Alumni magazine_6th Edition_2026

The Old Thomasonian Issue 6 | March 2026

From the Editor

I am delighted to welcome you to the latest edition of The Old Thomasonian and, as always, extend my sincere thanks to everyone who has contributed news, stories and memories for us to share. Enormous thanks too, to Becky Handman (Head of Creative) for her astonishing patience and skill in helping to bring this newsletter together.

In a world where digitalisation is rapidly shaping all that we do, this sixth edition of our alumni magazine explores the theme of technological advancement. Inside, you will find featured articles on the Thomas’s response to Artificial Intelligence, alongside reflections from former pupils and staff on the role technology has (or has not) played in their careers.

It has been a busy year for OT events and we have loved seeing familiar faces and welcoming

those who have joined us for the first time. Whether you attended one of our reunion drinks parties, a farewell event, took part in an alumni panel or joined us at the immensely enjoyable networking event at Bonhams, thank you for coming; it has been a pleasure to welcome you back.

Finally, content for this magazine is driven by OTs of all ages, from across the world. We are always interested to hear your news, big or small. Have you recently graduated, changed jobs, got married, had children, volunteered for a charity or taken a gap year to travel the world? Perhaps you have started a new business? Who knows where a feature in The Old Thomasonian could lead!

Do get in touch (alumni@ thomas-s.co.uk) and, if possible, please include a photo or two to accompany your story.

With best wishes from all at Thomas’s,

Nicola Diggle (Alumni Development TLDS, Editor and Alumni Lead - Battersea) on behalf of the OT Team:

Helen Stewart-Morgan (Alumni Lead – Clapham)

Andrea Street (Alumni Lead – Fulham)

Allie Barnes Wright (Alumni Lead – Kensington)

Message from the Principal

Reflections on alumni connections highlight enduring community, joyful memories and the lasting value of a broad, values led education.

The Thomas’s Approach to AI in Education

A pedagogy-first AI approach supports teachers, safeguards pupils and builds ethical digital literacy.

Alumni Pupil Reflections

Former pupils treasure Thomas’s for its opportunities, inspiring teachers and lifelong lessons.

Former Pupils Come Back to Visit

Past pupils reflect on their time at Thomas’s and how it shaped their journeys.

Farewell to Victoria Road

An emotional farewell to Victoria Road as Thomas’s Kensington begins a new chapter.

WOW Talks

Alumnus, William Depel, shares candid army career insights with Year 11 pupils.

Opening of Thomas’s College

Thomas’s College opens, celebrating a vibrant first term of community, achievement and innovation.

Staff Reflections

Former staff share reflections on memorable moments and the lasting impact of their time at Thomas’s.

Alumni Events

We look back on a busy year of alumni events celebrating reconnection, community and memories shared.

Thomas’s Foundation

Celebrating 20 years of CAIRN: Liz Woodcock explores the lasting impact in rural Nepal.

The OT Community

Spanning the globe: mapping our membership around the world.

Purchase the 50 Years of Thomas’s Book

Our commemorative book 50 Years of Thomas’s is for sale.

Message from the Principal

It has been a pleasure and a privilege to reconnect with former pupils, parents and members of staff at Thomas’s alumni events, most recently at a splendid gathering at Bonhams in March and also at individual school events before that.

Three observations come to mind. First is the realisation that we continue to be a strong and joyful community. For 25 years as a prep school Head, first at Thomas’s Kensington and then at Thomas’s Battersea, I thought I was educating young children. What I failed to appreciate at the time is that we were in fact forging a community which would exist not only during our time together at school, but also for many, many years afterwards. Strengthened by ties of friendship and bound by the memories of shared experiences, the Thomas’s family is one to which we will all, always belong.

Secondly, at these events there has been a great deal of laughter. In part, these are squeals of delight, as long-forgotten memories and half-remembered moments come flooding back to the surface amid snatches of nostalgic conversation. But also, there is the gentle mockery of self-deprecation, as we laugh at

ourselves and at the way we were ‘then’. Particularly as parents, ‘then’, we often held on awfully tight. Small matters took on disproportionate importance, such as our child’s level in the reading scheme, the Maths set in which they really ought to be placed, or their inclusion in the U9 B Netball Team… Now, we have lived a little. In some cases, we have seen our children, our friends, perhaps ourselves come through tremendous challenges with extraordinary resilience and we have reached the realisation that, if our children have reached adulthood with their health and happiness, then that alone is something for which we should be grateful. We have, in short, gained perspective.

Finally, meeting so many former pupils has been extraordinarily affirming. For those of us still involved in the schools, hearing the many and varied career paths that our alumni have taken, seeing them return as kind, confident, capable (oh so capable!) young adults, learning of the many, many ways in which they are giving back to their communities - all of this has been the most tremendous encouragement to continue to offer the kind of education in which we all so passionately believe: one that

champions kindness, community and childhood, provides a breadth of experiences which will develop into lifelong passions and equips our pupils with self-knowledge, inner strength and intellectual curiosity.

This commitment to a kind, broad and creative education seems as important and relevant today as it has ever been. One of the great harms of the UK independent system of high-stakes senior school entrance exams at the age of 10 or 11 is that it encourages a shorthand amongst anxious parents of very young children which divides schools and pupils into being either ‘academic’ or ‘not academic’. Schools which prepare their pupils endlessly towards the test are deemed to be ‘academic’, while schools which place an equal emphasis on creative and performing arts, sport and outdoor education can be talked down as being ‘not academic’.

Yet many of these same parents are also selecting graduates to join them in the workplace. As our Thomas’s alumni prove, the graduates who are selected not only have the grades, but are also able to speak in public with confidence, to collaborate with others with kindness, to bring creative and imaginative ideas to real

world problems and to do so with curiosity, compassion and integrity. These are all skills and attributes that they learned through a broad and creative curriculum.

In other words, it is never a case of ‘either/or’, either ‘academic’ or ‘not academic’. The next decade will see AI transform the workplace as never before. As machine learning advances at an ever-increasing pace, eats our jobs and challenges our normal, the attributes that make us uniquely human will take on more importance than ever before. To provide the strongest foundations, the best, education must therefore strive to be ‘both/and’, ensuring that pupils leave school not only with outstanding academic outcomes, but also with the confidence, character and adaptability to succeed in the world.

All of this we have tried to capture in the new version of our vision and values, which is set out below. It is hard, though, to explain to the parents of very young children that this is the education their children need most, when it will be at least another 20 years before they fully realise why. Perhaps we should simply invite them to the next gathering of Thomas’s alumni. Then, without doubt, they will understand.

VISION

Our vision is that every Thomas’s pupil flourishes as a compassionate contributor to society and a courageous shaper of the future.

To realise this vision, we:

• Champion kindness, community and childhood

• Provide a breadth of experiences that develop lifelong passions

• Equip young people with selfknowledge, inner strength and intellectual curiosity

Together, these commitments create the Thomas’s culture of joyful excellence, in which our pupils achieve outstanding academic outcomes and the confidence, character and adaptability to succeed in the world.

Ben Thomas Principal and CEO

The Thomas’s Approach to AI in Education

At Thomas’s, we have always balanced tradition with a forward-thinking approach. In a world increasingly shaped by technology, the emergence of Artificial Intelligence (AI) presents both new opportunities and complex challenges. We are approaching this with a careful and considered mindset, focusing on how AI can be implemented thoughtfully and effectively to support our teachers and enrich student learning.

We have taken a deliberate, pedagogy-first approach to AI. It is currently used as a productivity tool for our teachers and where appropriate, in teacher-led activities designed to spark creativity and enhance learning. This ensures that teachers are supported, while our students continue to learn in a safe and age-appropriate environment. The result is a strategy that prioritises high-quality teaching, strong digital citizenship and the safeguarding of every learner.

A TOOL TO ENHANCE TEACHING

AI is influencing every sector, from healthcare and law to finance and the creative industries. At Thomas’s, we recognise the importance of understanding its impact. We believe students should encounter emerging technologies gradually and critically, with a strong sense of digital citizenship at the core.

Our digital education therefore, focuses on online safety, critical thinking, creativity and responsible digital citizenship. We aim to develop the core skills a Thomas’s student needs to thrive safely and ethically in a technology-rich world. For teachers, AI is already proving to be a valuable resource. Used responsibly, it can support lesson planning, resource creation and the reduction of administrative workload. These efficiencies ensure their focus remains on creating inspiring lessons, providing personalised feedback and fostering the classroom interactions that spark our students’ curiosity.

OUR PEDAGOGY-FIRST APPROACH

At Thomas’s, teaching and learning come first; technology plays a supporting role. We have resisted the temptation to adopt new AI tools extensively. Instead, we pilot resources with care, evaluate their impact and embed only those that show genuine benefits for our pedagogical aims, with full agreement from the Education Board.

In practice, this means AI is used to enhance teacher-led activities. In an English lesson, for example, students might write their own character descriptions, which the teacher then uses an AI image generator to help illustrate. The class can then compare the images with their writing, discuss how effectively their words conveyed the intended character and refine their descriptive language. In History, a teacher might use AI to produce an age-appropriate draft summary of an event (which they first check for accuracy), then critique it with the class to model fact-checking and encourage critical thinking. At Thomas’s, AI remains firmly in the

teacher’s hands, serving as a tool to enrich teaching, not replace it.

SAFEGUARDING AND ETHICAL GUIDELINES

Our approach is underpinned by a robust safeguarding and digital citizenship framework. We are acutely aware of the risks associated with AI, including data security, bias and misinformation. For this reason, only trained teachers use approved AI tools and their use is guided clearly by our AI policies and Thomas’s guidelines.

