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have never rowed myself. My first real encounter with the sport, beyond the obvious annual interest in The Boat Race, was when I worked at Bedford School. Showing willing as an eager new Deputy Head I went to an early morning session down at the river and quickly garnered a good reputation with the Club. It did not last. A few weeks later I was speaking to a few parents at an early Head race and, making conversation, suggested that it was a particularly good sport for those who lacked athletic coordination. Thus spoke the cricket fan. It took time to recover from that. I take a different approach to the same question now. I am in awe on the one hand of the immense self-discipline and determination required to row at the highest level in a school crew and on the other of the absolute dependence on all members of the crew: the ultimate team sport. I have seen at first hand the change it can make to boys and their approach to all they do. I am proud of the success we have had in recent years with 2026 seeing astonishing National Schools Regatta success across all boats and another fine run at Henley.

That success – significantly – goes beyond Radley with what is a steady stream of International and Olympic successes. And, at the same time I love the fact that it is an inclusive and happy club with record numbers of all levels heading down to the river each term. The sport represents well some important lessons that should be at the heart of what we do. It is a sport where talent matters but perhaps dedication matters more. It rewards hard work but with an awful lot of pain before the gain. It generates good habits for life. It teaches boys to learn true reliance on those around them and builds a wonderful camaraderie in the process. Of course, other sports can do the same. So can many things that Radley offers: academically, musically, culturally. As ever, some of those things are featured here alongside the focus on rowing in this edition of The Radleian. What matters is not how boys develop that character described above but that they do. Resilient, ambitious, hard-working and a team player. May we all be like that.

4 DRAGONS’ DEN

heatre was crackling with anticipation in the final week of the Summer Term as nine boys stood ready to pitch their ideas in the inaugural Radley College Dragons’ Den competition, and their supporters waited to hear whether their fledgling business strategies could withstand tough questions from the Dragons. The competition was the culmination of a programme designed to encourage entrepreneurship, creativity, and ambitious mindset. An opportunity for boys to learn how to do what entrepreneurs do best: spot a problem, come up with a solution, and persuade others that their idea is worth investing in. The competition was introduced to build on established initiatives such as the Shell Business Game, 6.1 Entrepreneurship CEP (based on Peter Jones’s Tycoon programme), and the more recently introduced Innovation Scholarship. In the rapidly changing employment landscape, an entrepreneurial spirit is a distinctive advantage, and with serendipitous timing, the College received a donation in 2022 to support its developing entrepreneurial programme. The plan to host a Dragons’ Den inspired competition represented the fruition of years of relationship-building with Old Radleians (ORs) who have started their own businesses.

The true force behind the initiative was Futures Manager Karen Rhodes, whose tireless work behind the scenes brought the competition to life. The knowledge she gained from years of interviewing ORs for the Radleian Society’s Career Profile project, together with the strong relationships built with ORs who have pursued a myriad of careers, proved invaluable in finding Dragons able to support and mentor the boys. Over 50 boys registered their interest, with contestants initially

submitting a 60-second pitch video selling their idea. Two workshops in the spring with Dragons Sam Merullo (1996, C) a venture investor and entrepreneur and Freddy Macnamara (2001, E), founder of Cuvva, an innovative insurance company, gave them the chance to sharpen their thinking and business plans. By July, only six teams remained in the contest: three doubleacts and three flying solo. Their ideas covered a range of themes, from sustainability to charitable

entrepreneurship in action

initiatives, and included an AI tool designed to help students improve their exam technique, a business aiming to tackle educational inequality, a recycled wine cork heat mat, and a community jobs app for teenagers. On the night, each nervously awaited their turn to face the Dragons and pitch their ideas live to a room full of people. In front of the Dragons, the boys had to think on their feet, communicate their ideas with conviction, and defend their

pitch under pressure. Our panel comprised of three Dragons: Rory Hanna (2010, H) founder of PAWD DRINKS, liquid health supplements designed for dogs, and Sam Tucker (2014, K) co-founder of Keith, a UK-based alternative law firm, joined Freddy Macnamara. They saw merit in every entry, but ultimately there could be only one winner. The £1,000 prize went to Jamie (V, B) and Rupert (6.1, B) for ‘Clampy’, a clamp that fits push button showers to keep the water flowing.

