an incredibly catchy theme song, a vast array of puppets, a fast-moving set and plenty of video projection, the show was an exuberant cauldron of delights, reminding us all that we can achieve anything when we pull together – a message needed more now than ever. Lizzie Nurse, Head of Drama
STOP PRESS... RESCHEDULED DATES FOR GREASE
We are looking forward to a dynamic show by the brilliant cast and crew. Performances will now take place on the evenings of 3 to 5 February. 08
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the arts
IN CELEBRATION OF POETRY By Louise Troup, Head of English
The theme of this year’s National Poetry Day was ‘Choice’. SG English celebrated by displaying a range of creative work from last year’s Lower Fifth. The girls designed and made their own very personal poetry scrapbooks, featuring illustrations and critical responses to a range of First World War poetry and other poems of their own choice. In their English lessons, the girls – now in M5 – explored two of the most famous poems on the theme of ‘Choice’: Robert Frost’s ‘The Road Not Taken’ and Seamus Heaney’s ‘Digging’.
TWELFTH NIGHT AT THE GLOBE Arriving at The Globe was surreal. It felt like we had been transported back to the 16th century. As you walked into the theatre, you immediately saw the set for this modernistic adaptation of Twelfth Night. The circular structure was extremely clever, as the whole audience felt involved. Although some seats’ views were obstructed by some rather large pillars, which made some scenes harder to understand, on the whole the seating zones, for example the pit, where the audience stand, threw the audience right back to Shakespeare’s time. The choice of cast was inventive as female actresses were playing male roles and vice versa which created irony as, originally, there would be male actors playing all of the roles. This underlined one of the main themes of the play, which is appearance and deception, and broke gender boundaries or stereotypes. We particularly liked how Feste – whose gender is not obvious in the script – was played by a female as it works well and helps back the doubleness of characters in the play. Parts of the play were highly comedic, the scenes with Sir Toby Belch and Sir Andrew actors Aguecheeck were amusing as the accentuated the actions of their characters and played brilliant tricks on the others, helping the audience to understand who to side with. The use of music was creative as it followed the mood of the play and helped emphasise all of the characters’ emotions. There’s no doubt watching the performance live hugely increased our ability to understand the plot lines and character intentions, helping us to see how Shakespeare’s plays can be interpreted in so many ways, whether they be modern, abstract or traditional. Imogen Coote, M5 and Amaka Agwo, M5
Original artwork by Imogen Knight, U6
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careers
SHAPING THE FUTURE The Sherborne Girls Futures Award helps girls prepare for the next stage in their journey. Careers Coordinator, Katie McManus, explains how it works. A
As well as focusing the girls’ research into HE and potential career choices, the 11
The VOICE Autumn/Winter 2021
take time to reflect on the first iteration of the Futures Award, finessing and improving it for a full rollout in 2022-3. From then, girls in M5 will complete the Bronze Award, the U5 will do Silver, and the L6 will complete the Gold Award. We’re excited to launch this initiative and look forward to seeing girls develop their confidence and self-understanding.
The Award makes use of a variety of accepted standards around employability skills, thereby ensuring it is benchmarked against the expectations of prospective employers. This helps girls develop a broad range of skills, as well as the ability to describe and evidence them. We have launched a pilot for the Futures Award this year, with the M5 taking the Bronze Award and the L6 taking the Gold Award. As a staff team, we’ll then
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URES A UT
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Our new Sherborne Girls Futures Award is crucial to this process. It’s a threetiered award available to girls from the M5 to the U6 at Bronze, Silver and Gold level. It focuses on employability skills, careers research and HE research. By completing the award, girls develop their reflective abilities, helping them build habits and dispositions that will serve them in whatever path they choose to take after School.
Futures Award gives them a body of evidence to draw on in applications and interviews. They are asked to complete a tseries of tasks, such as attending a Careers Fair, engaging with the Unifrog Careers and HE platform, or developing their work-based skills, then collate evidence in a logbook. This is used as the basis of regular conversations with their Tutors and members of the Careers and HE team, ensuring the girls are encouraged frequently to reflect on their progress.
