Family

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Eleanor Thomas, aged 15

Sherborne Girls

Ihave always loved hockey and started playing for local clubs from an early age. I played for Sherborne Preparatory School and reached the England Hockey National Finals in the U12s team at Yeovil and Sherborne Hockey Club.

I went on to play for Somerset and the West of England Performance Centre. After playing for Exeter-based West Panthers at the U13 UK Festival of Hockey in 2019, I was selected to play for the U14 UK Lions. We came second at the U14 Indoor Hockey National Finals which was a highlight but sadly our match in Belfast against the U16 Ulster squad had to be cancelled last summer.

I was fortunate to be accepted into the Welsh U16 national squad just before lockdown last February and have participated in an online programme with them for the past year. Really frustratingly, I wasn't allowed to attend the retrials due to the travel ban into Wales but I was subsequently delighted to be called up to play against Ulster in June and gain my first Welsh cap!

Since joining Sherborne Girls, I have been really well supported by the sports staff and I look forward to representing the School again when hockey matches resume. I have recently also joined the Bath Buccs Hockey Club and am excited about the opportunities of playing there. I feel my hockey adds a huge amount to my life and I have developed so many firm friendships whilst playing with great local teams.

sherborne.com

KATHARINE DAVIES

PHOTOGRAPHY

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Children’s Book Review

by Eliza Nolan, Aged 10, Leweston Prep

Maria’s Island by Victoria Hislop, illustrated by Gill Smith (Walker Books 2021) £10.99 (hardcover) Sherborne Times Reader Offer Price of £9.99 from Winstone’s Books

Maria’s Island is a sad, but eyeopening, book that I loved reading. At the beginning it’s set in Greece, modern day. Then, as the book progresses it’s set just after World War 2.

The book is about a girl named Rita who goes to Greece to visit her grandmother, Maria. Rita always enjoys listening to her grandmother telling stories of her travels around the world, but this is the first story she has heard of Maria’s childhood.

The book is a story of how Maria’s best friend, Dimitris, and her mother, Eleni, get leprosy and go to the island of Spinalonga, where everyone else with the disease is forced to go. They stay in touch but not always in the traditional way of letters. Maria’s older sister, Anna, is embarrassed because it was thought to be unclean if you had leprosy, and she moves out as soon as she can. After a few years, Eleni’s leprosy gets so bad she dies. Not long after this, Maria gets leprosy herself and is forced to move to the island. However, when she gets there, things start looking up. It had me on the brink of tears, but it was still a happy ending. Maria’s Island makes you see the pain, fear, and sadness more clearly, and tells you what was still happening not that long ago. It shocked me that, so recently, when we did not understand or feared something, we would put infected people on an island to sort themselves out.

I love this book. I don’t have a favourite part, but I think it’s lovely how they kept in touch so well, even though they were sent to a different island. It was like they never left. I would recommend Maria’s Island to all ages. There is also an adult version called The Island by Victoria Hislop, which is a million-copy bestseller.

'Independent Bookseller of the Year 2016’

COLOURING PAGE

sherbornetimes.co.uk | 37

HOME FRONT

Jemma Dempsey

I’ve found myself strangely transfixed by the weeds in my garden. There’s been a good deal of harrumphing at them, but I’m also impressed by their beauty – dandelions especially. I spend ages watching them when they’ve gone to seed and are about to begin their own tempestuous journey to far off places, looking for new ground to call home. And then, before I know it, I’m right back in the oncologist’s consulting room and she’s explaining how cancer seedlings which are too small to be detected can be whisked off in the blood stream to a new home and that the most likely places any cancer is to re-emerge is in the lungs, liver or bones. ‘But why are you asking me this, Jemma, we get good results with your treatment, ok?’ I sigh and tell her that when you have cancer you end up becoming a little paranoid and how was I to know that the strange feeling in my tongue was not a new tumour but lymphedema for heaven’s sake? I mean,

Michelangeloop/Shutterstock

really? In my tongue…

‘Let’s just get your scan out of the way first, shall we?’ she pronounces. I know she’s trying to be reassuring but I can tell she thinks I’m a bit bonkers. But I don’t feel embarrassed, maybe I have lost the plot a bit, but I figure I’m entitled to – this cancer business does funny things to your mind. The scan which she’s talking about will be my first since treatment and it will determine if the dastardly cancer that was in my right tonsil and lymph nodes in my neck has been seen off, vamoosed, banished by the equally devilish but, ultimately, and, hopefully, lifesaving chemo and radiotherapy. As the date approaches, I can feel the tension in my shoulders increasing, which is not helpful as everything’s tense and tight anyway since my surgery and treatment. Which reminds me to book an appointment for a massage; I was introduced to this masseuse in Ilminster, a slight woman who you wouldn’t think would be able to crush a grape, but give her a twisted up, gnarly old body and she’s in her element.