The Removes (Year 10) year group emerged as the most represented in the competition. We know that many boys have an entrepreneurial mindset from a young age, spotting opportunities and problems and having the creativity to devise solutions. This is an age where there is often less fear of failure and less, of course, to lose. Dragons’ Den gave them a platform to put those instincts into action. It is this way of thinking that we have always encouraged at Radley – nurturing innovative thinkers who demonstrate adaptability and problem solving. Team ‘Clampy’ also exhibited another facet – teamwork. Part of their success was having one half of the team identifying a problem and solving it, with the other half having the ability to communicate and persuade others of its importance. We cannot predict the future, but we can help boys prepare for it. Whatever path they choose, our role is to equip them with the confidence, skills, and perspective to navigate an ever-changing world. Through the College’s Futures programme and initiatives like Dragons’ Den, we aim to support every Radleian in exploring his potential.

pitching to the dragons

6 CLASS OF 2026

BEYOND RESULTS

his year’s GCSE and A-Level results are a fitting tribute to the hard work and determination of our boys, as well as the dedication of their dons. More than just record good grades, these results open doors for the next stage of each boy’s journey.

Our Futures team encourages boys to think deeply and strategically about life beyond Radley, and the strength and breadth of this year’s university destinations reflect that approach. This year, 58 boys (34%) are heading to universities ranked in the global Top 50 by QS including Oxford, Cambridge, Imperial College London, UCL and the University of Edinburgh, alongside leading US universities. In total, 14 boys secured places to study in the US, including Yale, UPenn and Harvard. A further 96 boys (56%) are heading to universities in the QS Global Top 100, including Durham, Bristol, the London School of Economics and Political Science, and Warwick.

While most Radleians choose UK universities, our bespoke Futures programme helps boys make informed decisions about the full range of opportunities available to them. Whether that means considering a degree apprenticeship, heading overseas, or taking a different route altogether, our aim is for every boy to make the right choice for him. Behind every statistic or grade is an individual story: a boy discovering a subject he loves or overcoming setbacks to achieve more than he expected. We are not only proud of their results or where they go on to, but of the men these boys have become during their five years here, and the sense of purpose they have developed along the way.

2026 public exam results A-LEVEL EXAM RESULTS

GCSE EXAM RESULTS

2026

29%

67%

91%

A*-A

A*-B

38%

61%

81%

GRADE 9

GRADE 8–9

GRADE 7–9

23 boys achieved nine Grade 9s or more. Published prior to re-mark outcomes.

Edinburgh Durham Newcastle

Manchester

Cambridge Oxford Bristol

Imperial King’s College London London School of Economics Queen Mary University College London

Exeter

Oxbridge places offered in 2026

boys received offers from international universities, including Ivy League

87% go to Russell Group Universities

FIRST YEAR HIGHLIGHTS – Launched the Compass Curriculum – Appointed a strong and experienced Head Office team

– Invested £1.8 million across our campuses and estates

– Positive ISI inspection for every school in the Group

RADLEY SCHOOLS GROUP ONE YEAR ON... One year since its formation, Radley Schools Group is well established and thriving. Having laid the foundations, we look forward now to setting out a strong, distinctive and shared Group philosophy building on the closely aligned values of the schools and developing real thought-leadership on issues of pastoral care, pedagogy and character education.

We are positive, distinctive and bold. We believe unapologetically in the value of charitable independent education as a force for public good. We seek not merely to defend it, but to advance a confident, generous vision – one that serves families, strengthens communities and expands opportunity. We hold fast to principles we believe are right, even when they are unfashionable. We are not driven by short-term pressures or educational trends, but by enduring convictions about what forms young people well. This clarity shapes our leadership, our appointments and the direction of each school. We intend to play a shaping role in the life of education – contributing thoughtfully, speaking clearly, and setting a standard others recognise.

Our Educational Philosophy: We begin with a simple but enduring belief: that education concerns itself with truth, beauty and goodness. We value disciplined thought, open conversation and intellectual honesty. We see education not only as preparation for life, but as the formation of character and judgement. Young people require both challenge and care; both high expectations and deep encouragement. We are committed to creating schools in which childhood is taken seriously – where curiosity is cultivated, friendships are valued, and time is given for thought as well as action. In such an environment, pupils grow steadily in substance, confidence and independence, learning to discern what is worthwhile and enduring.