THE F
While we want every pupil to throw herself into life at Sherborne Girls and focus on the wealth of opportunity before her, we’re also mindful of our responsibility to help everyone prepare for the future. Whether they choose to move into Higher Education (HE), take a GAP year, embark upon an apprenticeship, or enter the world of work, we’re committed to giving our girls the best possible springboard from which to succeed.
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teacher tips
TEACHER TIPS: HOW TO WRITE THE PERFECT PERSONAL STATEMENT
For girls in the U6, the completion of a UCAS form can seem like a Herculean task. But with the right preparation and support from the School’s HE and Careers team, it’s the perfect opportunity to shine. Girls, here are some top tips: getting your all-important Personal Statement in pristine condition, ensures you give the best possible account of yourself to prospective universities. 1. Start early This advice applies to the whole university admissions process, and much is applicable to apprenticeships or work: don’t delay in thinking about what you want to study or pulling together the evidence needed to make your case. The earlier you commence the process, the easier it will be. When it comes to the Personal Statement, it’s important to allow plenty of time for drafting and redrafting. University admissions tutors can spot the statements that have been dashed out at the last minute. Such an approach doesn’t create the impression of a diligent student keen to do their best. 2. Commit to your discipline Your Personal Statement is an opportunity to show your enthusiasm for the discipline you hope to study. You
need to draw out your reasons for choosing that path, demonstrating a deeper engagement than what you cover in your A Level curriculum. This is your chance to show universities that you’ll bring passion to the seminar room, as well as a commitment to wider study and deeper reflection. Give examples of when you’ve gone above and beyond to engage with your chosen subject. That’s what will make you stand out from the crowd. 3. Evidence is key Avoid abstract comments about your personality and outlook. Universities want to see evidence of your engagement with the discipline you intend to study. Tell them if you’ve attended a conference, read a research paper or monograph, or watched a TV documentary that’s relevant to the course. Explain what you gained from the experience – show how it enhanced your understanding. When describing your personal accomplishments, be sure to give examples. It’s all about showing the person reading your statement that you can back up what you say. 4. Write clearly. Remember that less is more It can be tempting to pack in too much in your attempt to show what you’re made of. But it’s best to focus on fewer
examples and really reflect on them, showing thoughtful engagement. Be careful not just to list your achievements and successes. Don’t waste too many words describing your co-curricular interests – you only have around 600 to work with, after all. The people reading this Personal Statement are most interested in your enthusiasm for study, and for their discipline in particular. Give them plenty of reason to think you’re a worthy recipient of a place on their course.
5. Stand out for the right reasons A good Personal Statement shows that you’re capable of reflecting on your experience and identifying how you’ve grown during your time at school. Convey this information with clarity and precision, ensuring a sense of purpose to your writing. Don’t take risks by trying to be quirky or humorous. You want your statement to be memorable because it makes a really strong case for you to be given an offer. This is your chance to create a good impression and set up the next chapter of your life beyond School.
Kate Scorer, UCAS Coordinator, History and Sociology Teacher 12
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21st century women
The Heads of School IN THEIR OWN WORDS A new academic year means new Heads and Vice Heads of School. Lailie, Evie, Cayla and Tills talk role models, wellbeing and their vision for Sherborne Girls.
