Debra Clayphan added the new role of Head of Wellbeing to her existing position of Head of Learning Development at the start of the academic year. We caught up with her to find out what the new role entails, how it sits alongside Learning Development and what our coaching culture means for our pupils.

How do your two roles fit together?

Developing a young person’s learning depends on their wellbeing. Happy young people will be productive young people. Wellbeing may seem a new buzz word but it’s not really new. Pastoral care has always been important, particularly here at Teddies.

So what’s the thinking behind the new role?

Young people face more and more pressures in today’s world. There are higher expectations of them in the race for university places and top results, and they face other pressures such as the constant presence of social media in their lives. There is a great deal for them to navigate during their teenage years.

High expectations can be a force for good, of course. We believe that every single one of our pupils can achieve great things if they take responsibility for their learning, engage in their lessons and work hard. However we must not let their lives become unbalanced; we must not let them think that they are valued for what they achieve, rather than who they are.

Tell us a bit about your approach to Learning Development?

I’ve always known that young people can do amazing things. Here at Teddies, pupils regularly join us with a learning profile that might suggest that they will find academic work really challenging. Through our very deliberate and carefully planned Learning Development programme, all of these young people are encouraged to discover coping strategies to help them overcome these challenges.

We actively manage against what I call ‘learned helplessness’. Taking a pupil out of lessons for one-to-one support is something many families expect if they have experienced it elsewhere. This is not how we do things here at Teddies.

All our teachers are skilled at meeting the needs of all the pupils in their classroom, whatever their challenges.

Our approach is very different to that of other schools in our sector. We never have Learning Support lessons – we don’t need to: we have good tutoring and good teaching. Parents are often surprised initially, but we have a conversation and they generally understand and support our culture. Some parents start the conversation with a challenge to us: what are you going to do for my child? After our conversation, they understand that we will be helping their daughter or son to find their own strategies and to be resilient. Once they leave school, they won’t have a Learning Development team to fall back on, and we want to make sure they go out into the world ready to embrace all that it has to offer. We’re not teaching our pupils how to cope – but how to thrive. Our approach is much more about the pupil’s approach to his or her learning than about perceived difficulties.

I work with Special Educational Needs Coordinators at our feeder schools – we explain our model, and we demonstrate that it is working. Since we stopped taking pupils out of lessons for one-to-one support some five years ago, our results have gone up, not down.

Is the coaching culture important in this context?

It’s absolutely vital. It’s another area I manage, and it’s the forum for so much that is important about our culture. It’s where relationships are formed, where productive and supportive conversations happen and where advice and guidance can be tailored exactly to the needs of the individual pupil.
In general, coaching means having conversations that encourage the individual pupil (or member of staff) to think through their own workload and challenges, and to find solutions for themselves. What went well in your test and what didn’t go well? How could you have done things differently? What steps are you going to put in place this week to work towards a different outcome next time? These are the kind of conversations, full of open questions and active listening, that prompt young people to be self-aware and to make the right decisions. It’s not always easy, but they are surrounded by people who can help them at every stage.

Can you give us some examples of what you mean?

A pupil came to me recently ahead of the end-of-year exams and said, ‘Miss, I don’t know how to revise.’ I asked lots of questions and it became clear that in fact, she did know how to revise. So then we moved on to working out what was stopping her from revising. In her case, it emerged that anxiety about exams was having a paralysing effect on her work. We worked out a practical, day-by-day programme to ensure that she started to tick off her revision topics. Over time, her fear of failure diminished as the amount of ground she’d covered grew. The skill as a coach is to help pupils to get to the absolute heart of the issue, to isolate it from all its attendant emotions, and to help them find that first pragmatic step out of the quagmire.

Of course, we as coaches must stay on top of things. It’s important to hold the pupil accountable for their own plans – are they sticking to the timetable? There are often setbacks along the way, things don’t always run smoothly. But we are prepared for that. These are the teenage years, after all.

Can you give us another example?

A few years ago, a new Sixth Former joined us with debilitating mental health issues. He was incredibly bright but very anxious. Even tiny incidents or minor setbacks could overwhelm him. In coaching terms, I believed that he had the capacity to tackle his anxiety within himself.

Together, we developed a sequence for managing that surge of anxiety, about analysing the reality of the situation – if this test doesn’t go well, are there really any long-term consequences? We encouraged him to talk to friends and other staff so the worry wasn’t all bottled up. It’s about finding a coping strategy. For him, the anxiety will probably always be there on some level, but there are ways of dealing with it. This particular pupil had enormous determination. I was really impressed with the way in which he addressed his anxiety. In situations such as this, and in so many similar situations, the coaching methodology can be transformational.

Tell us a bit more about the wellbeing agenda.

In this area, I work very closely with the Deputy and Assistant Pastoral Heads, James Cope and Rachel Bellamy. We’ve just carried out our first wellbeing survey (organised by Gemma Ferrier in the Health Centre) with all pupils and we look forward to sharing the results in the autumn.

An important element of our wellbeing framework is our team of Peer Listeners, Sixth Formers trained to provide a listening ear and to know when further help is needed. These pupils apply for the role and are vital members of our teenage community – they are role models, and can do much to shape our culture. Our Peer Listeners understand life from the pupils’ point of view and they often have brilliant ideas for making a difference. They recently organised a focus week on ‘healthy relationships’, and they work very closely with House Matrons to be the eyes and ears on the ground.