Achievement matters. Character matters more. Through sustained effort, conversation, competition, service and reflection, pupils develop habits of integrity, courage, responsibility and kindness. They learn to exercise judgement, to lead when required, and to act with consideration for others.

Knowledge is not a means to an end; it is the beginning of understanding. We provide a serious, intellectually ambitious education, introducing pupils to the best that has been thought, said and discovered. In doing so, we equip them not only to succeed, but to think clearly, argue well and engage meaningfully with the world.

Schools are communities before they are institutions. Through shared endeavour – whether in the classroom, on the field, or in service – pupils come to understand their responsibilities to others. They learn to listen with attention, to contribute with purpose, and to value the life of a community beyond themselves.

Our Aim Those who leave our schools will do so ready for what comes next – and importantly, worthy of it. They will be: – thoughtful, articulate and intellectually curious – grounded in a clear set of values – confident, yet not complacent; ambitious, yet not self-serving – committed to the good of others as well as their own success – prepared to work hard, to persevere, and to take responsibility – capable of enjoyment, friendship and a life well lived Above all, they will have developed the judgement and character to lead lives of purpose.

DECLAMATIONS: A SHARED TRADITION IN A CHANGING WORLD

t Radley, some experiences are so deeply embedded in the life of the College that they become part of its collective memory. Declamations is one of them. Like Steeplechase or a first term on the rugby pitches, it is something every boy encounters, and a shared ritual that binds generations of Radleians into a communal story. Jonathan Porter, Deputy Head (Academic) reflects on the place of this competition in the modern world. In an age where words are instantly retrievable and attention is often fragmented, the continued popularity of Declamations might seem surprising. Yet its endurance is precisely what makes it valuable. At its heart, the competition asks something simple but increasingly rare: that

a boy commit language to memory and deliver it with clarity, conviction and care. The act of standing in front of others and speaking words that have been (often laboriously) learned remains powerful, particularly as our memories are increasingly outsourced to machines.

Declamations has been a cornerstone of my Radley experience: it defined one of my best friendships, it gave me a sense of pride and accomplishment which I didn’t have before, and it gave me something to be good at. Declamations has become the thing I am known for – in September people would ask me whether I had memorised my declamation yet. Kumar S (6.2, F) Victor Ludorum 2024 and 2025

Within the kind of classical liberal education that Radley stands for, Declamations occupies a natural place. It draws together literature, rhetoric and performance, encouraging boys not merely to read texts but to inhabit them. Whether it is Shakespeare’s oratory, the moral urgency of Martin Luther King, or the haunting pathos of a war poem, boys engage closely with language as something living. There is a reason why we say that to memorise something is to learn it ‘by heart’: the things that we memorise are often those about which we care most deeply. The breadth of material is also striking: from Dulce et Decorum Est and The Charge of the Light Brigade, to extracts from Waiting for Godot, to self-written

pieces or even the closing speech from Chaplin’s The Great Dictator. Each year brings both familiarity and something fresh. This year, a member of my Form won the 6.2 competition, with an anonymous piece of spoonerisms that he had found in a drawer in a family holiday home in Scotland! Crucially, every boy from Shells to 6.1s must take part. This ensures that Declamations is not the preserve of the confident few, but something undertaken by the whole community. For some, it is an opportunity to excel publicly; for others, it represents a significant challenge. Yet it is often in this challenge that the greatest value lies. The smaller, supportive context of the Form heats allows even the most nervous boys to have a go, and the

shared effort of preparation (carefully chaperoned by Form Masters) taps into exactly the kind of community that Radley is known for. What do boys gain from it? Certainly there are functional skills: improved memory, greater confidence in public speaking, a more attentive ear for rhythm and tone. But the longer-lasting effects are perhaps subtler. Many will remember, years later, not just the lines they spoke but the experience of mastering something difficult, of standing up and delivering it when they were nervous. Some performances leave a deeper mark

still: this year’s Victor Ludorum, for example, delivered a moving recital of a final letter from the trenches, written by his great-great-uncle before he was killed in action. It was a powerful reminder of how Declamations can connect the personal with the historical in unforgettable ways. In the modern world, where communication is often rapid and distracting, Declamations insists on something slower and more deliberate. It asks boys to attend to words, to shape them, and to share them with others. In doing so, it preserves not only a tradition but a set of habits - intellectual, cultural and personal - that remain profoundly worthwhile.