Our next step is to involve parents more deeply in this conversation. Through workshops and information in our weekly newsletters, we will help families understand our approach. We aim to be transparent, reassuring parents that their children are not experimenting with unregulated technologies, but are instead benefitting from the thoughtful and indirect application of AI by their teachers.

BUILDING TEACHER CONFIDENCE AND EXPERTISE

As part of our digital strategy, we have established a group of Digital Champions, teachers from across our schools who receive training and support. In my role as Head of Education Innovation, I will be coaching them and our year group teams in the effective use of digital tools, including AI.

We provide regular professional development focused on our pedagogy-first approach, AI awareness and online safety. The emphasis is not on replacing teacher judgment but on equipping our teachers to make informed, critical choices about when and how technology can support their teaching.

DEVELOPING AI LITERACY IN STUDENTS

Although students do not use AI tools directly, they are central to our approach. Our existing curriculum already includes age-appropriate discussions about algorithms, online ethics and misinformation. Over the next year, we will develop this further into a formal AI literacy curriculum, ensuring a progressive pathway for students to understand how this technology is shaping the world.

For instance, a teacher might present an AI-generated news summary and ask students to critique it, posing questions like “What information might be missing?”, “Could there be bias here?” and “How would you check these facts?”. In this way, students develop a critical lens, learning to question technology thoughtfully. Our aim is for our students to be equipped to enter higher education and the workplace with the ability to use such tools thoughtfully when the time is right and in a safe and responsible manner.

AN EVOLVING STRATEGY

Our approach to digital learning is not static. As new tools emerge, we will continue to evaluate them through a reflective process, asking critical questions for example, Does it enhance teaching and learning? Does it align with our pedagogical values? Is it safe, ethical and ageappropriate?

What remains constant is our commitment to a student-centred approach, where technology supports but never overshadows the relationship between teacher and student. Pedagogy comes first at Thomas’s with technology blended into our teaching and learning approach.

CONCLUSION: INNOVATION GUIDED BY OUR CORE VALUES

For our alumni, the conversation around AI may feel like a new chapter in the school’s story. Yet, the principles guiding our approach are the same ones that have always defined a Thomas’s education: kindness, academic excellence, care for the individual and robust preparation for the world beyond our classrooms.

By focusing on teachers’ use of AI and embedding it in carefully designed teacher-led activities, we protect our students while ensuring they benefit from the highest quality of teaching. At the same time, we are equipping them with the critical

thinking skills they need to face the future with confidence. AI is not about replacing our teachers; it is about empowering them, ensuring that a Thomas’s education remains rooted in human connection, creativity and thoughtful enquiry.

Pupil Reflections

James Campbell

THOMAS’S BATTERSEA CLASS OF 2006

Who knows where AI will take us? In this technological edition of our newsletter, it is fascinating to hear from an alumnus who is not only an entrepreneur but also someone working at the forefront of the latest technology platforms. James describes his time at Thomas’s as a “happy blur”, yet also as a place that instilled in him the importance of creativity and kindness. In today’s fast-moving world, which can be challenging for young graduates, he offers sound advice for our current pupils - while extolling the virtues of skipping Rugby training in favour of extra Chinese lessons instead!

A DAY IN THE LIFE OF JAMES CAMPBELL...

I joined Thomas’s Battersea in Year 1 in 1998, leaving at the end of Year 8 in 2006. My memories of Thomas’s are a happy blur – school trips to Ludlow and Corfe Castle, the late Queen’s Golden Jubilee celebrations in the playground, various musicals and plays presided over by Mr Luke, Art in Mr Jordan’s airy perch and cold afternoons playing sports at Barn Elms. I’m told there were lessons too…

Thomas’s focus on creativity and kindness have stood me in good stead in career and life. A combination of the two gets the best out of everybody.”

I went on to board at Eton College then Oxford University, where I studied Chinese and spent a year studying abroad in Beijing.

I am now an entrepreneur. I started my first company with a university course mate in 2014. TONG is a boutique marketing and branding agency that has represented a crosssection of iconic British brands from

fashion, heritage and luxury to sport, helping brands like Chelsea Football Club and Fortnum & Mason advertise and communicate to Chinese consumers.

More recently in 2022, I started and raised venture capital funding for a second company, YASO. It is a technology platform to make it easy for brands to sell European beauty products via social commerce (think opening TikTok shops) in China. We pick up stock from our brands’ factories, ship it to China, store it in our warehouses and then send it on to customers anywhere in China. Our work touches payments, logistics, tax, store and product updates. I lead on our product – the technology platform we are building – and our engineering team.

A typical day for me starts with video calls from around 7am. I speak to our team in Shanghai and we work through any urgent questions. This can be about a new feature we want to launch, a platform we want to integrate into our system or any urgent technical issues. I typically then speak to suppliers, customers or other team members in Shanghai or Asia until about midday.

My focus then switches to our European team. I spend the rest of my day on long-term planning, recruiting and interviewing potential new starters. I pick up my son from nursery just before six and we walk

home together. It is a great way to leave the stresses of the day behind.

Thomas’s focus on creativity and kindness have stood me in good stead in career and life. I have found that a combination of the two gets the best out of everyone, whatever the unexpected or stressful situation.

My advice to current or recent pupils is: Don’t worry if you don’t know what to do in life. I still haven’t worked it out. Try to be as open as possible to new people, ideas and experiences. Try everything once, take any opportunities you see and if you find something you like, stick with it. The worst that can happen is that you’ll find out what you don’t like, which is no bad thing.

I jumped at co-curricular Chinese lessons to avoid rugby aged 16, which has turned out to be one of the most impactful decisions of my life. It has meant a lifelong interest, friendships, opportunities to travel and a nascent career.

I came back to Thomas’s for the first time since leaving for our 20-year reunion. What really struck me was how much and how little had changed. There are new buildings and some new teachers but the same wonderful ethos and feeling of warmth still draws things together. As a parent now myself I realise just how special that is.

Georgia Velasco

THOMAS’S CLAPHAM CLASS OF 2014

From Reception pupil to PE teacher, Georgia has come full circle. The values instilled in her at Thomas’s, together with the friendships she made and the sporting opportunities she enjoyed, shaped Georgia’s journey through her senior school and university years, inspiring a career in education. Returning to Thomas’s as a teacher, she reflects on the inspiration she has taken from her mother (the infamous Mrs V!) and on how she is now helping the next generation of Thomas’s pupils to grow in confidence, resilience and ability.

A DAY IN THE LIFE OF GEORGIA VELASCO...

My journey with Thomas’s began in Reception at Thomas’s Clapham and continued all the way through to Year 8. Spending those formative years in one school meant that Thomas’s became more than just a place of education for me; it became a community that shaped many of my values, interests and ultimately my career path.

Thomas’s became more than just a place of education for me; it became a community that shaped many of my values, interests and ultimately my career path.”

After leaving Thomas’s, I went on to attend Woldingham School with a sports scholarship. Sport had always been a huge part of my life during my time at prep school, so continuing that passion at senior school felt like a natural step. At Woldingham, I was able to develop both competitively and personally through sport, building the confidence and discipline that have stayed with me ever since.

From there, I moved on to St Mary’s University to study Sports Psychology. I had always been fascinated not just by the physical side of sport but also by the mindset behind performance and by how motivation, resilience, teamwork and confidence play such a significant role in success both on and off the field.

After finishing my degree, an opportunity arose that felt incredibly special: returning to Thomas’s Clapham as a gap student. Coming back to the school where I had spent so many years as a pupil was a unique experience. Suddenly I was seeing the school from a completely different perspective. Being part of the staff and supporting the pupils gave me my first real insight into teaching and the impact teachers can have on young people.

That term proved to be a turning point. It confirmed that education and particularly teaching sport was the direction I wanted to pursue. Following that experience, I took on a PE Teaching Graduate role which further developed my interest in teaching and working with young people. This path eventually brought me back to St Mary’s University to complete my PGCE in Physical Education and I am currently continuing my studies there with a Master’s in Education.

My journey has almost come full circle. I currently work as a PE teacher at Thomas’s. While I’m not based at Clapham, being part of the

Thomas’s community again feels incredibly special. The values, ethos and atmosphere remain just as I remember them, but now I have the privilege of being the person helping to deliver those experiences to the next generation of pupils.

A typical day begins early, preparing equipment and planning lessons before the pupils arrive. Once the day starts, it is a busy mix of practical lessons and encouraging pupils to try new activities and develop their confidence in sport. One of the things I love most about teaching PE is seeing pupils grow not just in their sporting ability but also in teamwork, resilience and enjoyment.

Looking back, my time at Thomas’s had a huge influence on the path I chose. Having experienced the school as a pupil, I always knew it was the kind of environment I would love to work in one day. The kindness, enthusiasm and sense of enjoyment that runs through the school community are something quite unique. Those values made such an impression on me growing up that returning as a teacher felt like the perfect fit.

Co-curricular opportunities, particularly in sport, played a huge role in building my confidence and interests. Some of my most memorable experiences were the sporting trips and tours organised by the school. These trips were about much more than competition; they allowed us to travel, meet new

people, and represent our school as a team. One memory that particularly stands out is the sports tour to South Africa, where we played hockey and experienced an unforgettable trip abroad with friends.

