This edition comes at a time oftransition within College, with the whole community saying farewelltoMrsHuggettaftereightyearsinhertenureasHead,andwelcomingMrTownsend ashetakesuphisnewpost,joiningusfromFelstedSchoolinEssex Bothofthesesignificant moments are reflected in this edition, with an exclusive introductory interview with Mr Townsend,whichoffersinsightintohisbackgroundandoutlook,aswellasareflectiononMrs Huggett’scelebratorychapelservice,whichperfectlyencapsulatedhercaringcommitment toeachandeverypupilandstaffmember.
Alongside this, we also celebrate the remarkable breadth of talent across our community, bringing together a wide range of academic insights, sporting analysis, and reflections on College life, as well as the breadth of opportunities that College affords This edition also highlightsthewidening range ofpupils involved inthe magazine. Contributions comefrom acrossyeargroups,disciplines,andinterests,reflectingtherichnessofpupilengagement
Aswe continueto shapeViva Cheltonia and sustain itas a genuinelypupil-led publication, from the origination of articles to the delivery of the final edition, we are always keen to welcomenewcontributors.Ifanyonewouldliketogetinvolved,pleasecontactDrSamuelor me
WehopeyouenjoyreadingtheSpring2026edition!
HenryB&CharlotteC VivaCheltoniaCo-Leads
Tell us a little bit about yourself - and perhaps a fun fact?
IgrewupinCheltenhamfromtheageof6,andwenttoa school on the other side of town that you might know (DeanClose).Fromschool,Iwasfortunateenoughtogoto Oxford,where I played a lotofcricket, and studiedwhen I could, before moving into teaching. When I started in teaching,myrealambitionwastomakeacareerincricket coaching,butItookovertherunningofaHouseafterfour years of teaching, and that was transformational for me. I lovedtheabilitytomakeadifference,andwentontoruna boarding House, before becoming a DeputyHead. I have now been a Head for just over ten years I am not sure whether this would qualify as a 'fun fact', but both of my brothersareOCs.
Whatthreewordsbestcaptureyourcharacter?
Calm, thoughtful and a problem solver (I cannot think of onewordforthat) Iwouldsay'kind'(seebelow),butIthink thatthere is alwaysworkto do before I can properlyclaim that.
The best part of being a Head is thatyou getto enjoy so many different successes among the pupils and I know alreadythatthis will be the case at Cheltenham College. EverythingthatIhaveseensofarhasbeenaboutaspiring to be the very best, and it is incredible to see so many youngpeoplethrivinganddoingsowell
What is your vision for Cheltenham College moving forward?
Iwould like Cheltenham Collegeto stand outasthe best school inthe region, andto have a reputationforsending pupilsoutintotheworldwhohavetheskillsandcharacter to make a positive difference, in whatever field they choose.
Whatmusicdoyouenjoy?
My radio station of choice is Radio 5, so I probably don't listen to music as much as I should The last artists that I listened to were Amy Winehouse, Macy Gray and Lenny Kravitz, although I went home from the Carol Service in December and listened to 'O Holy Night' on repeat, becauseIthoughtitwassobeautifullysungintheCollege Chapel
I have always admired Cheltenham College, all the way backtothe early1980s,when I usedto come as ayoung boy and watch the county cricket festival here When I camebackearlierthisyear,Iwasreallystruckbythefeeling ofprideintheplaceamongpupilsandstaff,andalsoareal sense ofpurpose among everyone Itfeels like a place in which everyone tries to be the very best version of themselves
Tellusaboutyourfamily(andanypets)
IammarriedtoMelanie,whowasaDeputyHeadatalarge Academy when we were living in Essex She is currently planningtodoaMaster’sinCreativeWriting Wehavetwo children-David,whohasjuststartedworkasavetinEssex.
Ourdaughter,Lydia,isstudyingPsychologyatStAndrews, and hopes to continue her studies by taking a Masters next year We have also got two Irish Setters, Stella and Scout.Stellaisamatureandsensibledog.Scoutisnot!
Which values do you feel are most important to upholdatCheltenhamCollege,bothinandoutofthe classroom?