When I heard my name being called out as this year’s Victor Ludorum, I was in complete shock because I never thought I even stood a chance of winning as the standard was so high. It is a great honour to have won Declamations because of the competition’s history and because of the piece I won with: a letter my great, great uncle had sent to his mother from the trenches saying goodbye to her. Luke S (V, D) Victor Ludorum 2026

tales of the riverbank glimpses of radley rowing across time

adley College would not formally exist for another five days. The thought of even founding the school had only been raised 91 days prior. Nonetheless, on 4th June 1847, the attention of its soon-to-be-Warden, Rev. Robert Singleton, was on rowing. Beneath a sunny sky (local papers from London to Glasgow lauded the day’s weather), he joined Cpt. William Haskoll, the snow-bearded sailor turned Sub-Warden, for a walk beside the Thames.

Along “8 or 9 miles” of scrubby meanders marking the historic Berkshire/Oxfordshire border, the pair searched for a potential location for a College boathouse, but found no suitable candidates. “The river looked smooth and treacherous...” scribbled a concerned Singleton in his diary, having barely speedwalked home before nightfall. “Our boats must be good, honest craft...” he mused. The first Radley rowers would not appear for another two years.

The ‘Evans Boathouse’ at Nuneham Island, c1900

Radley Eights at Nuneham Courtenay, c1900

Henley Royal Regatta, 1938

Radley wins the Ladies’ Challenge Plate at the 1938 Henley Royal Regatta

Conditions around Buckinghamshire’s Dorney Lake on 24th May 2026 could also be described as warm and sunny. Journalist Tom Morgan from Junior Rowing News opted instead for: “A direct portal into hell itself… oppressive… startling sunlight, beating down from on high.” The crowds squinting from the shoreline were undeterred. The Queen Mother’s Cup for Championship Eights is, after all, the prestigious finale in the National Schools Regatta, always pitting an impressive assemblage of schoolboy crews – including, bobbing patiently at the starting line of lane five, Radley College. Rowing stories like these stud Radley’s legacy like jewels in a tiara. On 2nd July 1938, in probably the school’s greatest nautical feat, Boat Captain Gordon Chandler (1934, H) and company outpaced three separate Cambridge University colleges to earn the Ladies’ Challenge Plate at a decisively blustery Henley Royal Regatta. “The wind almost turns the early heats of the Ladies’ Plate into trips on the high seas!” bawled a Pathé Gazette newsreel to cinema-goers nationwide, while written accounts lavishly depicted the drama of the Radley crew’s sprint aside their

Pembroke College competitors, neck and neck until a jolt of motivation across the last 300 yards sped the teenagers ahead by over a length. Less than two years after receiving his Henley trophy oar, RAF Pilot Officer Gordon Chandler was shot down over Holland at the age of 20. The oar today hangs aloft in the Radley Sports Office, memorial to both victory and victor. Due to ruleset adjustments to the Ladies’ Plate, banning the further participation of public schools, Gordon’s feat will remain one of a kind forever. Race-defining bursts of speed are a triedand-true Radley Boat Club speciality. Midway through the 1998 Princess Elizabeth Challenge Cup final, the Radley crew were one and a half lengths down on the US team from St Mary’s Preparatory High School. They would eventually tear through the finish with a half-length advantage, in what the magazine Country Life would declare to be “the bravest performance of the day”. Team GB rower Hugh Matheson, silver medalist of the 1976 Olympics, was also appropriately agog: “Only schoolboys could have won that race. Anybody with any more experience of rowing races would understand