Another major influence on my career path was my mum, who was also my PE teacher and has been at Thomas’s for 32 years. Growing up, I was able to see first-hand the positive impact she had on pupils. Watching her dedication to both teaching and the school community showed me that Thomas’s is far more than just a workplace; it is a place where strong relationships are built and where people genuinely care about each other’s growth and wellbeing.

Seeing that commitment over so many years reinforced my own desire to follow a similar path. It showed me that teaching can be both incredibly rewarding and meaningful.

When I reflect on my time at Thomas’s, it is the people, education and experiences that stand out most. From supportive teachers to lifelong friendships and unforgettable sports tours, those early years helped shape me. Being able to return now as a teacher feels like a full-circle moment, and it is a privilege to help create the same positive experiences for pupils that once inspired me.

Maxim Botbol

THOMAS’S FULHAM CLASS OF 2016

Maxim’s journey began at Thomas’s Fulham and continued at Thomas’s Clapham, before he progressed to St Paul’s School at the end of Year 8. Inspired by his French heritage, Maxim later chose to study in Paris, embracing the opportunity to immerse himself fully in French culture and language. He looks back on his time at Thomas’s with great appreciation, recognising the school’s vital role in shaping not only his academic path, but also the resilience, confidence and interpersonal skills that continue to serve him so well.

“I’m also thankful to Thomas’s Fulham for building social skills and soft skills generally. You don’t realise it at the time, but the experience of standing up on stage really puts you in a good place for when you’re older and public speaking becomes a prerequisite for doing well.”

A DAY IN THE LIFE OF MAXIM BOTBOL...

In September 2012, I joined Thomas’ Fulham as a Year 3 pupil. After 4 years, I continued my Thomas’s journey at Thomas’ Clapham where I stayed until June 2018.

After Thomas’s, I went to St Paul’s School. It was here where my passion for tennis continued on from Thomas’s and I started to play basketball. Upon my completion of St Paul’s I was fairly committed to pursuing my interests in STEM, something that was initially born at Thomas’s.

After spending many years in the English educational system, I wanted to experience a French education and decided to move to Paris. Currently, I’m in my third and final year at École Polytechnique, doing a BSc in Maths and Physics. The French system is very different from the UK. It is enjoyable and rewarding, but almost entirely

academically driven. Obviously, enjoying Paris is fantastic too and it has been a wonderful opportunity to reintegrate myself into French culture, that of my dad’s side of the family, after so many years in the UK. University has also been an opportunity to conduct research, something I immediately fell in love with. My current plans for next year however are to return to the UK and pursue a Master’s in Theoretical Physics. Sports-wise, when I have time I play basketball in the local region of Essone, however I play basketball and tennis more seriously in the holidays.

Thomas’s helped me significantly with my confidence and with being prepared to put my hand to anything – such as trying any sport or simply getting up on stage. I really enjoyed the teachers at Thomas’s and the friends I made, so I would say that laying the foundation of self-confidence was by far the most significant part of my Thomas’s experience and what I am most thankful for. Thomas’s helped form the bedrock of my social and personal skills.

My favourite moment at Thomas’s was lunchtime in the playground –playing tag or “it” on the climbing frames. It was also extremely fun playing tennis and basketball and I have wonderful memories of that. With the benefit of hindsight, even school assembly was fun! Events such as Sports Day and PGL trips were brilliant too – a lot of mischief, but I won’t mention any of that here! For me, the foundation of Thomas’s really lay in the incredible co-curricular experiences that I had.

Looking back, I can see that I had some great mentors at Thomas’s Fulham. The confidence that Miss Wiley gave me when I first started at the school was huge and I have wonderful memories of her helping me settle in. She was instrumental in helping me to grow some selfconfidence. In Year 6, Miss Dudgeon was also an amazing teacher and boosted my confidence and helped me prepare for St Paul’s. I also have to mention Mr Evans, who got me into St Paul’s – he was amazing.

I’m also thankful to Thomas’s Fulham for building social skills and soft skills generally. You don’t realise it at the time, but the experience of standing up on stage really puts you in a good place for when you’re older and public speaking becomes a prerequisite for doing well. It’s definitely something I noticed when I went to Europe to continue my studies. Other soft skills, like having proper manners and knowing how to interact with your peers and with your seniors, are also things I’ve realised Thomas’ provides you with.

I’m still very much in touch with some of the boys in my year and intend to stay in touch with them. We still organise catch ups; opportunities to reminisce on the incredible Thomas’ journey we embarked on.

Enjoy the small things, like the playground and your friends – it goes so fast. Make the most of the fun, the activities outside the classroom and the people.

Lara Khan

THOMAS’S KENSINGTON CLASS OF 1997

Lara arrived in Reception at Thomas’s Kensington in 1990 and there she remained until the end of Year 6 when she moved on to Godolphin and Latymer. She has had an adventurous life living here and in the Middle East and has now come full circle with her own children currently attending Thomas’s Kensington. Lara reflects fondly on her time at the school, on the friends that she made and the lasting impact of a Thomas’s education.

“Looking back, Thomas’s was the happiest start I could have had. It was also where I discovered a love for music and I played the flute most of my years there, reaching Grade 8 in secondary school.”

A DAY IN THE LIFE OF LARA KHAN...

My school years began at Thomas’s Kensington, when I joined Reception in 1990 and I stayed right through to the end of Year 6. After leaving in 1997, I moved on to Godolphin & Latymer, then Queen’s Gate, before heading to university at Central Saint Martins where I graduated with a degree in History of Art.

My first job after university was teaching Art and English at Parayhouse, a special education school, which has since moved. Coincidentally the site is now home to Thomas’s Fulham!

After a few years of teaching, life took an unexpected turn when I got married and moved to Jeddah, Saudi Arabia.

What started as a short-term move, turned into eleven years and it really was an incredible adventure.

Although I’m Iraqi, I had never actually lived in the Middle East before, so it was a completely new experience. I loved getting to know the culture through the history, traditions and warmth of the people. We lived by the beach and the Red Sea is absolutely breathtaking! It was so exciting to be living in Saudi at the start of so many cultural and legal reforms that are continuing today.

Eventually we returned to London and, in a full-circle twist, both of my children are now at Thomas’s Kensington! Walking through the Cottesmore Gardens door as a now parent has been surreal and incredible. These days, mornings are usually a scramble to get the kids out of the door and despite living down the road, we always seem to arrive just as the doors are closing!

I’m preparing to start a degree in Chinese Medicine, which has long been a passion of mine. I’ve always loved its basic principles, especially the idea of living in tune with the seasons and the natural rhythms around us: the idea that our health is linked to balance, both in ourselves and with the world around us, has always made so much sense to me.

I’ve also been drawn to it on a more personal level, as herbs and acupuncture were some of the only things that ever helped with my eczema and allergies when I was younger. My children aren’t quite as convinced and have made me promise to never go near them with needles.

Looking back, Thomas’s was the happiest start I could have had. It was also where I discovered a love for music and I played the flute most of my years there, reaching Grade 8 in secondary school.

I’ve recently picked it up again with weekly lessons, which has been such a joy.

Of course there are memories that never fade, like our Year 6 production of Bugsy Malone. Getting covered in whipped cream from the splurge guns was the perfect send off.

Most importantly, Thomas’s has given me friendships that have lasted a lifetime and it has instilled in me the idea that happiness really is the foundation of success.

One of the nicest surprises has been discovering that my daughter now has Mrs Barnes-Wright as her Year 5 English teacher, as she was also my (favourite) teacher in Year 5!

It’s been wonderful to see how the school continues to thrive and grow, and I feel very lucky that my children get to make their own memories at Thomas’s, just as I did.

Thomas’s Battersea Alumni Panel Former Pupils Come Back to Visit

After the success of last year’s inaugural Pupil Panel Event, we were delighted to welcome ten former pupils (from Alumni Section 35) who had all just finished their first year at university or were coming to the end of a Gap Year, back to the school to talk to our Year 8 leavers. We had a good mix of representatives from single sex and co-educational schools and from day and boarding schools.

We invited them to join us in the Great Hall for a ‘chat show’ style discussion, skillfully led by Ben Thomas and Emily Jenkin (Head of Upper School) and our alumni guests appeared relaxed and at ease as they chatted with enthusiasm and good humour about their lives since Thomas’s. It was thrilling to find out what paths they had chosen to follow; they spoke with insight, openness and wisdom beyond their years.

Topics covered during the panel event were wide ranging and the audience also had the opportunity to ask their own questions, either publicly or privately, during a mingling session with the guest speakers towards the end. Here are some of the pearls of advice imparted by our former pupils:

• Remember to take a pinboard for all your photos and a pack of cards as an ice breaker.

• Throw yourself into every activity on offer – don’t specialise too early and try everything, particularly those things you have never done before – give them a go, your interests may completely change.

• Manage and adjust your expectations e.g. you may be in all the A Teams at Thomas’s but don’t be alarmed if you are in the Bs or Cs at your new school as the pool is likely to be much bigger.

• Meet and chat to as many different people as you can.

• Take your time with friendships and be yourself, don’t change who you are, just to fit in.

• Don’t worry if you slip up at some point – everybody does it, at least once – it is how you move on that counts.

• Peer pressure – stand your ground and don’t be afraid to say that you don’t want to do something.

• Don’t spend too much time looking down at your phone – look up or you will miss the opportunity to meet new friends. I could not have been more grateful for the restrictive phone policy at my senior school, it made me go out and do things, meet new people and have fun.

• Try to keep off social media, it feeds your insecurities and it is not always easy to work out what is real and what is not.