Ihaveprobablyalreadysaidenoughaboutkindness,butI dothinkthatthisshouldbethecornerstoneforeverypupil andmemberofstaffatalltimes.Inadditiontothat,Iwould wanteverypupilto seekto betheverybestthattheycan be, whatever they are doing, and I would hope that they can be proud of themselves for what they do each and everyday
Fourth Form CCF
ThisyearduringCCFwehavebeensplitoffintoplatoons and have begun ourcourse CCFis an engaging course whereyouwill getto immerseyourselfin several different areas and learn lots of new skills One important skill we have recently learnt about is First Aid, where we were educatedonhowtoperformCPRandwhattodoincase ofanemergencywhichisnotonlyvitalforthefuture,butis alsoaninvaluablelifeskill.
Secondly, we have learnt about Fieldcraft skills. I really enjoyedwherewehaveperformeddifferenttypesofwalks andcrawlswhichenableyoutomovemoresecretivelyas well as applying camo paints to conceal yourself effectively,thesewillbeusefulwhengoingtocampinthe summer!
Memorably, we all participated in a platoon tug ofwarto learn aboutthe key concepts of competition and teamwork which are values that are expressed across the CCF curriculum. Over the years you work up your ranks, giving you somethingtoworktowards.Clearly,thisissomethingextremelydistinctfromnormalacademiclessonsandthereforeisa space that pushes you completely out of your comfort zone and helps you learn life skills Overall, I am thoroughly enjoyingCCF,especiallyallthefunmomentswehavehadandItrulyamlookingforwardtothesummercampwhereI amexcitedtoapplyallmyknowledge
One ofthe easiestwaysto completeyourSkills section is byusingyourafter-schoolclubactivities Notonlyarethey convenient, but they’re also great fun. Whether you choose Baking, Board Games, Chess, Craft or Drama, goingalongallcountsaslongasyouattendregularlyand keeparecordofwhatyou’velearnedeachweek.Ifyouare intoreading,considertheBronzeReadingDiplomarunby the school librarians. It’s a structured, well-supported optionthatmakestrackingwhatyou’vedoneeasy
Expedition
MrJones’toptipsfortheExpeditionsectionaresimplebut useful First, work as a team – you’ll succeed together Second, share roles so navigation and responsibilities aren’talloneperson’sjob.Third,planyourmealscarefully; walkingfeelseasierwheneveryonelooksforwardtodinner Finally,staypositiveandcheerful,evenwhenitrains!
And remember to upload all your evidence as soon as possible. A clear photo ofyour signed A5 report is all you needtokeepyourprogressontrack.
Volunteering
Volunteering is your chance to have an impact You can get involved in researching and promoting important issues such as cyber security, drug and alcohol awareness, and road safety Think creatively about how youpresentwhatyouhavelearnt–assemblies,postersor socialmediacampaignscanallcount,aslongasanadult canconfirmyourcontribution.
Silver DofE And CCF In The Fourth Form
WhenthinkingaboutthecompulsoryFourthForm activitiesonWednesdayafternoons,thedifficultdecision betweenDofEandCCFoftenspringstomind However, thereisinfacttheopportunitytodobothinFourthForm Currently,thereareonly4examplesofpupilswhohave madethisdecisionintheFourthFormduetoitnotbeing widelypromoted–however,itisanoptionthatis accessibleformostpeople!
From Cheltenham College to Goldman Sachs: A JourneyofGrowthandResilience
Everwonderedwhatittakestogofromtheclassroomsof Cheltenham College to the bustling world of Goldman Sachs?Well,Ihadthechancetochatwithaseniorwealth planner who did exactly that His story is a mix of hard work,resilience,andadashofadventure.
SchoolDays:MoreThanJustBooks
Robwas atCheltenham Collegefrom1999to 2004, and he wasn't just hitting the books He was an all-rounder, diving into activities like CCF, rowing, shooting, philosophy, debating, and even overseas hiking adventures And let's not forget the legendary dance socials at Cheltenham College and Cheltenham Ladies' College apparently,theyweretheplacetobe!