“We’re building a positive culture around mental wellbeing” Lailie, Vice Head of School
We have a chance to make a real difference at Sherborne Girls. As Deputy Head of School, my focus is very much on physical and mental wellbeing. I want to open up conversations across the School community that are honest and frank. As a teenage girl, there’s a lot of pressure to conform to certain expectations. Many suffer from low self-esteem because they compare themselves to unattainable role models on social media or in wider society. We’re building a positive culture around wellbeing, in which girls value their personal qualities and don’t constantly compare themselves to other people. It’s part of the culture at Sherborne Girls that we value every member of the community, celebrating their gifts and helping each other out. We want to develop the great work being done by the staff team to support every pupil, giving them a feeling of belonging and an appreciation of their unique gifts. If we get to the end of our year in office and can say we’ve modelled positive attitudes and behaviours around mental health, been fully present to the whole pupil population, and worked with staff to enshrine the School’s values, I think we’ll be able to look back with pride. 13
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“Change happens in numbers”
Evie, Head of School
When I was a L5 in Reader Harris, I met the Head of House and thought that it looked like a great job. I was pleased to secure it for myself in the U5, then I thought: “Why stop there?” Like many others, I applied for the Head of School role and went through a rigorous selection process. I was delighted to be chosen and want to deliver on the promises I made in my interview. These revolve around the culture of Sherborne Girls, where every pupil has a voice. We’re trusted to try things for ourselves, to make mistakes and learn from them, and to work together wherever possible. I firmly believe that change happens in numbers. If you want to make a difference to the world, you have to collaborate. That’s what we’re trying to model throughout the School community. We also have a focus on wellbeing. We want girls to feel they can talk openly about their struggles, understand their triggers, and know where to find help. For me, music is therapy. I hope to read Music Technology at university. Song writing is a way to process my thoughts and I love recording and performing. My dream is to make a living out of music.
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“Everyone finds their niche at Sherborne Girls”
“Our opinions are really valued by the staff”
The best feature of Sherborne Girls is that everyone has an opportunity to find the thing they excel at. We’re a school that celebrates diversity, while having a really strong sense of community.
One of many things I love about being Deputy Head of School is the chance to see the School from the inside out.
Cayla, Head of School
Our vision is to ensure everyone feels a part of the Sherborne Girls community and has a voice. Thanks to our regular meetings with the Senior Leadership Team and Dr Sullivan, we have an insight into how the School is run. We also have the chance to help shape it, representing the interests of pupils and building on our positive culture. I love the fact that everyone finds their niche at Sherborne Girls. It’s a joy to see new girls take up new things and discover talents they didn’t know they had. We’re given loads of encouragement to have a go at life, and we’re trusted to learn from our mistakes. A big personal focus this year is A Levels and securing a place to read Maths with Economics at university. But thanks to the strong friendships I have at School, and the opportunity to meet so many of the younger girls as Head of School, I know this final year at Sherborne Girls is going to be full of laughter, fun and growth.
Tills, Vice Head of School
Once you see behind the scenes, you get a sense of how much work goes in to making Sherborne Girls such a special place. One of our roles is to help pupils contribute to this ethos. A lot of our job involves listening closely to our peers and bringing their views back to the table. Our opinions are really valued by the staff team. They want to listen to the girls, and the girls are empowered to foster a positive culture. Evie, Cayla, Lailie and I are focusing a lot of our energies on mental health. We’re building on the culture of openness that’s already a feature of the School, modelling it in ourselves and helping others speak candidly about their feelings. We’re mindful that younger girls look up to us and we want to be worthy of their respect. We’re also committed to helping those in need. We’ve already raised £400 through a Macmillan Coffee Morning and have lots of other fundraising plans for the year ahead. This is all a part of making a positive difference, showing compassion, and sharing the fruits of our time at Sherborne Girls.
