Family

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Oscar Filtness, aged 11

Sherborne Prep

Moving into Year 7 in September, Oscar Filtness has always had an affinity with the water. He was a keen swimmer with a demanding training schedule and a love for pirates, so sailing seemed a suitable sport to try! Rowing was in the family rather than sailing, however Oscar pursued his interest at the Weymouth and Portland Sailing Centre attending their Sea Monkeys holiday club. Progressing quickly and spending most of his weekends sailing Oscar’s parents invested in a Topper which allowed him to take the sport more seriously and aged 9 he qualified for the 4:2 National Championships. Sailing in temperatures as chilly as minus 3 degrees in the winter is clearly not for the faint-hearted and Oscar was duly rewarded for his commitment by selection for the 4:2 and 5:3 regional squad aged 10.

Oscar now trains in various locations across the South West and was placed 1st in the 4:2 fleet in the winter sailing competition last year. He was due to compete in the World Championships in Ireland this summer but unfortunately the event was cancelled due to COVID.

Oscar is currently training for various regional competitions in Toppers and is hoping to qualify for the 2022 World Championships in Lake Garda. Next stop the LA 2028 Olympics! Or who knows? Maybe Paris 2024!

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KATHARINE DAVIES

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Children’s Book Review by Grace Robinson, aged 11, Leweston Prep

Once Upon a Crime - A Murder Most Unladylike Collection, by Robin Stevens (Penguin Random House Children’s) £6.99 Sherborne Times Reader Offer Price of £5.99 from Winstone’s Books

Once Upon a Crime is Robin Stevens’ latest book in the Murder Most Unladylike series.

In the book, there are six gripping mysteries mainly solved by two teenage girls called Daisy and Hazel but sometimes by their friends, Alexander and George, and the last case is solved by Hazel’s ten-year-old sister, May.

Hazel is a shy, Chinese girl who came to England to go to an English boarding school and that is where Hazel met her best friend Daisy and together, they form the Detective Society.

Daisy is a clever, popular girl who always seems to know things that other people don’t. Daisy and Hazel meet Alexander in the third book, First Class Murder. It turned out that Alexander shared Daisy and Hazel’s interest in solving mysteries and he has his own detective society with a boy called George and soon they all become friends. Daisy and Hazel meet George in the fifth book, Mistletoe and Murder.

I give this exciting book 4 out 5 stars and recommend it to 7-13 year-olds who like books about adventure or crime.

'Independent Bookseller of the Year 2016’

It was only right that the dog should dominate proceedings, she often has through her near 15 years of being with us on this planet. Here I was on the most important day of my life, save getting married and the birth of my children, explaining to the surgeons and nurses in the room why my husband wasn’t with me. ‘The dog’s incontinent, it’s her medication so she can’t be on her own for too long and it’s too hot to leave her in the multi-storey carpark, so…’ and at this point I jab furiously at my phone to get the husband up on speed dial. ‘You’re on speaker,’ I shout as if to someone in a distant call centre.

I’d been waiting for this day, seemingly forever. The only thing between me and the results of my PET scan, to reveal if the cancer had gone, was a computer screen and my scrubbed up surgeon. In my fluster to get in and sit down I’d failed to notice there were 5 medical professionals in the room, ‘Oh, this is not good,’ I told myself, ‘Why are there so many of them, it must be bad news.’ And as I was beginning to indulge in this negative self-talk the consultant dragged me back to the real world, ‘I expect you want to know the results of your scan?’ If ever there was a rhetorical question it was this one and suddenly, unable to talk, I nervously

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nodded my head, squeaking out a breathless yes.

‘You’ll be pleased to know there is no sign of any active cancer…’ He carried on talking but the words stopped making sense, tears were streaming down my cheeks and I was shouting at my husband, ‘Did you hear that, did you hear what he just said?’ And I so wanted him to be there, I so wanted to hug him after everything we’d been through over the past 8 months; from the diagnosis to the surgeries, the treatment and now the recovery. I became aware of a tissue being pushed under my nose by Jo, the lovely Jo my cancer nurse, who’s been a constant source of knowledge and support since this nightmare rollercoaster ride began. In the absence of my husband I had a massive urge to hug them all, but I remembered an episode of Grey’s Anatomy where all the doctors and nurses talked about how they hated being touched by their patients, and anyway, Covid etiquette probably frowns on any such interaction, even when it is a cancer patient being given good news. So, instead I adopted a very conservative but firm handshake, which is silly as I’ll be seeing them again in 6 weeks for yet another check up.