One of the upsides to recovery is the time you have to think about what you want to do when you emerge from the unexpected nightmare that you found yourself in. Although it’s true there have been times I just wanted, as my sage cancer buddy said, to be put into an induced coma and only woken up once it was all over, I have found myself hankering after something more spiritual in my life. I’m not trying to find a reason for why I got cancer; I’ve been told I was just incredibly unlucky – something like 0.1% of people develop oral cancer from the HPV virus, most people flush it out of their system whereas mine just decided to stay put and have a party. But after going through this particular flavour of hell on earth cancer treatment, I do feel there is a void. I haven’t got a bucket list per sé and I’ve no desire to do another bungee jump, but there’s a definite urgency and yearning to get up and do ‘things’.

So, after some thought, I’ve decided to start by giving Tai Chi a go. I’ve never done anything like it before but do remember seeing a group practising in the square where I used to live when I was at university in Liverpool. I always walked past with a curious raised eyebrow; it made me think of a slowmo version of Hong Kong Phooey, the 70’s kids TV programme, and I, of course, smirked as I was too young and too busy to have much interest in anything spiritual then – unless it received a discount in the student union bar, of course. But I’ve found a group in Sherborne which meets down at Pageant Gardens during the warmer months – note my hesitancy to jinx it by calling it summer – and I’ve decided to give it a go. According to the internet, this ancient Chinese martial art is all about deep breathing, relaxation and flowing movements. Sounds great, though I might be tempted to throw in a Hong Kong Phooey chop for old times’ sake. What could possibly go wrong?

READY FOR BIG SCHOOL

Gemma Cheyne, Reception Teacher & Early Years Co-ordinator, Leweston Pre-Prep

Many 4-year old children and their parents will currently be thinking about and preparing for the change happening in their lives in a couple of months’ time – starting ‘Big School’. Here are some helpful tips as to how you can make your child’s transition as smooth and positive as possible. They fit neatly into four areas; physical, mental, social and emotional.

Physical Your child being physically ready means having them able to dress themselves, in particular doing up and undoing buttons and putting on socks. It also means them being able to go to the toilet themselves, including wiping their own bottoms, flushing and, for boys, aiming well! It means washing their hands effectively – they need to use soap, they need to rinse the soap off and dry their hands thoroughly. The latter two are so important in the winter months where their hands might become chapped – soap residue and slightly damp hands in cold weather can make their hands sore, especially in these times of extra hand-washing. Practise with them how to blow their nose into a tissue, without help – this is a surprisingly difficult skill for such little ones. Being physically ready also means being able to sit at a table and eat their meals using cutlery, although obviously this doesn’t have to be Queen’s-tea-party-perfect at only four-years-old! Give your child plenty of opportunities

to run, climb and balance to hone their gross motor skills. Their fine motor skills will follow but you can encourage strength and agility in their hands and fingers further by giving them pegs to play with, children’s scissors to use, stickers to peel off, Lego, Play-Doh and bubble wrap to pop!

Mental Being mentally ready starts with them being inquisitive and able to listen and remember things like songs and instructions. Play games with them like ‘Simon Says’ and scavenger hunts (‘Can you find something red/ soft/a brush?’), sing songs with them and make up your own fun actions. Prioritise story time – make it special and enjoy it yourselves! Talk about the story – ask them how the characters are feeling and why they think that, ask them to predict what might happen next, relate it to their own lives. Use a wide range of vocabulary – if a child can remember and pronounce ‘Tyrannosaurus Rex’ then they can use the correct vocabulary and descriptive language for many other things!

Social To be socially ready for school isn’t just about them happily taking turns in line for the swing or the interactive whiteboard; it’s about taking turns when talking too. Listening to others while you wait for your turn to talk is such an important life-skill at which many adults fail! Basic manners such as saying ‘Please’ and ‘Thank you’ are crucial, as well as asking for help when they need it. Being able to calmly cope with, and even resolve, disagreements is another fundamental skill.

Emotional Arguably the most important aspect of being prepared for school is your child being emotionally ready – being able to manage their feelings. Going from nursery, their child-minder or from you, to ‘Big School’ is a major step in their lives. Most children are extremely excited about this but many will be anxious about the change. Schools usually have settling-in sessions in the summer term before, to help with the transition. Here, the children will meet their new teacher, their new class friends and see their new classroom. In addition to this, you can encourage them to have time away from you and your home on days out with family members or friends – this will increase their confidence and resilience. Encourage them to have time apart from their favourite toy or blanket and, if your child still naps during the day, try to phase this out before school starts. Begin to increase their independence and confidence by giving them a responsibility, such as setting the table or putting their own clothes away each evening. Talk with your child about how they are feeling about starting school. If you are feeling anxious or sad, try not to show it – children often mirror our own feelings. If they are feeling particularly anxious, try reading stories about starting school, arrange play-dates with their class friends over the summer and talk with their teacher – we want a positive start for them too!