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21st century learning
GLOBAL ENTREPRENEURSHIP WEEK Cherry Roengpithya
(Wellband)
Entrepreneur, Property Consultant for high-networth individuals
TUES 9 NOVEMBER
MON 8 NOVEMBER
Emma Wimhurst, Business Teacher and Interview with Entrepreneurship Coordinator
COMMUNICATION
Managing Director, Hotelier and Business Developer
Irene Yap
The initiative was spearheaded by Emma Wimhurst, who is herself no stranger to the world of commerce. She founded her own cosmetic business in 1999 and within a year had a turnover of £1 million. Within three years, her business had tripled in size, employed 12 staff, and had a global supply chain. After selling her business interests and completing an MBA, Emma responded to a burgeoning vocation to teach. She completed a PGCE and took up her first post, before joining Sherborne Girls in 2017. “It has always been a part of my approach to bring real-world business insights into the classroom,” Emma explains. “I draw on my experience to illumine the curriculum and inspire the
Melissa Nicholson (Kettlewell)
K 1981-1986
FRI 12 NOVEMBER
THUR 11 NOVEMBER
Executive Director at Brunei Darussalam Central Bank
COLLABORATION
Owner and Founder Fashion Company Kettlewell Colours
CREATIVITY
www.sherbornegirlsvoices.com
The programme of guest speakers tied A into a series of daily themes: creativity, a deeper understanding and greater community, collaboration, courage, and p curiosity. The speakers were Irene Yap, who helped set up the Bank of Brunei; Thea Carroll, who runs a successful property consultancy in London; fashion designer Melissa Nicholson, founder and owner of Kettlewell Colours; hotelier Cherry Roengpithya; and Dr Sarah Williams, a GP with experience of working in Ebola treatment centres. “Every one of our speakers embodies all of the values we explored during the week,” explains Emma. “However, we asked them to focus on one particular theme each, showing their audience how they’ve drawn on it and exemplified it in building their career. The talks are available on sherbornegirlsvoices.com/ our Sherborne Girls blog for the whole SOG network to engage with.” There was also a keynote lecture from outside speaker Charlotte Pearce,
GP, Medic at Ebola Clinic in Sierra Leone
COURAGE
G
RE ENT PREN E
SHIP UR
Sherborne Girls marked Global Entrepreneurship Week (8-12 November) in some style this year, by launching a series of inspirational online interviews from successful Sherborne Old Girls.
girls. Global Entrepreneurship Week was a chance to do this in a much more ambitious way, inviting a variety of enterprising alumnae to address pupils and give them a sense of just what is possible if they put their minds to it.”
A 1994-2000
CURIOSITY
DH 1988-1990
Global Entrepreneurship Week provided a chance for girls and staff to be inspired by the stories of other 21st century women who are making a difference to the world.
Dr Sarah Williams
AW 1995-1999
DH 2002-2008
INSPI RI N
Thea Carroll
WEDS 10 NOVEMBER
A GROWTH MINDSET
Millennial Entrepreneur and CEO of Inkpact. She talked about her distinctive business ethos and commercial success. As a follow-up, pupils will undertake several business-themed challenges throughout the year that test their entrepreneurial mettle and sow seeds for the future. “For example, a variety of Entrepreneurship activities are included as part of the Fourth Form Diploma and for the M5, with Entrepreneurship Days held in the Lent Term,” explains Emma. “The girls work on a project in small teams and make a short film about the experience. The most successful are then entered into age-appropriate National Entrepreneurship competitions.” Meanwhile, Entrepreneurship features in the L5 Carousel, with the girls working on a coffee-shop-themed branding exercise that is judged by local café owners. Emma says such engagement with the topic is the key to building a growth mindset that will help pupils achieve a flourishing future. “Entrepreneurship isn’t just about starting your own business and doing deals,” she concludes. “The skills and habits of an entrepreneur enliven any career and are valued by all employers. Initiatives like Global Entrepreneurship Week are about helping every girl in the School develop instincts that will help them thrive as 21st century women.”
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Pupils recognised for patient participation
ROMO SEXUALITY Romosexuality is a new and inclusive club which began in September and runs every Wednesday after school. It is open for L5 to U6, as well as pupils from Sherborne School. We explore sexuality in ancient Greece and Rome, reflecting on the parallels between contemporary and ancient views through the mediums of poetry, mythology and history.
At the recent AGM of the Patient Participation Group (PPG) for Wootton Medical Centre, Arabella Lambeth (U6) and Emily Wood (U6), our PPG Youth Advisors, were publicly acknowledged with the following statement: “It was particularly pleasing to obtain the views of our younger patients through the work of our two Sherborne Girls students, Arabella and Emily, in their magnificent survey and subsequent
thorough report on the use of eConsult. It is a credit to them both that Simon Longman – Head of Digital Commissioning for the Clinical Commissioning Group, Dorset – has agreed to use their report as part of the Commissioning Group’s future digital procurement activities.” Arabella and Emily stepped down from their roles at the end of November. They will be replaced by two new L6 pupils who have an interest in a medical career.