Back in the hot multi-storey my face becomes wet again as I sit next to the husband and weep happy tears, the dog wondering what all the fuss is about and why she’s been dragged from her bed to sit in a car that’s not going anywhere. The journey home is punctuated with phone calls to friends and family and updates on the WhatsApp group. And then I just sit quietly looking out the window, taking in the trees and the sky.

Once home, a bottle of champagne is immediately put in the fridge, the husband hadn’t wanted to put it in earlier for fear of tempting fate. That evening, once the children had been happily despatched, that bottle was joyously opened and the bubbles flowed, my first glass of fizz for six months. But the wretched cancer still had the last laugh. You see radiotherapy for head and neck cancer patients not only robs you of your saliva but also of your taste buds. When they do slowly return, it is as if you are a five month old baby, starting out on solids and grimacing when given new foods to try and something like champagne is just too harsh and acidic for those fledgling taste buds. Oh, the unfairness of it! No matter how much I try, it just tastes awful. Fuming, I sit on the sofa arms firmly folded like a truculent teenager and sip at a canned diet drink instead.

A few days later I look at my diary, it’s surprisingly empty now. Bereft of daily hospital appointments I am now free to get on with living my life again, the concept of going back to work seems novel and even exciting. Time to dust off my networking glad rags and press the flesh or bump the fists or whatever it is that people do now. Writing has helped get me get through the last 8 months – I now want it to become a bigger part of my future. Suppose I better start dot.comming myself and get some business cards printed. Look out world, here I come…

A DIFFERENT PATH

Julie Plumley, Founder, Future Roots

Image: Alex Turner

Growing up on a Dorset farm I had first-hand experience of the very unique environment farming provides. The 25 years I spent working as a social worker convinced me that if you could provide a safe, positive learning environment for young people, particularly those who are experiencing high levels of adversity, then you could really make a difference to someone’s life.

Thirteen years ago, I resolved to give young people most at risk the chance to have something that I myself had been lucky enough to experience while growing up: life on a farm. My husband and I bought Rylands Farm, 30 acres of farmland in the beautiful hamlet of Holnest, just outside Sherborne. It’s here that Future Roots was

created and it isn’t too fanciful to say we aim to become the young people’s sat nav, going on their journey at their pace.

Obviously there are times where we need to help them re-route to avoid a car crash or where they might get stuck in the mud! We’re proud to mention that to date no young person has been excluded or prevented from attending the farm once they are a participant. When youngsters describe their journey to us it’s because they feel safe and can achieve something that’s valued. This is so important for young people to be able to learn.

Some young people attend Future Roots for three days a week, up to a maximum of 15 hours a week. For the first six weeks there is an assessment by the team which concentrates on the pupil’s strengths. Using the organisation’s specially developed Resilience Model, the team will work to create a feeling of safety and belonging for the child while providing them with a unique set of life opportunities learned from working on the farm. These services, together with the opportunity to study Functional Skills, Levels 1 and 11 in Maths and English and take a City & Guilds in Land-based Operations, means youngsters leave Future Roots ready for work or more education.

In conjunction with local schools the organisation also runs 13 week Short Break courses designed to complement their education as well as to demonstrate the opportunities farming can offer.

Alternative provision is very much needed right now to compliment mainstream schools. We are lucky in this area that Dorset has some very forward-thinking childfocussed schools who believe in the work we do and have seen the benefit of this work over the past 13 years.

I am particularly passionate about promoting the work we do at Future Roots right now because unregistered schools and alternative provision are sometimes being put in a negative bracket together. What is not being highlighted is the importance that different opportunities make for some young people to succeed. This alternative learning environment is especially relevant for those going through traumatic experiences and those currently being identified as having failed. Alternative provision has made a massive difference to many young people throughout COVID. Those young people lucky enough to access it through their social worker or school have done so much better than young people who have been isolated at home.