that being that far behind in an Eights race means certain defeat and there is surely no point in trying anymore.” To the loudest cheer of the competition, the Duke of Edinburgh (recently returned from a Scottish tour and donned fashionably in a London Rowing Club tie) presented the Cup to the five 6.2s and four 6.1s – yet, by that year’s Radleian, the College’s ambitions had already turned anticipatory. “Our form peaked in the last 20 strokes of the season,” proclaimed the write-up. “Can we do better than 1998? We will.” A generation later, at 6.38pm, the last race of the 2026 National Schools’ Regatta commenced. “One of the most tightly contested open championship Eights finals we’ve seen in a very long time,” the live commentary insisted, but for the Radley crew, there was no need for the lategame acceleration that had defined previous historical highlights. At the 500-metre mark, the 1000-metre, 1500, their lead was definitive, the vessel scuttling like a pond-skater between Dorney’s still waters and the encroaching glow of evening. The crew would not only claim the Queen Mother’s Cup but set a new course record

of five minutes and 43 seconds, a full five second improvement on the previous. “The way in which they won this final was exemplary,” Junior Rowing News’s Tom Morgan wrote. “Leading from the front and refusing to relinquish ground.” On 6th November 1937, the same academic year as its Ladies’ Challenge Plate success, the College was mentioned in the West Middlesex Gazette travel article ‘Upper Reaches of the Thames’, which coincidentally retraces the same route Singleton and Haskoll took on their ill-fated mission. “There are only eight miles of water between Abingdon and Oxford City, but much to see on the way,” the article read chirpily. “One may often see the boys of Radley College taking rowing practice, calling to mind one of the best known of the smaller public schools on the Berkshire bank.” Rowing has always been a part of Radley identity, visible not only to passers-by and record-keepers, but to the Shells learning basic technique in the Jock Mullard Rowing Tank, or the ORs joining the ever-growing roster of Radleian Olympians. It’s scarcely surprising. Rowing at Radley is, as it has had to be from the beginning, a good, honest craft.

SPORTS ROUND-UP A look back at the success stories of Summer Term 2026.

CRICKET Cricket at Radley has proven more popular than ever – 143 matches played (up from 114 last year), 252 boys involved in competitive matches (up from 214), and a 67% win rate (up from 64%). Radley’s cricketers also produced seven hauls of five or more wickets, and the first Bigside hat trick in a decade by Charlie (V, J) against Tonbridge. The 1st XI, which included representatives from all five year groups, enjoyed a notably successful season with eight wins from 13 games. Will (6.1, J) represented Gloucestershire in the 2nd XI, while Manny (6.2, G) represented Hampshire in the 1st XI, as well as taking England to the finals of the 2026 Under-19 Men’s Cricket World Cup, finishing the tournament as the leading wicket-taker. He has also secured a contract with the Southern Brave team, to appear in The Hundred professional cricket league.

ATHLETICS The Radley College Harriers enjoyed a busy and successful athletics season taking part in 10 fixtures across the Summer Term. Radley took silver in the curtain raiser Radley Relays, before going onto make the final at the prestigious Achilles Relays over the 4 x 400m at Iffley Road in Oxford. The club was comfortably victorious at the Winchester away fixture, and our Seniors placed third at a high standard Harrow meet. Prior to Leave-Away, the club hosted 150 prep school children where our boys officiated and coordinated an athletics event for boys in years 5 and 6. June brought victories for numerous boys at the Oxfordshire County Championships, and bronze medals for our Inters team at the Radley Multi-Events fixture contested by 22 teams. Fixtures provided over 55 boys the opportunity to experience competitive athletics, with many utilising the term for their rugby pre-season preparations. The season culminated in Alex (S, D) representing Oxfordshire at the English Schools Athletics Championships at Birmingham’s Alexander Stadium. He narrowly missed a berth in the final but improved on his 200m PB in the process. Earlier in the season, Alex also broke the 41-year-old Shell 100m record clocking 11.53s.

LAWN TENNIS Radley enjoyed a fantastic season fielding more than 200 players, with 121 playing competitively. Cosmo (R, C) and Matthew (R, C) reached the finals of the U15 Phillips Plate, while George Cadbury Gosling (2021, J) was shortlisted to represent the Independent Schools vs The All England Club, having won the MCS West Midlands Grass Court Tournament. Pekko (R, F) has seen a particularly impressive run, winning the Iceland Open (U14), the Finland Doubles Open (U16), and the Family and OR Tournament. Radley earned worthy wins at the RHWM Tennis tournament and the U15 Oxfordshire League Division 1, with the season culminating in a stellar performance from the U18 squad in the Youll Shield at the ISTA Championships at Eton, in which they were ranked the sixth best school’s tennis team in Britain.