• Get to lunch early - if there is a rugby or rowing team coming in, there will be nothing left!

• Keep your tuck box well stockedvery handy for when lunch is ropey!

• You will be lucky enough to come into contact with many brilliant teachers who are excited about their subject and invested in your success. Use them, ask for advice and support when you need itthey will be impressed that you have done so.

• You will be presented with a huge range of opportunities. Get involved, embrace them and try everything - you are unlikely to be presented with such a range, ever again.

• Be interesting but also be interested in other people too.

• Keep in touch with your old friends and remember to join Thomas’s Alumni before you go!

Following the ‘chat show’ the panel thoroughly enjoyed a tour of the school, visiting their favourite classrooms, meeting up with old teachers and taking a trip down memory lane in the outside kitchen and Reception classrooms. ‘Trikes and Bikes’ were clearly a carousel favourite!

Lunch in the Dining Room followed, with members of staff who taught them when they were at the school; old friendships were rekindled and plans made. In fact, it was difficult to get the group to leave but by mid afternoon, the suggestion of a drink at the local pub, to carry on their reminiscing, seemed to do the trick!

The Alumni Panel is fast becoming a highlight of the alumni calendar and we will certainly be repeating it with Alumni Section 36, this summer.

Pass the Baton

As well as hosting our Alumni Panel, we were delighted, on the penultimate day of term, to welcome back our Head Boy and Head Girl from 25 years ago. Their task? To join us for Final Assembly so that they could reflect on what they have been up to in the last quarter of a century, share some memories of their time as Heads of School and then pass the baton on to the newly appointed Head Boy and Girl for the next academic year.

Louisa remembered that ‘Reach for the Stars’ (S Club 7) was the song of the moment and encouraged the current pupils to sparkle and be brilliant and to ‘be you and true to who you are’. She also reminded us of the importance of kindness and how we make others feel, something that will always have the most lasting impact on a person.

Charlie had been tempted to use ChatGPT to help him to formulate his words but decided against it, knowing that the message he wanted to convey was that the best things in life never come easy and that the harder you work, the luckier you become. Charlie went on to reflect on Tim Minchin’s life lessons and his favourite: “define yourself by what you love”. He encouraged us to define ourselves around positivity and things that we love. He said that deeper friendships, stronger relationships and longer-lasting enjoyment can be found in bonding over things that you love, rather than oppose. Be ‘yes people’ (be pro-stuff, not just anti-stuff) and you will be amazed at how much further that will take you. Wise counsel indeed.

Nicola Diggle

Alumni

Development TLDS and Alumni Lead for Battersea

Thomas’s Clapham Alumni Panel

In June 2025 we held our first Alumni Panel and what a huge success it was. Ten former Thomas’s Clapham pupils returned to give their advice and top tips to Year 8 pupils about how best to navigate the next stage of education. They themselves had been to a mix of day and boarding schools, single sex and co-educational; some had left at Year 6 and others at the end of Year 8. The majority of them hadn’t stepped inside the building since the day they left and it was so good to have them back.

After a coffee and catch up in the Library with members of staff, the alumni went on a tour of the school. Hilarious memories were shared

as they walked into old classrooms and bumped into familiar teachers! There was delight when they realised so much had stayed the same but excitement too when they saw all the new developments.

It was then time for the alumni to gather with Year 8 and talk to them about their experiences of life after Thomas’s and going to senior school. Each of the panellists spoke a little about their education journey and what advice they had and then Year 8 were given the opportunity to ask any questions. Topics of conversation varied from managing workload, advice for the first three weeks of starting a new school, how to choose your GCSEs, developing new

friendships and how to cope with the pressures of social media. It was an enthralling hour of conversation; our alumni offered so much fantastic advice and Year 8 lapped it up.

Thank you so much to the alumni for giving up their time and helping our Year 8 pupils with their transition to their senior schools; we very much hope that this will now become an annual event.

Helen Stewart-Morgan Alumni Lead, Thomas’s Clapham

Alumni Guest Speakers at Fulham’s Year 6 Farewell Event

It was a great honour to have alumnae Rosie Blackburn (Class of 2011) and Emily Wallace (Class of 2011) back to speak at our Year 6 Farewell event. Rosie and Emily started at Thomas’s in the 2004 Reception cohort – 21 years ago. Rosie also came back to do a term as a gap year student when she finished senior school.

Both girls shared with our Year 6 leavers the memories of their time at Thomas’s and tips they had for the pupils moving to new schools. Emily regaled us with her acting career and all the things she owed to her time at Thomas’s and the drama she did here. Alongside her less fond

memories of cross country, and the lengths she would go to, to avoid it. Rosie spoke about the strength of the friendships she made and how they have enhanced her life, even when separated by the geography of different schools.

Year 6 Drama Prefects, Arlo and Martha, challenged the alumnae with some searching questions such as: If you could go back in time and give your 11-year-old self one piece of advice, what would it be? and Is there something you used to worry about in Year 6 that turned out not to matter as much as you thought? or what’s something you’ve tried or achieved since leaving that you never

imagined you could do? And finally, what does ‘success’ mean to you now – and has that changed since you were 11? They had some brilliant answers and advice for our leavers and indeed for all our pupils.

It is always a huge privilege for us to welcome back former pupils and hear how these early years have shaped the trajectory of their life. We hope the Year 6 Leavers found their perspective useful and we look forward to maybe welcoming one of them back to speak to a future leaving cohort.

Andrea Street Alumni Lead, Thomas’s

Fulham

Farewell to Victoria Road

As Thomas’s Kensington prepared to move to their grand new home on St Alban’s Grove, there were understandably mixed emotions last April when pupils, parents and staff – both past and present – gathered together to bid a fond farewell to Victoria Road.

After 34 years, it was a sad goodbye but former pupils reflected on their time at the school and enjoyed sharing memories of favourite times and things they got up to!

While Victoria Road will always hold a special place in the hearts of those who were part of its journey, the move marks the beginning of new opportunities, new memories and an exciting new chapter for Thomas’s Kensington.

Allie Barnes-Wright Alumni Lead, Thomas’s Kensington

Thomas’s Kensington Alumni Podcast

Allie Barnes-Wright recently put her natural hosting skills into practice when she presented her first Thomas’s Alumni podcast. Four former pupils from different eras took time to join Allie on a trip of nostalgia. From their very first memories of the school to the biggest differences between then and now, the alumni shared reflections, laughter and stories from their school days. They also spoke about the teachers who inspired them most and the friendships that have stood the test of time. To round things off, each guest revealed the first words that come to mind when they think of their Thomas’s experience – with some heartwarming and memorable responses.

Whilst the buildings are what we have all had in common, it is the relationships that we have forged over so many years that make Thomas’s what it is.”

Ben Thomas Principal and CEO

WOW Talks - Thomas’s Putney Vale

William Depel

THOMAS’S BATTERSEA CLASS OF 2011

Mr Waters was delighted to welcome William Depel (Battersea, Class of 2011) to Putney Vale last Spring, to deliver a ‘World of Work’ talk to Year 11 pupils.

William joined Battersea in Reception and remained until the end of Year 8, before moving on to Hampton School. He later studied Anthropology at Durham University, followed by a gap year and a place at London Waterloo Law School. However, William ultimately chose to pursue a career in the Army, beginning his officer training at the Royal Military Academy Sandhurst.

William delivered a thoughtful and refreshingly candid account of life in the army, offering a balanced perspective on both the rewards and the challenges of a military career.

There is nothing more powerful than alumni returning to speak with current pupils about their time at Thomas’s and the varied paths their journeys have taken since. We are always delighted to hear from former pupils who would be willing to share their experiences, so please do get in touch if you would like to inspire the next generation.

Opening of Thomas’s College

Months of careful planning, sympathetic restoration and thoughtful design culminated in a landmark moment at the start of September, when Thomas’s College proudly opened its doors to welcome its very first cohort of pupils. In this article, Founding Master, Will Le Fleming reflects on this new and exciting chapter in the story of Thomas’s London Day Schools and shares his favourite highlights of a busy first term.

Thursday 4 September 2025 marked the first day that our wonderful cohort of young people illuminated our amazing campus and started to bring Thomas’s College to life. Students strode across our threshold with confidence and verve. It was such a pleasure to see the start of an easy, warm and respectful atmosphere between staff and students and to see laughter and fun as they completed treasure hunts and activities and got underway with their first lessons.

At our first assembly we spoke of the excitement of a brand new physical environment and how the next stage was to make this spectacular site our home. I shared with students our four goals: to set kindness as our touchstone

and our foundation; to develop the qualities of which those close to us would be most proud; to learn to be confidently ourselves in the world; and to live with hope and belief in the future. We welcomed two very special guests in David and Joanna Thomas, on whose vision of kindness, breadth of experience and academic excellence our new College is founded.

In our first full week we held two Campus Explorer events. It was delightful and moving to see this lovely school full of families and to witness students showing their parents and relatives around with such enthusiasm and pride. We were particularly pleased to welcome families to our newest facilities, from gym to dance studio and to Wesley,

our wonderful boarding house. We were determined to send as many students off on road trips as we possibly could, to help build a sense of community and give them shared memories to start the year. We arranged a woodland exploration for the Fourth Form, a city break for the Middle Sixth taking on work experience, universities and the theatre and a week in the Alps for the Lower Fifth.

We held our first ever Open Days at Thomas's College, which were booked to the rafters, with hundreds more coming to our Sixth Form event. The events were such a heartening testament to the interest in and excitement about what we are building together.