Thus far, we have had discussions on whether or not Ovid should come with a content warning, which was very interesting as our group produced a diverse range of perspectives. We have also looked at transgender issues through the life of the mythological character Tiresias who was born a man, but due to divine intervention, he became a woman and then a man again. This club offers pupils a new way to approach how sexuality has been intrinsic within society throughout time, and as the term progresses, we will introduce more topics to explore through debates. Zara Harris, U6
Ready to make a difference During the summer holidays Molly McCue (now U6) experienced the trip of a lifetime to Ghana. Molly and her travelling companion Alfie, a pupil at Sherborne School, spent a fortnight in Ghana living with a host family in Akropong. During their visit, they worked at Adom Day Care Centre and Tore Eikeland School. “We mainly helped with English and Maths,” Molly explains. “We relied a lot on sign language to communicate. But there was a real sense of connection, especially with the children. The memories I formed will stay with me forever.” Since returning home Molly has been raising money for the host schools. She has set a target of £2,000, which will pay for various items including a
printer, a water filter and reading books.“This equipment will make a huge difference to everyone who works and studies in the day centre and school,” she says. “It offers the chance for a better education and improved health and wellbeing.” Molly intends to return to Ghana to see the impact of her fundraising effort. “Over time, I’d also like to go to other places in Africa to work on similar projects and see how things differ between countries,” she says. That all sounds very inspiring, but what advice does Molly have for those who feel less confident than her about venturing forth? “The best advice is to trust people,” she says. “Everyone in Ghana was so friendly and welcoming. It was a perfect experience.”
You can contribute to Molly’s fundraising campaign here: https://www.gofundme.com/f/help-usbuy-resources-for-underfunded-schools 16
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21st century learning
“DISCOVER WHAT WORKS FOR YOU”
A a deeper understanding and greater p
Head of Performance, Fitness and Wellbeing Mark Spivey shares some Sherborne Girls tips for positive mental health As with physical health, we all have mental health. Much of the time we maintain a good level of health but sometimes our physical and/or mental health can be poor. Being aware of the signs or triggers that precede a bout of poor health is important. Our wellbeing motto is “Discover what works for you” and at Sherborne Girls we encourage all pupils to sample many of the activities that are available at School, with a view to finding an activity that caters to their individual needs and helps them to relax and destress. Throughout the year the wellbeing programme visits numerous topics, covering themes such as “The five ways to achieving wellbeing”, “Beating exam stress”, “Mental health & physical activity”, “The benefits of sleep”, and much more. The delivery of the programme is heavily supported by our Wellbeing Prefects, 17
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who actively promote the themes in each boarding house. Here are just some of the tips for mental health and wellbeing that we share with our pupils.
3) Look out for other people There are many proven emotional health and wellbeing benefits associated with looking out for others. Our girls recognise from an early stage in their schooling that caring for others is a critical part of our community and that we need to support and nurture a caring environment that applies both inside and outside our School. 4) Be a team player A feeling of belonging, and being able to contribute, has a significant impact on our emotional health. Being part of a team or group with a common goal which gives a sense of purpose and direction is proven to improve an individual’s mental health and wellbeing. 5) Sleep, as if your life depends on it As the adolescent body rapidly grows and changes, it uses a huge amount of energy. The human body can only recover and rebuild in periods of rest, and this is one of the reasons why sleep is so important. Getting a good night’s sleep (regularly) has many physical and emotional benefits and this is why we encourage our girls to set a sleep routine which prepares them for a restful sleep each night. Having a comfortable and tidy bedroom is one way of creating a relaxing sleeping environment.
1) Take part in regular physical activity We all know the benefits of exercise when it comes to improving mental wellbeing, and it’s not just about the endorphins that are released. It’s also about the chance to connect with others, to focus on the activity at hand and take our minds off other pressures.