LearningBeyondtheClassroom
CheltenhamCollegewasacademicallychallenging,butit taught him crucial skills like time management and hard work, which set him up for his career He quoted Billie Jean King, saying "pressure is a privilege," which is a powerful way of saying that stress means you're doing something important The extracurricular activities were just as vital. By trying new things, he learned teamwork, humility, confidence, and optimism Success outside the classroom gave him the confidence to shine inside, especiallyduringexamsandinterviews
HandlingRejectionandChoosingaCareer
He believes rejection is a greatteacher. Facing rejection taught him resilience and the importance of not giving up With patience, success often comes in unexpected ways. His interestinworld affairs and business led himto investmentbanking,whereheenjoysadvisingclientsand creatingopportunities.
AdviceforUsPupils
His advice to us is simple: get out of your comfort zone and grab every opportunity Whether it's joining a club, applying for a scholarship, learning an instrument or debating, the key is to be active He said, "Nothing ever happened,nordidtheygoanywhereorbecomeanyone by sitting on the sofa watching a screen.” So the takeawaymessageistobeproactive
WhatHeLovesAboutHisJob
He loves the journey with clients. From small interactions like an email or coffee, great things can happen, sometimes even making front-page news. Building thoughtfulpartnershipsleadstoincrediblerelationships
CheltenhamCollege's5C’s
The 5 C’s of Cheltenham College community, continuous excellence, curiosity, character, and creativity stillinfluencehislifebeyondCollege Theyguidehimin supporting friends and family, engaging with the community,andcontinuouslylearningandimproving
WhatIfNotGoldmanSachs?
If he hadn't got the job at Goldman Sachs, he imagines himself as a landscape designer, artist, or history teacher Thesealternativepathsshowhisdiverseinterestsandthe broadfoundationlaidduringhisschoolyears
In conclusion, his journey from Cheltenham College to Goldman Sachs is a story of growth and resilience. His experiences remind usthatembracing opportunities and learningfromchallengesarekeytosuccess.
Special thanks also go to the careers department for reaching outtothe OCs and putting ontalks justlikethis one
College Drama
Drama’s theme in College this year has focused on Agatha Christie and murder mysteries forthe festival Earlierthis year, the Third and Fourth Form recorded a set of radio plays, as well as the recent Scholars’ play The Unexpected Guest, which was fantastic!
The Unexpected Guest is a murder mystery play written byAgatha Christie. It is about a man named Michael Starkwedderwho sought refuge in a house during a storm and found a woman stood beside the dead body of her husband Said husband she claimed to have shot on account of his cruelty. Michael then chooses to help her cover up the murder But as the events progress, things become more complicated than they initially seemed The play raises questions of justice, guilt, and deception
There was also a recent LAMDA showcase consisting ofthe Third, Fourth, and Fifth Form, where pupils were able to show offtheirtalent and love for acting The performances ranged from murder mysteries, school elections, to the best of British screen plays
Lower College (Third and Fourth Form) has been working on an upcoming play about survival on a life raft, which was originallyfrom the Lord ofthe Flies (William Golding), and will be performed in the coming months.
We lookforward to welcoming a new cohort of pupils to the drama department in September 2026, including scholars progressing from Year 8 and Fifth Form.
Musical Theatre
Musical theatre plays a major role within College’s Performing Arts Department, offering pupils many opportunities to develop their skills on the stage, strengthen their vocal technique and grow in confidence. This term has been a big term for musical theatre with workshops, competitions and performances that have allowed pupils to challenge themselves and showcase their abilities.
We regularly have musical theatre exams at College that play a key role in developing skills of acting through song. These exams enable pupils to build confidence, improve vocal technique and improve their acting choices, which benefit other cocurricula’s such as drama or classical singing. A musical theatre exam typically requires three to four songs that you choose, each requiring a different emotion or character to perform. This variety helps pupils explore different styles of acting and singing and learn how to communicate emotions and stories through music
One of the highlights of the term was a workshop led by Jodie, a West End performer who visited College to work with all pupils who take musical theatre lessons. She offered personalised advice on everyone’s songs and helped refine our performance which were showcased in a concert at the end of the day. This really helped shape and improve everyone’s chosen pieces, which could be clearly seen in the concert. Experiences like this workshop not only support pupils preparing for future exams, but also pushes them out of their comfort zone and encourages them to keep improving their performance
Another major event held this term was the Singing Competition, held on the 1st of February It was a spectacular evening featuring performances across three categories: classical singing, pop singing, and musical theatre. The competition highlighted the range of styles of music that are taught at College and gave pupils a chance to demonstrate what they’ve been working on in their lessons. The musical theatre category had the greatest number of performances, ranging from Les Misérables to Grease, which prove how versatile this genre can be
Musical Theatre continues to be one of the most vibrant and rewarding aspects of College life. It offers a wide range of opportunities for anyone interested in developing their singing, acting or performance skills There is a lot of variety and support from the whole music department, whether it’s lessons or just joining the competitions, there are many opportunities available for pupils who wantto explore the subjectfurther.