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Cosmo Habib, Upper Sixth, went to see Breach Theatre’s Fringe First award-winning production ‘It’s True, It’s True, It’s True’ as part of a Sixth Form Theatre trip to The North Wall last Tuesday. Here he reviews the experience:

The actors masterfully translate the Greek and Latin transcript of the 1612 trial of Agostino Tassi for the alleged rape of 15-year-old Artemisia Gentileschi, a gifted painter from Rome, into colloquial English allowing for a more easily understood and coherent performance.

The play does something that, one could argue, the feminist movement has recently lost sight of doing: it proves why women deserve better treatment from society and why their current treatment isn’t fair. A sexist person would say that women are being and have been treated fairly by society because of their reduced rights. This play responds to this stance by showing the strength of women. This sexist idea that women are weak, both physically and emotionally, is the whole reason why sexism exists in the first place, but what this play reminds us is that what society sees as weakness in women is actually a form of strength. Society may see women repeatedly yielding to men throughout history as weakness, but what we forget is that it takes great strength to yield, furthermore, it takes great strength to endure what women have had no choice but to endure, both at the hands of men and at the hands of nature.

The visually-striking set

The actors’ use of vivid and unrestrained images of violence and injustice against Artemisia forces the audience to view and absorb horrible things that have happened to women, not just at that time, not just now, but throughout history. This seems a bit gratuitous at first, but by the time the end of the play comes we have been force-fed so many horrific images that we are not only desensitised to what Judith and her maid do to the passed out Holofernes, he who threatens their city, but we feel an odd sense of triumph. We have watched all these scenes of women suffering (seemingly without getting justice as Tassi is only exiled for a few days for his crime), and now we see revenge.

When men take revenge society often glorifies it but when women take revenge society often makes it out to be petty and disproportionate. This play saves women from this unjust double standard – how could we not feel a sense of glory at the success of such a strong woman whom society has failed to beat into submission? The law court tortured Artemisia with thumbscrews to verify her story and in doing so temporarily took away her ability to paint. She still won the trial and we are told that she went on to be a successful painter! We aren’t left with an image of a broken Artemisia, we are left with an image of a strong and victorious Artemisia who didn’t beat her rapist by letting society punish him – it never would. She beat him by living an incredible life in spite of what he did to her, she showed that she was too strong to let a man beat her down.

So the enactment of her painting of Judith killing Holofernes isn’t just about the strength that it takes to cut off someone’s head, it is about the strength it takes to feel the triumph that usually only a man would be encouraged to feel for doing such a thing. It is about the strength of the violated, the strength that it takes to go on with your life after such a violation has occurred.

The repetition of the phrase from the title by Artemisia at the end of the play isn’t just a portrayal of her frustration at not being believed but it is also a representation of the anguish that raped women – those who have had the courage to come forward – feel every day of their rapist’s trial, now and always. Women are strong and deserve to be treated fairly by society for many reasons. The underestimation of women by society is proven to be completely ridiculous by this play. I hope its message echoes through the ages, meshing with every society and culture just as the actors meshed the society and culture of the time with our modern society and culture so successfully in the play.

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We will be marking Remembrance Sunday this weekend to honour the sacrifice of those who have served in conflicts. This year marks the 80th anniversary of the outbreak of World War II and the 75th anniversary of D-Day. 1600 OSE took part in the Second World War of whom 150 lost their lives. At the time of the First World War Teddies was a much smaller school but even so 667 OSE fought and the School mourned 121 deaths. Wilfrid Cowell, the teacher who kept all the records during the Great War, wrote that the School had lost ‘the flower of a generation’.

Click above to watch a short film we made to mark the Armistice Centenary last year

On Sunday morning the CCF will leave School at 9.45am to march with the Royal British Legion from Lower to Upper Wolvercote. The parade arrives at St Peter’s Church for a service at the War Memorial in the churchyard at 11am. Anyone wishing to join the service in Wolvercote is recommended to be at St Peter’s by 10.30am to await the arrival of the parade.
 
Peter Livingstone, Florence Butler-Adams, William Robertson-Acolet and Algy Low of the Teddies Brass Band will play the Last Post and the Reveille bugle calls at St Peter’s in Wolvercote and at All Saint’s Church in Wytham.
 
Meanwhile, the Chamber Choir lead a Service of Remembrance in Chapel at 10.30am, including a presentation of wreaths. The service will end with a blessing and Act of Remembrance in the Memorial Quad. Coffee will be served to parents and guests in the Warden’s drawing room after the service.

The Warden and Chaplain during last year’s service

Tom Reed and Lizzie Williams will represent Teddies as part of a youth choir singing with the Chamber Choir of London at Do Not Go Gentle, a Concert for Remembrance at Dorchester Abbey.

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The artwork of Teddies pupils will be taking centre stage in the exhibition space of The North Wall from 13th – 26th November. The display, In Progress 3, will celebrate the fantastic work from St Edward’s pupils across all year groups.

Although primarily a platform for the Lower Sixth to showcase work produced on the Teddies Foundation Course, the exhibition will also present work from Shell, Fifth Form and Upper Sixth pupils.

Work by Bella McCann (Fifth Form), Alex Niblett (4th Form) and Elaine Gschwandtner (Upper Sixth)

The Teddies Foundation Course provides Lower Sixth A Level and IB pupils an opportunity to explore a range of media over a sixteen week programme. Pupils are encouraged to choose a theme at the beginning of the year which their work centres on and teachers introduce pupils to a new technique fortnightly. In Progress 3 showcases the outcomes produced to date, approximately half way through the course.