In our first half term we won our first national trophy, in boys’ U12 football; hundreds of students competed against schools including Latymer, St Paul’s, Tormead, City of London Freeman, Alleyn’s, Royal Russell, St Benedict’s and Tiffin; and we got 22 weekly sports clubs up and running, as part of a programme of over 60 clubs each week. Seeing all the intermeshing parts come together is a reminder of the wonderful diversity and complexity of the living organism that is a school community. From frisbees soaring across the Lawn to quiet games of chess in the Library – and the ergos in full operation downstairs – there should be something for everyone.

Our unique qualification to complement public exams, the TQ, has been recognised by UCAS. In each classroom we seek to make good on our promise: to stretch the most brilliant young minds while providing for a diversity of creative and academic intelligence that injects air into the learning environment and allows young people with differing talents to flourish.

We started a new tradition: Thank You Thursdays. Nominated students come to my study, where I am serving behind the hot chocolate bar, so that I can say thank you to them for their contribution to the

community, and can ask them how we can continue to improve. This has been joined by Feedback Fridays, where I have lunch with a group of students and ask them the same question. What do you love? What’s going well? And how can we make it better?

We welcomed families from Thomas’s Prep Schools in Years 4 and 5 to launch our new initiative: the Early Decision Pathway. This gives those families within the Thomas’s community who wish to commit to the College and avoid the regular 11+/13+ system a chance to go through a light-touch and child-centred admissions process in Year 5. This reflects our commitment to families within the Thomas’s community, while retaining the principle of a fair admissions process for all.

The final days of our first ever term were utterly joyous and utterly Christmassy, with highlights including the impromptu singalong at Christmas lunch on Christmas Jumper Day; the wonderful and delightful Lower Fourth pantomime; and the captivating Carol Services, where the outstanding music from the choir moved many of the congregation to tears - mentioning no names, and of course not my own…

We are so excited to be planning our next phase of recruitment as we begin the New Year. We welcomed hundreds of students to the College for our interview day: the final stage before making our offers for later this year or Year 9 in 2028. Seeing so many cheerful, curious and eager candidates around our school was a delight. Their arrival means that we will be growing next year across most teams and welcoming colleagues who are drawn, like students, to the excitement of a new project and to our commitment to doing things better – providing the best of traditional education with radical innovation, based on kindness and the happiness of young people, that will see students thrive in the changing world that lies ahead of them.

Will le Fleming Master Thomas’s College

Staff Reflections

Malcolm Hall

THOMAS’S BATTERSEA

1986 TO 2020

This year marks the 55th year of Thomas’s. For 34 of those, an exceptionally tall, imposing and yet surprisingly gentle Welsh man, stood as one of its constants. Through changes in direction, new sites and buildings, new faces, evolving expectations and two concerts at the Royal Albert Hall to mastermind, Mal remained calm in approach, pragmatic in judgement and unmatched in his attention to detail. His dry, razor-sharp wit and economy of words kept us all entertained in SLT meetings and his passion for (Welsh) Rugby, Geography and his garden shed were legendary. A true Battersea stalwart, Mal reflects on his time at school with affection, humour and offers an insight into running an organisation in a relatively ‘tech-free’ time.

I was teaching in a special school in north London and though I loved the job (we had an on-site gymnasium, playground and sports field!) I had an ambition to teach more specialised PE and coach team sports. Having met David Thomas and Paul Moss, Head of the Prep School for an interview at Cadogan Gardens, I was offered a teaching post with a brief to help develop the Physical Education programme. I took the plunge and started teaching in September 1986, not knowing that I would remain at Thomas’s for 34 years!

The PE department travelled between Cadogan, Kensington and sports venues each day. On a Friday I finished in the morning at Cadogan, where I had an early lunch, then ran over to Kensington for afternoon teaching, where I was often lucky to sit down to a second lunch - Miss Bruna and Mr Walter produced the most fantastic food! In those days I wasn’t only teaching PE but playing rugby for London Welsh and I needed the calories.

Our department was always encouraged by David, Joanna and successive Heads to expand the opportunities for pupils, who enthusiastically threw themselves into every experience. I took over as Head of PE after two years. An expanding department brought new expertise, and were able to introduce basketball, rugby, hockey, and athletics coaching and fixtures to run alongside with the already established gymnastics, swimming, netball, football, tennis, cricket, and cross country. At this point I apologise for not naming all the staff I worked with over the years, (there are far too many to name!) suffice to say that the PE team did an incredible job providing such a varied programme. Likewise sports coaching, fixtures, clubs and adventure trips wouldn’t have been a success but for those class and subject teachers who gave up their time to take part. I have to also mention the unsung heroes of the front office, IT, caretaking, catering, building and finance teams who supported the department in numerous ways.

My organisational skills developed quickly: short- and long-term sports venue bookings, arranging fixtures, equipment budgeting, PE staff deployment, school sporting events. Communication was largely achieved through face-to-face meetings,

notes (in staff pigeonholes) or by letter. There was one landline in the Maria Assumpta gym changing room that the PE department used for emergency phone calls; but no mobile phones then nor computers and internet. My negotiation skills improved largely due to the transport department – a force to be reckoned with. Originally three minibuses – red, white and blue –zipped around London collected and delivered classes to venues each day. PE transport was always booked a term in advance. A request for a new journey or change of location was invariably received with a furrow of the brow, a shake of the head (often accompanied by a long drag on a cigarette) and a simple “I’ll see what I can do”. But the transport department always managed to come through for us in the end.

A senior school first for me was accompanying a small ski group to the Grenoble region. I learnt the rudiments of skiing, and some basic French to boot, having been hosted by a family. Another trip was a forerunner to Outward Bound when twelve senior pupils signed up for a River Wye weekend of canoeing, abseiling, caving and climbing. As the trip was self-catering, pupils were given the responsibility for buying food at a local supermarket and preparing all the meals. The activities were superb, though I have never

seen some of the meal combinations and cooking methods since!

In 1990 Cadogan moved to Battersea, a former grammar school. It was a wonderful move. Staff and pupils were thrilled with the facilities. Who can remember the fives court (later a DT Room), the wooden lecture theatre (in the old 1960s science block - now Lower School), and the engineering block together with vehicle parts, partitioned later into the SMT offices and the quiet corridor? One or two staff worried about playground duties, as there had been none at Cadogan. A suggestion that the PE Department organised break time activities was politely refused.

As the school population grew, I took on the responsibility for Prep Geography and gradually became a Year 7 tutor and in 1993 I was made a Deputy Head to Miss Kelham. It was quite a change. David Thomas suggested I needed to look a little smarter and Joanna kindly offered to take me shopping. I took the hint and bought a new suit that weekend! I eventually worked for several Heads, including Mr Kerruish, Mr Sangster, Mr (Ben) Thomas and Mr O’Malley who all brought different strengths and the school continued to develop.

My DH responsibilities included writing class and staff timetables, duty rotas and posting cover work

for absent teachers - a highlight of every morning for staff! Over the years I also co-ordinated most of the annual school events. School had to adapt at times. Who can remember a very early Saturday Open Day when wet weather drove everyone inside and the shooting club showed off their rifle skills in the Ballet Room? Or when the whole school photographer couldn’t set up staging because of building works and so the photo was taken from above with pupils spelling out BE KIND?

As well as the necessary planning and teaching, I enjoyed planning or taking on one-off projects such as the Royal Albert Hall spectacular (twice!), major building works, and finding the time to take teams to the Water Rocket Challenge at the National Physical Laboratory (Battersea became international champions in our second year).

Another highlight for me was arranging Year 8 Common Entrance Geography project residentials. As the year group grew in size we visited different venues – the UK Sailing Academy on the Isle of Wight, Sayers Croft Outdoor Centre in Surrey and finally Morfa Bay in West Wales. Our main aims were to gather information and data for the CE fieldwork project, to build teamwork and camaraderie at the start of a busy academic year and provide

challenging physical activities, such as the Morfa Bay assault course. I hope that pupils and staff have as many positive memories as I do. I remember one particular moment on a fieldwork investigation at Cefn Sidan beach. A sign saying NO DOGS was buried deep in sand due to accretion (a building up of sand). One pupil suggested that the sign might be below normal height so that small dogs were able to read the sign! You can’t win them all!

I continued to teach Geography within a fantastic team after giving up the HoD position. It was most rewarding and balanced a busy, sometimes hectic, schedule. I tried to bring fresh, creative ideas into the classroom to counter the rigorous CE syllabus. Friday Global Location tests were livened up with music, giant 3D annotated waterfalls were built to use as a teaching resource, and bird boxes made for the courtyard to help explain microclimates. I was very pleased recently to see a past pupil on Who Wants to be a Millionaire answer a tricky UK city question correctly. I’d like to think the department had a hand in that!

I planned to retire at the end of Summer Term 2020, coincidentally as the world was thrown a curveball and life, and school learning, was disrupted by the Covid epidemic. On my last day I was flattered to be

asked by Tobyn Thomas to assist the planning of Putney Vale as an Arts and Science Hub while the senior school was based at Battersea, and help develop the logistics for the new location of the senior school. I worked on a number of other initiatives before calling time. I am thrilled that the College has now found a forever home. I’m particularly pleased for the Thomas family and those staff who accompanied them on that journey. What an achievement!

Among the many lessons I learnt at Thomas’s are that it’s good to Be Kind; be patient and listen to others; not all things go smoothly but perseverance helps; there’s always a Plan B (or C); sometimes you need a big leap of faith to achieve a goal; try new activities and enjoy them even if you’re not very good at them.