6) Remember that you’re not alone Emotional struggles can be isolating, which can exacerbate the symptoms. The beauty of a full-boarding environment like ours is that there is always a support network available.
2) Learn something new One of our “Five ways to achieving wellbeing” is to continue to learn. School is all about developing new passions, unleashing talent, and sowing seeds for the future and we encourage every pupil in our community to find her niche by offering a variety of opportunities for pupils to try new things.
Of course, we know we don’t have all the answers and can’t stop everyone from struggling. But by establishing a culture in which staff and students trust each other to have honest conversations about mental health and wellbeing, we believe we are helping every member of our community to find the thing that works for them and to equip them with the strategies to manage their long-term mental health and wellbeing.
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SHOWING THEIR “STRICTLY” SIDE Dr Sullivan opened the show in spectacular fashion with her pre-recorded routine to Pure Imagination. The event was hosted by Sherborne Girls very own Claudia (Mrs Briggs) and Tess (Mr McClary). Guests were also treated to an incredible demonstration by professional dancers Oliver Beardmore and Caitlin Heasman, who are champions in Latin and Ballroom. Seven fab-u-lous Sherborne Girls celebrities (otherwise known as our Housemistresses/Housemaster) stepped out of their comfort zones to learn and perform a routine with their very own dance partner. The judges were blown away by their efforts, scoring all routines highly. The winners in the two performances were Katherine Cole and Debbie Miller, who were crowned Strictly Come Sherborne Girls Champions 2021 after the audience votes were added to the judges’ scores. The evening was enjoyed by all and we hope that it has made everyone want to "keeeeeeep dancing!” Jennifer Brewer, Events Assistant
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community
MY NEW FRIEND Lockdown brought about a situation where the pause button was pressed and certain aspects of life became off limits, in particular the lives of residents of the care homes who were affected more than most. The ‘My New Friend’ Literacy Trust project was introduced into the School during the pandemic to provide volunteering experiences for the pupils who have chosen to take part in the Duke of Edinburgh’s Award scheme. Each pupil writes a weekly letter to include news and pictures about their own lives and addresses the letter to My Dear Friend; these letters are then sent to one of the care homes in Sherborne. Letter writing is a simple and therapeutic exercise that brings pleasure to both the younger and the older members of the community. The letters are distributed through the homes each week to those who need cheering up and in some cases the residents have become pen pals
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with the pupils, replying to their letters. The letter writing project has provided baseline kindness within the community and with it brought the exchange of knowledge between the generations which has been tfascinating. In Abbey View care home, Sherborne, they have now formed a letter writing group which takes place once a week and the residents gather together and listen to the My New Friend letters from pupils. A quote from Abbey View care home in Sherborne “On behalf of our current New Friend writers from Abbey View; the residents are very pleased to be helping to contribute to the pupils, volunteering section of the Duke of Edinburgh’s Award scheme!”
SCIENCE AMBASSADORS SHARE EXPERTISE WITH LOCAL SCHOOLS The Science Department’s outreach Aprogramme has restarted after a hiatus caused by the Covid crisis. The programme involves M5 girls becoming Science/STEM ambassadors and taking practical activities into local primary schools. This is an important part of the School’s community engagement and provides girls with a valuable opportunity to share the benefits of their education. So far this year, girls have delivered three sessions at North Cadbury Church of England Primary School on “Light, magnetism and electricity”. They are due to visit Charlton Horethorne next. Jason Blake, Physics teacher
Amanda Mackintosh, Head of Outreach and Community Liaison
t b
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ED-CLUB IS CHANCE FOR GLOBAL OUTREACH ED-CLUB (Encouraging Disadvantaged Children to Learn Using Broadband) is a charity with a mission to give underprivileged children access to computers and encourage them to learn using the internet. It gives young people between the ages of seven and 18, in the slums of Kenya, a chance to practise their English, experience a different culture, and receive valuable one-to-one teaching. A team of 26 L6 mentors volunteer for ED-CLUB for an hour each week. We teach Maths, English, and anything else the children are keen to learn about. We find interactive educational games on the internet to play together and show them interesting websites to look at. The children really treasure their time with their mentors. Our volunteers benefit hugely, too, by experiencing a different culture and relishing the progress of their mentees. It’s a global win-win situation!