A piece by Sophie Tompkins (Lower Sixth)

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Our Upper Sixth Art Historians made their way to Florence on Thursday to explore the art and architecture of this enchanting city. Cosmo Habib, who was on the trip, tells us of their exceedingly cultural weekend:

Having arrived in Pisa, taken the train to Florence, and arrived at the Hotel Albion, we were absolutely knackered and so grateful a lovely supper prepared by our generous hosts and comfortable beds to climb into. Well rested and fed we woke up the next day ready to face Florence. We made our way straight to the Santa Maria del Fiore and its grand Duomo and were awestruck! Even though I had seen it before I was absolutely stunned by how beautiful and grand it is. We then proceeded to climb the dome which I must admit caused some of us including myself a case of claustrophobia and vertigo, however once we got to the top we realised that it was more than worth it – the views were stunning!

After an hour of exploring Florence’s markets we met back at the cathedral’s Baptistry were treated to yet another gorgeous interior. We didn’t stay long though as it was off to the Uffizi where we were finally able to see the magnificent artwork that we’d learned so much about. Not quite finished for the day we got a quick lunch and headed on to the Palazzo Medici Riccardi, where we viewed the gorgeous Chapel of the Magi, with beautiful ceiling art done long after the Medicis lived there. Having walked around for such a long time we managed to make it back to the hotel for a rest and then a lovely supper.

The next day we were on our way again, this time to see the artwork of Fra Angelico at San Marco and then the Accademia to see Michelangelo’s famous ‘David’. We were once again awestruck by the magnificence of the famous city and the products of its Renaissance. We continued on to the church of Santa Maria Novella with its beautiful façade and Masaccio’s incredible Holy Trinity. We then went and had lunch which was much needed after all the walking before taking in the Ponte Vecchio, a medieval arched bridge over the Arno dazzling with jewellery stores. On the last day we sped to the Bargello to the see another ‘David’, Donatello’s this time, and then onto an incredible immersive exhibition by one of Miss Schofield’s old friends who had revived the style of the Renaissance to sculpt a series of 10 impressive sculptures of Mary and baby Jesus.

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Backstage at the Ballet, an exhibition of the ballet photography of Colin Jones, will open at The North Wall Gallery on February 11. Jones, one of Britain’s top photojournalists, began his creative career dancing for the Royal Ballet. The show will provide a fascinating glimpse into the world of British ballet from the late 1950s to the turn of the century. Drawn from the archive of TopFoto and Colin Jones’s own collection, the exhibition features over 50 images, many of which have never been on public display before.

After a working-class childhood in London’s East End, Colin Jones (b.1936) had the opportunity to train as a dancer in the early 1950s. He auditioned for The Royal Ballet School, joined its touring company and in 1958, whilst running an errand for Margot Fonteyn, bought his first camera. Jones went on to be mentored by the renowned Hungarian-British photojournalist Michael Peto, who also taught him how to print his own images. By 1962 Colin Jones was a photographer for The Observer. Throughout his career, Jones has used a hand-held Leica or Nikon F with 35mm lens and minimal equipment.

Jones’s images from the ‘50s are of his fellow dancers in class and at rehearsal, often unaware that they are being photographed. His intimate, behind-the-scenes images show them warming up, stretching, learning new choreography, resting and even knitting.

The show will also include images Jones took of the Kirov Ballet Company in the early 1960s and the Northern Theatre Ballet Company and the English National Ballet in the 1990s.

Backstage at the Ballet: Photographs by Colin Jones runs at The North Wall Gallery from 11 February – 7 March 2020 and admission is free.

Images throughout – © Colin Jones / Topfoto.co.uk

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Thibby Mulot (Boys Captain) and Saskia Ward (Girls Captain) tell us about the Boat Club’s annual Christmas training camp:

During the first week of the Christmas holidays, the Boat Club travelled to Seville on our annual Christmas training camp. We departed ready for a tough week of training but everyone was excited for a change of scenery and the warm Andalusian sun.

The journey was very easy and although we missed out on the Christmas Carol service we soon found ourselves preparing the boats in the sunshine! As the first day of training got underway everyone had a productive session – we took to the water in two matched eights and a quad. It was gorgeous to row through the city centre of Seville with all the music of the bars passing over us whilst the sun was setting. Everyone spent the evening elated with all the progress they had made. Throughout the week we stuck to the same routine – our first two sessions would be spent refining our technique, we’d then have a siesta in which many people worked on their schoolwork before a final challenging session that would involve speedwork.

In the evenings, we organised a game of ‘Human Cluedo’ which we played throughout the week. Everyone thoroughly enjoyed it and it helped to integrate all the year groups together. Other activities included a quiz, football and a Secret Santa. We spent one afternoon walking around Seville where we saw the magnificent Catedral de Sevilla.

The week culminated in the weekend’s international regatta. This was an excellent chance to show how much progress everyone had made. The racing was very exciting, and everyone performed exceptionally. The results are listed below.

There were some members of the boat club who stepped up to a new level of performance and we would like to congratulate them once more. Firstly, fourth former Hermione Brewster. Hermione was the only person in the fourth form to attend to the camp yet she integrated quickly within the group and made huge steps in her rowing. Secondly, the four fifth form boys; Robin Wheeler, Guy Wheeler, Oliver Bilgutay and Noah Wilmot improved massively and added to the group dynamic despite being three years younger than some of the Boat Club. We would like to thank the coaching staff who gave time during their holiday to help us become better rowers; Mr Moffatt, Mr Mayglothling, Mr and Mrs Singfield and Mr Brightmore. Finally we’d like to thank Mr Colborne, the boatman, for driving the trailer and keeping the boats in pristine condition.

