Issuu

W E LL S C AT H E DR AL S C HOOL M AGA Z I N E

2024 -25

The Soul of our School

A ROYAL SEAL OF APPROVAL

For Exceptional Concert

THE MAESTRO SERIES

Where Music Meets Mastery

Plus SPORTS ROUND UPS DRAMA REVIEWS HOUSE HIGHLIGHTS TED TALKS, EVENTS AND MUCH MORE.

Wells and Chelsea FC Unite Extraordinary things happen on stage, on the pitch, and in the classroom

Welcome

t is my pleasure to introduce our reimagined Wellensian. We hope that this amalgamation of our previous historic Wellensian and more recent In Touch magazines allows us to share a comprehensive round up of life at Wells Cathedral School over the last twelve months which appeals to all sections of our community. We hope it is a fitting record and celebration of all the wonderful things that our pupils have achieved over the last 12 months. In doing so we hope it presents things of interest not just to our current pupils and their families, but also to our wider Old Wellensian community, along with those prospective families who are keen to find out more about our wonderful School. As always, I am in awe of the level and diversity of activity pupils from across the School have engaged in, supported so ably by our wonderful staff. There are so many individual and group achievements by pupils of all ages which it is only fitting that we recognise. But these are but the tip of the iceberg in terms of the daily experience of life at the School. So alongside these ‘headlines’ I hope that this publication also allows you to ‘get under the skin’ of the School and that it gives you a sense of what ‘ordinary’ life at the School is like. That’s why you’ll find we’ve included, for example, reports from our Houses, Sports Teams, Ensembles and from the many other groups which have been running over the course of the year. Everything we do at Wells Cathedral School is driven by our commitment to allowing pupils to ‘Be Who They Are’ (to quote the School motto) while also encouraging and inspiring them to become the best they can be. I hope this edition of the Wellensian demonstrates clearly our commitment to a broad, holistic education which places academic endeavour and achievement alongside vibrant and aspirational co-curricular engagement. And that in this respect it truly represents what it means to be a Wellensian.

Alastair Tighe Head Master

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Contents

Page 32

Profile

Drama & Dance

06 Dr Matt Smith, Assistant Head (Pastoral) and Head of Boarding

32 Charlie and the Chocolate Factory 34 West Side Story 36 Dance at Wells Steps Boldly into the Spotlight

Headlines 08 Royal Visit 09 Maestro Series 10 Year at a Glance 12 A New Era for Football at Wells 14 Barbados Cricket Tour 16 Greece 17 Sierra Leone 18 Why AI will never replace the traditional teacher 21 Summer Music at Wells 22 School Leavers 2024-25

Sports Reports 39 Hockey 40 Netball 41 Rugby 42 Tennis 43 Cricket 44 Golf 45 Foorbtall 45 Badminton 46 Cricket Week

Interview

TED Talks

24 A Conversation with Our Heads of School

48 Why are we so Afraid of Ageing? 50 The Psychology of Eating Animal Products: Why We Look Away 51 When does Graffiti become Historically Significant?

Prep & Pre-Prep 27 Pupil Voice in Action 28 World Book Day 29 Pre-Prep News 30 Creative Arts Week 31 Rave Reviews for Newsies Jr.

52 A-Z For Boarder’s Life 53 Peom: My School of Thoughts 54 Wells Sixth Former Shines in National History Competition 55 Wells by Numbers 4

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Page 78

Page 82

Art

Trips

56 Art at Wells 59 The Role of Art in our Classrooms

82 Ice, Fire and Fieldwork 83 Rotterdam Hockey tour 84 Operation Wallacea 85 Bonjour, Hi! 85 Skiing, Snow and Slopes

CCF & Outdoor Education 60 Why do we have a Cadet Force? 62 What is DofE?

Choristers 86 A word from Timothy Parsons, Wells Cathedral’s Director of Music

House Reports 64 Edwards House 65 Plumtre House 66 Ritchie House 67 Claver Morris House 68 De Salis House 69 Shrewsbury House 70 Haversham House 71 Cedars House

Foundation Team 88 Once a Welly, Always a Welly

Speech Day 90 Speech Day 2025

Music 72 Mahler 5 Symphony Orchestra Concert 74 Promenade Concerts 76 Concerto Competition Final 77 The Event 77 A level Music Study Day 78 Armonico Consort 79 Rockfield Studios 80 Old Wellensian Rising Stars

Page 67 WELLS CATHEDRAL SCHOOL

PROFILE

Dr Matt Smith Assistant Head (Pastoral) and Head of Boarding

eing a boarder has a lifelong impact on individuals. Having attended boarding school myself, the experiences I lived and lessons I learned outside of the classroom went on to shape the rest of my life. From the values that I live by today and the friends and people that I am still in touch with. The influence of my own Houseparent as a role model stays with me to this day (he even came to my wedding!) and I have been lucky in my career so far to be able to draw on what he taught me about kindness, care, compassion and, most of all, fun! When I look back at my own school days, all of my happiest memories take place in the Boarding House. After leaving school, I studied Biology at Durham University, where I then stayed on to complete a PhD in Plant Molecular Genetics, which included a year working at the prestigious John Innes Centre in Norwich. It was during this time that I discovered my love of teaching, helping

to deliver practical lessons to undergraduates and working with visiting schools and I was fortunate enough to secure a job as a Teacher of Biology at Durham School. It was here that I was able to begin re-immersing myself in the world of Boarding when I took on the role of Deputy Housemaster. This was a role I really loved, as it gave me a greater opportunity to get to know the 120 boys in my Boarding House in an entirely new way, and it was only a matter of time before I was desperate to take on a House of my own. After two years in this role, I was lucky enough to take on my own House at Wycliffe College, where I spent five years, including a year on the Senior Management Team as Senior Housemaster and two years as Designated Safeguarding Lead. I’ve always found being a part of young peoples’ lives to be a privilege in itself, but being a Housemaster took this to an entirely new level and was immensely rewarding. Memories of Saturday Night

“Boarding is as much

about the relationship between staff and

pupils as anything else.” 6

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Quick fire questions What’s your favourite sweet? I’m diabetic, so I’m not meant to eat sweets and chocolate... but Haribo Tangfastics What’s your favourite chocolate? Cadbury Double Decker If you could meet any celebrity, who would it be? Stephen Fry If you could go back in time anywhere, where would you go? The Big Bang Are you a tea or coffee person? Coffee

Are you a dog or cat person? I have both, but dog (don’t tell the cat)

Favourite musical artist? Scott Bradley’s Postmodern Jukebox

Still or sparkling water? Still

Coca-Cola or Pepsi? Pepsi

Hot or cold weather? Cold

Favourite magazine? New Scientist

Favourite season? Winter

Favourite book? The Count of Monte Cristo

Favourite place to go on holiday? Greece

Favourite author? Patrick Rothfuss

Favourite film? Mrs Doubtfire

Favourite actor/ actress? Hugh Laurie

Favourite TV show? Brooklyn nine-nine

Socials (including Eurovision parties, endless barbecues and the ever popular ‘Beige Night’), House Christmas dinners and baking with the boys in my House on Friday nights will forever stay with me. However, as fun as these were, it was always the quieter moments in the Boarding House which stood out to me the most. Boarding is as much about the relationship between staff and pupils as anything else and quiet chats, dog walks and even just shared moments watching the World Cup is where we get to know the pupils for who they really are - and, of course, where they get to know us too. Each and every one of the 120 or so boys who spent time in my care left as big a mark on me as, I hope, I left on them, and I’m now looking forward to receiving some wedding invites myself! In September 2024, I was honoured to take on the role of Assistant Head (Pastoral) and Head of Boarding and I have had an exciting year getting to grips with one of the busiest schools I’ve ever encountered. Despite all that goes on here, the Boarding Houses remain the heart and soul of School life and I am reminded every day how lucky I am to have the opportunity to A young Matt Smith, left WELLS CATHEDRAL SCHOOL

share in the lives of the wonderful pupils around me. Each of the Houses may seem similar from the outside, but scratch the surface and each one has its own distinct identity and community, driven by the wonderful team of Houseparents, Assistant Houseparents and Pastoral House Assistants. As Head of Boarding, it is my privilege to bring our whole Boarding community together. In the coming year we are looking to introduce an exciting calendar of social events and activities for Boarders while also including our pupils in the planning and running of these. Furthermore, with so much to shout about, we are working hard to raise the profile of Wells Cathedral School as a dynamic and innovative leader among Boarding Schools. Boarding offers pupils a space that promotes confidence and independence and we want to share this with as many of our pupils as we can, no matter how near or far away they live as we constantly look to expand our Boarding offer and improve the experience of our pupils. I’ve always felt that Boarding is the most exciting side of school life and I hope that the next few years will be a truly exciting time for everyone to be involved with Boarding here at Wells. 7

HEADLINES

ROYAL VISIT The Duchess of Edinburgh graces Wells Cathedral School for an Evening of International Choir Collaboration PHOTO © ANNA BARCLAY

ells Cathedral School was honoured to welcome HRH The Duchess of Edinburgh CHVO for a special performance that brought together the Drakensberg Boys Choir from South Africa and the School’s talented musicians. The event, held on the 25th September 2024 in the majestic Wells Cathedral, was a celebration of international friendship and musical excellence. Arriving with her characteristic grace and warmth, The Duchess of Edinburgh was greeted by the Head Master, staff, and a line of eager Choristers. Her visit underscored the significance of this cultural exchange and the powerful role that music plays in building bridges between people of different nations and backgrounds. The Drakensberg Boys Choir, renowned for their vibrant and dynamic performances, joined forces with the Wells Cathedral School Choristers, and Wells Cathedral School Chamber Choir and Orchestra in a programme that showcased a breathtaking blend of classical, traditional, and contemporary pieces. From the soaring harmonies

of African inspired music to the refined elegance of European choral music, the concert was a testament to the transformative power of song. Wells pupils and the Drakensberg choirboys shared the stage seamlessly, their voices blending in a performance that transcended borders and language. There was even some joyful choreography that everyone was encouraged to do. The Duchess of Edinburgh, Patron of Wells Cathedral Chorister Trust, known for her keen interest in the arts and music, was visibly moved by the performance. She met with the young performers during the interval, offering warm words of encouragement and praise. For Wells Cathedral School, this visit was a proud moment. It reinforced the School’s international reputation and its longstanding tradition of musical excellence. The collaboration with the Drakensberg Boys Choir showcased the School’s commitment to opening doors for its pupils and giving them the chance to work with world-class performers from different cultures. Equally, the Drakensberg Boys Choir’s visit was a celebration of shared values but also an opportunity for them to raise much needed funds for pupils back at the school in South Africa. This Royal visit and the evening’s performance are sure to become cherished memories for all involved, etching another chapter in Wells Cathedral School’s proud history.

Maestro Series

Clare Teal

This year saw the launch of our new professional concert series

aestro brings world-class performers to Cedars Hall to deliver concerts, workshops and masterclasses. The hall has been full for each of the concerts and there has been a huge buzz around the series and the artists who all generously give their time in classes with our pupils as well as delivering astonishing concerts. l

Steven Isserlis and Connie Shih gave a superb recital including Schumann (an Isserlis speciality). The following day Isserlis gave an excellent class to six of our cellists.

Dame Mitsuko Uchida, the legendary Japanese pianist, performed Beethoven and Schubert and then spent nearly an hour with our pupils in an incredibly inspiring discussion about music and life.

Clare Teal and Jason Rebello wowed the audience in jazz songs, performing just after putting our young vocalists and jazzers through their paces.

Finger style guitarist Mike Dawes gave us worldclass pop music.

Onyx Brass and the Brodsky Quartet included our pupils in their concerts. The Brodskys were fulsome in their praise for our pupils, saying that they were amongst the best they had ever worked with and that Cedars Hall was one of the finest anywhere.

Pianist Steven Osborne juxtaposed miniature classics with free improvisation and jazz transcriptions. His class with our pupils was inspiring for participants and an audience.

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Dame Misuko Uchida

Steven Isserlis

Steven Osborne

HEADLINES

Year at a Glance From the first notes of the Michaelmas Term to the final applause of summer, life at Wells Cathedral School moves to a vibrant rhythm. Each year is a blend of achievement, creativity and community — a celebration of curiosity and kindness in action.

Academic Excellence — Stretching Beyond the Expected This year’s exam successes spoke volumes: Wells pupils achieved exceptional results across the board, with 100% A*–C in Music, Further Maths and English Literature, and over a third of all grades at A*–A — above the national average. Yet Wells has never measured success by numbers alone. Across the year, pupils took part in creative writing challenges, national maths competitions, and lecture series that pushed learning far beyond the classroom.

“Everyone has their moment to shine — on stage, on the pitch, or in classroom”

Music & Choristers — The Heartbeat of Wells The sound of Wells is unmistakable. Music at Wells unites the School. From lunchtime recitals and symphonic showcases to broadcasts and tours, pupils shared their talents across the country and beyond. The Choristers continued their proud tradition, performing daily services with precision and passion, their voices filling the centuries-old space with life and colour.

“There’s a real buzz around the start of Term — it’s like we all level up together.” Year 10 pupil

Co-Curricular Life. Creativity and Character in Motion From Prep through Sixth Form, Wells pupils embraced opportunities to lead, perform and explore. Drama productions filled Cedars Hall and Strode Theatre with laughter and applause; Art was awash of colour and invention resulting in showcases in our agllery spaces. Outdoor Education thrived too, with over fifty pupils completing their Bronze Duke of Edinburgh Award in the Quantock Hills, and CCF cadets tackling new challenges head-on. Trips abroad brought learning to life, from history tours in Normandy to cultural visits across Europe including Greece.

Year 9 pupil

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Sport: Teamwork, Tenacity, Progress

Community & Values. Living the Wells Way

On the pitches and courts, Wells pupils showed their trademark energy and commitment. Sports Day lit up Tor Field with competition and camaraderie, while Hockey players took their skills to Rotterdam for an unforgettable international tour. The year also marked the exciting announcement of the new Specialist Football programme, launching in association with Chelsea FC, testament to the School’s continued desire to thrive and develop.

At the centre of everything is a deep sense of belonging. The School’s motto — Esto Quod Es (“Be What You Are”) underpins a culture where every pupil is known, supported and encouraged to grow. Weekly Cathedral services, House events, and charity initiatives reinforce Wells’ distinctive balance of tradition and modernity. Boarding life adds another layer of connection — shared meals, summer barbecues and evenings that end with laughter across the Lawn.

“We’re building something extraordinary — a future where passion and performance go hand in hand.”

“You never forget what it feels like to belong here.” Upper Sixth pupil

Director of Sport, Mr Webley

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Looking Ahead As Wells looks to the year ahead, ambition remains high. The continued success of our musicians, the integration of the Chelsea FC association and our commitment to academic excellence and personal growth ensure that every pupil can flourish.. At Wells, every year is more than a calendar of events. It’s a journey of becoming a story written by pupils who are encouraged every day to be what they are.

HEADLINES

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A NEW ERA FOR FOOTBALL AT WELLS

environments enhanced, and football is becoming woven into the daily rhythm of School life. From grassroots kickabouts to high-performance sessions, every pupil will feel the benefits. Football is the world’s most popular sport, played and loved by millions, and it’s opening doors of inclusion, aspiration, and opportunity like never before. Girls’ football especially is set for huge growth here, and we can’t wait to see our players run out and show what they can do. Just look at the inspiring Lionesses who have won back to back Euros. Director of Sport, Tim Webley, says: “We want Wells pupils to be inspired by the possibilities ahead. Whether that’s walking out at Stamford Bridge one day, studying at a top university, or simply carrying the values of teamwork and resilience into their lives, football is now a powerful part of the Wells journey.” This is more than a sporting change: it’s a new era. One where Wells takes its place on the football map, where our pupils dream bigger, play harder, and leave with stories they’ll never forget.

icture the scene: the sun breaking over Cedars Field, pupils lacing up boots in Wellsblue kit, Chelsea FC coaches calling players into position. From September 2026, that image becomes a reality. We’re not just adding football to the timetable; we’re building something transformational. Our new Football Specialism in association with Chelsea FC will give Wells pupils access to world-class coaching, professional training environments, and the chance to test themselves against serious opposition. For those who become Football Specialists, it opens doors into Chelsea’s world and combines football at the highest level with a Wells education. But what excites us most isn’t just the chance to compete with the best. It’s the growth we’ll see in our pupils: the confidence that comes from leading a team out on match day, the resilience built in training, the friendships forged in every hard-fought game and the transferable skills that will be applied to other areas of the School. These are the qualities that shape not only great players but great young people. We’re already looking ahead to the first fixtures and competitions and cannot wait for the thrill of seeing the Wells Cathedral Boys and Girls teams step out under the Chelsea and Wells banner, ready to take on established footballing schools. We want our pupils to feel that buzz: the pride of representing Wells, the grit of competition, and the knowledge they’re part of something new, something special. Facilities are central to this vision. Our pitches are being developed, training

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HEADLINES

Barbados Cricket tour T

he 2025 Barbados Cricket tour was a resounding success. After a rather early departure time of 2am from Wells, the team arrived 16 hours later on the beautiful island of Barbados, full of excitement! The first full day was spent acclimatising with a morning training session in the sweltering 30°C heat. With regular drinks breaks, the boys showed excellent focus, adapting quickly to the unfamiliar conditions and pitch types. A relaxing evening at their beachfront hotel left them refreshed and ready for their first match. Match one was a memorable opener against a Schools Invitational XI. On arrival, the group were greeted by former West Indies international player Dwayne Smith – now working as the groundsman. The pitch provided a bit of a reality check: dry, worn, with a long outfield and no clear boundary line. Batting first, Wells managed a modest 135 all out. Despite the odds, a spirited fightback led by Toby B (3-8, Year 11), supported by sharp catching from Josh F (Year 11) and a brilliant spell from Josh B (4-18, Lower Sixth), secured a thrilling 5-run win. The second match, played at Alleyne School, saw a much more composed performance. The match also introduced the first of Mr Grass’ iconic pitch reports which quickly became a tour favourite. A steady batting display saw Wells reach 186-5 from 30 overs, with Paul K-K (Upper Sixth) anchoring the innings with an unbeaten 68. Our bowlers then stepped up: Alleyne were dismissed for just 113, with Rory S (Lower Sixth) taking 3-14 and Ethan D’O (Lower Sixth) a clinical 3-2. With morale high, the next day saw a well-

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earned rest. The team embarked on a breathtaking catamaran cruise, which featured swimming with turtles – a truly unforgettable highlight of the tour. The third match then took Wells to the stunning ground of Isolation CC. Despite the picturesque setting, the boys fell short by 46 runs against a strong opposition. Alex M (Upper Sixth) top-scored with a solid 39. In the fourth match, Wells faced Coleridge and Parry School. The boys restricted the opposition to 129-9 from 25 overs, then the chase was not without drama but a blistering 30 from Zak M (Year 11) saw them edge a nail-biting win by one wicket. That evening, they headed to St Lawrence Gap. Postdinner, everyone took part in a karaoke night that turned into one of the most memorable evenings of the trip. From Sweet Caroline and Hey Jude to Teenage Dirtbag, the team took to the stage and sang their hearts out. The final match day featured two T20 fixtures against Grantley Adams

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School. Despite narrow defeats in both games, there were standout performances from Noah R (45, Lower Sixth), Toby B (2-6), Paul K-K (35) and Zak M (34). Overall, the tour was an outstanding experience for all and the boys learned so much from playing in unfamiliar conditions against varied opposition. There were ambassadors for the School – competing hard in tough heat, showing maturity and resilience on the pitch, and conducting themselves with kindness, respect and good humour off it. It really was an extraordinary adventure filled with hard-fought matches, brilliant moments and lasting memories.