These days I keep myself busy with family, short breaks, DIY projects, walking the dog and gardening. I meet up with old teaching colleagues and past players at London Welsh when possible and still enjoy a pub quiz. I’ve recently vowed to start reading (real books) more. I still keep in touch with a parent or two and am always delighted that old pupils I meet or hear about have such varied jobs, interests and lives. Viva la difference!

Nikki Massey

THOMAS’S FULHAM

2008 TO 2015

Nikki was part of Thomas’s Fulham from the early days, joining the school in 2008 and there she remained for seven years before making the decision to move out of London. In this article, Nikki remembers her handwritten job application to Miss Dobson and the role she played in helping to shape a growing school. She captures the energy, camaraderie and spirit that defined those years and recalls the lifelong friendships she made along the way. Now embarking on a new chapter outside the classroom, Nikki reflects on the lasting impact of the Thomas’s values and the magic that continues to inspire her.

“

It was wonderful to be part of a growing school that already had the renowned Thomas’s values at its core.”

There was something about Thomas’s that made me apply for a job not once but twice! At the time, there were no such things as digital applications or AI support tools, handwritten applications were very much the norm, and, while it was painstaking to write out a long cover letter, desperately trying not to make any mistakes, it was worth it when I found out that it was my handwriting that Miss Dobson said she recognised - I am still not entirely sure if that’s because it was beautiful or abominable! Nevertheless, I was delighted to have stood out from the crowd in some way and I couldn’t wait to get started as a Year 3 teacher.

The newest of the four Thomas’s schools, Fulham had only been open for three years when I arrived in 2008 and I was thrilled to be part of a cohort of fresh-faced, enthusiastic staff newly inhabiting the second

floor of the Hugon Road building. It was wonderful to be part of a growing school that already had the renowned Thomas’s values at its core, but also to be part of the unique Fulham identity, crafted by Miss Dobson at the helm, with Mr Wild and Miss Bell making up the Senior Leadership Team. As I moved from Year 3 to Head of Year 5 and finally to English Subject Lead, these would be by far the happiest, most exciting and informative years of my teaching career, ones that I knew I wouldn’t be able to replicate when I finally left London in 2015, after 10 glorious years. And I was right. If only I could have picked up the school and brought it with me to the Cotswolds!

The cohort of children at Fulham were so game for all the amazing opportunities that were available to them and I was continually impressed by the grit and determination they showed – proper London, Thomas’s spirit! Similarly, the camaraderie and support amongst the staff was absolutely what got us through incredibly

busy and rewarding terms and we certainly knew how to let off steam to counterbalance the graft! True friendships were forged and sustained; in fact, I have only just recently returned from a trip to South Africa (meticulously planned by Miss Jacobs who was part of the Sport department at Fulham, Battersea and Kensington 2004-2018 and joined by Miss Mulliner (Year 4, 2011-2017), and Mr Thompson (Year 3 and 4, 2009-2012) and Mrs Murray (ICT lead, 2011-2016), all of whom now live in the south-west and who I see on a regular basis. The unicorns in us live on!

Forever boring my current colleagues with comparisons back to London (“This one time, at Thomas’s…”), there are highlights galore to choose to mention. Stand-out moments for me would have to be the huge picnic in the playground for the Diamond Jubilee celebrations in 2012, the Celebration of Childhood at the Royal Albert Hall in 2013 and being brought to tears at many an end-ofyear church service by the Unicorn

Choir singing one of Miss Ogier’s specially written arrangements of a rock or pop song. I still have an audio recording of ‘Hold On, I’m comin’ (Sam and Dave) sung by the Juniors and it never fails to give me goosebumps and leave me grinning from ear to ear with joyful nostalgia; what a talented bunch!

After 20 years in Education, I am now embarking on a new chapter working for Cheltenham Festivals; a wonderful charity whose goal is to change lives through culture and one in which the Thomas’s values are so easily transferred. I am also studying for a Diploma in coaching for teachers and young people. ‘Be Kind’ has been a continual thread throughout my teaching career and never has it been more important to have it as a foundation in all other aspects of life too. I feel very proud to have been part of the Thomas’s magic and look forward to hearing more about how the schools’ family is expanding and thriving.

Luke Pendlebury

THOMAS’S KENSINGTON 2017 TO 2024

It was a sad day when Luke Pendlebury decided to hang up his Thomas’s boots and move on to pastures new in the countryside. A dynamic and creative teacher, he inspired his pupils with his scientific knowledge and always made his lessons stimulating and fun. He was also a ‘handy’ athlete who led the staff team to victory on more than one Sports Day – an achievement that has not been repeated since his departure! Luke reflects on his days at Thomas’s with warmth and great fondness. He says he has taken the very best of what he learned during his time there: a forward-thinking approach to education that embraces both tradition and digital advancement in teaching methods.

When I first joined the staff at Thomas’s, it was the school’s emphasis on values, especially the principle of ‘Be Kind’, that drew me in.”

FROM KENSINGTON TO THE COUNTRYSIDE: A JOURNEY INSPIRED BY KINDNESS AND CURIOSITY

After more than seven fulfilling years at Thomas’s Kensington, I recently embarked on an exciting new chapter in my educational career. From January 2017 until April 2024, I had the privilege of being part of a school community where values mattered as much as results, and where innovation was embraced wholeheartedly. I left Thomas’s last year to take up the role of Head of Science at Lambrook. This was a move that brought me out of the city and into the beautiful Berkshire countryside – a significant change of scenery, following in the footsteps of some former pupils who had made a similar move.

When I first joined the staff at Thomas’s, it was the school’s emphasis on values, especially the principle of ‘Be Kind’, that drew me in. As a teacher, I’ve always believed that learning happens best in an environment built on trust, empathy

and mutual respect. Thomas’s didn’t just talk about kindness; it actively modelled and promoted it in every corner of school life, from the classroom to the playground and beyond. This ethos resonated with my own approach to teaching.

During my time at Thomas’s Kensington, I held several roles, primarily teaching as Head of Science – a subject I’ve always loved for its ability to spark curiosity and encourage exploration. One of the most rewarding aspects of teaching at Thomas’s was the freedom and encouragement to try something new. As part of my role as Assistant Head, Extra Curricular one such opportunity arose in establishing the Unicorn Award. It was great fun working with a small group of teachers (aided by cheese and port in our meetings) to envisage and create the award. Designed to recognise pupils’ efforts across a broad range of creative, academic and co-curricular endeavours under the headings: ‘Be Adventurous, Be Curious and Be Kind’. The Unicorn Award was warmly adopted and I was pleased that it became a part of everyday school life at Thomas’s Kensington. It was an initiative rooted in celebrating individuality and resilience, and tied in well with the School’s emphasis on the broader curriculum.

I was also fortunate to be involved in the school’s vibrant trips programme, leading and participating in numerous excursions over the years. Our trips to Thomas’s Daheim, the school’s Alpine base in Austria, stand out as being particularly fun. These trips offered a perfect blend of outdoor adventure and cultural immersion. Skiing as part of the curriculum may sound like a dream (and it certainly often felt like one) but what made these experiences so special was the

chance to witness children learning new skills, growing in confidence and strengthening friendships. Whether it was mastering a blue run, donning snowshoes for the first time or appreciating the local culture (particularly during fabulous Styrian Dancing evenings), these trips provided lasting memories for pupils and staff alike.

I also have fond memories of working with the Thomas’s Outdoor Department (and formerly The Exploration Society) on their adventurous and brilliantly conceived outdoor education programme that helped pupils step out of their comfort zones. The Adventure Challenge trip was particularly memorable! An experience that truly tested pupils’ resilience, teamwork and practical skills in the wild. Over the course of several days, pupils trekked through woods, kayaked down rivers, rode mountain bikes along rugged and rutted trails, and even slept in hammocks and shelters they’d built themselves beneath the stars. They constructed wicker boats, helped cook their meals and learned what it meant to thrive in the natural world with only the essentials. I remember one pupil being a little unnerved at the prospect of sleeping in a shelter built from logs and branches and exclaimed that she’d only ever been glamping previously! These experiences offered pupils the chance to connect with nature in a deeper way and reminded us all of the power of challenge, independence and the simple joy of discovery.

One of the main things that I admired about my time at the school was that Thomas’s has always been a school that embraces change and seeks to stay ahead of the curve. Long before the pandemic made it a necessity, Thomas’s had already

adopted one-to-one iPad learning, ensuring every pupil had access to a device to support their individual learning journey. This commitment to forward-thinking education has encouraged me to reflect on my own teaching style and ways in which I can develop as a teacher. I became more adept at blending traditional teaching methods with digital tools and was keen to get on board with the school’s aim of fostering independence and enquiry-based learning for the pupils.

I have carried this spirit of innovation and curiosity with me into my role at Lambrook. As Head of Science, I have the opportunity to shape the curriculum, inspire young scientists, and bring some of the best practices from Thomas’s into a new setting. The values I absorbed during my time at Thomas’s of kindness, creativity and a fearless approach to new ideas remain central to my approach to teaching.

Looking back, I’m incredibly grateful for the years I spent at Thomas’s. It was more than just a workplace; with its small corridors and various warren runs it often felt like a slightly overcrowded family house. I enjoyed being part of a community in which I made close friendships and enjoyed lots of laughs, amid the business of each term and year that passed by. I left with many treasured memories, countless lessons learned, close friends that I’m still in touch with and a heart full of admiration for the school and all it represents.