Economics & Global Affairs Society
“An economist is an expert who will know tomorrow why the things he predicted yesterday did not happen today.” Lawrence J. Peter
Economics is not solely graphs and numbers, but rather a study of the choices we make and where the consequences and success of these decisions impact society every day, thereby aiding in the explanation of global events and issues. This is particularly important today due to the increasingly connected nature of the world, where countries no longer exist in isolation and instead occurrences in one region have ripple effects across the globe. For example, the 2008 financial crisis, originating in the United States, resulted in the greatest global recession since the 1930s with effects such as unemployment, housing loss and poverty
Therefore, we have decided to create the Economics and Global Affairs Society in an attempt not only to encourage further curiosity from those already passionate about the subject, but to also help pupils fully understand the world they are living in The society will follow the structure of meeting each half-term and includes a wide range of activities such as debates, global trade games, policy prediction challenges and quizzes as well as a focus on volunteer-led presentations with prizes awarded for the best speakers Meetings will always begin with a short PowerPoint summary of the key news stories that week, along with the economic explanations behind them Each meeting will be based around a single topic that will be disclosed via email where potential titles include: Economic Development, The Rise of AI, Trade Wars and The Impact of Brexit on the Economy.
If increasing your knowledge ofthe modern world is not incentive enough, refreshments will be provided at each meeting along with the exciting prospect of an Economics dinner at the end of the year and the introduction ofthe Economics tie.
Head of Society: Isabella
Deputy Heads: Samay and Lawrence
Out & About At Societies
Medici Society
College has recently welcomed a new society: the Medici Society. Named after the Florentine family of the Renaissance, it encourages discussion and thoughtful engagement with the humanities. The Medici Society offers the perfect opportunity for pupils who enjoy exploring arguments and broadening their understanding beyond the typical curriculum available at college
The society's founder, Fingal Evans in Fifth Form, explained in a brief interview that he wanted to leave a lasting legacy at College. Following his Chapel talk on the empowering process of creating a legacy, Fingal was particularly inspired by the captivating film Dead Poets Society, which encouraged him to work towards his own legacy around his love of humanities subjects He describes the society as a space for curious minds “those who enjoy expanding their intellectual horizons and engaging with a wide scope of ideas”.
Fingal expressed his gratitude to everyone who attended the first successful meeting. A discussion on nuclear deterrence and conflict management was paired with the founder’s own presentation on war and religion throughout history Together, these demonstrated the breadth of topics the Medici Society welcomes. The evening concluded with a classic British Pop quiz Some questions sparked lively debate over the answers; it proved an enjoyable and fitting end to the first meeting. Reflecting on the meeting, Fingal said he was pleased with the quality of discussion and hopes to maintain this standard for future events.
If you have a topic you are passionate about, or simply wish to explore ideas beyond the classroom, the Medici Society is for you. Please email Fingal Evans with any ideas, come along, share your passion with your peers, and begin shaping your own legacy
Academic Interviews
Learning a New Language
Meet Tallulah, a pupil who learnt a new foreign language completely by herself! Tallulah took a bold step, despite the complexities of her chosen language, and she still tackled everything from the alphabet to conversational formalities. She proved that with curiosity and perseverance, anyone can take on challenges.
What initially sparked your interest in learning Korean?
I have always been fascinated by the process of learning new languages, but I think that I was most interested in Korean culture I also wanted to be able to speak a language that used a different script to the Latin alphabetthat most European languages use
How has learning a new language impacted your perspective on Korean culture and your personal life?