HEADLINES

Greece

he Easter holidays saw pupils explore a diverse and fascinating mix of cultural and dramatic activities, such as: having a guided tour of the Acropolis, the Pantheon, Delphi and the Temple of Apollo, Epidaurus Theatre, Allou Theatre, the towns of Arachova and Nafplio and practical workshops in Greek Dancing, Ancient Greek Tragedy and Acting and pupils creating their very own Greek masks. Our pupils were truly a credit to the School, making quite the impact on the British Airways return flight team which led to the team requesting that our pupils sing to the whole plane; they chose a piece taught by our own Mr Whitehead. It was a truly unique experience for all.

Sier ra Leone

ver the October 2024 half Term a group of sixteen Sixth Form pupils and five members of staff embarked on a life-changing educational trip to Sierra Leone. The journey was filled with diverse and enriching experiences that brought together cultural exchange, community outreach, and academic collaboration. The trip included a day spent on a beautiful beach offering the pupils a chance to unwind and enjoy the natural beauty of the country and a trip to the Tacugama Chimpanzee Sanctuary. The heart of the trip was the pupils’ involvement with the Ballanta Academy and the JT Reffell French Memorial School. Our pupils engaged in a range of educational activities, teaching Spanish, English, and Maths, as well as sharing stories, leading Drama games and playing football. These interactive sessions, including games of hangman and heads down thumbs up were not only a learning experience for our pupils but they proved to be a huge hit with the children at JTR. The Wells musicians were also involved in music education as well as performance, working closely with students at the Ballanta Academy, where they conducted music lessons and workshops. They also WELLS CATHEDRAL SCHOOL

took part in daily outreach concerts, performing at various venues including Milton Margai School for the Blind, other local schools, and at the High Commissioner residence. These concerts showcased the musical talents of our pupils and brought joy and inspiration to the communities they visited. The trip to Sierra Leone really is one of a kind and it’s a wonderful opportunity to see the projects the Sierra Leone Project supports up close. Some pupils and even one member of staff are already planning their return for a longer trip, deeply inspired by the people they met and the impact they were able to make during their time in Sierra Leone. Elsbeth Ralls, Teaching Assistant SEND and Assistant Head of Years 10 and 11, commented: “Throughout the trip, the pupils worked incredibly hard despite the extreme heat, demonstrating resilience, dedication, and a strong sense of responsibility. Their positive attitude and respect for local customs helped them to represent their School with distinction. We are incredibly proud of all of them. The experience was transformative for all of us; pupils and staff. The connections we made, the experiences we had and the lessons learned will stay with us forever.” 17

HEADLINES

AI Perspective:

“ Why AI will

never replace the traditional teacher ”

ranked among the world’s best. While Finland has embraced AI-based tools to personalise learning, it places huge emphasis on teachers’ professional autonomy and human connection. Teachers are seen as trusted professionals – the “guides on the side,” not mere dispensers of content. In contrast, the 2020 pandemic-driven surge in remote learning showed us what happens when human interaction is stripped away. Despite sophisticated platforms, many students reported feeling isolated and disengaged. Research by the Brookings Institution in 2021 found that “student motivation plummeted” without daily face-to-face interactions with teachers.

et’s be clear: while AI has its place in the classroom, it’s not here to replace teachers – it’s here to empower them. Yes, AI can automate tasks like marking, provide tailored learning resources, and identify patterns in pupil data. But teaching is far more than just data and delivery. A good teacher is a mentor, a motivator, a human connector. Pupils don’t just come to school to absorb facts; they come for the spark, the encouragement, and the moral compass that only a real, living person can provide. Research backs this up: A 2023 UNESCO report highlights that “AI is a tool to support teaching, not to supplant it,” underscoring that while AI can assist with administrative tasks, the interpersonal dimension of education remains “uniquely human.” Similarly, a 2023 McKinsey report on AI in education concluded that “AI’s greatest value lies in complementing, not replacing, teachers.”

The power of stories and context AI can’t share personal stories or adapt to the unique culture of a classroom. Take Malala Yousafzai’s Nobel Prize speech, or Marcus Rashford’s advocacy for school meals – these are powerful because they’re human. Teachers bring that same spark into their classrooms every day, sharing their own journeys and showing pupils what’s possible.

The emotional gap AI lacks empathy, intuition, and that gut instinct to know when a child needs a pep talk or a listening ear. As education thought leader Sir Ken Robinson once said, “Teaching is an art form, not a delivery system.” Machines can’t respond to the subtleties of human emotion or build relationships based on trust and care.

Conclusion No – AI won’t replace the traditional teacher. It will elevate teachers by handling repetitive tasks, offering data-driven insights, and expanding access to resources. But the teacher’s role as a mentor, role model, and creative spark is irreplaceable. As Sal Khan, founder of Khan Academy, puts it: “AI can be a powerful co-pilot for teachers – but it’s teachers who will always be in the pilot’s seat.”

Examples from real classrooms Look at the Finnish education system, consistently 18

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ersonal “AI can’t share p unique stories or adapt to the culture of a classroom.”

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HEADLINES

Armitage Shanks & the Night in the Catacombs A teacher’s response to the AI debate, written by Mr Bowen Chat GPT dialogue.

And if you AI it, not only will the AI gather all the known information about the topic available, it will set it out for you in nice, clear, neatly-arranged prose. So you haven’t wasted literally hours, vainly trying to bust your brain. And then you can ask AI further questions, like what would be the best way to structure the piece? So that you have clearly linked, balanced paragraphs that don’t all start clumsily, for instance, with ‘and’. Or you could ask how to make your writing more persuasive or engaging or colourful or humorous. The AI may be doing all the boring donkey work, but when you write the material up, isn’t it you who’ll be doing the high-functioning, executive tasks making it your own. And, frankly, who’d know anyway? Even if one of your potentially millions of readers also AI ‘what will the impact of AI on education in the future be?’ they wouldn’t get exactly the same material as you, expressed in the same style. It’s a win-win scenario. What, if anything, is wrong with this kind of thinking? Had we but space enough and time, we could enumerate some problems. But one major one is illustrated by the genuine exchange at the beginning of this piece/article/essay. Namely, many people, pupils included, seem to believe that the information they extract from AI is 100% reliable. When it’s not. Years ago, following a lonely impulse of delight, I made-up a biographical detail about the poet Simon Armitage - that he had been, at uni, in a band called ‘Armitage Shanks’, and I included this as part of material I was commissioned to write for a popular English revision website. Years later, I came upon this detail repeated as fact in pupils’ essays on the poet. And that was before AI started repeating it, over and over again.

“Me: What are the major Gothic tropes in ‘A Night in the Catacombs’? Chat GPT: In the verse poem, ‘A Night in the Catacombs…’ Me: Interesting, but ‘A Night in the Catacombs’ is actually a nineteenth century short story, not a verse poem… Chat GPT: In the verse poem, ‘A Night in the Catacombs’... Me: Stop right there GPT, I’m telling you, categorically it’s not a verse poem. It’s a short story, albeit a longish one, with, admittedly, an overcooked prose style, but it’s not written in VERSE. Chat GPT: ? Chat GPT: In the nineteenth century verse poem, ‘A Night in the…’ Me: For crying out loud. It’s a short story. I know, I’ve read it. Several times. How can you still be getting this so wrong? Chat GPT: …We’re sorry, it seems that our records must be incorrect. We will correct them now. Thank you for bringing this error to our attention. Me: Right. Okay. So, GPT what’s the meaning of life? And while I’m at it, what’s the quickest way to make ten million quid quickly….” “What would you do if asked to write about AI’s impact on education, with a vague brief, a looming deadline, no inspiration, and a hundred other more pressing (and more enjoyable) things competing for your attention—while the stress starts tipping into panic?” Why suffer? That’s what AI is for. Material. Isn’t it just researching the topic? Which is something you should certainly do before writing about any topic, surely? To get yourself fully informed. No different really from using Google or reading an actual book in an actual library, only AI is so much incredibly quicker. Bingo.

P.s. After ‘writing’, I ran this essay through AI, which then helped me to refine it even further. 20

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Summer Music at Wells:

A Celebration of Talent, Friendship, and Fun

his summer, Wells was alive with music, colour, and creativity as 185 young musicians from around the world (e.g. Brazil, South Korea, UAE, USA and UK) joined our renowned summer music courses. For many, it was their first taste of Wells; for others, it was a welcome return to a place where talent is nurtured, friendships are made, and music fills every corner of campus. The breadth of courses reflected Wells’ reputation as one of the UK’s leading specialist music schools. Wind, Brass and Percussion, Keyboard, Vocal, Composing for Media, Jazz, and Strings all on offer, with individual lessons, ensemble rehearsals, and group workshops, all on the cards. What makes our’ summer courses so distinctive and special? The balance between exceptional teaching and fun development. Alongside our own dedicated staff, participants benefited from masterclasses from industry professionals such as composer David Buckley (OW 1914), offering insights into performance, technique, and the realities of life as a modern musician. The courses are not just about music. Just as important are the opportunities for pupils to relax, recharge, and forge friendships with peers from across the globe. This year’s highlights included the famous choir in a week and the now legendary powder paint fight, which left pupils and staff WELLS CATHEDRAL SCHOOL

laughing covered head to toe in bright colours. These moments capture the spirit of the courses: music at the centre, but friendship, fun, and memories that last a lifetime running alongside it. For parents and families, the message is clear: Wells summer music courses offer more than world-class tuition. They provide a safe, vibrant community where young people can grow as musicians and as individuals. Sharper skills, deeper knowledge, new friends, and the confidence that comes from challenging themselves. Don’t believe us, just ask those pupils who come back year after year. Head of Percussion Jayne Obradovic summed it up: “The summer courses show the very best of what Wells can offer. They combine serious musical development with joy, friendship, and creativity. To see 185 young people from so many countries sharing music together is incredibly special.”

HEADLINES

School Leavers 2024-25 Heads of School

Prefects

Camilla H Oliver C

Cinnamon C, Jessica D, Phoebe H, Revekka K, Sophie L, William L, Panpoon L, Aidan O’D, William P, Jessica S, Riana T, George T, Conrad T, Ralf W

Deputy Heads of School Tabby H Key C

Sports Captains

Whole School

Badminton: Kenyon C & Hana W Basketball: Danny N.B Cricket: Tiger S-I (Captain) Archie B (Vice-Captain) Girls’Cricket: Florence W Football: William P (Captain Diego H (Vice Captain) Golf: Billy W Boys’ Hockey: Monty P Girls’ Hockey: Tabby H Netball: Florence W Rugby: Ralf W (Captain) Oliver C (Vice-Captain) Swimming: William L Tennis: Toby D

Boarding House Captain: Sophie L Day House Captain: Gabriella T Cathedral Captain: Yentl L Head of CCF Navy Section: Phoebe H Head of CCF The Rifles: Monty P Captains of Creative Arts: Ava J & Jessica D Captain of Critical Thinking and Enrichment: Emily B Digital Technology Captain: Oliver S Environment Captain: Ben G Foundation Captain: Jessica D International Captains: Chris C, Hana W, Pansy L & Yentl L Mentoring Captain: Dylan G Outdoor Learning and Climbing Captain: Mattea A Philanthropy Captain: Daria D Prep School Liaison: Jessica S Chair of School Council: Charlie M Captains of Social Media: Camilla H & Panpoon L Captains of Wellbeing: Thomas C-B & Freya G

Music Captains Academic Music & Composition: Archie B Brass: Emma L Jazz: Alex S Keyboard: Alice W Music Technology: Key C & George T Percussion: Kieran C Pop Music: Charlie D Strings: Harry J Vocal: Emily N Woodwind: Eli M

WELLS CATHEDRAL SCHOOL

Where Wells Leavers Are Headed Next

his summer’s leavers have set their sights high, with destinations spanning some of the world’s most prestigious universities and conservatoires. From Oxford to St Andrews, Bristol to Rose Bruford, Wells Cathedral School pupils are stepping into the next chapter of their lives with ambition and confidence. In total, 91 pupils completed their studies this year. The majority are continuing their education, with 58 moving on to university and a further 29 securing conservatoire places. Just four have chosen to take a gap year, a reminder that for some, the right next step is to pause before plunging into higher education. What stands out most is the quality of the offers secured. More than a third of the cohort will be studying at Russell Group universities, or at Bath and St Andrews, institutions consistently ranked among the UK’s best. Taken together with the conservatoire entrants, this means nearly three quarters (72%) of Wells leavers are headed for either elite universities or conservatoires. The breadth of subjects is equally impressive. Archie B leaves Wells for the University of Oxford to study Music, while Emily B will pursue Chemistry at the University of St Andrews. Mattea A has secured a place at Bristol to read Mathematics and Philosophy. Meanwhile, the pull of performance remains strong: Nia A will train in Actor Musicianship at Rose Bruford

WELLS CATHEDRAL SCHOOL

College, one of the country’s leading drama schools. The school’s rich musical tradition is evident in the strength of conservatoire placements. From the Royal Academy of Music in London to specialist institutions across the UK, Wells musicians continue to set the standard. A total of 29 pupils will be heading into conservatoire study, an extraordinary figure for a school of Wells’ size, and a testament to the depth of talent nurtured here. Importantly, this success has not come by chance. The cohort’s results show that 41 pupils secured their first-choice institution outright. Head Master Alastair Tighe reflected on the results: “This year’s leavers have shown remarkable resilience and ambition. Their destinations highlight not only their academic and musical achievements, but also the breadth of opportunities that Wells pupils are prepared for. Whether through university or conservatoire, we are immensely proud of what they have achieved and excited for what comes next.” From the rehearsal room to the lecture hall, the class of 2025 carries with it the hallmark of a Wells education: academic rigour, artistic flair, and the confidence to thrive in the next stage of life. Their achievements are a clear signal that Wells pupils don’t just leave School wellprepared, they leave ready to make their mark.

INTERVIEW

From Wells, With Wisdom A Conversation with Our Heads of School As summer sunlight bathed Cedars Hall, Head of Marketing and Enterprises, Mr Bawden, sat down with Heads of School 2024/25 – Camilla H and Olls C – to reflect on their time at Wells Cathedral School. With warmth, honesty, and more than a little laughter, the pair shared how Wells shaped them, what they’ve learned, and where they’re heading next. When did your Wells journey begin – and what drew you in? Olls joined in Year 5 after his mother, dissatisfied with his previous school and working at Wells herself, felt confident it would be a better fit. “She loved the School, and she was right,” he reflects. Camilla arrived in Year 7 after attending numerous schools due to her family’s travels. She discovered Wells while researching UK boarding schools. “It was a sunny May day—the royal wedding was on—and something about Wells just felt right. The Music and Dance Scheme, the focus on holistic development… it all clicked.”

What’s a moment at Wells you’ll treasure forever? Camilla doesn’t hesitate: “Playing the Tchaikovsky Violin Concerto in the Cathedral. That piece of music was the reason I fell in love with the violin—it was magical.” For Olls, it was his final Rugby match, beating Monkton Combe. “It was the first time we’d ever beaten them. I got injured during the game, but the performance matched the score. It meant everything and I scored so that made it a much sweeter win” Which teacher changed your world—and how? “Mr Moretti,” says Olls. “I was really struggling with Maths between Years 9 and Lower Sixth. He gave up his lunchtimes and after school hours to help me. He showed me the value of perseverance and meeting a challenge.” Camilla remembers starting school in the Netherlands at age four. “My teacher told me, ‘Never stop smiling.’ I’ve tried to carry that with me and everytime I see a teacher smile or laugh I am reminded of what they told me.”

What did your 12-year-old self dream of becoming— and how close are you now? “I just knew I wanted to be happy,” says Camilla. “And I am. Now I know I want to study Neuroscience—I’m fascinated by how the brain works, especially in connection with music and dance.” Olls grins. “My 12-year-old self wanted to grab every opportunity. I wasn’t exactly sure where I was heading, but School helped me work out what I love—and what I don’t.”

Which school trip opened your eyes—or your heart? For Camilla, it was Sierra Leone. “I’m half-Tanzanian and I’ve lived in Tanzania so I thought I understood some of conditions that come with extreme poverty, so I thought it wouldn’t impact me as much. But the emotional impact of being there, of teaching blind children and seeing things first hand—it changed me.” Olls speaks of Berlin. “That trip in Year 11 was incredible. The city is so different to anywhere

“I wasn’t exactly sure where I was heading, but school helped me work out what

love – and what I don’t.” Olls C 24

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“We need to be more present. See and experience

I’ve ever been. It made me think differently about history—and about the present. We also visited a concentration camp and it made me really appreciate what we have.”

rather than consume.” Camilla H learning while doing it. Giving something back to others less fortunate.”

What A levels are you taking—and what do they say about you? Camilla is studying Biology, French and Music. “Everyone says it’s a strange combination, but it makes sense to me. I make decisions with my heart.” Olls chose Maths, Economics, and History. “I think I chose with my head. I want to go into finance, and these subjects help me think critically and analytically.”

What’s one trend the world could happily leave behind? Camilla: “Our reliance on the internet. We need to be more present. See and experience rather than consume.” Olls: “Social media. It divides us, creates a false sense of difference. But really, we’re more alike than we know.”

How would you sum up life at Wells in just three words? Olls: “Community. Aspirational. Resilience.” Camilla smiles: “The most wonderful.”

If you could live one day in someone else’s shoes— who would it be, and why? Camilla chooses Waris Dirie, the Somali human rights activist who escaped child marriage and FGM to become a model and global voice for change. “She’s brave, determined, and uses her platform for good. ” Olls is inspired by Siya Kolisi, the first Black captain of the South African rugby team. “He came from nothing, played barefoot, and led his country to victory with humility and strength. Nothing stopped him from playing.”

What’s lighting a fire in you right now? “A-levels,” says Olls. “They’re tough, but I know they’re the key to my future.” Camilla is fired up by her Beyond Borders project. Thanks to funding from the Horizon Award, she’s taking a team—including two other Wells pupils—to Tanzania to deliver creative outreach for 4–8-year-olds. “It’s about making a difference—and WELLS CATHEDRAL SCHOOL

INTERVIEW

“Wells gave me a skill set I’ll carry forever – practical, social, emotional.” Olls C What’s one thing you never want to be doing in ten years? “Revising!” Olls laughs. “But seriously, I want a job that’s never static—something engaging and challenging.” Camilla adds, “I don’t want to be stuck behind a screen. I want to connect with people.” What’s the best piece of advice that’s stuck with you? “My violin teacher once told me, during exam season, ‘Nothing is ever that serious,’” Camilla shares. “It helped me put things in perspective and that no matter what might be happening, things tend not to be that serious.” Olls remembers his mum’s words: “The person you are is more important than any recognition you receive.”

Mrs Rowley (who has just appeared) has been presented with a bonus question. Mrs Rowley, how would you describe the two Heads of School this year and what strengths do you think Wells has benefited from the most? “Oh my goodness, you’re going to make me cry!” Mrs Rowley beams. “Their greatest strength is their confidence as young people. There has never been a moment that I have worried about them. I know they can handle anything that is, and has been, thrown at them. It has been the most joyous experience. They, along with all the prefects and Sixth Formers, represent the very best of Wells Cathedral School and I feel like we are in safe hands. I just think their parents must be so proud of them”

What’s been your brightest moment this year? Camilla beams. “Getting my dream role in West Side Story. I still can’t believe it.” Olls nods proudly. “Producing and delivering “The Event’. Seeing everything come together was amazing.” What’s one thing that brings you pure joy? “Sport,” says Olls without hesitation. “My friends and family,” Camilla replies warmly.