18 BEIJING INTERNSHIP PROGRAMME

PREPARING FOR TOMORROW radley futures and the beijing experience

hat can young people learn from spending two weeks living, working and learning in one of the world’s most dynamic and influential countries? This summer, sixteen pupils from Radley College and Queensbury Academy in Luton travelled to Beijing for a unique two-week internship programme led by Radley Futures and one of China’s largest e-commerce and logistics organisations. For two weeks, pupils worked in the company’s Beijing offices while experiencing life in a culture very different from their own. This was far more than an international visit. It was an opportunity to experience the realities of the modern workplace, engage with one of the world’s most significant economies and develop the confidence, adaptability and perspective

increasingly valued by universities and employers. A particularly important aspect of the programme was the partnership between Radley College and Queensbury Academy. Throughout the internship, pupils from both schools lived, learned and

worked alongside one another, collaborating in mixed teams and sharing experiences both inside and outside the workplace. The partnership reflected a shared belief that young people benefit from working with peers whose experiences and backgrounds differ from their own. By learning together, pupils challenged assumptions, broadened perspectives and formed friendships that extended beyond school boundaries. The internship offered a rare insight into the operation of a major international organisation. Pupils met professionals from across the business, explored different areas of its operations and gained an understanding of the scale and complexity of modern technology, logistics, and global commerce. Crucially, they were not simply observing. Working in teams, pupils developed solutions to authentic business challenges, creating marketing ideas, producing video content and presenting their proposals in a professional environment. Their presentations were made to colleagues and leaders from across Europe and Asia, requiring them to communicate clearly, collaborate effectively, and defend their ideas with confidence. China itself became a powerful classroom. Exploring Beijing, visiting historic landmarks and experiencing daily life offered insights into themes pupils encounter in geography, economics, history and politics. Concepts discussed in the classroom suddenly became tangible and real. Just as importantly, pupils had to navigate the practical realities of living in a different culture. Ordering food from Mandarin-only menus, using translation tools, navigating local transport systems and adapting to unfamiliar customs all required initiative and resilience.

Shared meals, including many pupils’ first experience of Peking duck, became opportunities for discovery and cultural understanding. What initially felt unfamiliar soon became an opportunity to develop independence and confidence. Some of the most valuable learning took place beyond the formal programme. Conversations over meals, travelling across the city, solving practical challenges together and reflecting on the day’s experiences encouraged pupils to become more resourceful, adaptable and self-reliant. There was also a genuine sense of adventure as pupils encountered a different way of life and viewed familiar issues through a broader lens. One pupil described the experience as “lifechanging”, explaining that it had transformed not only their understanding of China and the wider world, but also their confidence in communicating with new people and sharing ideas in unfamiliar settings. Another reflected on returning with a greater appreciation of what can be achieved when young people are trusted to tackle real challenges with real purpose. Experiences such as the Beijing internship sit at the heart of Radley Futures. The aim is not simply to tell pupils about the world beyond school, but to help them engage with it directly. Through carefully developed partnerships, meaningful employer engagement and opportunities for cultural immersion, pupils gain the judgement, perspective and confidence that can only be developed through experience. The Beijing internship is one example of that commitment: helping pupils prepare not only for their next step, but for the lives and careers that lie beyond it.