Results from racing:

Saturday

• Caitlin Adams and Saskia Ward’s double, 3rd/33
• Hermione Brewster and Isabelle Llabres-Diaz’s double, 9th/33
• Saskia Ward came 3^rd/52in her single 
• Isabelle Llabres-Diaz came 6^th/52 in her single  
• Caitlin Adams came 12^th/52 in her single
• The quad came 2^nd/21 by half a second in a competitive event

Sunday

• The two mixed 8’s that went out on Saturday came 1st and 3rd out of 14 in the J18 event
• The A boat on Sunday came 3^rd/14 in the men’s event whilst the B boat came 10^th/14
• Arun Grewel and Nick Farah’s pair came 7th/38
• Thibby Mulot, Will de St Croix, Isaac Riviere and Alex Gowans came 3rd/25 in a coxless four
• Guy Wheeler, Robin Wheeler, Noah Wilmot and Oliver Bilgutay came 6^th/24 in a coxless four

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In the fallow week before their encounter with Wales on March 7th at Twickenham, England Rugby returned to their home-away-from-home spending three days training here at Teddies. Year after year, Teddies host the team during their 6 Nations matches, where they can benefit from the impressive facilities on offer, all thanks to Bob Bowerman and his exceptional team of Estates staff.

Head Coach Eddie Jones admitted that the Wales clash was ‘going to be a real decider in how we go’, indicating that the training couldn’t be more crucial at this juncture of the tournament which is still wide open. With support from relatively new staff to the England set-up in the shape of forwards coach Matt Proudfoot and attacks coach Simon Amor, Eddie admitted that he is in a confident place ahead of future clashes.

It was encouraging to see Antony Watson back in action following injury with his blistering pace and dancing feet, drawing attention from the hundreds of onlookers on Upper 1, particularly the current 1stXV captain Ferdi van der Heiden and next year’s captain Archie Bailey. The boys always appreciate the value of watching their idols up close and gaining a privileged perspective on their technical skills and physical attributes.

See a Gallery of photos of the training camp here.

By Rob Cottrell, Head of Rugby

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Oxfordshire Cricket’s 2020 Bulls’ programme was officially launched at St Edward’s this week, with the first indoor sessions taking place for Under 11s and Under 13s.

The Oxfordshire Bulls programme was set up by Oxfordshire Cricket and St Edward’s School to increase competitive match-play opportunities for children attending state primary schools. St Edward’s will host an enhanced programme of training and matches this year. 

The initial principle was to select a team of Year 6 (Under 11) children involved in the Player Pathway, and arrange summer term fixtures against a selection of local independent schools, offering the state-educated pupils additional longer-format cricket, and starting to close the opportunity gap. The programme has since grown with fixtures with a number of other local schools, involvement in tournaments and coaching sessions at a number of senior schools. 

The summer of 2019 saw Bulls sides compete in fixtures at Under 10 and Under 12 level, as well as in the original Under 11 age group, alongside a growing partnership with St Edward’s, and it is exciting news that the Spring of 2020 will see us offering an indoor component of the programme for the first time.

The Oxfordshire Bulls programme forms part of Oxfordshire Cricket’s strategy to engage children and young people and to develop an oversupply of home grown players who can thrive in local, representative and performance cricket.

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Last week’s Dance Show was an absolute triumph – huge credit to our Head of Dance, Lisa Elkins, her team and our pupils who all worked incredibly hard to put on such a terrific showcase of elegant, acrobatic, dazzling dance talent. Watch a wonderfully atmospheric clip below and see more pictures in the website gallery here.

Sixth Former Kitty Howard writes:

Last week, Teddies dancers took to the North Wall stage once again in the annual Dance Show for parents, pupils and staff. Featuring everything from the argentine tango, ballet, funk fusion and Bollywood, some 100 pupils came together to showcase their dances, choreographed by the very talented Dance Department, in the two high-energy performances. The dancers performed to many much-loved songs such as The Beatles’ Come Together and songs from Moulin Rouge. The polished performances ended with the dance squad bringing a fresh perspective to the contemporary style by dancing to Taikos, a traditional Japanese drum. Everyone involved in Dance at Teddies now looks forward to the major Dance Show during Gaudy Week!

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Earlier this week, pupils from St Edward’s and nine visiting schools, both state and independent, were extraordinarily fortunate to attend a world-class Classics Conference in The North Wall. Organised by St Edward’s Classics Teacher, Edmund Hunt (his fourth and, sadly, final Conference for Teddies as he retires this summer), and over a year in the making, the Conference invited six world experts to share their knowledge in the field of Greek history and culture, and the civilisation of Persia, with an audience of nearly 200 pupils.

Sixth Former Abi Drennan writes: Classics pupils at St Edward’s and other schools from Oxford and the South East had the exciting opportunity earlier this week to attend a Conference about the year 480 BCE at The North Wall. The most striking aspects of this day were wealth of information available, and the taste of university life for pupils. 

The first lecture explored the remaking of Athens following the Persian destruction through a range of perspectives and sources. The speaker, Professor Michael Scott, also provided us with his entertaining commentary on the staged ‘discoveries’ within TV documentaries – an addition that provoked laughter in the auditorium.