I believe that learning the language has developed my interest in Korean media, culture and history, including the linguistic origins of Korean. Understanding Korean has allowed me to connect with others and further my interest in linguistics both atschoolandathome.
Ifoundthatthemosteffectivewaytolearnalanguage,forme, wasexposingmyselftoitateveryopportunity.Itriedtowatch Korean TV shows, Korean TikToks, listen to music and podcastsinKorean,andeventuallyIstartedreadingbooksinit too.Thiswasvitaltoimprovingmypronunciation,dictationand comprehension Ialsofoundthatexposingmyselftodifferent genresofshowsandsongswasverybeneficialforbroadening myvocabulary Inordertodothis,Iwatchedcookingshows, natureprogrammes,historicaldocumentariesandthenews.I foundthatthiswas especiallyhelpfulforlearning Korean, as thelanguagehasdifferentlevelsofformality
ThefirsttimethatIwenttoKorea,Iwasn'tfullyawareofwhich formalities to use when talking to different people; I accidentallyspokeinformallytosomepeople,whichisseenas being rude and disrespectful However, these awkward momentsgavememotivationtostudyandlearnhowtouse each formality in the right context, furthering my understandingofthelanguageandculture
What advice would you give to others who are consideringlearninganewlanguage?
Ithinkthatitisveryimportanttofindalanguagethatyouare interested in and want to learn, as I think that enjoyment is whatmakeslearningmucheasier.
Entering an Essay Prize
Kitty C, Fifth Form, (pictured on the left) took part in the Erasmus essay competition (external), hosted by Dulwich College In her essay, she explored the complexities and nuances of immigration.
Throughout your experience in the competition, what challenges did you encounter while addressing the complex issues surrounding immigration rights?
One of the biggest challenges I had was trying to reconcile idealistic ideas about immigration with practical realities relating to immigration policy and logistics. It feels very easy to argue that everyone should be allowed to go where they please and cruel to define opportunity by birthplace, but when you take limited public resources and contradicting cultures into account, it becomes more difficult to see the ‘right’ approach. I wanted to properly understand both perspectives and how policies change when it comes to asylum, which makes things more complicated.
What motivated you to participate in the competition, and what personal insights set your perspective on this topic?
Dr Harris originally told me about the competition, and I thought it was especially relevant due to the rising popularity of Reform UK and ongoing debates about immigration in the UK I was raised abroad and I would like to live abroad at some point in the future Losing immigration rights would impact
my life significantly. This inclined me to support immigration before I started my research
What key lessons did you learn during your research and writing process regarding immigration rights?
Part of my research was into what the UK economy would look like without immigration and to what extent we rely on immigration For example, 20% of the NHS, despite its understaffing issues, is made up of immigrants, showing health services would struggle without immigration I also learned a lot more about specific acts in the Universal Declaration of Human Rights and refugee conventions which I hadn’t realised before.
Did you collaborate with others or seek feedback during the writing process? If so, how did that influence yourwork?
Before the essay question came out, I met with Dr Harris to talk about possible questions and research, which again helped me to think about different perspectives and lines of thinking, as well as what I wanted to research and write about. After the question had come out, Dr Harris had access to my Word document so he could read my draft and make suggestions, which was really helpful. My overall argument stayed consistent, but the feedback helped me to improve my essay stylistically and strengthen it.
How did you approach the topic of immigration rights in your essay, and what angle or perspective did you choose to explore?
I was broadly pro-immigration before starting my research, and I argued as such, disagreeing with the statement that states have the right to limit immigration I felt that concerns about multiculturalism, civic values and public services, while founded, were flawed as there were solutions to all these issues that not only meant immigration wasn’t harmful but could help to support and boost the UK
Essay Prizes to enter
1. Think Essay Prize 2026 (Royal Institute of Philosophy,Ages15–18)
The 2026 competition is fully open, with updated requirementsanddeadlines
7. SpiritedArts 2026 (NATRE –Ages 3–19, including Secondary)
A national RE-themed arts competition running throughoutthe2026academicyear
8. John Locke Institute Global Essay Prize 2026 (IncludesPhilosophy&Theology)
International but widely entered by UK pupils; offers categories in Philosophy, Theology and many other disciplines.