I firmly believe that we have to give credit to the services who have seen the benefit of an organisation like Future Roots and worked really hard to find the provision that suits the young people’s needs; somewhere that doesn’t marginalise them further through labels and unnecessary formal interventions ...no child is at Future Roots because they’re bad or mad. They are here because they have untapped potential and need a different learning environment.

A prime example of a lad who has turned his life around is Jordan (pictured) who featured on BBC’s Countryfile last month together with Joe, who you can see on the programme shearing sheep at our farm. bbc.co.uk/iplayer

Local lad Jordan went from being a young person struggling with mainstream school, making negative decisions, and feeling he was not good enough to get a job, to a 19 year old who can hold his head high and be proud of the man he has become.

Attending Future Roots from the age of 13, Jordan worked really hard to complete functional skills Maths and English with our tutor Debbie, as well as working with mentors Sonya and Darren to do the practical Level 1 Land-based Operations and with volunteer Mike and farm coordinator Chris to learn skills and put his strengths into practice.

He completed his MO1 tractor test at Kingston Maurward and his apprenticeship in partnership with Future Roots and Kingston Maurward. Thanks to work experience at other farms arranged through us Jordan secured a full time job on a dairy farm where his boss already thinks a lot of him. He’s not only a hard working reliable employee; he has become a thoughtful and responsible individual.

There are always reasons for behaviours (not excuses) and there is always a solution. Interestingly three quarters of the young people who come to the farm are boys in their early teens referred by their school or local authority. I can’t help but think society has something of a ‘downer’ on boys currently. Yet it is very important to make young men feel valued.

COVID restrictions have meant that even primary school kids feel fearful and scared of hugging, but at Future Roots they can hug the animals and even our 14 year olds love to do this.

I think farming is the greatest untapped education, health and social care service. It enables young people to become work-ready. It gets them into life. If anyone wants to know more or would be willing to make a donation, however small, please contact me via our website.

WHY CHOOSING A SMALL SCHOOL MAKES SENSE

Phil Sales, Head, Charlton Horethorne CE Primary School

When your child is only 4 years old, you will have to make one of the most important decisions of your life. Which school do I choose? Many children will come from the gentle world of home or a small pre-school and some will then go on to attend a school with over 300 children. Don’t forget, however, that there are other options out there with many small, rural village schools offering something a little bit different. Small schools offer personalised, individual care and support whilst still achieving excellent academic results. Small schools can offer tailored learning to suit children with different needs in a caring, nurturing environment. Relationships and empathy are at the heart of all they do.

All About Connections In a small school, children quickly connect with each other and their adults. Everyone supports everyone else and children rapidly become part of a close-knit school family. Pupils engage with other children who have similar interests and maturity but may be in different classes. These connections branch out to parents and the local community, forming the backbone of school life, which supports our children in so many ways.

In small schools, no child slips through the cracks because they are known as individuals. These key relationships are developed in so many ways to ensure pupils make progress socially and academically. This tight community can help to support children’s mental health and wellbeing, in addition to building their resilience and perseverance.

Children in small schools quickly make friends and become a part of the family. As you would expect, the older children support the little ones and help them to make the best start in school.

Supporting Learning Development Small schools generally have smaller class sizes, giving a low student-to-teacher ratio. Many classes will have both a teacher and teaching assistant, meaning children receive challenging, high-quality teaching in an environment where they feel safe and supported. Children are guided and encouraged in every lesson, which helps them to shine!

In small schools, parental contact is easy, and it is another vital cog in supporting learning development.

Image: Holly George

Parents feel a sense of belonging if they can help in their child’s learning journey and this also helps to bridge the gap between home and school.

Inspiring Children Through a Child-Led Curriculum All children have interests and talents, and these reveal themselves at different times. All schools have the potential to nurture a child’s gifts. However, in a small school an inspiring curriculum can be beautifully tailored to a child’s needs, interests and learning styles. With small classes, there is greater flexibility to ensure that the curriculum enthuses and excites children, whilst nurturing and developing any interests and talents they may already have.