MY MARATHON CHALLENGE Running the London Marathon had been on my bucket list since I was a small child. I used to watch the runners on TV on a cold April morning and always found myself feeling quite emotional about their dedication and immense strength. With 16 weeks of training under my belt, I found myself on the start line this year. It was without doubt one of the hardest things I have ever done. But the power and positivity of the crowd was utterly amazing: it renewed my faith in humanity and in the human spirit. I raised almost £4,000 for the Ruth Strauss Foundation, which not only undertakes research into non-smokers’ lung cancer but, more importantly, supports the bereaved children who are left behind. I won’t EVER run a marathon again, but it was the most rewarding, humbling and proud experience of my life. Everyone should do it. Just once. Fran Barnes, Housemistress Kenelm
BEST SUPPORTING ACTOR FOR OUR VERY OWN MARK FREESTONE Mark Vernon Freestone, an actor who teaches Speech and Drama at Sherborne Girls, has won a Best Supporting Actor Award at the Vegas Movie Awards. The award recognises his role as Corporal Ernest Catchpole in the movie Lawrence: After Arabia, which tells the story of TE Lawrence’s short retirement and his mysterious death following a motorcycle accident. The movie also stars Michael Maloney, Hugh Fraser, Nicole Ansari Cox, the voice of Brian Cox, and Tom Barber Duffy in the titular role. “I’m very proud of the work on the film,” said Mark. “It was a fascinating project to be involved with and the award was the icing on the cake!”
Huge thanks to everyone who supported the Macmillan Coffee morning on Thursday, 23 September.
Holly Gilbert, U6, Head of ED-CLUB
ALL IN A GOOD CAUSE
The event raised £400.86, far surpassing last year’s total. We are particularly grateful to Mrs Miller and Mrs Dainty who made and decorated all the delicious cupcakes for the event. The Charity Prefects, (Lailie, Izzy, Tills, Lara and Finty) 20
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sports round-up
GOLDEN WEEKEND
Sherborne Girls hosted a special conference in Y September to raise awareness of the taboos facing
female athletes. Director of Sport, Adventure and Leadership, Jayne Dart, reports on a milestone event.
Picture the scene. It’s the start line of a marathon with just two competitors. These women are clones of one another – physically identical in every way. But there is a single difference in their attire: one is wearing a sports bra and the other is not. By the time the athlete in the sports bra crosses the finish line, she’ll be a whole mile ahead of her competitor. This anecdote featured in a presentation at the Sport In Her Shoes conference Sherborne Girls hosted in September. It illustrates the impact of basic choices on the performance of female athletes. It also gives a flavour of the topics under discussion at this landmark event. As a School, we’ve been developing our knowledge of the needs of female competitors over many years. But our understanding has aaccelerated dramatically since teaming up with The Well HQ 10 months ago.
This organisation was founded by former Team GB rower Baz Moffat, sports psychologist and Sunday Times Sportswomen of the Year 2021 nominee Dr Emma Ross, and GP and women’s health specialist Dr Bella Smith. Its aim is to tackle the taboos that exist within sport and society more widely around women’s wellbeing. For example, while many athletes understand the impact of their menstrual cycle on their performance, very little is said about this topic in the training context, still less in competition. At Sherborne Girls, we want girls to have every opportunity to flourish in their chosen activity by sharing the understanding we’ve garnered through our work with The Well b HQ. The result was the Sport In Her Shoes conference, which attracted more than 250 delegates from schools across the South West.
y
The Gold Duke of Edinburgh’s Award practice expedition was one of the most fun and eventful weeks of the School year so far. We went with pupils from Sherborne School to the River Wye in Wales, where we enjoyed beautiful sunshine – an unfamiliar experience on a DofE trip! Having DofE joint with the boys was a highlight as it gave us the opportunity to meet new people and brought a lot of laughter. Despite getting wet from the capsize drills in freezing cold water, we all had an amazing time. Canoeing was peaceful and we saw so much wildlife from a different view, including kingfishers.