20 THE ENDURING PLACE OF LIBRARIES

QUIETLY TRANSFORMATIVE

he entrance to Library must rank as one of Radley’s most underrated spots, a glassy cube jutting out at the flank of Covered Passage like a dislodged piece of Lego. Etched into the doors are two captions. The first commemorates its opening on 21st September 1996 (the College’s first dedicated librarian, Clare Sargent, was employed only a year before). The other is a quote dating back to 1848, an extract from then-Warden Robert Singleton’s diary which appears almost comically blasé. It reads, simply: “This room will always be valuable for some purpose or other”. What is the value of libraries? Today they find themselves at a conceptual crossroads – seeking the balance between in-person and online resources, staying competitive and meaningful in a time of AI influence and dominance. This is, of course, all the more reason to fight for them. In 2025, Radley’s Library was rejuvenated with a spread of welcome renovations, from fresh stocks of books to 52 new study desks. To Deputy Head (Academic) Jonathan Porter, it marked nothing short of a new era: “We were able to open up the space and create much better sight lines. In one sense, it’s for the benefit of the librarians observing the boys, but it also improved our view of the lovely stainedglass windows. The height of the space has been improved considerably. Previously it was a lovely school library, but I think now it is a striking, almost undergraduate resource.” The vivid glimmer of Library’s windows (a sextet of Technicolor oblongs resembling books on a shelf) is visible all around Clock Tower, not least from Jonathan’s office window. Discussions about technology in libraries often risk a descent into wishy-washiness. For Jonathan, the answer is simple – in the face of an uncertain future, we must be deliberate: “We must be intentional about the times when we want to be analogue and the times when we want to be digital – rather than allowing the digital to pervade the analogue space unconsciously. Some of the brightest and wealthiest people in the world are paid a lot of money and incentivised very handsomely to impose their digital creations on our attention. That is

deleterious for an adult, it can be hugely distracting for a teenager.” From the comfort of Library, boys are certainly able to access online tools like MASSOLIT (a repository of online videos produced by professors and academics at top universities), but the tangibility of the room remains a priority. “We were quite keen that the chess room retained a particular feeling: Chesterfields, a water cooler, places where boys can settle to read, you know, the latest David McCloskey novel.” Unexpectedly, Jonathan then offers a personal aside: “If you haven’t read David McCloskey, by the way, he’s phenomenal.” Therein lies a library’s greatest asset – not the books but the people beside them, with the passion to spontaneously weave literary recommendations into a Radleian interview. Librarian Amanda Stead and her team show this same spark. “The best teachers have this ability to enthuse about their subject, like it's a precious jewel,” Jonathan explains. “When they're talking to the boys, there is this ‘magical stone’ that they are discussing, and they just want to share it and to talk to others about it. The best librarians are like that with books, and that's definitely something you see with Amanda and the team: ‘Here are these wonderful jewels. This is a treasure trove of gems we want to share with you.’” Maybe it really is as simple as Singleton considered. The people that inspire Radley generations prior and hence – they are the point of Library. As long as they persist, the room will be valuable, always.

22 REVIEW: SHELL PLAY 2026

The Journey

cross two evenings, this year’s Shell Play, The Journey, was a moving and thought-provoking production inspired by the true story of Mez, a young refugee who fled Eritrea in search of safety. Devised by the cast under the direction of Miss Burton, the play touched on themes of friendship, courage, resilience and hope. The opening scenes established Oz’s peaceful village life, introducing a close-knit community where family, friendship and school formed the centre of everyday living. This sense of normality made the arrival of the military all the more shocking, as the audience witnessed the devastating reality of a dictatorship forcing young men into indefinite National Service. The contrast between the warmth of the opening and the fear that followed created an immediate emotional impact and ensured the audience remained engaged throughout. As Oz and his friends embarked on their dangerous journey in search of safety, the production balanced moments of tension with quieter

scenes of reflection. Although the story dealt with difficult subject matter, the cast brilliantly portrayed the boys’ resilience and determination with maturity and authenticity. They made the friendships believable and reminded the audience that these were ordinary teenagers whose lives had been transformed. The production carried even greater significance as Mez himself attended one of the performances (below with Pedro (S, E) who played Oz) and said he was incredibly impressed by the cast’s portrayal of his experiences. Overall, The Journey was a powerful and memorable Shell Play that successfully brought a remarkable true story to the stage. It encouraged the audience to reflect on the experiences of young refugees around the world today. Through committed performances, thoughtful direction and a powerful message, the production showcased the creativity and talent of the Shell cast while reminding audiences of the importance of compassion, resilience and hope. Freddy (6.2, F)

24 MONOLOGUE COMPETITION

The Peter Cook Cup 2026

he Peter Cook Cup honours one of the most accomplished and prolific performers of the 1950s, Peter Cook. Former Pup of C social, he quickly became recognised for his witty sketches within Radley and later for his talent in improvised monologues. The Cup, while it may not be one of the most recognised competitions at Radley, is by far one of the highlights of the Summer Term and academic year as a whole with a huge amount of talent, preparation, practice and thought that visibly goes in to each and every monologue.

leading roles, said; “It is just astonishing how the actors shift from busy school lives, into a monologue, composed and polished as ever.”