Ask yourself: Are you looking for a safe, supportive and nurturing environment where your child can flourish? Do you want your child to learn in a family atmosphere, receiving individual attention on a daily basis, while building relationships with children and adults that could last a lifetime? If so, then a small school could be the choice for you!

charltonhorethorne.somerset.sch.uk sast.org.uk

Image: Katharine Davies

PUTTING THE ‘PREPARE’ BACK INTO PREPARATORY

Natalie Bone, Head, Sherborne Prep School

The Bill Gates prediction that 65% of today’s students will have jobs that do not exist yet is an interesting one. And what a lifesyphoning year we have endured which has proved the unfathomable really can swiftly become a reality. Never before has education been so sharply under scrutiny with most of the world drawn into pondering the dilemmas that educators face today. On the plus side, however, learning seems to have crystallised into a sanctuary and refuge and I cannot recall a time when school has been so desired and valued.

Turning to teaching later in life perhaps allowed me a more reflective approach to what we are doing in education and why. I recall an epiphany moment listening to Sir Ken Robinson’s Changing Education Paradigms TES talk. My own classroom practice led me to ponder the purpose of education, the restrictions of the current model and the crucial elements it could not afford to be without. Of course, the challenge then was how to do justice to those children in my classes whose learning was my responsibility. This continues to be my main driving force today as Head.

There is no doubt that schools face much competition to keep the transfer of knowledge vibrant and engaging but the role of the teacher has changed enormously. Gone are the days when the teacher was

simply the source of information – Google is at our fingertips delivering this at breakneck speed. Instead, the teacher must be the catalyst for engagement and the coach for the development of learning and life skills. These are the only useful certainties we can equip our children with for their future. The best education today ignites and sparks a hunger for discovery, develops a child’s ability to select and apply relevant information, hones problem solving skills and extrapolates the wonderful benefits that collaboration offers. This is the real art of teaching and the core purpose of education: we must ensure the next generation secures a passion for the art of learning as well as the ability to discover, develop and thus evolve.

Creativity plays a central role in what a school should be delivering. This goes further than merely subjects offered and embraces the many different ways that children learn and think and feel. It is the kind of creativity which can receive statements like, ‘Miss, I think I have found a different way to solve quadratic equations.’ It can involve approaching learning in a thematic style to make things relevant and applicable to the world around us and holds out the possibility of creative innovation for all. An example of this might be learning about the ‘Rain Forest’. With all subjects delivering this topic – Geography, History, Music, Maths, English, Design Technology, Food and Nutrition, Religious Education, Science, Languages – every subject can be applied and the creativity is inspiring. This has been a vibrant and innovative way to secure the children’s attention and is an approach to learning that inspires and captivates.

Teachers often find it most challenging to inspire those pupils who have been disengaged or uninterested in their learning. Those who are weaker, have learning needs or are simply unmotivated can do well when equipped with the right scaffolding and support. Way harder are those who had never had their desire for learning ignited; never found that spark of curiosity which propels achievement. Years ago, we forced children to learn through the intimidation of physical penalty and that method of motivation certainly produced many casualties. Thankfully, we have moved beyond such Dickensian methods. Children today are savvy, ambitious, are seeking authenticity, thrive upon connection and are faced with a vast array of options which compete for their attention. We must help them to taste the fulfilling satisfaction of learning and also the positive connection that overflows in the relationship between teacher and pupil.

Sherborne Prep appealed to me partly because it is a school with tremendous potential to prepare children for the uncertain but exciting future that they will face. My vision is to ensure preparation for life is the beating heart of this outstanding preparatory school. Childhood years are powerful foundational stages of a child’s learning and emotional development and we have a wonderful opportunity to help them experience life and learning in all its fullness. Sherborne Prep has a long established and well-deserved reputation for nurture and care along with a superb body of staff capable of the connection, stimulation and inspiration that children need and deserve. The merger with Sherborne School provides exciting opportunities to expand even further the breadth of each child’s experience whether through academic enrichment, sport, co-curricular activities or innovation and collaboration with an inspiring body of staff.