Mr Bawden’s final word. So there you have it, a wonderful hour spent with two thoroughly thoughtful, engaging and inspiring individuals who have relished and jumped at every opportunity that Wells Cathedral School and its staff have been able to offer. So now I leave you with a quote which I think sums up their experiences at Wells:

What’s next for you—and how has Wells helped shape the path? Olls is planning a gap year, starting in Fiji where he’ll coach Rugby, then heading to Sydney. “Wells made me confident and comfortable in my own skin. It helped me discover and nurture my strengths—and I’m ready for what’s next.” Camilla is heading into Neuroscience, although not sure where. “Wells gave me a skill set I’ll carry forever—practical, social, emotional. I have a strong foundation now, no matter what I choose to do. Wells helped build that.”

“Your education is a dress rehearsal for a life that is yours to lead.” Director and Academy Award Nominee Nora Ephron 26

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PREP & PRE-PREP

Pupil Voice in Action Shaping Our After-School Life

t the Prep School, pupil voice is something we are genuinely passionate about. We know that when children feel heard, valued, and invested in their school life, they flourish, both in and out of the classroom. One of the clearest examples of this in action over the past year has been in our after-school clubs. As a School and a community, we all recognise the enormous value of extra-curricular opportunities. They do far more than simply extend learning; they nurture curiosity, build resilience and strengthen character. They teach children to work as a team, develop leadership skills and discover new passions that may last a lifetime. In an education system that requires children to make subject and pathway choices earlier than ever, we believe it’s vital to give them as wide a range of experiences as possible while they are with us. The more they try, the more informed and confident they will be when those choices come. And underpinning all of this is a simple truth: happy children succeed. Giving them the chance to shape, influence, and direct what takes place in school, including the activities they most look forward to each week, is a big part of that. It’s for this reason that our pupils have played such an influential role in deciding which afterschool clubs we run. After all, these activities are for them, so their voices should lead the way. A keen group of Year 3 and 4 golfers travelled to Wells Golf Club each week to hone their skills under

WELLS CATHEDRAL SCHOOL

the expert eye of club professional, Terry Williams, in our Junior Golf Club. Fun games, friendly competition and the chance to win golf balls kept everyone engaged, and it has been wonderful to hear that many have been practising on weekends. Gardening Club has been just as busy and successful. The children have enjoyed creating window boxes, hanging baskets and enhancing the area in front of Jocelyn, as well as entering two wheelbarrows into the Wells Schools’ Wells in Bloom competition, earning a Highly Commended award. Perhaps the most eagerly anticipated development was the long-awaited launch of our Prep School Climbing Club. This was a regular request from pupils in Mr Wells’ first year as Head, and while becoming a climbing instructor is no small feat, Mr Bratt rose to the challenge. With years of training, practice and support having to log observed sessions with Head of Outdoor Learning Mr Kershaw, the club finally became a reality this year, to the delight of our budding climbers. These successes are about far more than golf swings, green fingers, or scaling climbing walls. They are about creating a culture where children are encouraged to explore, to try, to shape their own experiences and to develop the confidence that comes from seeing their ideas come to life. When pupils have a voice in their own education, it doesn’t just make after-school life richer, it makes the whole school stronger.

PREP & PRE-PREP

World Book Day

delivered orders to awaiting customers to satisfy their literary appetites. From books to dip into to a main course full of books, the range of prose and poetry was varied and designed to satisfy even the most voracious of reading appetites. Those who enjoy a mystery delighted at the opportunity to pair staff to photos of their bookshelves in the ‘Staff Shelfie’ competition. Mysteries continued in the hub where curious minds paired teachers with their favourite childhood books. Even the teachers got involved, trying to solve the mystery of which of their colleagues chose each book. Children relaxed on beanbags and yoga mats beneath a starry backdrop with an ambient, coloured light display and listened to an audiobook chosen from a range offered through the World Book Day site in our Ritchie Hall audiobook experience. At the end of the day, the children gathered in Houses to participate in a QR code quiz. With iPads at the ready and a little help from friends, a hunt around the playground ensued to find codes and correctly answer reading-related questions. This energetic activity was paired with an opportunity to sit and listen to a story, read by one of the many members of staff seated around the playground.

his year we made World Book Day about celebrating the joy of books by having a Festival of Reading! Pupils read them, swapped them, listened to them, talked about them, sampled them and completely immersed themselves in them. In preparation, children brought in preloved titles to swap. Classes were able to visit the book swap stall and delve through the cornucopia of reading delights. Brand new titles were immediately opened and excited children were keen to take them home. Lessons throughout the day included a bookish element with Maths becoming an opportunity to gather data about what was the most preferred reading genre, to solve a Murder in the Library Mystery or to decode some book titles. Future illustrators were inspired in Art lessons which became an opportunity to draw, sketch and colour characters which were proudly shared and carefully packed into bags to take home. Years 4 to 6 participated in the Big Footy & Booky Quiz, answering multi-choice questions about Football, books or both! The library became the “Read Your Way” Book Cafe, serving a bounty of reading delights from a carefully curated menu. Keen Year 6 librarians were waiting staff who deftly

WELLS CATHEDRAL SCHOOL

Pre-Prep News Mrs Noah in the play Two by Two. She has since supported children in show after show, even taking on the role of costume coordinator. Completing the cycle, the original Mrs Thomas nearly always comes to our productions and gets to see Melanie’s fantastic costume efforts on display! Melanie returned to us as both a member of staff and a parent with her two children starting in the Pre-Prep, and her son now finishing his GCSEs. She has worked in the Nursery as a Nursery Lead, room leader and Early Years Educator and she has extended her skills into the Pre-Prep as a TA. She has been a force of positivity and support to everyone she comes into contact with for decades; she never forgets a birthday and always knows just what to say. Words truly cannot express our thanks and gratitude for everything she has done for us!

The making of Mrs Perdrix’s School for Little Dragons During their ‘I like to move it, move it’ topic, the Reception Class children showed interest in planes and flight, which soon led to, yes you’ve guessed it, dragons! Mrs White and Mrs Burton wove the magical story of Zog into their learning, linking dragons and incorporating individual children’s next steps and interests. Unleashing their creativity, the children devised their own unique dragon persona: handmade wings, headdresses, names, writing character profiles, then decided they needed to ‘become’ dragons and that they wanted to turn Pre-Prep into ‘Mrs Perdrix’s School for Little Dragons’ with the goal of earning their very own golden star, like Zog. The Reception dragons brought all of Pre-Prep in on the learning, and after quickly sourcing a videographer, the quest was also caught on camera, (with the children acting as directors, videographers and more). www.youtube.com/watch?v=skgkmxO1XR8

Pupil Voice raise funds to ‘Save the Train’ Our much-loved Pre-Prep train is pulling into the station for the final time. Our wonderful, entrepreneurial children came up with a brilliant fundraising idea to save the train so that other children can start their Wells journey in the same magical way, and as a result we held our first ‘Break the Rules’ day as a whole Prep School. From crazy hair styles to odd socks and temporary tattoos galore, we had a brilliant day of fun, creativity, and a fair bit of cheeky rule-breaking (within reason, of course!). We are now well on the way to reaching our fundraising target and we are sure there will be a new train chugging into the Pre-Prep in no time!

Goodbye Mrs Thomas Mrs Thomas, a beloved Teaching Assistant, started her journey with us at Wells as a pupil when the Pre-Prep was first opened; she was one of 14 children between the ages of 5-7 who joined in September 1983. She was Melanie Masters at the time and was taught by another Mrs Thomas. Their form room was the large, lofty room attached to Ritchie Hall. We have of course been digging in the archives and have discovered that her love of Drama began in the 1980s Pre-Prep with her starring role as WELLS CATHEDRAL SCHOOL

PREP & PRE-PREP

Creative Arts Week Written by Year 6.

gave out scarves and taught us a Bollywood routine including the famous ‘screw in the lightbulb, pat the dog’ move…

rom Monday 19th to Friday 23rd May the whole Pre-Prep and Prep School had a Creative Arts Week on the theme ‘Around the World’. We began by making passports so we could travel. Our journey took us to 11 different destinations.

Italy: We made a huge mosaic out of cardboard tesserae representing the front of the School. Japan: Mrs Gibson taught us how to make sushi - we used a special mat to roll cucumber, carrot, and rice in seaweed. Quite a lot of them were rather squidgy but they tasted great so it was my favourite!

Brazil: Miss Lesley taught us some Brazilian Portuguese because she is fluent in it.

New Zealand: Mr Gibson knew the Haka including the Maori words. He taught us the moves as well! We also did a Maori workshop where we made traditional ink circle patterns.

China: We made traditional lanterns and learned how to play Chinese Chequers with Mr Ward.

Denmark: Our storyteller Chris told us a traditional Danish story then got us to do ‘stopmotion’ scenes to act it out.

Spain: Mrs Beats taught us about the architect and artist Antoni Gaudi and how his cathedral in Barcelona is finally due to be completed next year after 144 years of building. Sadly he never lived to see the results. We made Gaudi style animal prints.

Egypt: We did ancient Egyptian maths with Mr Ward.

France: Miss Kinnersley taught us an engineering

West Africa: We had a fantastic Djembe drum

class - we were given marshmallows, spaghetti and other pasta shapes and told to turn them into a model of the Eiffel Tower!

workshop!

USA: Miss Canon taught us a cheerleading routine full of positions and jumps.

India: Miss Coling taught us how to make Indian

It was a great way to end the Term!

Mendhi patterns out of wax whilst Miss Morgan

WELLS CATHEDRAL SCHOOL

WELLENSIAN | PREP SCHOOL PRODUCTION

Rave reviews for Newsies Jr

Audience reaction

“A masterclass in ensemble work!” “The confidence, the professionalism, the JOY!” “The palpable sense of team spirit and support radiating from the stage” “Truly Outstanding”

Newsies For this year’s production, the Prep School took on the challenge of in life to York New Century 19th in newsies the of plight the bringing , Jr that say to fair is it Cedars Hall. A relatively unknown production to many, e and challeng the ed our enthusiastic cast, aged just 7 - 11 years old, embrac and Menken Alan by written s were inspired by the fabulous musical number le incredib singing, superb with es audienc Jack Feldman. They wowed their receiving choreography and impressive acting prowess for such a young cast, es. audienc the rave reviews from

Plot summary

When powerful newspaper publishers raise prices at the newsboys’ expense, the charismatic Jack Kelly rallies newsies from across the city to strike against the unfair conditions. Together, the newsies learn that they are stronger united and create a movement to fight for what’s right. 31

“Words cannot really express how proud we were of our incredible Prep School children and all that they achieved throughout the rehearsal process, culminating in three phenomenal performances. Every child on stage gave their all, performing with confidence, energy and an abundance of talent, resulting in a production that will live long in the memories of everyone involved. Thank you to everyone who came to watch and to all the Prep School staff who worked on this production, through the rehearsal process and backstage.” Mrs Rowntree, Prep School Head of Music and Performing Arts

DRAMA & DANCE

Year 7-9 | Charlie and the Chocolate Factory

Production Leaves us Wanting More…

hen Mrs Deans announced that the Years 7-9 production was going to be Roald Dahl’s Charlie and the Chocolate Factory I jumped into the chocolate river full of excitement and started to prepare myself for the upcoming audition process. It was a very nerve racking wait for my time to come to go and audition seeing as I was going for the lead role but the friendly faces of Mrs Deans and Miss Proctor were on the panel and made the audition a very calm and chill environment with their warm, caring smiles. When the cast list came out and I saw my name next to Wonka it was such an amazing feeling, I knew that all that hard work and those late nights working on my monologue had paid off. The rehearsals were always the highlight of my day and the whole cast and crew made them so useful and we never failed to get a lift or a joke in there somewhere. My one-to-ones with Mrs Deans were the thing that really helped me get into the character and feel like I could experiment with what kind of Wonka I was going to be. Even when we just sat on chairs opposite each other and read lines from the script she would always say the most useful feedback. Miss Cannon also helped me a lot with making sure Wonka got to have a couple dances with her Oompa Loompas, and got thrown in the air a couple of times too!

Doing the shows is always amazing here at Wells but I must say that feeling of getting the last bow and hearing the audience cheer and clap will never leave me. I just want to say a massive well done to all of the cast, no matter how big or small a part you were, you were all fab and I couldn’t be prouder. I’d also like to give Stan S (Year 8) a special mention who played Charlie Bucket. Thank you for being the best first leading double act. I couldn’t have wished for anyone better. And lastly thank you to all the staff that took part in order to make the production as amazing as it was! Especially Mrs Deans, Miss Cannon and Miss Proctor, I’m not kidding when I say we couldn’t have done it without you! Also thanks to Mrs Willis for her amazing prop skills and Ferdy W (Lower Sixth) and Oliver J (Year 11) and all those involved with lighting and backstage help. You are all so, so incredible at what you do whether you were acting, dancing, teaching or costumes and backstage or set and lighting. I hope you came to watch the show and if you didn’t I hope this tells you a little bit about how truly brilliant it was. Let’s end on the words of Willy Wonka himself: “Don’t forget about what happened to the man who got everything he wanted though… He lived happily ever after.” Amber P (Year 10) - Willy Wonka 32

WELLS CATHEDRAL SCHOOL

eing a part of Charlie and the Chocolate Factory was one of the highlights of the year for me! It was the first ‘proper’ play I had been in and it was fun to get my head around stage directions, line learning methods and using mics. It was so nice to be in such an amazing acting community and I think we all had a blast. It was really fun to get to know Violet as a character and portray her on stage, I also loved trying to make my accent as real as possible! Whether I was backstage, onstage or even dancing, I was always enjoying myself and I will remember the show forever (also because I think that my monologue is imprinted in my brain now!). After trying a few types of chewing gum I chose my ‘show gum’ and the packet is even on display in my room! I did experience some before-show panics like trying to find my ‘show gum’ as it had vanished from the prop table, some mid-show panics when I put my blueberry costume on wrong and some jaw aches after all that chewing, but it was worth it because of the fabulous time I had!!! Thank you so much Mrs Deans, Miss Cannon and Miss Proctor for being the best teachers and for working so hard on it! I truly enjoyed myself.

eing in Charlie and the Chocolate Factory was one of the most fun plays I’ve been involved in and it was an experience I will never forget. As soon as I knew the play I was excited to audition, feeling somewhat prepared for it (because of my role in Romeo and Juliet last year). Many Sundays were spent in Cedars preparing, although there were some groans of annoyance (for having rehearsals on the weekend), it was definitely worth it. As we took to the stage magic appeared and we were transported to mystical lands filled with squirrels and gobstoppers. It was amazing working with all of the cast and crew.

Mabel M (Year 9) - Violet Beauregarde

Francesca C (Year 9) - Veruca Salt WELLS CATHEDRAL SCHOOL

DRAMA & DANCE

Year 10 – Upper Sixth | West Side Story

An Award-Winning Collaboration

laying Anita in West Side Story was one of the most thrilling, exhausting, and unforgettable experiences of my time at Wells. It’s the kind of show that demands absolutely everything of you, vocally, physically, emotionally, and I loved every moment. From the moment I found out I’d be playing my dream role, I knew I was in for a challenge. Anita is fierce, funny, bold, and heartbreakingly vulnerable, and singing her songs while dancing full-out and delivering a Puerto Rican accent took stamina (and many hours of practice). What made the process so special was the fact that the production was double cast, which meant I got to share the role with the immensely talented Gabriela T (OW 2025). Having

someone by my side who understood exactly what I was going through was incredibly reassuring, especially during the times I was absolutely terrified to sing. Gabriela’s support, encouragement, and the example she set helped me grow more confident, and watching her perform taught me so much. There’s something amazing about seeing the same character approached in a different way, it makes you reflect, adapt, and ultimately dig deeper into the role. Luckily, I was also surrounded by the most supportive and gifted cast mates, and we all became fast friends, which made building chemistry and working together feel completely natural. The choreography in West Side Story is famously intense, huge numbers with intricate movement, emotional storytelling through dance, and the pressure of doing it all in character. Thanks to our phenomenal choreographer, Miss Cannon, we got most of the dancing down within the first half Term. From there, it was a case of threading everything together: singing while dancing, dancing while acting, and then adding layers of costume, props, staging and (occasionally questionable) accents. Some of my favourite moments were simply standing in the wings, listening to the stunning vocalists in the cast. There were moments where I genuinely forgot to get ready for my entrance 34

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clothes that shimmered and swished and made us feel the part. The final week at the Strode Theatre was intense. Rehearsals during the day, School lessons squeezed in between, and then full-length performances every evening, with sore throats, tired legs, and feet that felt like they might fall off. I think I personally consumed half of Somerset’s supply of manuka honey, steamed every morning, and chewed raw ginger like it was a snack. But somehow, night after night, we made it through. And I wouldn’t change a second of it. West Side Story is one of my fondest memories of Wells. It pushed me to work harder, trust my instincts, and commit fully to telling a powerful story. And even though I did end up with scarlet fever after the show (not recommended), I’m so grateful I made it through the whole run. A heartfelt thank you to Mr Todres, who not only directed the show with vision and care, but also believed in all of us, even when we were loud, chaotic, or suggesting insane staging ideas (guilty). Thank you for trusting me with Anita, and for putting up with my sassy comebacks in rehearsal. This show meant the world to me.

because I was too wrapped up in the beauty of the music. Sondheim’s score is genius, layered with emotion and complicated rhythms, and singing it every day never got old. I think I’ll be listening to the West Side Story soundtrack for years to come, reliving the joy of learning and performing those songs. And a huge thank you to our extraordinary musical director, Mr Brink, whose leadership and live band brought every note to life, it was a privilege to sing and dance alongside such remarkable musicians. When costumes arrived, it was definitely a bit of a trial-and-error process (frantic changes, mystery missing shoes, and one or two near wardrobe malfunctions). Eventually though, with the help of Miss Proctor and several well-placed safety pins, we found our characters in WELLS CATHEDRAL SCHOOL

Written by Camilla H (OW 2025) 35

DRAMA & DANCE

Dance

Dance at Wells Steps Boldly into the Spotlight PHOTOS © LEN COPLAND

n a year that has demanded resilience, creativity, and confidence from our pupils, the Wells Cathedral School Dance Department delivered not just movement, but meaning. On Saturday 10th May, the stage at Cedars Hall became a sanctuary in every sense of the word. Sanctuary: A Modern Dance Interpretation of The Hunchback of Notre Dame brought together 27 dancers from Years 7 to the Upper Sixth in a bold and emotionally charged reimagining of Victor Hugo’s iconic tale. Over the course of 22 original routines, pupils explored themes of isolation, identity, judgement and compassion through an eclectic mix of

contemporary, lyrical, ballet, folk and jazz styles. This was more than a showcase, it was a statement of artistic intent. Choreographed in both Dance Company sessions and individual lessons, each piece reflected the individuality of its performers while contributing to a powerful collective narrative. The result was a performance that moved its audience and left a lasting impression. Cedars Hall was full, the atmosphere electric, and the standing ovation at the end said everything. The level of technical control, emotional maturity, and storytelling on display was testament to the dedication of the dancers and the support they’ve received from staff. In a school known for its musical excellence, the dancers made it clear that their art form, too, has something powerful to say. Just a few weeks later, that same energy was carried to the STARZUK Dance Competition on Saturday 7th June — and the results were extraordinary. Against more than 200 entries from across the South West, the Wells Dance Team delivered seven polished performances across group, duet and solo categories. The team, Amber P (Year 10), Heidi A, Henry F, Dior A (Year 11), Frankie W, Josie C 36

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(Upper Sixth) and Camilla H (OW 2025) danced with passion, grace and exceptional professionalism. The group lyrical routine took first place. But perhaps most striking were the individual acknowledgements: Henry won first in contemporary solo and Camilla placed second in lyrical solo. Frankie was named a finalist in the judges’ challenge, Dior and Henry placed in the top six, and Henry also walked away with: ✔ Highest Scoring Teen Solo ✔ Stand-Out Teen Soloist ✔ Golden Buzzer Award ✔ Photoshoot Winner ✔ CYD Convention Pass It was a defining moment not just for the dancers, but for Dance at Wells. It showed that our performers are not only artists, but competitors. Not only pupils, but storytellers. This year, Dance became more than a subject or a co-curricular activity. It became a powerhouse of discipline, emotional courage, and above all, unity and teamwork. The whole School community was listening and we will be watching for what the future brings. WELLS CATHEDRAL SCHOOL

Sports Reports

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Hockey Across the two long Terms it was fantastic to see the number of pupils involved with our Hockey programme at all levels and the progress that every team and individual made. Externally we have had a number of pupils involved with the England Hockey Pathway. Twenty-two pupils were selected to represent either the Somerset or Avon county sides and seven pupils were selected to join the Regional Talent Academy at Bristol or Bath which involves high level intensive weekly training, culminating in a national tournament in Nottingham. One pupil was also selected for the U13 West Panthers squad to compete in a national competition against other regions. Additionally, three pupils received invitations to trial with national age group squads (England and Scotland) and one pupil represented Wales in a test series against Canada and in the European Championships. Club Hockey plays an important role in the development of our pupils and we continue to have strong links with Firebrands HC, Team Bath Buccaneers HC and Shepton Mallet HC. Of particular note it was fantastic to see three of our pupils play Hockey at the national league level in adult leagues and five players compete so well for Shepton Mallet Girls U14s in their supra league campaign, just missing out on the national finals.

squad finished the Upper Sixth, this year’s young squad ranged from the Sixth Form down to Year 9 at the season’s opening Sherborne Girls Tournament. Development was a key theme throughout the Term and the rate at which they gelled as a team despite the difference in ages from 13 - 18 was particularly impressive across the season, competing and gaining positive results against some notably good schools. The 2nd XI also featured a young squad which competed and performed well throughout the Term. With the majority of the squad entering the Upper Sixth next season it looks to be an exciting season for all involved with senior Hockey. The U15 and U14 squads had some very strong performances throughout the Term and only lost three games in total across the two year groups. Both squads were laser focused in training and in games and were very good at putting into practice what they had learnt in training into their fixtures. Six players made the step up to playing 1st XI Hockey over the course of the season which shows the strength and promise of these age groups. The U14s in particular had an outstanding season, winning their county tournament and progressing to the regional finals where they recorded a very respectable fifth place finish out of sixteen teams. Five of this team contributed to the very successful Shepton Mallet side which were one game away from making a national final.