Though my daily commute no longer involves the hum of London’s streets, I carry a piece of Thomas’s with me, from the lively discussions in the science lab to the reflective moments that remind me that kindness, above all, makes the biggest difference.

Serena Jamieson (née Pym)

THOMAS’S CLAPHAM 1988-1997

Serena worked across Thomas’s between 1988 and 1997, a period of remarkable growth and change across the group of schools. Beginning as a Reception teacher at Cadogan Gardens and later becoming Deputy Head at the newly opened Thomas’s Clapham, she witnessed and was integral to, key moments in the School’s development. Described by Founding Principal, David Thomas, as a girl of real star quality, Serena was adored by the pupils and parents and highly respected by the teaching staff. In this interview, she shares vivid memories of school moves, evolving traditions and the enduring ethos of kindness and possibility that continues to shape her teaching today.

WHEN DID YOU START TEACHING AT THOMAS’S?

My first teaching post, after I qualified in 1987, was with the London Education Authority in a Primary School, in the Isle of Dogs. After a year of commuting by car across London (there was no DLR then!), I decided to get a job closer to home. One job I applied for was as a Reception teacher at Thomas’s Cadogan Gardens; it just so happened that the Head at the time Mr Moss, had also taught in a school on the Isle of Dogs so we had a lovely chat and luckily, he offered me the job!

WHAT ARE YOUR MEMORIES OF THOMAS’S, CADOGAN GARDENS?

My lasting memory of Cadogan Gardens was the fact that, although it was a lovely cosy, friendly school in the heart of London, the children had to have playtime in their classrooms – coming from a state school with a huge playground, it seemed awful – of course the children, being so adaptable didn’t seem to mind as much as me! However, fortunately, at the beginning of my second

year, it was announced that David and Joanna had acquired Battersea Grammar School and we moved lock, stock and barrel that half-term to the current site of Thomas’s Battersea and guess what was in the middle ... the most wonderful playground!

DO YOU REMEMBER THE MOVE FROM THOMAS’S, CADOGAN GARDENS TO THOMAS’S BATTERSEA IN 1990?

Yes and most vividly, it was the first time that I experienced David and Joanna Thomas in action, quietly and without fanfare, turning their vision into reality. I’d offered to help move the school across during half-term and the first day that I arrived at Battersea, I remember thinking: what on earth were our lovely Chelsea parents going to say about this huge, cold, imposing building with miles and miles of ghastly brown wall and window tiles? It was certainly not what we were used to in the Georgian town houses of Cadogan Gardens! Well, I should have known better because the next day, when I arrived to unpack more boxes, the building had been transformed - the evening before, David and Joanna

Thomas had hired a removal van, gone back to their flat, packed up their furniture and single handedly delivered it to the new site; there was a sofa, rug and coffee table on the landing, a smart desk in the Head’s office, side tables in the passages, a rug in the hall and a pot plant in every window to cover the brown tiles, it was miraculous. That was the first of many life lessons I took with me from my time at Thomas’s – David and Joanna never let ‘it can’t be done’ get in their way – in their minds ‘there was always a way’ and that was an ethos they subtly imprinted on teachers and pupils at Thomas’s, leading by their own example. So when the parents and children arrived on the following Monday morning, it looked as if Thomas’s had always been there!

WHAT WERE THE MAIN CHANGES THAT HAPPENED AS A RESULT OF MOVING TO

BATTERSEA?

Well, one of the main ones was the children’s coats. Staying with the theme of the playground, the girls’ capes and the boys’ blazers were very unsuitable for running about in the playground. Firstly the boys’ wool blazers were anything but warm and certainly not showerproof or quick drying. Also, the girls ran around with their hands warmly tucked inside their beautiful wool capes so that when they tripped over, they had nothing to break their fall, resulting in their nose or lips hitting the deck first causing a lot of blood! Very quickly and before too much more damage was done, the capes and blazers were replaced with the blackwatch puffa that quickly became a hallmark of Thomas’s.

In addition, at that time the school rules were: Be Kind and Don’t Run. The latter was a legacy from Cadogan Gardens and Kensington

schools as being in town houses the ‘don’t run’ stopped everyone from bumping into each other in a tight space or falling down the stairs! Now the rule is just ‘Be Kind’, as the confined space issue had disappeared. The ‘Be Kind’ rule is something else that I have taken with me – to me it is so simple but it encompasses everything so neatly. With my family and the children I teach, it is still the only rule we need.

WE HAVE BEEN DISCUSSING TECHNOLOGY IN SCHOOL. WHAT TECHNOLOGY WAS AT THOMAS’S WHEN YOU WERE THERE?

From memory, there were no computers at Cadogan Gardens, possibly one at Battersea on a trolley, that came round to the classrooms and then one shared between year groups at Clapham. So isn’t that incredible? What an explosion there has been in technology in the last 25 years; there were certainly no iPhones, Chromebooks or laptops back then!

WHEN AND WHY DID YOU MOVE FROM THOMAS’S BATTERSEA TO THOMAS’S CLAPHAM?

In 1993 David and Joanna Thomas announced that they had also acquired the former Clapham County Girls’ Grammar School on Broomwood Road. When I looked on a map, I saw that it was two streets away from where I was living so with a lie-in in mind, I quickly applied to be one of the new members of staff! Again, remarkably, David and Joanna transformed the site, in the same way they had at Battersea, but unlike Battersea we had no pupils. So cleverly, the prospective parents were first shown round Battersea, to show them a blueprint of a Thomas’s School. Then secondly, they were shown the empty Clapham building

with David and Joanna Thomas, Tobyn Thomas, Mrs Evelegh and I hoping that they could imagine what it could become. Luckily some wonderful, pioneering parents put their faith in us and that September we opened the door to 60 pupils: two Reception classes, one Year 1 class and I had a mixed class of Year 2 and 3; 60 children in total. The rest, as they say, is history!

WHAT ARE YOUR MEMORIES OF THOMAS’S?

I have so many fabulous memories of my teaching career at Thomas’s. I was lucky enough to work with wonderful teachers, many of whom have become life-long friends, brilliant pupils and parents (again who I remain in touch with) and I am indebted to David, Joanna, Tobyn and Ben Thomas for the opportunity for working in such a forward-thinking environment. The wonderful thing, it seemed, was that everyone, both staff and pupils, were encouraged to be themselves, which in turn enabled everyone to become the very best of themselves.

HAVE YOU CONTINUED TEACHING?

I moved to Norfolk after I got married and after a few years decided to further my training, enabling me to assess and teach 7 to 11 year old children with learning difficulties; I think I have always supported the underdog! I am still teaching today and enjoy it as much as I ever have; the children still make me laugh and I love seeing them overcome any bumps they find along the way!

I always say that everything is possible and the most important thing is not necessarily to be the best, but to be yourself and do your best... sound familiar?

Alumni Events

As always, the events held across the schools have been a highlight of the alumni calendar. It has certainly been a busy year, with gatherings ranging from ‘after work’ and Christmas drinks to reunions, pupil panels, visiting speakers and a special farewell. Earlier this month, we were particularly excited to host our first cross-schools alumni event: An Evening of Networking and Art at Bonhams on Bond Street. In this film – and on the pages that follow – we hope you will enjoy a round up of the events that capture the spirit and pure joy of these memorable evenings.

CLAPHAM

ALUMNI AFTER WORK DRINKS

November 2024

In November, alumni pupils, parents and staff came together for a joyful evening celebrating lasting friendships, cherished memories and the enduring spirit of the Thomas’s community, made especially memorable by a special appearance from Mrs Evelegh!

Read full report

KENSINGTON FAREWELL TO VICTORIA ROAD

April 2025

So many smiling faces, so many happy memories shared as Kensington bid a fond farewell to the much-loved buildings of Cottesmore Gardens and Victoria Road. Past and present came together to celebrate decades of memories and friendships, while looking forward with excitement to the new chapter ahead at St Alban’s Grove.

Read full report

BATTERSEA

ALUMNI LES MISÉRABLES, TEN YEARS ON

June 2025

Ten years after their spectacular Les Misérables performance, Thomas’s 2015 and 2016 Leavers reunited for an evening of celebration, reconnection and fun. Spirits were high as old friends shared favourite memories and relived their time at the School.

Read full report

FULHAM

ALUMNI CLASS OF 2017 DRINKS PARTY

June 2025

On a very hot and sunny June evening, Thomas’s Fulham welcomed back the Class of 2017 who mingled with gusto, catching up, sharing their breadth of passions and proving why their cohort remains so fondly remembered.

Read full report

CLAPHAM ANNUAL ALUMNI DRINKS

September 2025

What better way to kick start the new academic year than by throwing a party? We were delighted to welcome alumni pupils, parents and staff back for our September Drinks – an evening filled with laughter, memories and reconnection.

Read full report

BATTERSEA ALUMNI CHRISTMAS DRINKS

December 2025

The festive season began with a joyful reunion as alumni pupils, parents and staff gathered in the Great Hall for Christmas Drinks – an evening of music, memories and much merriment! We celebrated enduring values, the strength of community spirit and shared exciting new developments across the Thomas’s Schools.

Read full report

Upcoming Events 2026

KENSINGTON ALUMNI EVENT

6.30pm to 8.30pm - Thomas’s Kensington, St Alban’s Grove

JUNE

JUNE

We’re excited to be hosting our first alumni event in our new home at 1 St Albans Grove on 4th June. We’ll also be sharing some special footage for those alumni who helped create the time capsule that was ‘buried’ back in 2000. Formal invitations will be sent out soon to all registered alumni, but do make a note of the date in your diaries. We hope you can join us!