Whilst academic success and development are undeniably important, education today must also be about the development of character and values. The Sherborne Prep Dragon Values are a perfect springboard to enabling children to become capable, solutions-focussed, authentic, courageous and intuitive people who will be prepared to embrace their future – whatever that may be.

After the events we have all experienced over recent months I believe the world has never been so able and willing to examine what is important and scrutinise whether what we do is fit for purpose. Sherborne Prep is also ready to do the same. The commitment to our young pupils and their families is burning bright and is the expression of educators who are passionate to make a difference in the lives of others. We at Sherborne Prep are primed and set to make them ready for their future adventures.

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Natalie Bone starts at Sherborne Prep School as Head, in September 2021. Natalie was previous Head of Junior School at Sidcot School. Previously a Houseparent and teacher of Mathematics at Millfield School and Head of Mathematics and a House Parent at Millfield Preparatory School, Natalie has a degree in Economics from the University of Reading and before entering teaching was a professional dressage competitor and trainer as well as having a successful career in finance.

PRIDE IN SHERBORNE

Rachel Hassall, Archivist, Sherborne School

In June 2021 the Pride flag flew above the Courts at Sherborne School in honour of Alan Turing’s birthday and of Pride month. The Pride flag is a symbol of inclusivity and demonstrates the School’s commitment to creating an environment of respect and understanding regardless of sexuality.

Sherborne School is very proud to include Alan Turing amongst its most distinguished alumni. Today, Alan Turing is recognised as not only an icon for the LGBT+ community, but also for his crucial work during the Second World War at Bletchley Park and for his enormous contribution to the development of computer science and artificial intelligence.

Alan’s nephew, Sir Dermot Turing, acknowledges that it was the quality of the teaching that Alan received at Sherborne School which laid the foundation of Alan’s interests in mathematical logic, computer science, and developmental biology.

Sherborne School proudly honours Alan Turing’s achievements in a number of ways. Annually, since 1956, the School has awarded the prestigious Turing Prize for Science. The prize was founded in Alan’s memory by his mother who also donated to the School the internationally-important Turing Archive.

Those who cross the School site from Abbey Road to Acreman Street will pass the Alan Turing Laboratories. Opened in 1966 it has the distinction of being the first building anywhere to be named in Alan’s honour. The naming of this building, which is home to the School’s biology department, recognises Alan’s ground-breaking work on morphogenesis when he used a computer to simulate the development of leaves and petals, animal spots and stripes.

Outside Westcott House in Horsecastles, where Alan Turing boarded when a pupil at Sherborne School, is a blue plaque which was unveiled in 2016 by

Image: Andy Carver

Sir Dermot Turing to commemorate Alan’s connection with the house. Sir Dermot Turing returned to Sherborne on 26th June 2021 to unveil a bronze bust of Alan by acclaimed sculptor David Williams-Ellis. The bust, which was generously commissioned by Kathryn Ballisat, a former Sherborne resident who has now moved back to London stands proudly at the heart of Sherborne School where it is overlooked by the library where Alan studied. Also on display at the School is a limited-edition print of the artwork for the Turing £50 banknote issued on 23rd June 2021, the 109th anniversary of his birth.

Alan Turing was a proud Shirburnian. When he left Sherborne School in 1931 he joined the Old Shirburnian Society for alumni and remained a member until his death in 1954. He also kept all the prize books and medals he won at Sherborne, including the King’s Medal for Mathematics and the Morcom Prize for Science, which his mother later donated to the School.

In later life, Alan subscribed to an appeal to raise funds to build a memorial at Sherborne School to commemorate the 242 Old Shirburnians who died in the Second World War. He also returned to Sherborne on numerous occasions to visit his former teachers and to attend house suppers, making his last visit on 9th March 1953 to give a talk about ‘The Electronic Brain’.

When Alan Turing left Sherborne School in 1931 his housemaster wrote to him saying ‘thank you to you for your help & loyalty, as well as for the enjoyment you gave by being here. I will guarantee that Turing will be a household word until the present generation has disappeared.’

Sherborne School takes that promise seriously and continues to proudly promote Alan Turing’s name and achievements for current and future generations.