Dr Steve Kershaw proceeded to discuss the nature of Barbarians and barbarism featuring themes of identity, politics and civilisation that resonated with so many current issues.

After a short break, our next speaker was Professor Tim Rood, who lectured on the topic of Historiography, essentially the way we think about Greeks and how they wrote history, citing the specific example of 480 BCE, in keeping with the theme of the day.

Having heard about the conflict between Athens and Persia at the battle of Salamis, Marathon and the Persian destruction of Athens, our fourth speaker Dr Richard Stoneman provided us with an insight into a different perspective; that of the Persian leader of the time, Xerxes. This historic figure was explored through his portrayal in literature in order to glean an understanding of the psyche of a Persian King. 

Following lunch, Professor Paul Cartledge examined both the Battle of Salamis, but more prominently the idea of Athenian Democracy. This idea has become a pillar of modern society, and it was fascinating to learn more about its origins.

Our day of lectures concluded with a talk on Themistocles’ Triremes from Professor Boris Rankov, who explored the structure and purpose of the immense triple-layered rowing boats, something that held particular interest for those involved in rowing at St Edward’s – myself included! 

We thank our six speakers for their illuminating and interesting talks and answers to our questions, on the subject of 480 BCE, we hope to attend a similar event next year.

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Even though we are not able to be in school, one Teddies pupil is being highly productive at home – by using a 3D printer to make protective visors for the NHS.

Segar’s Fifth Former Angus Graham and his brother Charlie bought the printer from ebay some time ago, and have been using their time at home to get to grips with how it works. They started off making simple items, such as a desk tidy, and with growing confidence and expertise, they are now putting the printer to more purposeful use and have already made over 25 of the masks.

A 3D printer works by squeezing molten plastic out through a tiny nozzle that it moves around precisely under computer control. It prints one layer, waits for it to dry, and then prints the next layer on top. It is possible to create almost anything this way. Angus and Charlie have spent a lot of their time working out ways of speeding up production with different nozzle sizes and programming, and sourcing the clear plastic to go on the front which they can’t print themselves. The boys have been communicating with others online who are galvanising others with 3D printers to do the same thing –  sharing patterns, ideas and tips. If anyone else has a 3D printer and wants to get involved, Angus can offer advice!
The Graham family have now been able to get the visors to a consultant virologist working at Charing Cross Hospital and Liz Williamson – a speech and language therapist who is shortly going to be working at the Nightingale Hospital, and got in touch after seeing a Teddies Instagram post about the boys production line.
 Angus’s mum Sophie says: ‘It’s great that they’ve got a real sense of purpose now and hopefully will be helping to save some lives.’

The production line!

Angus in one of his visors

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It was announced today by Chris Jones, Chair of Governors at St Edward’s School, that Warden Stephen Jones will retire in July 2021.

Making the announcement, Chris Jones said, ‘Stephen told us of his plans to retire in December. We will have time to reflect at length on his many achievements at Teddies next year, but, for now, the entire Governing body and I wish to thank him and Katie wholeheartedly for their unstinting energy and commitment to the School. Since taking over as 13^th Warden in September 2011, Stephen has overseen a period of remarkable growth and development at the School. The academic culture, in particular, has seen a step-change in outlook from traditional ‘chalk and talk’ classroom practice to a modern culture of active, collaborative learning. Results have risen sharply since Stephen took over and the academic programme at St Edward’s, with its enlightened, innovative choices, is now at the forefront of modern educational thinking.

Elsewhere, to keep pace with the growth of the School, Stephen has worked with Governors to invest in academic, community and boarding facilities of the highest quality. A fifth girls’ House, Jubilee, opened in 2013; the elegant and high-specification Ogston Music School opened in 2017; and the School’s first co-ed Boarding House, Cooper Lodge, will open later this year. In the Quad, two substantial developments are nearing completion: a striking, university-level academic centre purpose-built to further fuel the School’s academic ambition; and a stunning 1,000-seater Hall to enable the growing community to come together for assembly, performances, worship and countless other occasions.

The wider community of Oxford has been an important focus too. Always keen that the school community should be outward-looking and in touch with real life, Stephen has encouraged the expansion of the Beyond Teddies programme, the School’s far-reaching network of volunteering and community support activities.’  

Reflecting on his forthcoming retirement, Stephen said, ‘July 2021 is still a long way off and, as we embark on one of the most extraordinary terms ever experienced at St Edward’s, my focus remains firmly on my colleagues, our parents and, above all, the pupils, who are the beating heart of this great school – it will be very strange not having them around this term. My rooms overlook the Quad, and it has brought me huge joy over the years to watch the busy patterns of school life being carried out with such cheerfulness and enthusiasm on a daily basis.

Like many organisations, we face challenges in the coming weeks and months, but I know we shall all raise our game, and I look forward to completing this academic year in the indefatigable spirit so characteristic of Teddies.’

It is expected that an announcement about Stephen’s successor will be made in the summer.

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In Lieu of the launch of the 2020 cricket season, Head of Cricket Peter Swainson looks back at the successes of last year

The Cricket Club continued along a positive trajectory in the Summer term of 2019, and was able to regularly put out 12 boys’ teams. The girls’ programme grew in popularity, enabling us to put out two competitive sides for two fixtures on the same day by the end of the season.