9.FourthFormTPEEssayPrize
Second halfofthe SpringTerm ofFourth Form,forTPE pupilsonly
10.FifthFormEssayPrize.
For all pupils who will be starting the L6 at College (whether existing 5Fpupils or new joiners) MORE INFORMATION
PLEASE ALSO SPEAK TO THE RELEVANT HOD, IF INTERESTED IN ANY ESSAY PRIZES
Charity Netball Match
parent serving in the British Armed Forces. This charity continues to do exceptional work for these children every day, and we were very grateful to be able to supportthem through the match.
After speaking with Lily (Ch), the team’s goal defence (GD) and wing defence (WD), she explained that training had centred on structured unit work and fluid transitions through the court. Defensive combinations had been rehearsed to sharpen timing on interceptions, tighten marking,
The annual Charity Netball Match against Malvern College returned this term Our 1st team faced Malvern in the Sports Hall, backed by pupils, parents and supporters. Led by captain Tilly (Q), the squad had trained hard and was prepared for a fast, competitive game. After last year’s narrow result, the team was determined to come out on top, and delivered exactly that with a commanding 34–11 victory to Cheltenham College. Cheltenham made a strong start, settling quickly after the opening centre pass and building an early lead through clinical finishing and sharp movement in the circle As the game progressed, they controlled possession effectively, extended their advantage across each quarter, and maintained a high level of intensity both in attack and defence. Backed by netball players across the school and a strong team dynamic, they produced a focused and skilful performance throughout.
This year, the match supported Scotty’s Little Soldiers, with funds raised going towards bereavement supportfor children who have lost a
and control space in the attacking third This focus strengthened cohesion across units and improved their reading of each other’s movement patterns at a technical level. Their objective had been to secure and maintain a three-goal lead and apply sustained pressure to extend that margin something they executed effectively across the match Defensively, Cheltenham consistently disrupted Malvern’s rhythm, forcing errors and converting turnovers into attacking opportunities, which proved decisive in building and sustaining their lead.
We were delighted to see such strong support for the match The atmosphere created by the crowd played a significant role in contributing to a memorable and highly successful occasion.
Interviewing A Sports Captain
Milly W (W) is the netball captain of the Junior Colts C-team I interviewed her to find out more aboutwhat Lower College Netball is like.
Milly has been playing netball for at least 5 years both at College and at her last school, Pinewood Prep School She really enjoys playing all sport, but netball is her favourite. She plays in the centre court but especially likes Wing Attack (WA) or Wing Defence (WD) She also doesn’t mind subbing off occasionally.
In the future, Milly really wants to improve her skill set whilst playing netball, learning new ways to pass the ball and beat opponents, and to move up teams when she is able One piece of advice that Milly gives to other netball players is to never give up, particularly with some technical aspects, such as to not rush the game play and keep a steady pace, and to make sure you are always in front of your playerwhen marking the opposition
We hope that Milly and her team have a fun and successful rest oftheir season!
She feels like the best things about being in the C team are the inclusion and the teamwork between all players, as well as being able to have fun with all her friends and learning new tactics and game awareness tips from the coaches Her biggest challenge so far was coming back to sport after having broken her collarbone skiing. This happened when she was younger and it had been very hard for her to come back from as it knocked her confidence She has successfully done this though
Rackets At College
The ball travels at a considerable speed, and rallies are often brief, placing emphasis on anticipation and positioning rather than endurance alone For new players, the initial challenge lies in simply making contact with the ball Over time, attention shifts to shot placement, angles and the efficient use of space within the court, which the coaches are happyto help you with
Forthose unfamiliarwith rackets, it is a fast-paced, high-intensity, exciting sportthat is played within fourwalls When playing, it is essential you stay on yourtoes, have precision when swinging your racket, and look outwhen the ball is coming your way! At College, we have a single rackets court nextto the FirstTeam pitches on College Field, run by Mr Briers and MrArmstrong Pupils play rackets against each other during practice, as well as regular competitive matches againstteams from other schools
The words ‘rackets’ (game) and ‘racquet’ (implement) derive from the Arabic word ‘raha’, meaning ‘palm ofthe hand’ This is significantto the sport, because early forms of racket sports (long before equipment was introduced) were played by striking the ball with the hand From Arabic, the term passed into medieval Europe via trade and cultural exchange, evolving into the Old French word ‘raquette’, which referred to a small palm or paddle By the early 16th century, English had the word racket or ‘racquet’ forthe implement used to strike a ball in court games and the game came to be called rackets in the early18 century th
Training sessions are held every morning, and often in the afternoon after lessons. Rackets at College is a hidden treasure, as although it is not as well known as some of the other major sports, rackets holds many traditional and technical values that we are keen to uphold at College These values include teamwork and resilience.