The final featured the full range of year groups, from Shells to 6.2s, highlighting the talent throughout the College and the artistic values ingrained deep within the spirit of the boys. As adjudicator, Steve Dineen, a professional actor himself for 30 years in numerous

The winner overall was Lex (6.2, L) whose monologue portrayed a struggling shell-shocked first World War soldier. It was a notably difficult piece, and yet Lex had the technical skill to embody complex emotion and portray hesitation earning him the rightfully deserved Cup. An unmissable evening.

The runner up for juniors was Hugo (V, F) who, with an incredible range of tone and emotion, portrayed Professor Moriarty exceptionally. The runner up for seniors was Finley (6.2, K) who donned a showman’s ensemble to perform a piece from online animated series The Amazing Digital Circus. His extremely playful and engaging portrayal of an insecure AI ringmaster’s megalomania stood out.

Arthur (V, J)

IN OTHER NEWS... Radley College was commended by the Independent School of the Year Awards for Independent Boys’ School of the Year – four Radley School Group schools also received their own accolades at the Awards.

Paddy (6.1, B), Luke (V, D) and Jovan Samuel (2021, J) took part in the Regional Final of the National Youth Monologue Competition in London, with Luke progressing to the Grand Final.

June’s CCF Field Exercise weekend saw record levels of participation from Removes. The Army section took its Bronze DofE expedition across Oxfordshire, the Navy section travelled to Portsmouth, and the RAF section trained in fieldcraft at the Bramley Training Area. Internationally celebrated guitarist Rafael Lloyd Iglesias visited the new Music School to teach boys flamenco, before wowing with a special performance, complete with dancing.

Zach (V, L) and Kai Pullen-Campbell (2021, C) represented Radley in the National Theatre’s New Views festival, following their submissions to the writing competition.

Radleians have enjoyed a myriad of trips, from retracing Joyce’s Ulysses in Dublin, to studying Italian art in Venice, and classical sites and artefacts in Rome, to collecting geographical data on the Devon coast.

Lord Michael Heseltine visited Radley for a special meal with dons and 6.1 boys, followed by a Q&A session chaired by Arthur (6.2, H) and Giles (6.2, K).

58 boys entered the Serpentes Essay Prize, with top prizes awarded to Adrien (6.2, F), for his essay: ‘Since the resurrection of Jesus, what is the most significant event in Christian history?’, and Kaden (6.2, K), for: ‘Is physics the search for simplicity or complexity?’

Oscar (6.2, F) and Freddy (6.2, F) directed a studentled production of The Unreturning in Theatre. “It’s been a fantastic experience,” they reflected. “We’ve learnt how challenging it can be but have had a lot of fun along the way.”

In the 25/26 academic year, Radleians contributed 5,165 Partnership hours to help others in local schools and their community, as well as leading two Music Flood Orchestral Days, a baseball festival for six local schools, and much more.

Ned (6.1, A), Toby (6.1, C), Harry (6.1, J) and Max (6.1, C) reached the summit of Pen y Fan in preparation for the UK Three Peaks Challenge. Braving high temperatures, the boys proudly took the Radley flag to the summit, arriving at 6.40am to spectacular views above the clouds.

Shells stayed at Youlbury Scout Camp, enjoying archery, frisbee golf, climbing, orienteering, ziplining, axe throwing and more before hiking back to the College on the trip’s final day. Internationally celebrated guitarist Rafael Lloyd Iglesias visited the new Music School to teach boys flamenco, before wowing with a special performance, complete with dancing. Six boys achieved the highest score category in the Canadian Chemistry Contest, with Jerome (6.2, E) coming 13th out of nearly 600 global participants. Ethan (6.2, H) placed in the top 0.5% in the Cambridge Chemistry Challenge for Lower Sixth.

Cayden (6.1, A) won the Organ Prize, along with the Godfrey Prize for Organ Playing, as adjudicated by New College’s Director of Music Professor Robert Quinney.

Tom (6.1, G) led the 1st XI bowling attack superbly – a highlight being a matchdefining 5 for 29 against Marlborough in the first half of the season.

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