The Yearlings As started the season with a bang, with early season victories against MCS, Rugby and Bradfield and came close to a memorable victory over Eton, until the weather intervened. However, a frustrating loss to Malvern in mid-May triggered a down-turn in fortunes as they lost narrowly to Winchester, Harrow and Marlborough – but with a strong bowling attack, the future looks promising. The Yearlings Bs and Cs, following early season successes against Rugby, had rather more challenging seasons, but they continued to work hard and progressed over the course of the term.

The Junior Colts As had to endure the loss of key players to the 1^st XI, and, whilst they displayed a tremendous attitude in training and matches, had a tough season in terms of results. However, the boys had great success in the ESCA National T20 U15 Cup, comfortably defeating Abingdon to win the County Cup, before narrowly losing by five runs to Bradfield in the Regional Final. The Junior Colts Bs enjoyed a fine early season win against Bradfield, whilst the Junior Colts Cs recorded fine victories against Rugby and Winchester. Neither side were helped by the loss of numerous players throughout the term, but battled hard throughout and were unlucky not to record a few more victories.

The Fifth Form were once again merged with the Sixth Form last season, thus enabling us to regularly field four XIs, despite the ever growing pressures of exams. The 4^th XI enjoyed a stunning 10 wicket victory over Rugby, whilst the 3^rd XI, who had enormous potential, but were rather inconsistent, enjoyed excellent victories against Bradfield, Malvern and Marlborough. In a similar vein, the 2^nd XI were very talented, but, rather like last year’s England side, were unable to regularly post a competitive total to allow their excellent bowling attack to defend it. However, they did occasionally realise this potential in recording fine victories against Bradfield and Eton.

The girls’ programme grew from strength to strength last summer, with well over 20 girls regularly training and playing in fixtures against the likes of Rugby, Bradfield, Wellington and Marlborough. We entered the National U15 Cup for the first time and enjoyed a stunning success against St. Helen & St. Katharine, before losing to a far more experienced Oxford High side in the County Final. The girls made great strides over the course of the season, further developing their core batting and bowling skills, whilst also having tremendous fun, and were rewarded for all their efforts. Tilly Pumfrey was a stand-out player, with a 17-run victory over Rugby at the end of the season.

A young, but extremely talented 1^st XI had, on the whole, a very successful season, winning ten of the 13 regular season fixtures completed. Of particular note were the fine victories against Rugby, Malvern, Winchester, Harrow and Clifton. However, the boys’ inexperience was prevalent at times and contributed to disappointing losses to Radley and Marlborough in the John Harvey Cup, meaning we just missed out on retaining the Cup. Nevertheless, these experiences will stand the boys in very good stead for their future cricket years.

In individual successes, 1^st XI captain Ben Charlesworth, who missed the Marlborough fixture to play for Gloucestershire CCC against Australia ‘A’, also played for the England U19s in an ODI ‘Tri-series’ against their Indian and Bangladeshi counterparts and ultimately ended the summer scoring an unbeaten 77 to help ensure Gloucestershire’s promotion to Division One of the County Championship. Fourth Former Alex Horton, who was the top run scorer for the 1^st XI this season, became the youngest person to ever play for Glamorgan 2^nd XI in June, top scoring with 58 against Gloucestershire 2^nd XI, whilstLuke Charlesworth broke in to the Gloucestershire 2^nd XI in August.

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Chemistry teacher Dr Beth Watts has been seconded to the government’s flagship COVID-19 testing laboratory, where she has been applying the expertise she gained during her PhD to help increase the UK’s COVID-19 testing capacity.

The test she is involved in starts with a nasal swab which collects human cells and viral particles – if present. The swab is then sent to one of several labs now operating across the country. These samples are then added to a lysis solution which ‘kills’ any viruses, or makes them ‘inactive’. It is then safe to conduct the next part of the process outside of the biosafety cabinet. (see below)

The virus – named SARS-CoV-2 – has RNA as its genetic material. In order to be able to detect its presence and to distinguish it from human RNA it must first be purified, and then converted into DNA. An enzyme called Reverse Transcriptase is added to perform this job. Next, small pieces of fluorescently labelled-DNA (primers) are added to specifically bind to complementary regions of the viral genome. Another enzyme exponentially amplifies these regions. Finally, fluorescence emitted from the viral DNA is detected and measured using a real-time PCR machine.

Manual pipetting is currently limiting the team Dr. Watts is working in to about 5,000 tests per day, but the procedure is gradually being automated as more liquid handling robots are brought on site. Once programmed and verified, these robots will soon allow over 30,000 tests to take place daily. (a target approved by Health Secretary Matt Hancock when he visited the lab last week).

Dr. Watts says ‘I am very grateful to the school and my colleagues for allowing me to contribute to this national effort, especially because our ability to test widely will be central to our containment strategy once we have passed the peak of infections. I’m looking forward to seeing everyone again when the school physically reopens and I wish all my students the best in their learning in the virtual world.’