JUNE

CLAPHAM ALUMNI PUPIL PANEL

8.15am to 10.45am - Thomas’s Clapham

We will be inviting former pupils from Alumni Section 36 (born between September 2006 and August 2007) to join us ‘on the sofa’ with Nathan Boller and Helen Stewart-Morgan, to talk to our current Year 8 Leavers about moving on to senior school, preceded by coffee and a tour of the School. Please click here if you are interested in joining the panel.

BATTERSEA ALUMNI PUPIL PANEL

8.45am to 11.30am - Thomas’s Battersea

We will be inviting former pupils from Alumni Section 36 (born between September 2006 and August 2007) to join us ‘on the sofa’ with Ben Thomas and Emily Jenkin, to talk to our current Year 8 Leavers about moving on to Senior School, followed by coffee and a tour of the School. Please click here if you are interested in joining the panel

JULY

4 16 18 1

FULHAM ALUMNI DRINKS

6.30pm to 8.00pm - Thomas’s Fulham Marquee

This event is open to former pupils from Alumni Section 36 (born between September 2006 and August 2007) and their parents. Formal invitations will be sent out shortly to all registered alumni from this era, but do make a note of the date in your diaries.

Thomas’s Alumni: An Evening of Networking and Art

Earlier this month, Thomas’s Alumni was excited to hold its first ever cross schools event: An Evening of Networking and Art. The event was an opportunity for alumni graduates, parents and former staff to mingle with people who had chosen similar career paths, whilst viewing one of the most exciting exhibitions in the Art World’s calendar, the 20th & 21st Century Art Week which places the very best of modern and contemporary art in the spotlight. It was also, of course, a chance to reconnect and have a good catch up with old friends!

The venue for the evening was Bonhams on New Bond Street and we are hugely grateful for their

generosity in hosting such a special and significant evening for the alumni community. Founded in 1793, Bonhams is one of the world’s oldest and largest auctioneers of fine art, antiques, motor cars and jewellery. Located in a state-of-the art building, it is the most technologically advanced saleroom in the world. It is also the workplace of no fewer than four Old Thomasonians.

Guests were welcomed with a champagne reception before Ben Thomas expertly chaired a panel discussion featuring alumni from each of the schools, representing a range of careers. The conversation was wide-ranging and thoughtful, touching on treasured memories

from their time at Thomas’s, the lessons and values that have proved most influential in their professional lives, their definitions of success and the advice they would offer today’s young graduates as they begin their careers.

Together, the panelists embodied what a Thomas’s education strives to achieve, not only high levels of achievement, but success grounded in kindness, humility and compassion for others. Their reflections captured the spirit of the Thomas’s community beautifully and resonated strongly with those in attendance, setting the tone for the conversations that followed.

After the panel, guests were treated to an insight into a selection of highlights from the exhibited sale. Head of Post-War and Contemporary Art, Marina Ruiz Colomer, eloquently led us through some of the pieces on display. Her expertise and engaging storytelling brought the works vividly to life and offered fascinating insight into the journey that artworks take from private collections to the auction room.

The bubbles continued to flow and there was a real spirit of warmth, collaboration and shared pride

Nobody was in a hurry to leave and only the promise of being the first recipients of our newly designed ‘Be Kind’ Thomas’s tote bags had them heading for the door.” “

within the room as guests chatted, connected and reflected. New acquaintances were made and young graduates and those in the early stages of their careers came away with contacts from those with more experience, offers of chats over coffee and even an invitation to join a graduate choir!

As is quickly becoming a familiar theme with our alumni parties, nobody was in a hurry to leave and only the promise of being the first recipients of our newly designed ‘Be Kind’ Thomas’s tote bags, had them

There was a real spirit of warmth, collaboration and shared pride within the room as guests chatted, connected and reflected.” “

heading for the door. We hope that attendees will carry these bags with pride and look forward to seeing photographs of them, tote bags over their shoulders, in far-flung and exotic places!

Our theme for the evening: Collective History, Creative Futures, could not have felt more fitting. The event was a tremendous success and we will certainly be looking to host similar gatherings in the future.

Nicola

Diggle Alumni Development, TLDS

Our theme for the evening, Collective History, Creative Futures, could not have felt more fitting.”

New acquaintances were made and young graduates came away with contacts from those with more experience, offers of chats over coffee, and even an invitation to join a Graduate Choir!”

Her expertise and engaging storytelling brought the works vividly to life and offered fascinating insight into the journey that artworks take from private collections to the auction room.”

Together, the panelists embodied what a Thomas’s education strives to achieve.”

Celebrating CAIRN: A Footprint in Nepal

Many of you will know of Thomas’s longstanding connections with the beautiful country of Nepal. The connection goes back over 60 years to when David Thomas served as an officer in the 2nd King Edward VII’s Own Gurkha Rifles. In the 1960s David, with his wife Joanna, were inspired to take their young family on an adventurous trek in the rural hills and this journey was to herald a lifelong connection with the country and its people.

David and Joanna would go on to be the Founding Principals of leading London Prep schools bearing the Thomas name. As word spread, and the schools and pupils grew in number, Nepal and its people remained close to their hearts. Many will remember David and Joanna sharing stories of their Nepalese adventures and experiences in assemblies and with teachers, pupils and their families. Thus, in time, the Thomas’s schools’ connection with Nepal was born.

In 2007 David and Joanna founded The CAIRN Trust, their vision, to support education in the rural hill village communities that they had visited when trekking with their young family. Many Thomas’s families were to follow in their footsteps, joining the annual trek to Nepal, visiting CAIRN’s projects in the rural villages, enjoying the wonderful hospitality of the Nepali people and creating life long memories.

Nepal, however, is no stranger to hardship and challenges. Its very geography and climate can deliver sudden catastrophe in the form of earthquakes and their aftershocks, monsoon or landslides.

Nor is CAIRN immune, and tragedy can strike our colleagues in Nepal without warning. When this happens, we do all we can to support them.

Last year, in Nigalpani, where we have CAIRN projects at Shree Bhanu School, 10 villagers were swept to their deaths in a landslide following monsoon rain. Five of these were children under 10, two of whom were family members of our focal teacher for the teacher training programme.

More recently, during the Gen Z riots our project manager found herself and her young daughter caught up in the protest in a truly terrifying chain of events. She was forced to flee her home with only the few possessions and documents she could carry and witnessed her house and all she owned destroyed by fire. After some months, and with the help and support of friends, she and her family are now safely in a new home and rebuilding their lives.

World events are also conspiring against Nepal and its people, increasing the challenges they face – Nepal was on course to graduate from least developed country status in November 2026.

However it has instead faced the sudden and immediate withdrawal of $50B US aid; UK foreign aid has been cut by $8B and the damage caused by Gen Z riots is estimated at $221 billion, half the country’s GDP. Within increasing conflict in the world Nepal’s voice is not always heard and often overlooked.

19 years on, CAIRN (now part of Thomas’s Foundation) continues to support education in the rural hill villages and, with the support of the Thomas’s community over the years, has had a truly incredible impact.

THROUGH THE GENEROUS SUPPORT OF THOMAS’S STAFF, PUPILS AND PARENTS CAIRN HAS:

Constructed

Constructed 23 school buildings, providing a safe place to learn for 5,980

pupils

2,236 children through 12 years of education, together with welfare support for their families

CAIRN Library Programme - has installed 73 libraries placing more than 200,000 books into the hands of over 20,000

children, benefitting more than 1000 teachers and their communities. Trained more than 120 Librarians

Through the generous support of Thomas’s staff, pupils and parents CAIRN continues to honour its longstanding connections, built on David and Joanna Thomas’s first footsteps in Nepal, through its education projects. We sincerely hope that the government elections in March will bring some political stability to the country and we continue to do all that we can to support education in the rural villages, in these more turbulent times.

As we approach our 20th year we are planning an event to celebrate CAIRN and its long standing connections with Thomas’s. Our intention is to make footprints in Nepal for many years to come. If you are interested in helping organise an event or attending a celebration of CAIRN’s achievements please let me know.

Liz Woodcock Executive Director, Thomas’s Foundation

In times of crisis, after the earthquake 2,300 children received emergency support and during COVID

7,851

children received learning support materials

CAIRN Teacher Training has, to date, renovated and equipped over 110 school classrooms providing quality teacher training to over

300 teachers in 31 schools

We’ve had great fun mapping where our registered alumni are now living – and, as you might expect, the OT network spans the globe! That said, we know there are many more of you out there. Please help us to grow the association by spreading the word – the larger our network becomes, the stronger and more valuable our connections will be.

Please note: for data protection reasons, each former pupil must complete their own registration and cannot be added under a parent’s account.

Buy the 50 Years of Thomas’s Book!

Published to celebrate a significant milestone in the history of the Schools, 50 Years of Thomas’s is a wonderfully nostalgic collection of reflections, photographs and accounts of how it all began.

You will find a digital copy of the book here and we also have a limited number of hardback editions for sale at £20 each, with all proceeds going to Thomas’s Foundation. Threadbound and slightly wider than A4 in size, with a gold-leaf embossed cover, the books are beautifully presented and would make a perfect addition to any coffee table!

To order your copy, please email Nicola Diggle at alumni@thomas-s.co.uk

ONCE A U NICORN A LWAYS A UNICORN

ACKNOWLEDGMENTS

Design