Girls’ Hockey The Girls’ Hockey season began in August with a good turnout for pre-season; everyone was ready to get back to School Sport after a long summer break. Following the previous year’s success which saw the 1st XI play at the Queen Elizabeth Olympic Park in a national final before eleven members of the WELLS CATHEDRAL SCHOOL

“The U14s in particular had an outstanding season, winning their county tournament and progressing to the regional finals.” 39

SPORTS REPORTS The U12 and U13 squads focused on developing new skills and tactics and they were fortunate to play a variety of VII and XI-a-side fixtures, exposing them to different forms of the game. Teams were tasked with playing an attacking style of Hockey which will stand them in good stead moving forwards as they progress through the School. Fixtures were played against a wide range of schools and we are very pleased with the progress that all of the girls made. Lots of these girls attended Shepton Mallet training throughout the Term and have represented Shepton Mallet U13s in their county tournaments.

senior teams. The U13 and U12 squads demonstrated that there are some very exciting players coming through the School. Many had not played a lot of Hockey before and therefore the development that they showed is particularly impressive. Both Years played a mixture of XI and VII-a-side fixtures which allowed them to showcase their skills across both forms of the game and acquitted themselves very well in county tournaments. Wells Cathedral School’s Hockey is in a really exciting place which will see us continue to field excellent results against other schools and celebrate wider representation at national and international level among our pupils.

Boys’ Hockey A lot was expected of the Boys’ senior squads and they certainly did not disappoint. It was fantastic to have over 45 pupils training during senior games which made competition for places high throughout the Term. Results-wise it was a really impressive Term with the 1st XI only losing two games and the 2nd XI losing just the single game on what is a very tough circuit. The 1st VI attended the annual St George’s sixes which is a highlight of the “Hockey Term” and they performed very well, coming in the top eight out of the twenty-eight top Hockey schools that entered. Both squads were extremely successful in front of goal and attacking penalty corners were ruthless, especially in the 1st XI where we possessed two very good drag flickers. All senior players enjoyed training sessions that focused on fundamental skills whilst also putting this into game play scenarios via the use of small unit play style drills. The U15 and U14 squads had fantastic numbers sign up for Hockey which is one of the reasons for the great success that they had across the Term. The U15s had twenty-two boys which meant that competition for places was high and they had some fantastic victories during the course of the season, only losing one fixture. The U14s’ first full season of XI-a-side Hockey saw them crowned county champions and they performed well at the regional finals. Both Year groups spent time working hard on their fundamental skills in training and it was fantastic to see them play some fast and flowing Hockey throughout the season, scoring some brilliant team goals. Mr Mayes, Head of Hockey, hopes to see many of these boys challenge themselves by aiming to play in the 1st XI squad and push themselves for midweek selection in the

Netball During the Michaelmas Term, our U14 and U19 teams competed in the National Sisters of Sport Competition. Both teams gained places into the second round of the competition and trained hard in preparation for these, be that during their lunchtime sessions or attending the weekly shooting club which ran for all Year groups. The U14s made it into the final 16 of their competition, but narrowly lost out to King Edward’s School, Whitley, in a tight match away in Surrey. Both teams were also training for their county tournaments and had some really competitive matches at the tournaments, competing at the highest level against some very strong opposition. Throughout the Lent Term, every girl from Years 7-9 played in competitive fixtures against other schools, showing the strength and depth we have across our lower age groups. Given their hard work and exceptional progress, our Year 10 team achieved the ‘most improved team of the year’ out of all teams and sports across the School. All players, across all age groups, had the opportunity to participate in various skill sessions including shooting clubs, defence clinics and shooting clinics, all aimed at improving individual and team performance. These were well attended and the technical feedback and improvement the players made during these smaller specific sessions was brilliant. Mixed Netball clubs also ran during the Whitsun and Trinity Terms, providing further opportunities for players to develop their skills in a fun and competitive environment. A notable achievement during the season was 40

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the success of Ariane L-J (Year 10) who earned a place on the U15 county team, demonstrating significant progress within the performance pathway and competing regularly for them and her regional junior squad as well. It was also wonderful to hear about our alumni and their international Netball success: Sylvie B has continued to represent the Northern Ireland U17 squad and Ada H has been elevated to the Wales U21 squad. There is much excitement around Netball and many girls have additionally joined clubs outside of School having developed a love for the sport and been inspired by our national and international representation. Mrs Williams, Head of Netball, cannot wait to keep seeing what all of our players can do as they continue their Netball journey.

used these early setbacks as motivation. A renewed focus in training sparked three superb victories: a 49–7 win over touring Argentinian side St Mark’s, a dominant result against Queen’s College Taunton and a historic triumph over Monkton Combe – the first time Wells’ 1st XV had ever beaten them. The unity and resilience shown in that game will live long in the memory. In October, a triangular fixture at King’s Bruton brought both defeats and injuries, with the captain and both vice-captains sidelined. A younger, reshuffled team battled valiantly against West Buckland, going down 31–13 but gaining invaluable experience. After half Term, the squad set ambitious goals: to become the highest-scoring Wells 1st XV and the most successful since the turn of the millennium. They began with a win over Milton Abbey School, followed by a landmark victory over Downside – the first since 2009. This result also broke the School’s points record (now 270) and secured a fifth win. The season concluded with a night match against Tor RFC U18s to cement their place as the most successful 1st XV of the millennium and give the Upper Sixth players a fitting send-off with a 50–17 win.

Rugby 1st XV The 1st XV began their campaign in late August with a pre-season trip to Bowles Outdoor Activity Centre. High ropes, raft building, bum-boarding and a joint training session with Sevenoaks Rugby Club helped forge early team spirit and integrate new Year 11 recruits. The season opened with the annual Niall Mellis Memorial match against Wells RFC. A blistering start saw Wells go 12–0 up in the first 15 minutes, but they were edged out 17–12. Another narrow defeat followed away to Warminster (45–35), but the squad WELLS CATHEDRAL SCHOOL

“The unity and resilience shown in that game will live long in the memory.” 41

SPORTS REPORTS U15

competitive team. Over the course of the Term, the group developed significantly, showing that they have great potential for the future. The season began with an excellent away performance against Warminster. In a tough match, the side had to make big tackles in defence and work hard to move the ball into space in attack. Slick handling, confident forward running and powerful ball carrying helped secure a victory. As the season progressed, they went on to win six matches and lose four – a strong record for a newly formed squad. One of the standout fixtures came against West Buckland. In a tightly contested encounter, both sides exchanged tries before the match was tied at 30–30 in the closing stages. With seconds left, a quick-thinking penalty tap-and-go led to the winning try, sealing a victory. Other highlights included a win over Downside (featuring a spectacular solo try from Gabe H (Year 8) – albeit while guesting for the opposition), a triumph over Prior Park, and a local derby win against Wells Blue School. Their final match of the season saw them travel to Westonbirt, where another last-play try secured a thrilling victory. Throughout the season, every player contributed to the team’s success. Special mentions go to our first-season players for their excellent performances. With such a strong start to their Rugby journeys, this Year 7 team promises exciting things in the years to come.

The U15s enjoyed an exceptional season, winning all block fixtures. Opening with a revenge win over Warminster, they followed up with a highscoring result against Queen’s College Taunton. A triangular saw commanding victories over King’s Bruton and Downside, with Theo E-G (Year 11) scoring his first try for the School. Mixed fixtures with the U14s brought further wins against Milton Abbey and Leweston. The season’s final block game, against Westonbirt School, showcased the team’s attacking flair despite playing with only nine players on the field. In the cup competitions, the U15s faced tougher opposition. A close loss to Blundell’s in the National Schools Cup set up a plate run, starting with a gritty victory over Taunton School. This was followed by a determined win at Ivybridge Community College and a nail-biting triumph at Bristol Grammar School, securing a historic first-ever national Quarter-Final place. Every position contributed: a dominant front row, powerful second rows, a dynamic back row and sharp half-backs. Zak M and Matthew F (Year 11) led the scoring, while the back three were rock solid. Impact players brought fresh energy when needed.

U14 The U14s delivered a season of promise, with notable wins over Warminster, Queen’s College and Leweston. Captain Max H-B led with determination, supported by standout performances from Ezra H, Thomas B, Leo DC, Wilf M, George D and top try-scorer James MacG (Year 10). Early victories were followed by testing matches against King’s Bruton, West Buckland, and Westonbirt, which, despite defeats, built the team’s resilience. A highlight came late in the season with a triangular win over Milton Abbey and Leweston, featuring a skilful try from Edward H (Year 10) and strong ruck work from Ben S (Year 10). Although results didn’t always reflect their full potential, the progress made by each player was evident, laying strong foundations for future success.

Conclusion Across all age groups, Rugby has been defined by commitment, growth and memorable victories. The 1st XV broke records, the U15s reached uncharted national territory, the U14s laid the groundwork for future success, and the Year 7s announced themselves with passion and flair. With talent and determination running through every squad, there’s every reason to be excited for what lies ahead.

Tennis Tennis continues to go from strength to strength across the School and it was wonderful to see the Courts in constant use, with both Plumptre and the Astro alive with rallies, volleys and teamwork during lunchtimes, after school and at weekends.

Year 7 The Year 7 squad enjoyed a highly successful and enjoyable season, blending players from the Prep School with new arrivals to form a united and 42

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highlighting the depth of individual talent within our squads. The U14B Girls had a superb season too, winning all their matches and demonstrating the great depth within this Year group. The Boys’ senior teams delivered equally impressive performances, with both the 1st and 2nd teams remaining undefeated throughout the season – a tremendous accomplishment and testament to their commitment and resilience. They showed a consistently high level of Tennis week by week, recording strong performances and defeating tough sides from schools in Taunton, Bath and Warminster. One of the most heartening aspects of the season was the unwavering enthusiasm from pupils. As Head of Girls’ Tennis, Mrs Pritchard said what made her proudest is not just the results, but the spirit in which our pupils approached the sport. It’s not uncommon to receive fixture cancellations due to other schools struggling to field teams – yet we find ourselves in the enviable position of having so many pupils eager to play. When last-minute changes arise, there is always someone willing to step in, often at very short notice. This reliability and team spirit reflect the kind of sporting values we aim to instil – responsibility, enthusiasm, and a genuine love for the game. As we reflect on a hugely successful season, Mrs Pritchard and her team are already excited for what lies ahead. We hope to continue growing the Boys’ programme and competitive opportunities for all Year groups, ensuring Tennis remains an inclusive and accessible sport for every pupil who wishes to take part.

Pupils from Year 7 through to the Sixth Form made the most of the opportunities to develop their skills, enjoy the sport and represent the School with pride. Whether playing in competitive fixtures or enthusiastic training sessions, it has been another memorable and highly rewarding season. This year we fielded 18 teams, reflecting the growing appetite for the sport among our pupils. Our Girls’ teams formed the core of our Tennis programme, but we were delighted to see the increasing enthusiasm from the Boys, enabling us to field U13, U14 and U15 Boys’ teams as well as the usual two senior Boys’ teams. The energy and commitment from these new teams was inspiring and we’re excited by the prospect of expanding their fixture list further in future seasons. All fixtures (apart from in the County Cup) were played in doubles format, providing a fantastic platform for pupils to develop their tactical awareness, movement and on-court communication. The standard of play was consistently high, and the results speak for themselves! Our Girls entered the Tier 2 County Cup in both the U13 and U15 categories. The U13 team secured second place, while the U15 Girls did exceptionally well to achieve first place in the round-robin tournament that ran during the season. These tournaments also gave our players the chance to experience a singles competition, offering a refreshing variation from the regular season and

Cricket The School enjoyed a remarkable season of Cricket, blessed with glorious weather that perfectly complemented the outstanding performances we saw on the field. The commitment from all players was exceptional, with some weekends seeing as many as eight teams in action - a real indication of the passion there is for Cricket here at Wells. The 1st XI enjoyed an excellent season, demonstrating significant growth and cohesion as a team. Our annual Cricket Week was, as always, a highlight of the Trinity Term. The 1st XI played an astonishing nine matches in eight days, and were so close to going unbeaten over the course of the week. Highlights included a thrilling draw against

“This year we fielded 18 teams, reflecting the growing appetite for the sport among our pupils.” WELLS CATHEDRAL SCHOOL

SPORTS REPORTS

the MCC and victories over Almeley CC, The Forty Club and Exeter School. The week concluded with the inaugural hosting of the Cathedral Schools T20 Festival, where the 1st XI delivered some dominant performances. Despite their impressive run, they were narrowly beaten in the final by King’s School Gloucester. Across the board, the other Boys’ teams also had fantastic seasons filled with exciting matches and impressive displays. The U15s showed great promise and are poised to make significant contributions to the Senior teams next year. The U14s embraced their season with enthusiasm and represented the School with distinction both on and off the field. The U12/13A and B teams showed commendable progress, holding their own against older, more experienced Year 8 teams. One of the most exciting developments this season was the introduction of Girls’ Cricket as a main sport option for Years 7-10, an historic first for Wells. The enthusiasm to play and compete was brilliant to see. The U13A team, featuring three county players, proved to be a formidable side, and were able to reach the third round of the Schools Sport Magazine National T20 Cup. The U15A girls also had an excellent season, with a standout moment being their last-ball victory over Westonbirt School. This first year of a full Girls’ Cricket programme has been a resounding success, and we are incredibly excited to see how it continues to grow and thrive in the years ahead!

Golf Golf is a growing sport at Wells, and it’s exciting to see so many pupils taking it up! The major tournament of the year is the Somerset Schools County Championships which provides the opportunity to progress to both the regional and national stages. Although we’ve competed in this event for many years, this year saw our largest team yet and Mrs Pritchard anticipates taking an even bigger squad next year. Held at Weston-super-Mare Golf Club, the Wells cohort were treated to perfect golfing conditions: no wind and glorious sunshine. This year’s Championship had a record number of entries, with 119 young golfers from across the county ready to take on the challenge of the links course. As crowds gathered around the first tee, our pupils managed their nerves admirably and headed off with determination. It was wonderful to witness their enthusiasm and passion for the game. Special congratulations must go to Josh B (Lower Sixth), who shot a gross 76 while playing off a handicap of 12, making him the overall nett winner of the Championships. A superb round of Golf—and his personal best—on such a big stage. What a day to do it! We also saw the return of the annual staff versus pupils fixture. Played after school in sweltering heat at Wells Golf Club, the format was four-ball better ball match play, with six pupils and six staff making up the respective teams. With some excellent Golf on display, the staff team narrowly claimed victory, winning two matches to one. It was a fantastic evening enjoyed by all, filled with laughter and camaraderie.

“One of the most exciting developments this season was the introduction of Girls’ Cricket as a main sport option for Years 7-10.” 44

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Football The 2024/25 season could best be summarised by ‘what could have been’. Supporters of Kevin Keegan’s Newcastle team of the mid-1990s will remember an attacking brand of Football in which the aim was just to score more goals than they conceded. Playing in the blue and white of Wells Cathedral School rather than the black and white of Newcastle was perhaps the only difference in this entertaining season! The season kicked off with an away visit to Taunton School which saw a close defeat and a sign of things to come. After a number of hours on the training pitch, working on the defensive side of the game proved beneficial with a 1-1 draw with Clayesmore in match two. A last minute defeat away at Sherborne was a tough result to take despite playing some outstanding attacking Football, and a home defeat by Canford illustrated where greater work was required on the training field. The team’s fifth matchday against Clayesmore School provided the most impressive performance of the season with a victory and illustrated some excellent Football at both ends of the pitch. This was followed up with a victory at home to Millfield School as well as a draw with Taunton School and it seemed that the season was on course for an impressive second half, but alas, defensive frailties reared their ugly heads again. Defeats to Clayesmore School, Sherborne School and Millfield proved disappointing for the team. A strong performance against King’s Bruton ended in a victory which was the last win of the season with a final defeat against Canford School. There were many positives from the season with the majority of this young squad available for the next season. Captain Will P (OW 2025) led the team by example and Mr Grass’ thanks go to him for his ‘never say die attitude’. The young team will move on for the 2025/26 season with greater confidence and experience.