Cheltenham College has a strong history in producing top-tier rackets players, namely:
James Stout (Hazelwell 1997-2002): a dominant figure who won the World Singles Championship, British Open and US Open He is a top-ranked world player
Richard Owen (Leconfield, 2011): Current World Doubles Champion. He has won multiple British Open and US Open doubles championships, as well as the Noel Bruce Cup.
Ben Snell (Leconfield 2002): winner of the Rackets Professional Singles Championship and active in winning the OC Gold Racket
Chris Stout (2011): Winner of the Foster Cup (Schools Singles)
Jamie Stout (2002): Winner of the Public Schools singles and doubles titles
Rory Musgrave (Leconfield 2009): Winner of the plate trophy in the OC Gold Racket.
Many of these names and more are listed on boards and in photos around the rackets department at College, and can be seen if you take a visit
As well as this, most of these names, if not all, also went to the prestigious schools’ rackets tournament at The Queen’s Club in London. This tournament is held every year, for both boys and girls, in singles and doubles.
A selection of pupils attend each year from all year groups, giving them a chance to play rackets outside of College on courts that have hosted world champions. The Queen’s Club is also home to a real tennis court - one of only 50 in the world Most of these courts are in just four countries: the United Kingdom, Australia, the USA and France
Rackets at College is both engaging and fulfilling. I have really enjoyed learning and playing the sport. It’s certainly worth giving the sport a go – you’ll enjoy it!
Mrs Huggett’s Celebratory Chapel Service
On Sunday 1st March, College gathered in Chapel to celebrateMrsHuggett’stenureasHeadsinceSeptember 2018. The service featured some of her favourite hymns and musical pieces, including a beautiful rendition ofYou WillBeFound,performedbytheCollegeChoir HeadBoy CharlieandHeadGirlMaisydeliveredaheartfelttributeon behalf of the whole College community, celebrating not onlyhertremendousleadershipasHead,butalsothecare andcommitmentsheshowseverydaytoeverymemberof College–pupilsandstaffalike Theyconcludedbywishing Mrs Huggettthe very bestfor her new adventures in the MiddleEastaftersheleavesattheendoftheSpringTerm It was a fitting tribute to her excellent helmsmanship guiding College overthe lasteightyears The servicewas also significant for Dr Dunning, Dean of Chapel, as it marked one of his final major services before he too departsCollegetotakeupparishministryinCornwall We wish Mrs Huggett, Dr Dunning, and all leaving staff every successintheirfutureendeavours
Art at College
What does art at A Level and GCSE have to offer?