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Fifth form drama pupils took part in a virtual theatre trip to Treasure Island via The National Theatre At Home programme which stages a production online every week. So far the Teddies community has enjoyed One Man Two Governors (“Brilliant! The vivacious James Corden was predictably the highlight” – Patrick Maxwell) and Jane Eyre. Here are some of the comments about Treasure Island from our fifth form explorers:

An outstanding production. Every feature drew you into Robert Louis Stevenson’s world of the most primitive pirates we know, presenting the fear and excitement of those who spoke of and even met them. Every aspect complemented each other. The set went from the simplistic arrangement of the inn, to an incredibly detailed vessel. The lighting created an exceptional illusion to which the audience really felt they were present on board ‘The Hispaniola’. The melange of horror and humour worked a charm, as did of course the outstanding talent of the cast, inhabiting vast varieties of characters; from the pompous Squire to the feral Ben Gunn. – Charlie Scales

I found Treasure Island to be a thrilling performance. The blend of the incredibly thought-through stage and costume designs with the raw talent of the performers made for a spectacular production. I found that the stage made fantastic use of the space, as it created numerous surroundings very effectively. I also think that the use of props was great, specifically in the scene where Jim was holding what she thought to be “Flint’s fist” as it appeared to move on its own and choke her. Overall I thoroughly enjoyed Treasure Island and I hope that we can continue to watch Live theatre as this term progresses. – Keegan Boyd

My favourite part of treasure island was the stage structure and how it was used in so many different ways, for example when it turned when they were on the island, it gave a real sense of a bigger place and the characters a real sense of being lost… and how the same piece of stage was able to look like the front of a boat using masts and getting different members of the crew to yank the sail up added too a real effect of feeling at sea. I also enjoyed the use of lighting and sound, for example when the storm happened they used flashing white light and sound effects of gusting winds and waves crashing against the boat to show the audience the chaos of the storm. – Scarlett Gibb

I found the play very exciting. I found the set design very impressive, and I wondered about the expenses involved in designing and putting up a moving set on that scale. Also the use of robotics in Long John Silver’s parrot was very impressive. It is always interesting to compare plays which have been made with a large budget and lots of freedom to a more restrictive budget which pushes the actors to create the scenery around them. – Louis Parr

I found that the experience was extremely encapsulating and grabbed my attention from the start… The atmosphere was so tense I felt as if I was really there! – Taggie Paganuzzi

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Each term, the Teddies On Camera pupil film unit holds a photography competition, open to all staff and pupils. The theme for the latest round was ‘colour’ – the perfect focus with spring fully underway, and our countryside and cityscapes bursting with wildlife and blooms. There were some very strong entries, with varied subject matter and techniques employed to create some stunning images. Please enjoy our winning entries from pupils and staff below.

Photographers: Felix Warren, Algy Low, William Mann, Mr Bunch, Mrs Coram-Wright, and Miss Diaz Rogado.

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This week, we launch our School Song Project which is for EVERYBODY. Can we get as many of the school to be brave and record themselves on AUDIO to sing the School Song? You just need to follow the instructions below, and between us, we can then build all the recordings into a soundtrack for each House, and a soundtrack of the entire school community. 

This project is also open to OSE singers and anybody connected within the Teddies community. Feel free to share the tracks.

How to take part

2. Lord for the years

Organ and voice backing track and words below:

 

 

 

 

 

 

 

3. Abide with me

Organ and voice backing track, music for singing harmonies and words below: (Any choir members that want to sing HARMONIES for inner verses, please do.)

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Sixth Former Caris Baker writes: At the start of this academic year, Ella Leeson and I were appointed Pastoral Prefects. This means that we are the bridge between the pupil body and members of staff concerned with the wellbeing of pupils and of the school community as a whole. It is a role that means a great deal to us – listening to pupils and taking on board their views is an essential element of how Teddies works, and part of what, in our view, sets it apart from other schools. The manner in which the pastoral care works here is fundamental to the quality and atmosphere of the School: it allows each pupil to thrive in their own respect.

One of our main projects this year, in response to feedback from pupils, has been rethinking and adjusting the core values we hold as a school. Early last term, Upper Sixth Prefects and Peer Listeners ran focus groups with junior pupils. This was led by the senior pupils, and what emerged from the evening were some amazingly open and honest discussions about how we want to behave as a school community. 

Following on from this evening, using feedback directly from the pupil body, our core values have been further developed and refined to reflect what really matters to Teddies. A key role of the senior pupils is promoting these values in Houses, and in everyday school life, leading by example and encouraging conversations surrounding understanding and practice of values such as optimism, tolerance, courage and respect. For example, every Friday the Prefects have lunch with a different year group, allowing ongoing relationships and dialogue to evolve between the pupils as one pupil body. 

Ella and I have since been working with designers to create a poster encapsulating the School’s ethos. We have picked out eleven keywords that we hope go some way to representing this which will be put up around School and in Houses as a reminder of what our school really values.

The post Shaping Our Community appeared first on St Edward’s School.

We know from the Chronicles of the time that on VE Day in 1945, Teddies came alive with great celebration, including the Chapel being lit up for the first time after five years of blackout. We thank The School Archivist, Chris Nathan OSE for the information contained in the account below, with all quotations from relevant Chronicles.

‘The official ending of the war with Germany at a minute past midnight on the 8th May was the occasion of a burst of cheering and ‘Goodnights’ from dormitory to dormitory; they were the climax of a day which was the perfect corollary of D-day, less than a year before. The service in Chapel, the broadcasts of the Prime Minister and of the King formed the corpor

Teddies on VE Day

ate act of thanksgiving and recognition; the community sing-song in Big School, to which Mr. Arthur Cranmer (visiting professional singer and old friend of the School) and Mr. Edward Manning (Music Teacher) most kindly contributed their services, gave vent to a full expression of enthusiasm and festivity. Then the Warden spoke to the School of the 1300 OSE (actually 1500) who have served in the war, all of whom including those who have fallen, would be present in spirit under the reflection of the flood-lit Chapel.’