Badminton In September, we hosted the Somerset Badminton Championships. Wells was well represented by U17s Alvan W (Upper Sixth) and Mason C (Year 11), and U19s Horus C (Upper Sixth), Kingston L, Kenyon C, Key C, Hana W and Riana T (OW 2025) with some excellent performances. For the first time, the team entered the Wessex Badminton League. Playing eight schools, Mason C (Year 11), Horus C and Jonas C (Upper Sixth), Hana W, Kingston L, Key C, Kenyon C and Riana T (OW 2025) came third in the league with Joshua F and Thomas C (Year 11), Bill O’C (Lower Sixth), Lucy Z and Alvan W (Upper Sixth), Larissa L and Chris C (OW 2025) acting as reserves. Nim W (Lower Sixth), Hana W, Larissa L, Bella L, Riana T and Georgie Y (OW 2025) also played an all girls match against Sherborne Girls’ School which was a first for many of them. We hosted the Adam Feather Badminton Tournament in March. The tournament is for non-county players and Wells was represented by Thomas C (Year 11), Alvan W, Jonas C and Horus C (Upper Sixth) and Enoch A-L (OW 2025). Thomas had only begun playing Badminton this year and came runner up in the singles! Six of our Badminton squad players represented Somerset in county matches: Joshua F (Year 11) at U17 level and Horus C (Upper Sixth), Hana W, Kingston L, Key C and Kenyon C (OW 2025) at U19 level, with Hana and Kingston playing in the U19 Shires League against strong counties including Avon, Hampshire, Worcestershire, Gloucestershire, Devon and Wiltshire. Badminton Coach Jane Lipton comments, “It is lovely to see all of the players developing their skills and working hard at improving their game. They rise to the challenge of playing against players from outside the school environment, adapting to different sports halls and playing styles.”

“There were many positives from the season with the majority of this young squad available for the next season.” WELLS CATHEDRAL SCHOOL

SPORTS REPORTS

Cricket Week Cricket Week 2025 was a brilliant (and hectic!) week. Over the course of eight days, an incredible 18 matches were played. The week kicked off with a dramatic draw for the 1st XI against a strong MCC side on Monday. As is tradition, the MCC batted first and set an imposing 261-6 declared. Noah R (Lower Sixth) the standout bowler with 1-21 in 8 overs. In reply, Wells lost frequent wickets but continued to bat with excellent attacking intent, which kept us in the game. Tiger S-I (OW 2025) scored a brilliant 114 not out, his maiden School century, with Zak M (Year 11) and Rory S (Lower Sixth) contributing well with 34 and 22 respectively. With the possibility of chasing down the 262 required to win fading, Wells ended up defending the last few overs to finish on 215-9, successfully securing a draw with just one wicket to spare. On Tuesday, the 1st XI beat Almeley CC in another brilliant encounter. Batting first, Wells posted 186-7 in 40 overs, with 30s scored by Tiger S-I, Oli S (Upper Sixth) and Ethan D’O (Lower Sixth). Chasing the target, Almeley often looked favourites

to win, but regular wickets and some excellent death bowling by Paul K-K (Upper Sixth) and Josh B (Lower Sixth) saw the 1st XI over the line. On the same day, the U15As also put in an excellent performance against Millfield U15Bs, winning by 50 runs. Batting first, Wells scored an imposing 161-3 in 20 overs. Zak M (Year 11) starred with 50 not out off 31 balls, including 5 sixes! With the ball in hand, many Wells boys impressed and took wickets, bowling Millfield out for just 111. Wednesday saw us have a full block for our U12 and U13 Boy’s and Girl’s teams against the Downs. The best game took place on Cedars Field, where the U13A girls lost a thriller by just 7 runs. Olivia D’O (Year 9) shone, scoring a run-a-ball 24, including some beautiful cover drives. During the day on Thursday, Year 9 to Lower SIxth girls took part in a competitive intra-school T20 match. The girls had a brilliant time in the baking sunshine and it was wonderful to see so many enthusiastic, willing to play and enjoying their Cricket.

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In the evening, attention turned towards the most-eagerly anticipated fixture of the week: the WCS Parents vs WCS Staff. The staff team was victorious despite injuries and an intensive parental training programme. On Friday, the 1st XI put in another superb performance, defeating the Forty Club. After getting put into bat, Wells posted 244-8 declared. Tiger S-I and his brother Finley (Year 11) the standouts sharing an opening partnership of 92. Some early wickets set the game up really well, with Tiger then stealing the show by getting himself on the honours board again, this time by taking 6 wickets. Wells won by 41 runs, bowling the Forty Club out with just 5 overs left in the game. Saturday brought a full block against a strong Exeter School. The U14s fought hard, with Oli P (Year 10) man of the match for taking a wicket and two great catches. The U12Bs put in their best performance of the season - with Year 8s Olly S and Will McA scoring 25 retired. The 1st XI also secured another win, with Paul K-K scoring a fine 70.

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The week concluded with our inaugural hosting of the Cathedral Schools T20 Festival on Sunday and Monday. The 1st XI won both of their games on Day 1 convincingly, securing a place in the final on Monday afternoon. Although dominating large parts of the game, Wells came up just short by 7 runs. Standout performances over the weekend included: Tiger S-I taking 4-6 against Kings Rochester, Oli S scoring 68 not out versus Cathedral School Llandaff and Rory S (Lower Sixth) 2-19 in the final. Written by Mr Harlow

“In the evening, attention turned towards the mosteagerly anticipated fixture of the week: The WCS Parents vs WCS Staff.”

TED TALKS

Ideas worth sharing W

Why are we so afraid of ageing? A TED talk by Kitty H (Upper Sixth) hy are we so afraid of ageing? In a survey it was revealed that 62.5% of the population1 of adults through all ages have a significant fear of ageing. The surface level answer is that it reminds us that we are closer to death. However despite this being the truth there are many other reasons why in society this fear has become more prevalent. Firstly, we need to understand what ageing actually is. Within the nucleus of a cell, at the end of a chromosome there is a region of repetitive DNA sequences called a telomere. As an organism ages telomeres shorten in length; when they become too short the cells can no longer divide and simply become inactive or die. This therefore affects the overall health of the organism causing complications leading to death. There are exceptions to this, for example the immortal jellyfish who lacks telomeres in the first place so can’t go through this cycle of life. However most organisms experience this internally which then reflect externally, for example humans losing collagen causing skin to sag. In recent years ageing has become a symbol of dependence and weakness. Often in this ever changing world the elderly are viewed as out of touch with dated views, yet this wasn’t always the case. Throughout history age was often recognised as a symbol of wisdom and knowledge as people needed it to survive a long time when the overall quality of life was lower, however as countries have developed this idea faded. This change has led to the elderly being expected to conform to the beauty standard of the time which despite its changing aesthetics is centred around maintaining youth. However, the extent that people are pressured to conform to this varies. Generally, women are expected to fit this standard far more. For example the actor George Clooney and singer Christina Aguliera in their 20s and are now in their 60s and 40s respectively. The difference is clear. George

–Wells style Our pupils step into the spotlight to deliver TED Talks that spark curiosity, question the norm, and show just how fearless and inquisitive young minds can be.

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Clooney has progressed through life and in the view of society changed from a boy to a man as he is praised for his greying hair and wrinkles being regarded as a silver fox. However women don’t have that liberty, unlike men they are expected to remain as a girl having a youthful appearance and no signs of ageing like fine lines and wrinkles. Personally, I believe this stems deep from early human nature as ageing is a sign of menopause in women and biologically their use (to have children) ends. Many women feel pressured towards solutions like surgery, in order to remain positively viewed and reap the benefits of pretty privilege. The rise of social media like TikTok and Instagram has greatly contributed to the widespread normalisation that women should not show signs of ageing. This has led to a rise in consumerism in areas of the beauty industry like an anti wrinkle straw and literally training your face not to move. Yet while I talk about these lengths people go to I’m not entirely excluded myself. When I was 14 I started wearing sunscreen everyday. Obviously it has many benefits like reducing the risk of skin cancer but honestly my main motivation was because it reduced premature skin ageing. So at 14 I was worried about developing wrinkles which when I look back in hindsight is crazy. But that’s not even that young compared to the recent epidemic of children nicknamed “Sephora kids”. Due to the rise in social media, many primary school age children are watching their favourite influencers promote anti-ageing products and therefore learning what they should look like. Meaning that from this early age it becomes so ingrained in their brain that they have to achieve this whether it’s 4 year olds using retinols or 8 year olds with eye cream. Don’t worry there is still a bit of hope. More so, in the form of people who attempt to combat this expectation particularly celebrities, as their impact can spread the message to wider audiences for example Gillian Anderson and Judi Dench who have left their skin to age naturally, expressing to the world the true beauty of wrinkles. However in the media this is often drowned out under the constant noise of people expressing their hatred of ageing.

“Often in this ever changing world the elderly are viewed as out of touch with dated views yet this wasn’t always the case.” So why are we so afraid of physically ageing? I think we’re scared of the way people will treat us by not conforming to beauty standards, especially in a world consumed by the importance of appearance. Women especially are worried about ageing as we are pressured to fit societal expectations but then ridiculed when aiming to do that with surgeries. There’s no win. Overall, I believe no amount of filler and injectables can stop ageing so people just need to live without caring about others’ perceptions as spending life hyper fixated on appearance will just make you miserable. Growing old is a privilege, which many never get to experience, so years from now when we look in the mirror and notice smile lines or greying hair we can realise that ageing isn’t a sign of death; it’s instead evidence you’ve lived life.

Reference 1 Costa F. ‘The fear of old age: a survey of adults in the UK’, University of Roehampton (2024)

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TED TALKS

The Psychology of Eating Animal products: Why We Look Away

society’s attitude. This conditioning can be found in numerous parts of society. For example, in our language, don’t eat cows and pigs; we eat beef and pork. These words distance us from the reality of what we’re consuming. We also use phrases such as “processing plants” for slaughterhouses or “humane slaughter” for slaughter. This softens the truth so we don’t have to face it. Likewise, marketing bolsters this disconnect, with cartoon cows smiling on diary packaging and happy chickens on egg cartons. But this is far removed from reality, with companies selling a fairy-tale version of their farms. Consider this: If meat came with footage of how it was made, would you still eat it? Studies3 have proven that people who visit slaughterhouses often give up meat because they see, first-hand, what general society is disconnected from. We’ve been conditioned to look away. But when we do look, it’s shocking. And it’s not just individuals — entire industries rely on our disconnection. Factory farming exists, and continues to exist, because consumers don’t see what happens behind closed doors. Industries benefit from consumer’s lack of knowledge. But more transparency is emerging. Undercover investigations, documentaries, and social media have made it harder to ignore. We can now see what happens—and once you see it, it’s hard to unsee. So I leave you with one question: Now that you see this, what will you do with it? Maybe you won’t go vegan overnight, but what if you just tried one meal — or one day — without animal products? What if we stopped looking away and started making choices that correspond with the values we already hold? Because in the end, the only reason we eat some animals and love others is because someone told us to.

A TED talk by Olivia G (Upper Sixth)

magine you’re sitting at a dinner table, about to eat a burger. Now, imagine a cow standing next to you. Would you still enjoy that burger if you had to look into the eyes of who it was made out of first? Most of us love animals—we care about their well-being, we rescue them, we keep them as pets. And yet, we eat them; this is cognitive dissonance. When our actions don’t correspond with our values, we experience discomfort, so we have to find ways to justify our choices. But what if we stopped justifying and started questioning instead? When we see a dog, we feel love. When we see a pig, we think bacon. But why? Studies1 have proven pigs are just as intelligent as dogs, being able to form bonds, solve problems, and play games just like their canine counterparts. Yet, the idea of eating a dog horrifies us, while eating a pig feels normal. This is not about biology—it’s about conditioning. We feel uncomfortable with the reality of eating animals, so we mentally separate “food animals” from “pet animals” to ease that discomfort. A famous psychological study2 found that when people are asked to categorize an animal as “food,” they quickly downgrade their moral concern for that animal. This means that our ethics shift based on whether we perceive something as edible—not based on any real difference in the animal itself. This shift is unconscious, and is done to rationalise the treatment of animals we exploit. And that’s what makes it so powerful. The only difference at the end of the day is your attitude, or more to the point,

References 1 Gerencsér L. et al. ‘Comparing interspecific socio-communicative skills of socialized juvenile dogs and miniature pigs’ in Animal Cognition 2019 June 29th; 22[6]: pp.917-929. 2 Bastian B. et al. ‘Don’t mind meat? The denial of mind to animals used for human consumption’ in Personality and Social Psychological Bulletin 2012 38: 247 3 Onwezen M.C. When indifference is ambivalence: Strategic ignorance about meat consumption in Food Quality and Preference Volume 52 (September 2016) pp.96-105

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When does Graffiti become historically significant? A TED talk by Charlie M (Upper Sixth)

raffiti in the modern day often gets a pretty bad rap. Current perceptions of it are typically negative, and it’s widely seen as rebellious, unruly and even a nuisance, kind of like a messy teenager going through their ‘I don’t care phase’, except it’s happening on buildings instead of bedroom walls. But what if I told you it was more than that? What if it was actually a form of art, a mode of activism, or potentially even a historical treasure trove of... well… feelings? To begin to unpack this, let’s first acknowledge that our understanding of the past is constantly being shaped today by all of those who have lived in it. Now, that sentence might sound like I’m kind of stating the obvious, but what I’m trying to say is that the history we know is often based on what’s been written by dignified people with dignified things in mind… or maybe just people with really good handwriting. Although all of this official stuff is incredibly important to our understanding of human history. Sometimes, the, quote on quote, ‘less boring bits’ of the past are accidentally transcribed by people from all walks of life through graffiti. In the context of ancient civilisations, most official surviving records and documents focus on law, such as the Laws of the Twelve Tables and The Athenian Constitution, or elite figures, like Darius the Great. For this reason, graffiti has provided us an incredibly valuable insight into the daily lives of the ordinary people who lived in these classical eras, most of which may not have been accurately represented in these written records. Take Pompeii, for instance, where some of the first cases of personal graffiti have been found. Thanks to the eruption of Mount Vesuvius in 79AD, not only did Pompeii transform into a wasteland, but the inscriptions plastered on its walls still WELLS CATHEDRAL SCHOOL

“It can tell us who we were, who we are, and maybe even who we’re becoming.” remain, ranging from declarations of friendship, to insults, all the way to simply making a mark. Now, fast forward around 2000 years. Street art was popping up in urban hotspots all around the world, and by the late 1960s, graffiti had evolved into a visual language of both identity and protest. One of the most iconic figures in this movement was Jean-Michel Basquiat, who began tagging with his ‘SAMO’ tag in New York City in the early 70s. His art soon developed into something much bigger, making him one of the most influential artists of the 1980s. He managed to take his raw street art and political messages and transform it into paintings that are not only really, really expensive, but are now displayed in galleries across the globe. But what makes all of this historically significant? The key to graffiti’s historical significance isn’t about the when - it’s the why. It’s an example of the human experience in its rawest form - a glimpse into people’s lives in a way that is both unfiltered and direct, and when it evolves from just an image or statement to a powerful symbol, it can tell us who we were, who we are, and maybe even who we’re becoming. So at the end of the day, it’s not just about the writing on the wall, it’s the conversation that it causes. And that conversation? That is what makes it history. 51

BOARDING

A-Z

FOR BOARDER’S HOUSE LIFE Written by Wayland W (Upper Sixth)

ALARM Don’t kid yourself that you have true circadian rhythm, we all know you don’t.

MATRONS (Pastoral House Assistants)

First rule of being a boarder, keep the Matrons happy, they do so much for us so we can spare them a few headaches.

BREAKFAST The most important meal of the day, you’ll otherwise have a rather poor day without it. CURFEWS You’ll have a curfew based on your age. Don’t try to sneak out after, countless pupils have tried before you.

NOISE There will always be that one random room that never stops making loud noises.

ORGANISATION This varies from place to place and is highly dependent on the individual, but a bit of this doesn’t hurt.

POT NOODLES

DORMS You’ll have great dorms, each with their own character and traditions.

Why are there so many?

EXAMS The House isn’t an escape from the

QUIET Consider those you live with, sometimes we could all do with some quiet time. REACH Please sign in wherever you go, your Houseparents have a vested interest in knowing your location.

exam revision, it’s the perfect place to study for them.

FREE-TIME Use it wisely, but don’t let it be the

SNACKS Please mark your name on these, you’d

majority of your time, we all know you’ll get nothing done that way.

be surprised how many things go ‘missing.’

GARDEN Don’t spend too long in the House, you’ll benefit from getting out every now and then.

TOAST AND TOASTIES The lifeblood of the House that keeps people going, the boarder’s ration.

HOUSEKEEPERS They do so much for us

boarders here at Wells, be respectful towards them, they cope with so much.

INSPECTION Keeping your room clean makes

life way easier, your Houseparents, Pastoral House Asistants and Housekeepers will greatly benefit from it.

UNIFORM Tucking your shirt in is not a difficult

JOURNEY Your time at Wells is a big part of your

VISITORS Whether Old Wellensians, teachers,

KITCHEN Just because you can cook here does not mean it’s the place to make a three-course meal. Clean your dishes after.

WIFI The houses all have it, do not panic. The School is historic but the WiFi is not.

task.

parents and more, you’ll meet a few people around the House time and time again, House tours are always valued for the lower years.

life as a boarder, you’ll learn new things, meet new people and you’ll come out of it different.

XEROX Photocopying and printing. Think of the planet. Only copy or print what you need… LAUNDRY Do learn to use this, you’ll be an adult quickly and there’s nothing worse than someone who can’t take care of themselves. No one likes smelly socks.

YESTERYEAR Friends and fellow boarders come and go in the Houses, they may not be there anymore, but you’ll remember them fondly. ZZZ Don’t take the shuteye for granted, every bit counts. 52

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POEM

My School of Thoughts Written by Francesca C (Year 9) I have been waiting since 909 AD, Always listening yet never speaking – that’s me. Some things (history lessons) never change, End of year leavers always act deranged. But each September, a new set of strangers Enter my doors to face imagined dangers. I love every season, the highs and the lows, What really goes on here very few know. Oh, the Queen’s platinum jubilee, Now that was a happy time for me. (Bringing back memories of her visit in 1977), Only weeks later she departed for Heaven. The sad days are the hardest to ignore, Like hearing teachers ‘explaining’ Putin’s incomprehensible war. I realise they don’t even know I’m here, But this has been another exceptional year.

Watch Francesca read her poem at youtube.com/watch?v=qxj_N3fBpMo

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PRIZE WINNER

Wells Sixth Former Shines in National History Competition

pper Sixth pupil, Caspar W was awarded the runner-up prize in the prestigious Young Historians Project 2025, impressing judges with his in-depth analysis of the British victory at the Battle of Kohima and Imphal during the Second World War. The annual Young Historians Project celebrates outstanding historical research and writing by Sixth Formers across the UK, attracting hundreds of entries from schools nationwide. Caspar’s essay, praised for its “clarity, depth, and originality of thought,” placed him among the very best young historians in the country. His chosen topic – the pivotal battles of Kohima and Imphal in 1944 – explored why British and Indian forces were able to defeat the Japanese Army in one of the most decisive turning points of the Burma campaign. Drawing on detailed research and a sharp critical eye, Caspar argued that improvements in British tactics, inspired by Lieutenant General William Slim, were the single most important factor behind the victory. In his essay, Caspar writes:

impressed the judges. They noted that Caspar’s essay “demonstrates both academic rigour and a flair for narrative, qualities we look for in future historians.” Caspar’s research highlighted how multiple factors contributed to the outcome of the battles – from the effective use of airlifts and armour to the crucial role of Indian soldiers, who formed the majority of the British Indian Army. He also examined the failings of Japanese commanders, whose overconfidence and poor logistical planning ultimately doomed their campaign. Reflecting on his success, Caspar said: “I chose this topic because the Burma campaign is often overlooked in discussions of the Second World War. I wanted to explore how a combination of leadership, strategy, and resilience made such a difference to the outcome. To be recognised nationally for my work is a huge honour.” Head of History at Wells Cathedral School, Mr Eldridge praised Caspar’s achievement: “Caspar has shown tremendous dedication, not only in the depth of his research but also in the clarity of his argument. His essay represents the very best of what we aim to nurture in our historians at Wells – intellectual curiosity, independent thought, and the courage to tackle complex questions.” The Young Historians Project prize adds to a growing list of academic successes for Wells Cathedral School, underlining the strength of its Sixth Form and its commitment to nurturing both scholarly excellence and individual passion.