We have a little tea party at school a few days ahead of the start of term in September to alleviate nerves, and you can gain many of the same benefits with a little familiarisation in those days – do the walk or drive to school, look at the school grounds, look at the classrooms and facilities on the school website and play ‘Schools’, with your child dressing in their uniform and school shoes with their teddies as their class friends.

I wish you all well with this new and exciting chapter in your lives. Keep smiling, stay positive and watch your child blossom at ‘Big School’!

leweston.co.uk

Suggested Books to Read with Your Child

Harry and the Dinosaurs go to School by Ian Whybrow, illustrated by Adrian Reynolds (Puffin)

Charlie and Lola - I am Too Absolutely Small for School by Lauren Child (Orchard Books)

My School Unicorn by Willow Evans, illustrated by Tom Knight (Hodder Children’s Books)

A FAMILY ENVIRONMENT

Dan Chiappa-Patching, Director of Boarding, Sherborne Prep School

As teachers, we like to look back and reflect. We look to how we learn from an experience. What would we do next time? What went well? What are the areas for improvement? As boarding staff, we do the same, but on a far more pastoral scale. So, how can we reflect on this past year and how it has affected the boarding community?

The inescapable fact is that boarding houses have dealt with smaller numbers this past year. Though not necessarily boarding numbers on the books – but rather boarders within a house. And whilst this carries with it many difficulties, like all good boarding staff – we enjoy a challenge! So, how have we rolled up our sleeves and turned this to our advantage? Flexibility has become a hallmark of boarding houses. Endless changes: a senior management that appears more as a rapid response unit, boarding staff instilling a sense of calm whilst paddling ferociously under the surface and parents and children responding as best they can.

The boarding house has had to become, more than ever, an oasis of calm in a rapidly changing world. One thing we do know is that the care and attention that boarding staff have provided for children and families over this pandemic has been exceptional, and without question, essential. And how have we dealt with smaller numbers? By personalising the care and attention we are providing.

Simply put, COVID has truly brought to the boarding house that thing that we so often talk about with prospective parents: a family environment.

Traditionally, when we have talked about a family environment, we have focussed on two things: a houseparent with a family in the boarding house, and an environment where the children in the house see each other as siblings. However, over the pandemic this has, in many cases, been taken one step further, with boarding numbers into the single figures and boarding duties being covered by a significantly smaller staff. Sometimes, this has even meant taking over catering duties in the absence of a full school catering provision and yet, surely this has allowed us to revisit what it is to be a boarding family? Not just putting a routine in place that lets the house run, but actually cooking a meal for our charges, sitting down with them and seeing how their day has gone. Noticing when they are feeling a little down and having the time and space to catch up with them perhaps bending ‘the rule’ of the, usually mandatory, bedtime routine.

It has highlighted the need for genuine communication; these are children whose families are not present and children who may be anxious amidst this global pandemic. Talking, touching base, giving gentle reassurance when required, as we would do our own children. Should we rethink our use of devices, how wonderful that each child can be in touch with

Image: Katharine Davies

parents who are missing their children, or with friends who are missing their peers. In many cases, those not in the boarding house are the ones who have been starved of their friendship groups. Whether a year group Teams quiz, bringing everyone together, or a virtual dinner party, the sense of community can continue, and pupils in-house and overseas can be supported.

Good boarding schools often pride themselves upon their pastoral care and their jam-packed activity programme offering a vast array of opportunities. This is all positive and valuable, however what I have learned from the last twelve months is that sometimes the pastoral care we provide comes from slowing down the pace of life and being flexible. To give the children, and staff, the opportunity to open up and discuss their anxieties and worries – for some, to even acknowledge that they are anxious! It also means being present and in the moment. Being available for a child in your care, no matter what. For us, it has been to listen to our children each day and see what they are in the mood for. Baking tonight? Great, let’s sort it out. A movie? Brilliant. Just chatting with friends at home? Sounds like a plan. It is not always possible to be flexible, but the children will understand this, if taken the time to explain.

If you can establish a boarding house where the sense of family is so great that pupils can genuinely come to you for a chat and vice versa, when required, this provides the best boarding environment and pupils thrive. And this can only be established from the top, with the houseparent. Being a parent. Making time.