Cheltenham offers Art GCSE and A-level to anyone who enjoys or excels in art The art GCSE is completed throughout Fourth and Fifth Form and consists of coursework with the exception of one final exam. At the start of Fourth Form you will be given a prompt, for example “Surrealism”, and a deeper focus within that prompt, such as “objects out of place”. You will then study artists and evaluate your personal opinions based upon their work. After this, you will experiment with many forms of media, and get set a task that corresponds to your title Later in Fourth Form, you will choose from a range of topic titles taken from a past exam list, and this will continue until you begin your exam unit. In the exam unit you will be given another list of titles to choose from. Fifth Form overlaps with Fourth Form where you will study artists, improve skills, and work on tasks and projects leading up to a final 10-hour exam on your topic
The Art A Level takes place throughout Lower and Upper Sixth and predominantly involves coursework In the first two terms of Lower Sixth, you will develop skills, as well as have more independence and fewer instructions on what you want to create. You will study various artists and explore different mediums of art from photography to collage There will be timed observational drawings with set instructions for what you can and cannot do: for example: ‘do not use any lines’ There is a trip to London galleries like Tate Britain and Tate Modern. During the summer term of Lower Sixth, you will start to develop a personal project using all the skills you have picked up from the first two terms In Upper Sixth you will continue your project and then begin an exam unit, including writing an essay which will be a summary or explanation of how your work has improved At the end of Upper Sixth, you will take a long exam similar to the GCSE exam
Audacious Instruments
I believe what truly matters with playing a musical instrument is the audacity with which you play it ideally enjoying the instrument for its connection with a hidden, introspective part of yourself, the soul Finding an instrument that brings joy to yourself and others, is, indeed, a true gift. Here at College, there are many talented musicians, and I have interviewed a few to share their thoughts about their audacious instrument, and how it plays an important role in their life
Playing the Organ with James
Firstly, we begin with James, a Third Former who is an avid musician and enjoys a busy musical calendar Although James plays many instruments, including the piano, cello and saxophone, he also plays the organ: a striking instrument that originates from the seventh century AD. Below are his answers to my questions:
What is yourfavourite piece?
I think I would choose 'Jupiter', from Holst's 'The Planets' composition It really suits the organ, and is amazing to hear live as the sound builds and echoes around chapel
When did you start playing the organ?
I started playing the organ at the Prep in Year 8; occasionally Dr Perona-Wright would take me to chapel so I could have a go. Now however, I have propertimetabled lessons with Mr Ffinch
What inspired you to take up the organ?
I was inspired to take up the organ after sitting in chapel and simply listening to it I think the organ is a beautiful instrumentto look at and to play, and the sound is powerful
What is one piece of advice you would give to people who would like to start their musical journey?
Simply pick something you like the sound of and try it and see if it's for you If you like it but think it's difficult, persevere! Many people have told me that they regret giving up their instrument none has told me thatthey are glad they quitted!
I feel the organ is special because it gives me a sense of peace but also power Playing the organ to an audience, making them enjoy the sound of the instrument and performing my favourite music in a magnificent building are things that really appeal to me Doing each of these better are my goals for the future It also integrates me into my local community when I play the organ at my local church Seeing people come together to sing and smile and soak in organ music is very special.
College Music Highlights
Playing the Guitarwith Perlie
Secondly, we have Perlie, a Fifth Former who plays electric, acoustic and will be playing bass guitar. She plays in a band, competing in College’s Battle of the Bands last year. Below are her answers to my questions:
When did you start playing the electric guitar? I started playing acoustic guitarwhen I was 10 years old As I got more into rock music, I also began learning electric guitar around that time. It was a thrilling transition, and I am also looking forward to learning bass guitar in the future as I got a jazz bass guitar as my Christmas gift!
What is yourfavourite piece?
Myfavourite piece to perform is "Don’t Look Back In Anger" by Oasis. I have performed this song in College’s Battle of the Bands last year making it so special and memorable to me. There is also something about the vibe of the song it hooks you in!
Why do you thinkthe electric guitar is special to you?
What inspired you to take up the electric guitar?
It all started when my friend, who loves singing, asked me to play the guitar for her in the background I started with acoustic guitar at first, and as I explored more, I found myself getting really excited about the idea of playing electric guitar, solos and jamming out in a band
What is one piece of advice you would give to people who would like to start their musical journey?
Ifyou’re passionate about it, go for it. You will always be surprised by how much motivation interest can spark. Consistency is key, but enjoying the process is what really matters because it is very hard to keep doing something thatyou don't like
I learned the piano when I was younger, but it never really clicked with me. The moment I picked up the guitar and started strumming chords, I knew it was going to be a favourite hobby of mine. It has now become my go-to way to relax and to have fun with friends
I hope you have enjoyed reading from our musicians. As this is a new feature that will run in future publications, if you wish to be interviewed for this section, please contact a member of the Viva Cheltoniateam
College Music Highlights
Published bythe Cheltenham College Pupil EditorialTeam Spring Term 2026