“Slim also turned the morale and training of his men around. He managed to persuade his soldiers that they could defeat the Japanese and that the Japanese had not beaten them. One way he did this was by, in initial limited attacks, deploying brigades against single Japanese companies to ensure success and build confidence.” Caspar W winning essay This ability to weave together military strategy, resource management, morale, and the political backdrop of Indian nationalism particularly 54

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ationalit

Continents represented except Antarctica

Houses

Wells by 16 Numbers Pupils

Productions a year

Spoken languages

1,116 Years old

Cat called Basil

WELLS CATHEDRAL SCHOOL

1 Cathedral

ie s

N 6 2

ART 2.

Written by Mr Heath, Head of Art

1. EMILY M (OW 2024) UPPER SIXTH ART OF THE WEEK 27-09-24 2. ELEANOR D GCSE (2024) 3. YEAR 8 - 9 PUPILS - ART OF THE WEEK - 23-05-25 56

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lowers, tigers, clay coral creations and mini, modern Mona Lisas, are just a few of the subjects and pieces of work that were featured and created within the diverse range of pupils’ artwork this year at Wells. From Year 7 through to the Upper Sixth pupils have been encouraged to imagine, experiment, explore, expand their skills and perhaps most importantly, to adapt and adopt a creative growth mindset! Competition wins, exciting opportunities to visit galleries and meet artists as well as positive comments and compliments from internationally renowned artists on the @artatwells Instagram feed have all further galvanized our pupils’ enthusiasm for the subject and belief in their own creative ability. Thanks to a very generous donation received by the School, the new Art Department gallery space and architecturally restructured and refurbished Sixth Form Studio, with enhanced space and light as well as improved access to the outdoor learning environment in the Art Courtyard, has further added to the buzz of activity and dynamism in the Art Department for all to enjoy and benefit. With 100% of our A level pupils achieving A* - B grades 2024/25 and an outstanding array of new outcomes to share in School and via @artatwells we look forward to an exciting and vibrant year ahead in 2025/26.

4. LUCY Z UPPER SIXTH (WEDNESDAY ACTIVITIES) ART OF THE WEEK 27 07-11-24 A 5. LARIS - UPPER SIXTH - ART OF THE WEEK 13-9-24 6. LARIS C (OW 2024)- LOWER SIXTH WORK - ART OF THE WEEK 13-9-24 7. YEAR 8 - 3D COLLABORATIVE PROJECT 2024 WELLS CATHEDRAL SCHOOL

ART 8.

10.

11.

12.

8. KAMIN H (OW 2024) ART OF THE WEEK 24-1-25 9. ROSIE W - UPPER SIXTH 10. LARIS C (OW 2024) 11. AIDA S (LOWER SIXTH) - A LEVEL FINE ART - ART OF THE WEEK 13-06-25 12. LARIS C (LEFT) BONNIE L (RIGHT) (OW 2024) A LEVEL FINE ART - ART OF THE WEEK 07-02-25 58

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The role of Art in our classrooms Head of Art Mr Heath on the importance of Art at Wells ‘For a complete mind, study the Art of Science, study the Science of Art, learn how to see and recognise that everything is connected to everything else’ Leonardo da Vinci

as any other and, by its very essence, through embracing and supporting so many different perspectives, interests and routes of study, is a truly all round ‘interdisciplinary’ subject. Maths, Science, Design, Psychology and Philosophy, for example, are all so much more difficult to develop, explore, communicate, teach and learn without Art and visualisation of concept and theoretical conjecture, from the structure of DNA and biological discovery to the more distant wonders of the universe. With both observation and imagination at its very core, Art has the power to unite subjects and ideas through continually and explicitly interconnecting subject matter, interweaving skills, concepts, terminology, understanding, approaches and knowledge from other subjects and disciplines - with the outcome of new solutions and to imagine a world of the future. Far from sitting in an ‘academic bubble’ or seeking to be in a distinct category of its own, Art, at all levels, is an open and interactive catalyst and conduit through which pupils can view, demonstrate, explore and express both their own and one another’s perspectives and perceptions, actively encouraging the development of a growth mindset. So many discoveries and explorations in Science, Maths, Design, Philosophy and understanding of human behaviour and Psychology have been explored, examined, developed, realised and explained with Art. It was the art of cartography that mapped and visualised the early modern world, the art of observational drawing that examined human anatomy, aided Darwin’s development of the theory of evolution and enabled Galileo Galilei to better understand what he saw through his telescope when focusing it on the moon. Art at Wells leads a programme of study that harnesses and builds upon the very best of this tradition whilst continually developing the skills, imagination and curiosity that are so vital and relevant to the interdisciplinary learning and solutions of the future.

he Times heralded the London Interdisciplinary School (LIS) as ‘the most radical new university to open in decades’. LIS encourages prospective students to ‘Think Full Spectrum’ with their main premise being that ‘solutions to the world’s most complex and interconnected problems won’t come from a single subject or specialism.’ What role does Art education at school, and specifically at Wells, have to play within pupils’ preparation for this potential new direction of Higher Education? Arguably, rather than being just one of the collective elements of such new university courses and approaches, which it equally does so well, it could be suggested that Art education, at school level and particularly at KS4 and KS5, actually provides a strong model for, and an example of, interdisciplinary and collaborative learning upon which to build - with Art acting as an excellent foundation and vehicle for communication of ideas and expansive study that so effortlessly and naturally transcends all potential language and subject boundaries (perhaps why the legacy and foresight of Leonardo da Vinci’s work is still so globally recognised and celebrated). Despite the perception of many, Art isn’t confined to the visual or the development of related practical skills. It doesn’t only reside or belong in studios or galleries - and just like Design, Technology and Science it can and most often does have a specific function, far beyond a purely aesthetic or decorative one. Throughout history, it has been used to experiment, observe, depict, explain, imagine, record, innovate, communicate, express, persuade, protest, connect and, of course, build and create. It is ultimately a ‘thinking’ subject as well as a practical one, arguably just as academic WELLS CATHEDRAL SCHOOL

CCF + OUTDOOR EDUCATION

Why do we have a

Cadet Force? Captain C Eldridge looks back at the origns of our Cadet Forces

he sight of pupils in military uniform often raises eyebrows. It is when you think about it a strange thing - Britain is a mercifully peaceful society, we do not conscript and our military is small. Moreover the cadet organisation is emphatically not recruiting for the Armed Forces. Yet in Wells and hundreds of schools like it pupils and staff regularly parade and train in the uniforms of the Army, Navy and Air Force. Why do we do it? The cadet forces trace their origins back to 1906 when the recent Boer War had highlighted a shortage of officers in the British army. Then, public schools of Britain, who provided the entire officer class at the time, were asked to assist by ensuring pupils undertook initial military training. Wells was not one of these schools. The School was tiny at the time. It was 1941 when the Housemaster of Edwards, Captain Foreman, set up the cadets on his own initiative that our School’s force began. 34 boys strong, the Cadet Corps as it was known was a preliminary training unit at a time when Britain was conscripting. Then as now the cadets trained on the Mendips, but unlike today ‘the Corps’ as it was known was entirely military in character, working towards ‘War Office Certificate A’ which with its combination of various training elements was clearly aimed at producing embryonic infantrymen. We must have been doing something right, for within two years of formation the Wells Corps won the Lucas Tooth Shield for the smartest

cadets in Somerset. By 1948, Britain had a dilemma over what to do with its Cadet Corps. Many felt that postwar children should be shielded from war. The democratic victors of the Second World War however, thought differently, specifically the USA and Britain. In Britain the Combined Cadet Force was formed that year, its purpose to transfer the focus from preparation for the forces to ‘Enabling the development of personal responsibility, leadership and self-discipline’. That has been Wells’ raison d’etre ever since. Whilst these three skills are of course to be found in many walks of life, we believe that military training refines, articulates and trains these skills better than anywhere else. In part this is because of how well the majority of pupils adapt to being cadets. The extra self-discipline it entails, mostly in the small details like ironing uniforms and polishing boots, gives a sense of pride. Even marching and drill which can look brutal from a distance is enjoyable because it unifiies and imparts a desire to serve and support. In addition to drill and military turnout there are two other elements to the cadet experience. The first is Outdoor Education which needs no advertisement. Through this generations of Wellensians have scuba dived, rock climbed, canoed, caved and sailed to name but a few. The final, most important element differs between our 60

WELLS CATHEDRAL SCHOOL

Combined Cadet Forces Promotions Congratulations to the following cadets for earning promotions in the last year

ROYAL NAVY l Warrant Officer First Class: Sophie J (Upper Sixth) l Warrant Officer Second Class : Michael T and Wayland W (Upper Sixth)

The earliest known photograph of the contingent from 1944. Captain Foreman is fifth from left on the bottom row and Sgt James fourth from right.

l Chief Petty Officer: Mimi L and Ethan R (Upper Sixth) l Petty Officer: Anna B-T (Year 11) and Charles G (Lower Sixth) l Leading Hand: Toby B, Isabella B, Alfred E and Hamish S-P (Year 11) l Able Cadet: Samuel C, Edward G, Lorcan McK, Oliver N, Tom O’C, Sebastian R, James R, Monty S, Tom W, and En Xuan T (Year 11) l Ordinary Cadet: Arthur A, Leo D C, Ezra H, Edward H, Isabelle H, Thomas J, Indy M, Abigail M, Ottilie M-D (Year 10), Freddie G, Alice L, Alfie M-R and Aaron S (Year 11)

RIFLES

Parading on Cathedral Green for the 1958 Jubilee.

l Staff Sergeant: Sophie T (Lower Sixth)

two branches. The navy cadets, understandably, concentrate on all things sailing, from a dinghy around Cheddar Reservoir to participating in warship simulators at Portsmouth. The army cadets, through sessions on ranges and exercises at Yoxter, are taught the basic elements of infantry operations, from thriving outdoors through target shooting, through teamwork in such activities as ambushes and section attacks. What we do is fun, there is no doubt. But like all the best fun, there is a purposeful core to it. I have never seen anything remotely as good as the CCF for developing character. The shy become confident, the directionless acquire purpose and the disorganised structure. The best time to see this is Remembrance Sunday when our cadets take front and centre in the city’s unique act of commemoration which finishes at the memorial to Harry Patch, the last World War One veteran. I know he was a pacifist, but I think he’d appreciate what our cadets do nevertheless. WELLS CATHEDRAL SCHOOL

l Sergeant: Sophie W (Lower Sixth) l Corporal: Lee B, Thomas C, Lulu M, Emilia S, Constantin V (Year 11) l Lance Corporal: Thomas B, Alexandra D, Ella G, Charlotte I, Grace L, James MacG, Jonathan M, Bea P, Eliza W and Josef Z (Year 10)

CCF + OUTDOOR EDUCATION

What is DofE? A sk any pupil at Wells what they remember most vividly about their Duke of Edinburgh’s Award, and the answer is won’t be “filling in the eDofE” or “learning grid reference” - it’s the moments. The moment a Sixth Former says they are going to get up at 5.45am to see the sunrise from their tent, and actually does! The moment a Year 10, who was convinced they’d never be able to navigate, takes a bearing and finds themselves exactly where they hoped to be. The moment a Year 9 cooks a kilo of raw pasta, not realising they were making enough to feed everyone else in Year 9 as well! Those moments – big or small – are what make DofE so powerful here. Yes, our pupils complete volunteering, skills and physical activities, and they take part in expeditions at Bronze, Silver and Gold, but the real magic lies in the way it changes them. They come back different: more confident, more independent, more willing to have a go. Parents often say the same thing – that they see something new in their child after an

expedition, whether it’s resilience, a stronger sense of responsibility, or just the quiet knowledge that they can handle themselves when things get tough. What makes the Duke of Edinburgh’s Award at Wells so special is the way it is run. Many schools rely on external companies or freelance leaders. We don’t. Here at Wells we are lucky enough to have seven qualified Mountain Leaders on our staff, alongside even more colleagues who are passionate and experienced walkers. This means our expeditions are led by teachers the pupils already know and trust – the same people who teach them in the classroom, coach them on the sports field, and see them around School every day. This familiarity adds an extraordinary level of personalisation to the programme. Staff know the pupils, understand their strengths and worries, and can support them as individuals. It also allows us to be more ambitious with our expeditions: instead of defaulting to the easiest, most repeatable option, we can help pupils plan expeditions that are challenging, adventurous, and genuinely rewarding,

WELLS CATHEDRAL SCHOOL

all while knowing we have the ability to help them adapt these routes to the conditions on the day. Because we have that in-house expertise, we can take our pupils further and push them more than most schools can. Bronze groups explore the Quantocks and Mendips; Silver head to Dartmoor and the Brecon Beacons; Gold take on the challenges of Snowdonia and the Lake District. Our Gold expeditions include wild camping and, on occasion, a night in a mountain bothy – a very basic hut in the hills with no electricity, no running water, and certainly no frills, but an experience our pupils never forget. These are the sorts of adventures that stay with them for life. There’s something very special about seeing relationships between staff and pupils grow on expeditions. Shared laughter hearing stories of getting lost, the encouragement on a tough climb, or a quiet word of reassurance when the rain has been relentless – these moments outside the classroom can transform the relationships inside the classroom. Pupils return not only with stronger skills, but with a deeper trust in the adults guiding them through School life. Of course, the Award isn’t always easy – nor should it be. There are blisters, heavy packs, wrong

turns, and moments when the weather feels endless. But there are also hot chocolates under the stars, the pride of reaching the high point of your route, and the satisfaction at the end of finally seeing the minibus and knowing you’ve really earned the rest. Pupils look at each other differently after sharing these experiences. They know the people around them who dig deep when everyone’s tired, they know those who can push through when it gets difficult, and they know those who help bring them up when they are down. They become better at judging character, more empathetic and harderworking. The certificate and badge at the end are lovely, and the Gold presentation at a royal palace is unforgettable. But the true reward? It’s in those moments – the ones when a young person realises they are braver, stronger, and more capable than they thought possible. And at Wells, thanks to the dedication and expertise of our staff, those moments happen again and again.

THE VOICE OF…

EDWARDS HOUSE

dwards is a place full of energy, warmth and community. There’s always laughter somewhere in the House, and everyone contributes something unique whether it’s a talent, a sense of humour or a tradition from home. With pupils from around the world, Edwards is a blend of cultures, celebrations and stories, and that’s what makes it feel special. Day-to-day life is lively from the moment alarms go off and everyone rushes to make it to tutor on time. Breaktime means music in the corridors, people squeezing in for toast, and chatter echoing around the House. Evenings are just as full; the smell of dinner coming from the kitchen, films playing, board games being fought over and every year group mixed together like one big family. A huge part of what makes Edwards feel like home is our incredible cleaning team; Tracy, Emma, Rose and Sonia. They’re not just brilliant at their jobs; they’re friends, supporters and daily sources of positivity. No matter how early or how stressful the day, they always manage to make us smile. Evening roll call has become a treasured routine. We all gather in the common room with Mrs Brown, share announcements, cheer each other on and pass around snacks she’s generously bought. Sometimes it’s exciting news like getting a new pool table from the PFA and other times it’s simply celebrating someone’s concert, sports match or personal win. Either way, it brings us together. House activities are a big part of life here. From colouring sessions and Sunday pancakes to themed cooking nights, we love doing things as a group. We’ve cooked dishes from

around the world, decorated gingerbread houses, and created colourful meals for St Patrick’s Day and Pride Month. Friday bagel nights are legendary. House families compete to make the best plates, and once the chaos settles, we curl up for a film. Christmas is, without a doubt, the highlight of the year. The House transforms with fairy lights, tinsel, snowflakes and a towering tree in the common room. December brings our trip to the Bath Christmas Market, the Senior School production, and best of all the Edwards Christmas Party. There’s Secret Santa, crackers, music, dancing and every year group together, including legacy girls who return to visit. The best gift of the night? A brandnew air fryer. We also said a heartfelt goodbye to Miss Birch, our Assistant Houseparent, who left for exciting new beginnings and she is dearly missed. Creativity thrives here. In the Bigny Cup, we reimagined Star Wars with original choreography, costumes and live music, earning ‘Best Planning and Preparation’ from Edward Bennett of the RSC. Many Edwards girls also shone onstage and backstage in West Side Story. We’re a House that loves giving back. We ran bake sales, including one led by Bea D (Upper Sixth) for International Women’s Day, raising £200 for Women’s Aid and bringing pupils from all years together. Living in Edwards has been a privilege. It’s more than a House — it’s home. The friendships, chaos, support and memories will stay with us forever. Thank you to Mrs Brown for her care and to Miss Burgess for her encouragement. Representing Edwards has been a joy. Written by Mimi L and Zuzanna J (Upper Sixth) 2024-2025 Edwards House Captains 64

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THE VOICE OF…

PLUMPTRE HOUSE

t has been a busy but incredibly fun year for all in Plumptre and we’d love to share with you a little bit more about what it’s like to be in our House, and some of our highlights from the year. As boarders, the year started with everyone getting to know each other as many of us were new to Wells. We quickly formed close friendships and became a real ‘Plumptre Family’. Weekly boarding highlights have included cooking nights on Tuesdays, Fridays and Sundays - noodles and pancakes have been particular favourites. Additionally, Wednesday sweet treat nights are looked forward to by everyone, and our latest treat of choice has been millionaire shortbread. House food on Saturdays has been amazing, and with most people taking a turn to cook, the food has ranged from pasta to profiteroles, cornish pasties to curry and traditional German food to barbecue! We kicked off the beginning of the year with our performance of Titanic at the Bigny Cup. Despite not coming out as the overall winners, our award for best House involvement was a testament to the hard work and commitment of every member of the House. During the first Term, we also arranged to meet with our new Year 7 pupils in order to check in and see how they are finding life in Senior School. It was a lovely afternoon with lots of laughing, cake and hot chocolate! During the incredibly busy Advent Term, there was the House Singing Competition. Although not crowned victorious, Plumptre produced an excellent rendition of I’ve Had The Time Of My Life, inspired by Dirty Dancing. The girls worked tirelessly all morning to perfect the lyrics, actions WELLS CATHEDRAL SCHOOL

and complex lift to this iconic tune. To celebrate Christmas, boarders spent an evening covering the House in paper chains, baubles and fairy lights and it looked incredible. Before the holidays we hosted another catch up and cake session, this time with Years 7 and 8. We ordered plain Christmas baubles and all of the girls created masterpieces with paint, glitter and ribbon. Each one took up its position on a very beautiful Plumptre Christmas tree and made the House look even better. After the Christmas holidays, our next big celebration was Chinese New Year. The House was once again decorated, this time to reflect the Year Of The Snake. We made snake cupcakes in the evening and all boarders received a traditional ‘red envelope’, encasing a less traditional chocolate coin! At the end of a busy Lent Term, before the Easter holidays, we had our final catch up session with Years 7 and 8, making Easter cornflake cakes to celebrate the end of Term. They were delicious and it’s safe to say none were left uneaten. The year came to a close with Sports Day (always a highlight in the House - especially tug of war), a barbecue for Years 7, 8 and 9 with Mrs Willis taking full advantage of our new barbecue (affectionately named Sally), the Year 11 prom and the Sixth Form ball. It was a lovely ending to what has been an awesome year in Plumptre. Written by Tilly M and Josie H (Upper Sixth) 2024-2025 House Captains 65