As far as the Chronicle was concerned the actual end of the war and VE Day fell just before two issues, in July 1945 (509) and December 1945 (510) so a lot of the statistics printed later turned to be incorrect, however they give a flavour of what was happening at that exact time at the School. 

The editorial of the 509 was joyful, yet tinged with sadness. Extracts included: 
‘The euphoria was seriously dampened by the deaths of two teachers right at this time of great joy, Wilfred ‘Willy’ Weeks and R.B. Maxse. Weeks very sadly took his own life in the Science Labs and Maxse from natural causes.’

The previous Gaudy in June was described as a joyous event despite ‘there being no ice-cream, strawberries and cream and no band’. But there was much to balance things up: ‘parents in abundance – the restoration of petrol ration brought them in greater comfort’ and even ‘upwards of a dozen returned POWs, who came to St. Edward’s at this, their first opportunity to enjoy one of the things they had looked back to with wistful yearnings’. The Warden asked everyone to stand and remember the 129 OSE killed in the conflict (actually 151) and ‘recalled the honours won by the Old Boys as far as they are known, honours won for the most part by amateur warriors, ordinary boys made strong and skilful by the native, good-humoured toughness and by the greatness of their cause’. 

‘The whole event was finished off in the evening by the traditional Summer Concert performed by the School Choir and the Choral Society, around 80 singers in all. The finale was the ‘Skye Boat Song’ and left not a dry eye in the house’. 

In Issue 510, after a time of reflection of six months, the Chronicle editorial was much more concentrated on peace, the surrender of the Japanese and the return of staff to their former pre-war duties. Temporary teachers hired as stop gaps at the outbreak now left, and returned to their retirement, and new younger teachers appeared. 

The VJ peal on 15^th August 1945 on the Chapel Bells was rung by three older OSE, including two future Housemasters John ‘Bill’ Eardley and Gerald ‘Gerry’ Segar. None of the existing School population had been trained up, since the bells had been silent throughout the war! 

Commemoration in November 1945 was a very emotional affair and was well reported in this later issue. This was the OSE’s time and the first ‘real’ such event for seven years. Over 200 came ‘most of them straight from their tanks, their aircraft, their warships or their POW camps, with their decorations and wounds, fresh upon them, made their way to the School’. 

‘We remembered our founders, benefactors and absent friends with a greater intensity of feeling and devotion than ever before. As we stood, the Warden (apparently with tears pouring down his face), read the names of those OSE who had fallen in the war, pride and sorrow were mingled in our hearts, in that great paradox of the Christian religion, the glory of the cross’.

The Critic- the School Play in 1945

The social side was not missed, and the traditional rugby match between the School and OSE saw the former win a close game 9-6. The School Play, in Big School, was Sheridan’s The Critic, and played over two nights to high praise (not always the case in the Chronicle)!

The School Rugby XV v. Martyrs 1945

The OSE dinner, November 1945

In the evening came the 82nd OSE Dinner at the Randolph Hotel with 180 present either in black tie or uniform. The President was Sir Francis Wylie, the first OSE ever to achieve a Double First at Oxford University. Two Wardens were present and twenty members of the teaching staff. Again it was an evening of laughter, sadness and nostalgia. 

School Cricket XI at Gaudy 1945

Finally, Henry Kendall, the venerated Warden of those war time years, wrote a published letter in this Chronicle. He was always a mixture of stoicism and emotion and the final paragraph probably states how all felt at that time.

‘At the first meeting in peace-time since June 1939, the Governors of St. Edward’s School wish to place on record their pride in the distinguished services rendered by the Old Boys in the war, their sympathy with the relatives of those who have given their lives, and their hope that in the future, as in the past, the school may send out a succession of boys to give as high service to their country in peace, as their elder brothers have given in war’.

We have records of all 151 OSE and I teacher who fell in WW2, and tribute to them and others who gave their lives so honourably, there are accounts of a several of them below:

Arthur Banks, Sergeant Pilot, Royal Airforce Volunteer Reserve. Killed in enemy hands, Italy September 1944. Awarded George Cross, posthumously, mentioned in despatches.

Paul Cooke, Second Lieutenant, Oxford & Buckinghamshire Light Infantry, Killed in action, Comines, Belgium May 1940.

Alec Cranswick, Squadron Leader, Pathfinders Royal Air Force. Killed in action over Villecresnes, France July 1944. Awarded Distinguished Service Order and Distinguished Flying Cross.

Eric Dixon, Sub Lieutenant, Fleet Air Arm Royal Navy Volunteer Reserve. Killed in action over coast of Tripoli, Libya, April 1941. Mentioned in despatches (posthumously).

Edward Trend, Leading Airman, Fleet Air Arm, Royal Naval Volunteer Reserve. Killed in action trying flight over Arbroath, Scotland.

Adrian Warburton, Wing Commander, Royal air Force. He was awarded the Distinguished Service Order (DSO) and Bar, Distinguished Flying Cross (DFC) and two Bars, and the American DFC. Killed in action, probably in 1944 in a mission over Munich.

Guy Gibson, Group Captain, Bomber Command, Royal Air Force. Killed in action over Steenbergen, Netherlands, September 1944. Victoria Cross, Distinguished Service Order and Bar, Distinguished Flying Cross and Bar, Commander of the Legion of Merit (United States of America).

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