Lydia Tricks, L6
ENDURANCE RUNNING AT SG We build for success in our Endurance running squad, with a strong sense of community among the team. The girls train across year groups and we have R some wonderful role models among our older athletes. Everyone shows great honesty and commitment at every training session, which has been important to the strong start we’ve made this season. The team is safely through to the South West Regional Round of the English Schools Cross Country Cup, and we won Gold and Silver (in different age groups) at the Leweston races. It’s in the Lent Term that cross-country is as its peak, and we b are incredibly proud of our girls who have f qualified for the National Championships. Ian Kennedy, Cross-Country Coach
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HOWZAT! CRICKET PROVES POPULAR PASTIME AMONG GIRLS
PLAIN SAILING FOR CCF CAMP
Starting cricket at Sherborne Girls last year was an amazing experience and we thoroughly enjoyed it. We had the opportunity to play several matches against a variety of talented local schools. As the popularity of cricket grows among pupils, the School has invested in new cricket nets and equipment. These will prove very useful when it comes to preparing for games against other schools. Georgia Woodger, U5 Jemima Drummond, U5
Over 200 cadets from the Joint Schools’ Combined Cadet Force set off for an overnight expedition on Salisbury Plain. On arrival, L6 NCOs helped their sections of M5 set up bashers in the woods and then activities got underway. Royal Marines sections positioned themselves on top of a hill and the Army sections had to make their way up without being spotted, using concealment techniques.
Returning to camp we cooked and then set off on our night expedition. First, a sound exercise to test our listening skills, then U5 cadets learnt how to set an ambush and kill the enemy. The next day involved a series of tasks, paintballing to improve our aim, laser shooting to replicate an ambush, a casualty rescue activity, CPR first aid training, and a lesson in signalling and radio communication. The trip was the highlight of my CCF experience so far. Corporal Dulcie Thornham, L6
HOCKEY SAILING Sailing has gone extremely well this term and we’ve enjoyed mixed sailing with Sherborne School. The season started with some girls’ fleet races in Picos, which Charlotte Phillips won. The First Team (consisting of three girls alongside boys from Sherborne School) sailed in its first match against Clifton College. Conditions were very windy, with gusts up to 30 knots. It was a big challenge out in Fireflies in such winds, and the team did well to chalk up a victory. In October, the Firsts entered the Nationals at Oxford, again in Fireflies. We came seventh out of 24 teams, which was a great result. The girls have been enjoying developing their skills on a range of boats, including 420s. It has been a great season so far, with more to come in the months ahead. Charlotte Phillips, M5
It has been a very upbeat return to hockey. Our U14, U15, U16 and U18 teams have all enjoyed fantastic success in the England Hockey Schools Championships and the Independent Schools Cup. The U14s made it through to the regional finals for Tier Two of the England Hockey Schools Championship by winning the County Final Championships held at Sherborne Girls The U15s progressed to the second round of the Independent Schools Cup plate competition after a convincing 4–1 win over Portsmouth Grammar School in which Evie Smither (M5) scored two brilliant goals and Anna Windle (M5) showed her talent as a goalkeeper. The U16s won in the final moments against King’s Bruton. It was a similarly close affair when the U18s played Bryanston. Sophie Cook (U6) was awarded a penalty stroke late into the second half, giving them the
opportunity to break the 1–1 deadlock. Tara Mcloughlin (U6) took responsibility for taking the stroke and duly scored. They went on to beat Plymouth College 7–1 in the next round, with each goal coming from a different player and Ella Hague (U5) standing out with her exceptional elimination skills. We look forward to more success as they continue their impressive cup runs.
Ryan Garnsworthy, Head of Sport 22
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Sherborne Girls Bradford Road Sherborne Dorset DT9 3QN 01935 818224 office@sherborne.com sherborne.com
Shelleys The Printers
Remembrance Service, Sherborne Abbey