THE VOICE OF…

RITCHIE HOUSE

itchie House, the largest House and mixed House, continues to provide a vibrant and welcoming environment exclusively for Upper Sixth pupils. Throughout the year, our ethos remained focused on helping boarders develop independence and preparing them thoroughly for university, college or conservatoire life. We also supported Lower Sixth pupils through their transition into confident, self-reliant individuals ready for the next stage of their education. Throughout the year, Ritchie House welcomed new pupils and boarders, drawing on our extensive experience to provide tailored support structures. Pupils were guided through key milestones including music auditions, UCAS personal statements, university selection, mock exams, The Event, and A level examinations. This structured transition approach ensured that every pupil was well-equipped to achieve their academic and personal best. Each day began at 7am with musicians attending early morning practice. By 8am, the House was lively, filled with the aroma of fresh coffee and tea to energise boarders for their busy day. Our dedicated team of Pastoral House Assistants—Sharon, Rach and Kim—were consistently available to meet the needs of all boarders, and Sam the puppy was a welcome distraction for everyone. Day pupils regularly used the Reading Room, enjoying fresh fruit and coffee while studying or socialising. Evenings saw boarders relaxing together in the common rooms, using the gym, or playing piano in the Reading Room before focusing on their

prep. The kitchen’s comforting aromas filled the common room, where pupils gathered to unwind, play games, or watch films. Saturdays remained a highlight, traditionally designated as cooking days. The large kitchen buzzed with activity as boarders cooked and shared meals, or Kim prepared dishes for pupils to recreate when cooking for themselves. Saturday evenings featured our House Food Day, where boarders from legacy Houses prepared special meals for the whole House to enjoy together. Occasionally, we indulged in ordering pizza, and during the summer months, Mr Moore’s famous barbecues were a well-attended event. Sundays were reserved for relaxation and recharging. Boarders often spent time around the House, explored the beautiful Wells countryside on walks, or went shopping in nearby Bath or Bristol with friends. The 2024–2025 academic year in Ritchie House was marked by a strong sense of community, dedicated support, and a lively atmosphere. Our focus on fostering independence and preparing pupils for life beyond School has continued to be successful, with pupils well-supported both academically and personally by a dedicated team. We welcomed a new Assistant Houseparent, Miss Booker, and look forward to building on this year’s achievements as we continue to nurture and guide our pupils in the years ahead. Written by Mr Moore Houseparent of Ritchie House 66

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THE VOICE OF…

CLAVER MORRIS HOUSE

ello from Claver Morris! We are a house of boarders from Years 4-8 and we would like to tell you all about what we’ve done this year. We have international boarders, weekly and full time boarders from the Prep and Senior Schools. We’ve got people from all over the world, from the UK to Hong Kong and from the USA to Vietnam. We’re very friendly to each other and the older boarders take it upon themselves to look after the younger members of the House. We enjoy having our furry friends round, and love giving hugs to Bonnie and Molly, our honorary “Claver dogs”. The staff at Claver are so wonderful. They help us with our medication, homework, tuck nights and bedtimes. Mrs Rowntree and Miss Proctor are so lovely and understanding. They always give up all their time just for us and are prepared to wake up at 1am when needed! Pastoral House Assistants are always caring for us, doing the laundry, sorting the House out and making sure we are organised and get to our lessons on time. The evening staff are so helpful too - they come in and help us with our homework sessions and getting prepared for bed. And let’s not forget our housekeepers, Gemma and Chelsea - where would we be without them? They help us so much! Whether it’s stripping the beds for younger ones or just

folding our clothes, we cannot thank them enough! One of our favourite things is Saturday night when we all gather together after a day of fun and exciting activities. We all wind down and enjoy a movie night where we watch all sorts ranging from Wall-e to Mrs Doubtfire. Whilst we watch our movie we get to enjoy House food which is chosen by a different person or dorm each week. We have had tacos, crumble, smoothies, cheesecake and nachos amongst other things. We have enjoyed so many activities including a silent disco, pumpkin carving and the School fireworks night. We received a gift from St. Nicolas which was left in our shoes overnight, ate a Christmas meal at ASK Italian, and Mrs O’Sullivan and Miss Proctor made pancakes for us on Shrove Tuesday. Celine K (Year 8) did the ice bucket challenge (her brother loved splashing cold water on her) and ‘Claver’s Got Talent’ really made everyone shine brightly as we had lots of great performances. We have also enjoyed movie nights with all the other boarders in Cedars Hall, a fantastic disco courtesy of 2025 OW Ian C (Megalithic Penguins) and who can forget the amazing ‘Hawaiian Tropic’ House Festival at the end of the year. Thank you to all staff and pupils for an amazing year at Claver, and we hope that next year will be just as good or even better than this one! Written by Elspeth D and Kukhanya M (Year 9) 2024-2025 Claver Morris House Captains 67

THE VOICE OF…

DE SALIS HOUSE

t is a pleasure to reflect on the many achievements and memorable moments that have defined life in De Salis House over the past year. It has been a year marked by enthusiasm, participation, and a strong sense of community, both within the House and across the School. Our pupils have embraced every opportunity to represent De Salis with pride and energy. In House events, participation has been outstanding. The House Singing competition saw a spirited and united performance from our boys, performing a song from The Greatest Showman, with every voice contributing to an electrifying atmosphere that truly captured the House spirit. Sport has continued to be a cornerstone of life in De Salis. Whether on the Rugby pitch, Astro or the glorious Cedars Field, the De Salis boys have demonstrated dedication, teamwork and resilience. Many have gone on to represent the School at high levels, and we have celebrated numerous individual and team successes throughout the year. Beyond House events, De Salis pupils have also played leading roles in wider School projects. The production of West Side Story was a particular highlight, with several

of our boys taking centre stage, contributing to a vibrant and emotionally powerful performance that was enjoyed by the whole School community. The commitment shown during rehearsals and the final performances was nothing short of exemplary. Our musical tradition remains strong, and we are proud to continue our significant presence in the School’s Symphony Orchestra. Whether as soloists or ensemble players, De Salis musicians have brought energy, precision and passion to their performances throughout the year, enriching the School’s cultural life and setting a high standard for others to follow. As always, none of this would be possible without the tireless dedication and support of our House staff. We would like to extend our deepest thanks to our Pastoral House Assistants, whose care and attention help make De Salis a true homefrom-home; to our evening tutors, who offer guidance and encouragement in both academic and personal growth; and to our domestic staff, whose work behind the scenes ensures that the House runs smoothly every day. De Salis continues to be a House of character, compassion and quiet determination. We are immensely proud of all that has been achieved this year and look ahead with great anticipation to the opportunities and challenges to come. The De Salis House Team 68

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THE VOICE OF…

SHREWSBURY HOUSE

erhaps Shrewsbury’s most endearing quality is its character and homeliness, both of which I can attest to firsthand. As someone who lives abroad, where ‘home’ changes constantly, Shrewsbury truly became my home away from home—with the finest pastoral care and an unmistakable spirit that made every day feel like it mattered. Situated in Vicars’ Close, beneath the view of St Andrew’s Cathedral, it has a most fantastic location. But what’s more, it is a House that I, and many others, could genuinely call home: the sum of all our random, chaotic, familial parts coming together to form a community full of laughter, loyalty, and support. The year began with the lively return of inter-House competitions, and Shrewsbury made its presence known straight away. From our spirited effort in the Bigny Cup to House Singing where we threw ourselves wholeheartedly into rehearsals, it was brilliant to see everyone getting stuck in. We might not have taken home every trophy, but the camaraderie and humour we brought to each event made every performance memorable. Sporting achievements were another source of pride this year. Whether on the Football pitch, the Cricket WELLS CATHEDRAL SCHOOL

field, or during Cross-Country, Shrewsbury boys showed their trademark determination and team spirit. Highlights included our strong showing at Sports Day, proof that Shrewsbury grit runs deep. Life in the House itself was equally full of memorable moments (too many to count), but what I can say is those moments were always filled with warmth, a little chaos, and plenty of laughter. As one of the 2025 Shrewsbury House Captains, I would like to speak on behalf of all the boys when I say thank you to our Houseparent, Mr Dine, and Assistant Houseparent, Mr Grass, for their steady guidance, humour, and endless patience. A huge thank you also to our Pastoral House Assistants, Siân, Mary, and Marie and our Housekeepers Bernie and Gemma for keeping everything running smoothly and making Shrewsbury feel like home every single day. You all made the year so much better, kept us in order, and helped us when help was needed. It has been a year of friendship, laughter, and shared memories, one we’ll all look back on with pride and fondness. Shrewsbury isn’t just a place to sleep or study; it’s a family. And it’s been an honour to lead it, live it, and call it home. Written by Wayland W (Upper Sixth) 2024-2025 Shrewsbury House Captain

THE VOICE OF…

HAVERSHAM HOUSE

his year in Haversham House has been unforgettable, full of hard work, creativity, community spirit and countless iconic moments. As House Captains, it’s been a privilege to lead such a vibrant, supportive and enthusiastic group. We started strong with the much-anticipated Bigny Cup, bursting onto the stage with our Barbie performance. From the pink costumes to the Ken choreography, Haversham brought the energy. We were especially proud when Chescy H (OW 2025) was awarded Best Female Actor for her fantastic portrayal of Barbie, the perfect way to set the tone for the year. The spotlight stayed on the arts with the School’s winter production of West Side Story. Haversham pupils were involved across the cast and crew, giving exceptional performances. A standout moment was Josie C (Upper Sixth) taking on the lead role of Maria so beautifully, a performance that left the audience speechless and filled the House with pride. In sport, the Wells Santa Run brought festive competition, with Ellie May B (Lower Sixth) taking first place in the girls’ race. We celebrated in true Haversham style with a cosy Christmas meal prepared by Mrs Ralls and Mrs Brown, delicious food, laughter, and a chance to reflect on a Term well spent. The Gingerbread House

Competition added more festive fun and rivalry. Creativity was off the charts, but the winning masterpiece by Amelie T, Josie C, Sylvana S, Etty A and Madaleine L (Upper Sixth) took the crown with its incredible detail and festive flair. Spring brought sunshine, Easter barbecues and familiar House traditions such as burgers sizzling on the BBQ, laughter in the garden, and Mini Egg Easter treats from the ever-thoughtful Mrs Ralls (who also remains undefeated at ping pong). Thanks to the generosity of the PFA, hammocks and swings transformed our outdoor space into a favourite spot for reading, relaxing and soaking up the sun. In inter-House competitions, Haversham continued to shine. We placed second in House Singing with a spirited rendition of Dolly Parton’s 9 to 5, and third in House Speaking, where Etty A (Upper Sixth) was named Best Spokesperson. These achievements reflected the creativity, teamwork and determination that define our House. And perhaps the biggest highlight of all, we welcomed a new (and very fluffy) member to the House: Gimli, Mrs Ralls’ puppy. Daily walks, cuddles and puppy joy became part of our routine, and spirits have never been higher. It has been an incredible year for Haversham. We’ve shared big wins, quiet moments, and endless laughter. Thank you to everyone in the House for making it such a special place to belong, and to Mrs Ralls and Mrs Brown for their unwavering support. Written by Amelie T, Sylvana S and Josie C (Upper Sixth) 2024-2025 Haversham House Captain 70

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THE VOICE OF…

CEDARS HOUSE

oming into this year, the aim was to win an inter-House competition. Hopes were low as a boy’s House had never won House Singing and hadn’t won the Bigny Cup in twenty years. However, we are proud to say we were undaunted, and became the reigning champions of The Champions League (Bigny Cup) and the FA Cup (House Singing). This was made possible thanks to the enthusiasm shared by all Cedars boys, both day and boarders. Every boy rose to the challenge with passion and a want to win, spurring us on to the double. It was amazing to see everybody committed to one cause, supporting each other, and doing it all with a smile on their faces. A huge thanks must go out to Guy S, Morgan B, and Chris D (Upper Sicth) for helping form part of the Sixth Form leadership team, and helping us to organise these incredible displays of camaraderie and friendship. The total House commitment to singing Bryan Adams’ ‘Everything I Do I Do It For You’, accompanied by a live band of Morgan B, Lucas G and Anton P (Upper Sicth), left a deep impression on the judges. We can still picture Mr White’s face after we suggested we get some Year 7 boys to do a backflip as an ‘X-factor’...we’re sure that’s what got us over the line! On Saturday evenings boys are coming off a six day-long School week, and so the energy level could possibly begin to fade. However, in his first year as Houseparent, Mr White has brought a new level of enthusiasm and has done his absolute WELLS CATHEDRAL SCHOOL

best to make use of all of the facilities available to us, in particular the Sports Hall and the Astro. Whether it’s Football, Basketball, Cricket, Dodgeball or Badminton, Mr White has always made sure there’s a space for boys to play. Legends were made during these long Saturday afternoons, ranging from Mr White retiring from his innings with a big 6, to George W (Year 8) winning the Basketball free throw competition. Alongside these events, House food has been a huge success as well. Every House family, composed of around five boys, has shown a willingness to display their culinary skills, some more successful than others (cucumber sushi did not go down very well!). This year has been spectacular, and that can only be attributed to the work that gets put on behind the scenes. Mr White, Mr Harlow, Pastoral House Assistant Hutchinson, Pastoral House Assistant Milton-Parry, and our housekeeping team of Kara and Kate are essential to all of the boys’ wellbeing. Their drive to make Cedars House the best it can possibly be has never tapered, and we could not imagine the House without them. Lastly, we thank each and every boy for making this past year in Cedars such a fruitful one. It has been a privilege to be called House Captains of this esteemed House. UP THE CEDARS! Written by Jasper Y and Keon Y (Upper Sixth) 2024-2025 Cedars House Captains 71

MUSIC

Mahler 5 Symphony Orchestra Concert

ne of the crown jewels of the end of year celebrations was our Symphony Orchestra concert held in the Cathedral. The orchestra had been hard at work all week under the inspiring guidance of hugely respected professional conductor and champion of conducting education Alice Farnham. The first half of the concert began with Archie B (OW 2025)’s piece ‘The Curlew’ for horn solo, played

by Paco L (OW 2025) whose sound reverberated evocatively around the Cathedral. Then the Chamber Choir, Choralia, Choristers and Year 7-9 Choir took on Lamentations, a multi-choir work by Old Wellensian, current parent and Hollywood film composer David Buckley (OW 1994). Our departing Head of Vocal and Choral Studies, Christopher Finch, conducted the massed choirs in a fitting tribute to him and his tireless commitment to singing at Wells over decades. Before the interval, all ears were charmed by the characterful and expressive sounds of Elizabeth M (OW 2025)’s bassoon, as she gave an exquisite performance of Weber’s Concerto for Bassoon and Orchestra. Elizabeth gave so much to the School, musically and otherwise, over her seven years with us and it was terrific to have her in the spotlight. The main event was Mahler’s monumental Fifth Symphony, epic in length and scale, with 90 Wells pupils collectively taking us through a whole world of emotions from the opening trumpet solo fanfare to the monumental brass chorales of the last movement. There were too many stand-out solo moments to note, but the performance – on a scale not attempted in recent memory at Wells – left the packed Cathedral audience tingling in the afterglow of the experience. 72

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MUSIC

Promenade Concerts

romenade season is always extremely special. The chairs in the body of the Cathedral are removed, the lighting is specifically arranged and the atmosphere is magical. Music can appear all over the building and the audience can follow the sound, or sit or stand and appreciate from a distance. The concerts this year were as wonderful as one would expect from our exceptional young musicians, and every year there is something new to appreciate. From the high gallery above the West Door came sounds of solo jazz trumpet in the first Prom and in the third we had a pair of bagpipers; the pipes were especially moving when they performed ‘Highland Cathedral’ in such an apt space. The first Prom was led by the Brass and Percussion Departments. There is something extraordinarily beautiful about the notes of a solo marimba echoing around the magnificent

Cathedral. The horns were bold and majestic in the Dambusters and it was lovely to see trumpeters from Year 6 to the Upper Sixth performing fantastically together. The second concert was this year’s Early Music Prom. Three different harpsichords were played in this concert. It was surprising and wonderful to hear a duet for recorder and sackbut (a Baroque trombone) and two of our young School organists performed on the Cathedral Organ. The conclusion was a performance of the 2nd Orchestral Suite by Bach which finished with a joyful Badinerie (famous as one of the Nokia ringtones). The final Promenade was the Woodwind and Strings Prom. Creative collaborations were everywhere. Chamber performances of harp and flute; harp, oboe and strings; Mozart flute quartet and Mozart clarinet quintet all sparkled. Killar’s Orawa for Strings finished the concert and the season in a brilliantly effective way.

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MUSIC

Concerto Competition final

he Evening of Concertos was a simply stunning evening of the highest quality. Melvin W (piano, Lower Sixth), Morgan B (trombone), Jasper Y (clarinet), Anton P (piano), Ruan S (violin) and Emma S (violin, Upper Sixth) all competed to win the prize of performing as soloist with the School Symphony Orchestra. Congratulations to Emma S on being judged the winner after her performance of Samuel Barber’s Violin Concerto. In truth, the competition element seemed unimportant as each performer handled the technical and musical demands of their instruments and the music with poise, care and professionalism. The adjudicator, James Williams (Director of the

Royal College of Music) was fulsome in his praise for the whole evening saying:

“There is no other school in the country which could have achieved this.” Congratulations to all and thanks also to the collaborative piano team of Mr Hansom, Mr Carrey, Ms Walker and Ms Rigby for their superb playing and support of our exceptional young musicians.

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The Event

ormerly known as Event on the Lawn, The Event returned for another brilliant day of performances from pupils in both the Prep and Senior School. We would like to thank everyone who attended and showed their support for the performers and our Sierra Leone Project, and of course the Sixth Form organisers who worked so hard to bring this pupil-led day together. We are so pleased for them that the day was such a success.

A level Music Study Day

e were delighted to welcome a record seven external schools to Wells for our Music A level Day, with visitors joining our Lower and Upper Sixth cohort – close to 150 pupils in total. The day was extremely popular thanks to a range of inspirational, educational and interactive sessions, led by Mr Lloyd (Head of Academic Music) with guest speakers including Laurence Whitehead,

Gavin Plumley and Jonathan James. Pupils explored the ‘isms’ of Impressionism, Expressionism, Serialism and Neo-Classicism in music, with the day culminating in a superb concert featuring works by Lili Boulanger and Arnold Schoenberg, as well as Igor Stravinsky’s Pulcinella Suite.

MUSIC

Armonico O Consort

ur Chamber Choir had the immense privilege of singing alongside the acclaimed professional choir the Armonico Consort in uniquely immersive choral concerts of ‘Supersize Polyphony’ at the Lighthouse Poole and Wells Cathedral. Led by the Armonico’s inspirational director Christopher Monks, the combined forces performed some of the most epic and large-scale choral music spread throughout the building, producing for the audience a medieval version of Dolby surround sound! Our incredible singers conquered the most intricate and exposed vocal writing, including the incredible 40-part motet ‘Spem in Alium’. The concerts also featured a world premier of a stunningly powerful and poignant new work for massed choirs by revered composer David Buckley (OW 1994), which also showcased our fabulous Cathedral Choristers and the Cathedral Oratorio Society in the Wells performance. Greeted with a rapturous reception by the audience, the concerts were a supersize success. It was wonderful to receive a glowing message from Christopher Monks, Armonico’s Artistic Director, after the performance: “Both I and the full houses at both Wells Cathedral and Poole Lighthouse were simply blown away by the brilliance of your young singers. They were put under real pressure to produce a professional performance in front of two large audiences paying full price, expecting professional standards, and they were not disappointed. Your pupils stood as one, as a team alongside the professionals and held their own. I don’t know of a school in the UK who has pupils able to do that, especially under the pressure of the performance…they should all be exceptionally proud of themselves, and the School too. They were simply awesome.”

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Rockfield Studios

n May, a group of Lower Sixth Music Technology pupils took a day visit to Rockfield Studios in Wales. Rockfield Studios, founded in 1961, has become a popular recording venue for artists and bands such as Oasis and Coldplay, as well as Queen’s having recorded Bohemian Rhapsody there. The group was introduced to the studio’s engineer, who, after a brief tour of the grounds, took us into the studio to start our recording of High and Dry by Radiohead. He then taught us how to use the huge mixing desk and we took turns to practise, which included shouting or singing into a mic! Using a massive collection of expensive, vintage microphones, we started miking up the drums, and then the remaining instruments, which required a lot of teamwork and communication. During lunch it was lovely to chat to the engineer about life at the studio, as well as our own aspirations. We also had time to fill in the guest book, which also gave us a chance to see other bands and artists who had recently worked at the studio. Before heading back to the main studio to record, we were shown the echo chamber - a

genuine reverberant space, which is eerily small yet reverberant, and one of only a few in the country! After a team talk we returned to the studio to record the rhythm section, with a few takes and advice to come up with a great performance! Although not planned, we then had some time to record additional instruments. Given we had a handful of string players in the group, we decided on an impromptu string accompaniment so quickly went about preparing for this. After warming up with some intense Shostakovich(!), the four string players were ready to record their long, repeated semibreves to complete our final track. I think I can say on behalf of everyone on the trip that it was an experience never to forget. It taught us many practical skills as well as what it’s like to record in a professional recording studio. And the studio engineer said “I was very impressed by the student’s ability to assimilate so much information throughout the day, and by the standard of musicianship.” Keziah W (Upper Sixth)

MUSIC

Old Wellensian Rising Stars

his year we introduced a new concert series: Rising Stars. The Rising Stars series sees former pupils, now firmly on the road to stardom, return to Wells Cathedral School to perform where their talents were first nurtured. To launch the series, we welcomed back Sejin Yoon (piano, 2021) and Maddie Perring (voice, 2019), who wowed an appreciative audience in Quilter Hall. These two are both winning prizes at the start of their professional careers, and it is easy to see and hear why! Both performers were so generous in their feelings towards their old School – both making a point of being delighted to be returning to where it all started to take off for them. We were thrilled to welcome back Gerard Flotats (cello, 2019) and Julian Chan (piano, 2018) for the second concert in the series. Julian and Gerard first became friends and duo partners when they were pupils at School, continued while they both studied at the Royal Academy, and this close relationship was evident to see in every aspect of their performance. From flawless chamber playing of repertoire including Beethoven, Chopin and Auerbach, to their relaxed interaction with the audience, Gerard and Julian made this an evening to remember and both have extremely bright musical

Gerard Flotats (OW 2019), cello and Julian Chan (OW 2018), piano

futures ahead. It was also a treat to welcome back Fergus McCready (oboe, 2018) and Bridget Yee (piano, 2022). Fergus, who had recently been appointed Principal Oboe of the Royal Opera House is less of a Rising Star and more of an “already a star”. He performed a sparkling recital including Telemann and Kalliwoda, accompanied by Dominic Hansom (who he performed the same repertoire with over eight years ago) and all this after spending time working with our own oboists and those from the local Stoberry Park Primary School. Bridget performed Beethoven and Rachmaninoff superbly on the piano she remembers and loves from her time here at Wells. The audience was hugely appreciative, the atmosphere friendly and the camaraderie throughout was infectious. Most recently, we saw another packed house as we welcomed back two familiar faces: Thea Callaghan (voice, 2018) and Ruby Cheung (piano, 2022) for a truly fantastic evening of music. At the piano, Ruby impressed with her trademark warmth and precision, performing music by Rachmaninoff, Fauré and Earl Wild. Now in her final year at the Royal Conservatoire of Scotland, Ruby continues to shine — she is also studying organ and jazz piano at 80

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Thea Callaghan (OW 2018), voice and Ruby Cheung (OW 2022), piano

Maddie Perring (OW 2019), voice

Fergus McCready (OW 2018), oboe and Bridget Yee (OW 2022), piano

Sejin Yoon (OW 2021), piano

RCS. She first came to Wells as a Specialist Musician on a full scholarship, and it’s wonderful to see how that opportunity helped launch such an exciting young musician. Thea, soprano and originally from the Isle of Wight, brought the room to life with a wonderfully varied programme featuring Menotti, Schoenberg, Tailleferre, Britten and Lehár. Before launching into her cabaret repertoire, Thea shared with a smile, “I came to Wells with a love of musical theatre and left with a love of opera.” Her performance showed exactly why — poised, expressive, and full of heart. Since her time here, Thea has gone on to complete postgraduate studies at the Royal Welsh College of Music and Drama, win the Elias Prize for Soprano 2024, and even make her BBC Proms debut with the BBC National Chorus of Wales. Each concert has been a joyful reminder of the lasting connections formed at Wells and the remarkable journeys our young musicians continue to make. WELLS CATHEDRAL SCHOOL

TRIPS

“I’ll remember it for years to come”

Ice, Fire and Fieldwork

A Journey Through Iceland’s Living Landscape

here are school trips and then there’s Iceland. This year’s biennial Sixth Form expedition to the “Land of Ice and Fire” delivered every ounce of drama, wonder, and scientific spectacle its nickname promises. With Geographers, Geologists, and an unusually large and keen cohort of staff in tow, the group landed in a landscape quite literally alive beneath their feet. Signs of an impending volcanic eruption hung in the air, the eighth in just fifteen months setting an appropriately seismic tone for what lay ahead. Early highlights included hiking across still-steaming lava fields, fresh from recent eruptions, and standing on the fault lines and witnessing dramatic coastal landscapes. The now-iconic Golden Circle tour is a must for any Iceland visitor, but Wells’ version goes several steps further. Pupils began by snorkelling in nearfreezing waters between the tectonic plates, before visiting the erupting geysers of Haukadalur and the

thundering spectacle of Gullfoss waterfall. Cold? Very. Worth it? Absolutely. From there, the adventure pushed eastward into the wild. Glaciers, volcanoes, beaches and blizzards all played their part along with the occasional snowball fight. At Jokulsarlon glacier lagoon, icebergs drifted silently into the Atlantic, while on nearby Diamond Beach, shards of ice sparkled on black volcanic sand. Film fans recognised the location from Die Another Day, Interstellar and Game of Thrones bringing even more cinematic magic to the trip. The group’s glacier hike proved a firm favourite. “Glaciers are actually hot,” insisted Mr Rowley a counterintuitive truth explained by their proximity to melting point, which allows them to flow. As ever, Iceland proved that in this landscape, nothing is ever quite what it seems. Lunches were taken beside crashing waterfalls at Seljalandsfoss and Skogafoss (and no small

“Every day I felt I was witnessing a portal to a new reality: that was awesome”

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“The most exciting, thrilling and unforgettable week of my life” number of selfies were taken there too). The iconic basalt sea stacks of Reynisfjara beach stood tall and forbidding, off-limits due to fierce waves although that didn’t stop the group’s coach driver, Oskar, from venturing closer for a better look. The final day was spent in Reykjavik, beginning with a dawn swim and hot tub session (as is Icelandic custom) before attending the extraordinary Lava Show, where molten rock is heated, poured, and studied in real time. As if on cue, during the presentation, the live stream of the volcano site showed fresh lava bursting from a fissure; the long-awaited eruption had begun. Window seats for the flight home were suddenly hot property. Yet, in typical Icelandic fashion, the eruption lasted just six hours. The group returned to England flying over cooled lava fields, no glowing skies in sight but with plenty of fiery memories to take home. For Sixth Formers at Wells, fieldwork doesn’t get much more real than this.

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Rotterdam Hockey tour

ver the Easter break, forty-four pupils and six members of staff travelled to Rotterdam in the Netherlands for a fiveday Hockey tour. They were fortunate to play three fixtures at different Hockey clubs across the city where the pupils were amazed by the facilities on show. Hosted so well by all of the clubs, our pupils particularly enjoyed the postgame interactions with the opposition players. Apart from the matches, our pupils were also fortunate enough to have a training session at the famous Rotterdam Hockey Club’s main pitch led by two Dutch U21 Hockey players. They were also lucky to watch two premier league Hockey fixtures. However it wasn’t all Hockey with fun activities like a trip to a water park, a cultural bike tour of Rotterdam and glow-in-the-dark golf!

TRIPS

Operation Wallacea

his summer we had the incredible opportunity to join Operation Wallacea on a two-week research expedition to Mexico – an experience all present will never forget. The first week was spent deep in the Mayan jungle of the Yucatán peninsula, where we worked with scientists on projects that have been running for over 15 years to monitor biodiversity and the effects of climate change. Our cohort were up at 4am for bird netting surveys, handling and releasing tropical species, and out again at midnight for bat surveys (where we even painted their nails for identification!). Nights were filled with the deafening chorus of frogs by the waterhole, and days with sightings of spider and howler monkeys swinging overhead. We also came across many other animals including snakes, lizards, scorpions, butterflies, caterpillars, spiders and found plenty of puma tracks, even if the elusive jaguar kept out of sight! The conditions were

tough, but the experiences made it all worthwhile. Visiting the Mayan temples and learning about the civilisation that built them was absolutely mindblowing. The second week couldn’t have been more different. The group travelled to the Caribbean coast – “the home of the turtles” – and either learned to scuba dive or qualified divers took part in a reef ecology course. Diving among incredible coral reefs and schools of tropical fish was surreal, and the highlight had to be swimming alongside three different turtle species. We also carried out underwater quadrat surveys of corals and invertebrates, gaining first-hand insight into the importance of monitoring marine ecosystems. From the depths of the jungle to the beauty of the ocean, the expedition was a once-in-a-lifetime adventure that combined real scientific research with the thrill of discovery. It’s an experience that will stay with everyone on the trip forever.

WELLS CATHEDRAL SCHOOL

Bonjour, Hi!

eparting on the final day of the Epiphany Term, 36 pupils from Years 8 to the Upper Sixth started their half Term in Paris. On the first day of their visit, they visited the Musée d’Art Moderne, then walked from the Arc de Triomphe to the Champs-Élysées and Place de la Concorde famed for its Obelix column, thé Jardin des Tuileries and the spectacular Musée du Louvre, and along the Seine to the Notre-Dame – returning to their hotel with a step count of over 23,000! Their second day began at the Cité des Sciences et de l’industrie, where pupils were able to explore topics such as space, maths, sounds, dance and climate change, before heading to the Palace of Versailles, famed for its Hall of Mirrors and gardens, and finished their day by bowling near the hotel.

Skiing, Snow and Slopes

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On the third day they enjoyed a cruise along the Seine, magnificent views of the Eiffel Tower from the Trocadéro, shopping for souvenirs (and crêpes) in Montmartre, and the Basilique du Sacré Coeur. Before returning home on Tuesday 18th February, they headed to Montparnasse, a 210m high tower with magnificent views over Paris, before finishing their trip at the Musée de la Libération, a museum about the Second World War in France.

ver the Christmas holidays, 42 pupils enjoyed a wonderful week of skiing in Les Menuires, France. Pupils were treated to glorious snow conditions and had ski lessons throughout the day with fun activities in the evening including a toboggan roller coaster, sports activities and karaoke. Everyone made lots of progress and it was a thoroughly enjoyable experience for all pupils and staff.

CHORISTERS Fauré’s Requiem

Choristers A word from Timothy Parsons, Wells Cathedral’s Director of Music

Cathedral, featuring songs around a (virtual!) camp fire, games, pizza, and a film with hot chocolate and marshmallows. Advent Term is always a busy one: we joined forces with the Chamber Choir for a performance of Fauré’s Requiem on Remembrance Sunday, and then a few weeks later sang for the annual Advent Procession, which for many at the Cathedral is one of the absolute musical highlights of the year. We were delighted to discover, after both this service and the packed-out Carols by Candlelight concerts, that the choir featured in The Times newspaper, for the second time on the front page! In February, the Choristers gave their annual performance of Benjamin Britten’s A Ceremony of Carols in aid of the Wells Cathedral Chorister

t has been a fabulous and action-packed year for the Choristers. In fact, there have been so many special and unusual events that it is easy to take for granted the busy schedule they have in a ‘normal’ week. They are truly a hard-working and fantastic group of pupils and it has been a privilege, in my first year as Director of Music at the Cathedral, to get to know them all and be part of their musical journeys this year. Highlights have included an amazing opportunity to record the soundtrack for the Netflix series, The Sandman 2, composed by David Buckley (OW 1994). This has now been released and you can hear the beautiful sound of the choir mixed in with David’s phenomenal score. The following week, the Choristers were rewarded with a camp-out in the 86

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Carols by Candlelight

Britten’s A Ceremony of Carols

busy period for the choir, at which the Choristers produced performance after performance of firstclass music encapsulating a huge range of emotions, styles and periods. Soon after this, we celebrated the Sound of Wells Festival in May, the focal point of which was a performance of C. H. H. Parry’s Songs of Farewell. This sublime yet challenging music was delivered with absolute assurance and maturity by our senior Choristers. As usual, the year came to an end with a crescendo of activity in which most of the Choristers were involved with a huge range of other activities, including the Prep School production at which many of them played starring roles. The year came to an end with a magnificent Evensong on 4th July featuring more music by Parry. As ever, it was sad to bid farewell to our leavers who had contributed so much to the choir over so many years. We wish them all the very best for the future, but look forward to another exciting year ahead for the Choristers!

Chorister camp-out Trust which does so much to ensure the future and accessibility of our Chorister programme. It was wonderful also to celebrate the release of the video recording made of this much-loved piece under Alexander Hamilton in June 2024. It quickly gained over 100,000 views and has received much praise from critics. Holy Week and Easter are of course another WELLS CATHEDRAL SCHOOL

FOUNDATION TEAM

Once a Welly, Always a Welly Jess Newman discusses her role as Director of Development and Head of Foundation

month or two into my new role, I found myself at lunch with a colleague I hadn’t yet met. It was one of those unusually warm summer weeks, the campus alive with end-of-term busyness, but the pace slowed in that brief lull after introductions. We talked about her journey to Wells, how she came to teach here, and then she said something that has stayed with me ever since. “I’m actually an Old Wellensian. I left many years ago, but when the chance came to return as a teacher, I took it. Not many people would choose to go back to their old school, but there’s something about Wells. You want to come back. I now get to inspire the next generation, just as my education here inspired me.” That comment struck a chord. It distilled something often felt but rarely spoken: a sense of belonging that reaches beyond buildings and timetables, rooted instead in connection, family, and the shared story of Wells.

Since stepping into this role, I’ve heard countless variations of that same story. Alumni who return as teachers. Parents who once walked these corridors themselves. Old Wellensians who proudly share photos and memories, eager to remain part of the School’s evolving narrative. Wells doesn’t simply educate, it binds people together for life. This spirit of continuity came vividly to life at the Summer Reunion in June, when OWs from across the decades returned to campus. Some hadn’t seen one another for years, even decades, yet the moment they arrived conversations flowed

Behind the scenes with Jess What’s one thing people might not realise about working in a school development office? It’s incredibly varied, which I love - one minute you’re planning a London reunion, the next you’re finding photos from the 1970s for an OW who’s written in from Australia. We get to be part of the current life of the School as much as the past, meeting such a varied and diverse mix of people, and hearing fascinating stories. We might be discussing leaving a gift in a will one moment and then cheering the pupils on during Sports Day.

Do you have a favourite spot on the School grounds, and why? I particularly enjoy walking through the archway and onto Vicars’ Close whilst heading out for a quick lunchtime walk. It’s like you’ve entered a picture-perfect storybook, accessed through semi-hidden and well-worn steps. Or stood at the far end of the Cricket Pitch on a sunny day, looking back towards Cedars House with the trees creating a frame.

What does ‘Play Your Part’ mean to you? For me, it means contributing in a way that feels right for you, whether it’s supporting financially, giving time, advice or simply showing up and being part of the Wells story. It’s the idea that everyone has something to offer, a way to ‘pay it forward’ for the next generation and future Old Wellensians. We each hold a piece of the puzzle that makes this community so special and together, we can build a bigger, brighter future.

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Q&A with the Foundation team

Jess, left, Director of Development and Head of Foundation

Lindy, right, Foundation Admin Assistant

What’s your favorite subject and why? That’s a difficult one. Dance would probably be my first choice as I’ve always enjoyed it. Then Spanish....a work in progress and Chemistry - mostly the practical lessons.

What’s your favorite subject and why? Biology. It was interesting to learn how living things work and how similar we are across many species.

If you could play a musical instrument what would it be? Piano - I’ve tried a few times but am not musically gifted it would seem! What’s your favorite time of year at Wells? The start of Term. Everyone is eager and enthusiastic for the year ahead. What’s your favorite type of cake? Homemade victoria sponge with strawberry jam and buttercream.

as if no time had passed. What struck me most was not just the nostalgia, but the purpose. A desire to reconnect, to share, to give back. Only weeks earlier, we witnessed the same spirit at the Rising Stars Concert, when Fergus McCready (OW 2018) and Bridget Yee (OW 2022) returned to perform in Quilter Hall. Watching them take the stage as accomplished young professionals in the very hall where their journeys began was a joyous reminder of the lasting impact of a Wells education, for them and for all who had supported their path. And as this year’s Upper Sixth prepared to leave, we marked another moment of transition: the ‘Wellensian Welcome’. Held beneath the marquee on Cedars Lawn, this annual lunch brings together current pupils and recent leavers in celebration of both endings and beginnings. Each leaver receives their life membership token, a small, tangible symbol of the community they now belong to forever. In just a few short months, I have been struck time and again by moments like these. Reminders of what makes this School extraordinary. At the heart of our work in the Foundation Office is the simple aim of strengthening that extended family. Whether it’s through events, careers guidance, bursary support, or sharing stories across generations, our role is to connect, to celebrate, and to carry Wells forward. Together, we honour the past, enrich the present, and invest in the future of this remarkable place. WELLS CATHEDRAL SCHOOL

If you could play a musical instrument what would it be? Piano. I learnt as a child and loved it but have not played for years. I’m always drawn to a piano and wish I still had the skill! What’s your favorite time of year at Wells? Christmas, seeing the lights in the big tree. What’s your favorite type of cake? Coffee and walnut.

Play Your Part At the heart of Wells is our shared story - one that continues to grow with every pupil, teacher, parent, and Old Wellensian who passes through its gates. Each person adds something unique to that story, deepening a shared sense of belonging. Our Play Your Part campaign is an open invitation to stay connected and to contribute in a way that feels right for you. For some, that might mean supporting bursaries to help future pupils experience the same opportunities they once had. For others, it’s sharing careers advice, attending an event, or simply keeping in touch. Every opportunity to Play Your Part helps strengthen the community that means so much to so many. The Foundation is here to grow with those connections and ensure that Wells continues to inspire generations to come. By playing your part - however you choose to do so - you help carry forward the values, friendships, and opportunities that define this remarkable place. There is a quiet power in belonging to something bigger than ourselves. Together, we can honour the past, enrich the present, and shape the future of Wells for those who will one day call it their own. To find out more about playing your part, please contact the Foundation Office at foundation@ wells-cathedral-school.com

Speech Day 2025 Photos by Anna Barclay

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