Headmaster’s Welcome – Simon Hawkes, Headmaster
At this time of year it’s difficult to know who to thank and which wonderful events to highlight – but I’ll endeavour to give it a go! An obvious starting place was the exhibition and awards night for the inaugural Wellingborough School Art Competition, featuring truly outstanding pieces from secondary pupils from a range of local schools. Whilst all the finalists selected to attend on the night deserve our congratulations, special mention must be reserved for our prefect Olivia, who conceived, planned, and delivered the project in a virtuoso display of assured leadership.
In my letter last week, I mentioned the beginning of the festive season and drew attention to the first big concert of the year at All Hallows Church. What an event it turned out to be! A beautiful venue, packed pews, exemplary performances, and real seasonal buzz – what more could one wish for in the run-up to Christmas? The choir gets another chance to strut its stuff on Sunday at the service of Nine Lessons & Carols in the Chapel, which I’m sure will also be a very enjoyable event.
Today’s mail from The School also contains a summary of the responses from our survey on digital devices. I’m sure you will find it an interesting read, and whilst there are a predictably wide range of views, there’s enough of a consensus to support our position that a careful review of our policies is required in order to help support our young people in making the right choices when it comes to their digital diet.
Best wishes.
Choosing Your A-Level Subjects – Christine Gamble, Deputy Head, Academic
It was great to see so many Year 11 students and parents at the Options Evening held a couple of weeks ago. Selecting the right A-Level subjects is a crucial decision that will influence future university options and career pathways, and I hope the conversations with Heads of Department and Senior staff were helpful. A few additional pointers are included below:
Academic Requirements
To succeed at A-Level, a strong foundation at GCSE is essential. We recommend a minimum of Grade 6 at GCSE for the subjects you wish to study and Grade 7 or higher for Mathematics and Sciences due to their demanding nature. Recommended minimum grades for new A Level subjects are:
- Business (grade 5 in both Maths and English)
- Economics (grade 6 in both Maths and English)
- Politics (grade 6 in English or an essay subject such as History)
- Psychology (grade 6 in both Maths and English)
- Sociology (grade 5 in Maths, grade 6 in English)
Interest Matters
Genuine interest in your chosen subjects is vital; this is probably the most important factor in selecting your A levels and narrowing the broad range from GCSEs down to just three subjects. A-Levels require deep engagement and sustained effort, so selecting subjects you enjoy will make the workload more manageable and rewarding. Every course will have its challenges and times when you will need to dig deep and show resilience and determination – this is easier if you have a real interest in the subject.
Independent Study Commitment
Expect to dedicate 5–6 hours of independent study per subject per week outside of lessons. This includes reviewing and condensing notes, completing assignments and question sets, and extending your understanding through wider reading and practice. The Sixth Form Centre is a great space to work with your peers in study groups or individually in the quiet areas. Don’t take it easy in Year 12 – you need to get into good habits and ensure you can keep up.
University Requirements
Most university offers are based on three A-Level subjects. While some students take four (usually those taking Further Mathematics), three strong grades are generally sufficient for competitive courses. Focus on quality rather than quantity.
The Value of an EPQ
Adding an Extended Project Qualification (EPQ) can be a strategic advantage. Universities often view the EPQ as evidence of independent research and analytical skills. In some cases, it can lead to slightly lower offers.
Important Dates and Process
Please remember that option forms should have been returned by Thursday, 4th December, so if you haven’t submitted yours yet, please do that as soon as possible. The process of creating option blocks has now begun. Changes made afterwards will be constrained by what is possible within these blocks; if you decide upon a change of subject, advice is available to help you find a new combination that meets your needs, so do get in touch.
Tutors will discuss and confirm choices with students in the Lent term, after the blocks have been created. We will try our utmost to offer every student their preferred subjects, but occasionally some combinations are not possible, and courses which are undersubscribed may not run.
RS Update – Peter Low, Head of Religious Studies
This term has passed in a blur, but it is good to look back and recognise how much our pupils have achieved in that time.
As always, Year 7 have impressed with their energy and enthusiasm and risen to the challenge of our topic on myths. This topic asked them to engage with the way many human cultures have used stories to communicate complex ideas, wrapping them up in a package that lasts for generations. It is always a good sign when parents say our pupils are talking about the lessons and home, and this morning my class were genuinely excited about handing in their homework, keen to show off the writing they had produced.
Year 8 are exploring Judaism and trying to go beyond factual descriptions of Jewish practice to engage with the motivations and beliefs that underlie these. They are developing their ability to analyse something complex and make sense of someone else’s experience of the world. They have just completed some excellent written work, explaining how persecution has shaped Jewish identity and how Orthodox, Reformed and Liberal Jews all feel they are being true to their traditions while taking them in different directions.
Year 9 have spent this half term looking at the idea of a worldview, how we all have a set of attitudes, beliefs and values that, often unconsciously, shape the way we see the world around us. They have considered how different life experiences might lead two people to see the same issue or event in very different ways. Alongside religious or secular values, pupils have explored different political, economic and social ‘world views’. I love teaching this module, so I’m a little sad that I have no Y9 this year. There’s a touch of jealousy when Mr Corrigan feeds back how impressed he is by the enthusiasm, maturity and insight he is seeing in lessons.
Year 10 have hit the ground running on the GCSE course. A smaller cohort than last year, but they make up for that in their effort and determination. The first topic, on peace and conflict, always enthuses, and it has been great to see them connecting with current global issues, or their learning from History and Geography, to substantiate their arguments. They are now tackling Christianity, exploring the core beliefs of this tradition but also the extent of the diversity within it.
Year 11 approach the end of their course. The penultimate unit, on crime and punishment, keeps them engaged as they debate the causes of crime, the effectiveness of prison and the rights and wrongs of the death penalty. We are also at the point where they see the end goal most clearly, and it is them coming to me asking for revision materials or a clinic on exam technique. Our final topic, on Islamic beliefs, will come quickly, then the focus will be on revision.
A Level RS: Last, but by no means least, this small but dedicated cohort deserve respect for the way they have stepped up to the challenge of Years 12 and 13, respectively. The jump from GCSE is immense; with Plato and Aristotle as their first topic, they engage in debates about how we gain knowledge, alongside debates in ethics on absolutist and relativist approaches. By three weeks in, they are debating the existence of the soul and having to combine insights from philosophy, religion, psychology and neuroscience as they challenge key thinkers from Descartes to Francis Crick and seek to justify their own judgement.
In Y13, the challenge steps up again, as every topic requires them to link to a year of previous learning, and they work with ideas from philosophers and theologians that some of my undergraduate contemporaries found challenging. Helping students move from the initial state of feeling overwhelmed and intimidated through to debating confidently, writing proficiently and walking out of a tough exam with a look of complete self-assurance is the pleasure of teaching at this level.
OWs: We were privileged this week to have a visit from an RS OW. He is taking his third year of Philosophy at university and is already accepted to study for a master’s degree beyond that. It was great to hear him describing the challenges he has overcome, the lessons learnt and how his Hinduism studies with us made his third-year units on this seem like revision, while his colleagues struggled to get to grips with this rich and complex tradition.
Geography Update – Emily Kemp, Head of Geography
Michaelmas has been an exciting and busy term for Geography. We were delighted to welcome Mr Barker to the department in September, and since then, students have enjoyed a wide range of opportunities both in and beyond the classroom.
Year 7 began the year mastering map skills, exploring local and global maps to practise grid references, scale, and compass points. Students are now studying settlements, supported by a fantastic visit to Holdenby House, where they saw rural landscape changes first-hand and engaged in a range of activities throughout the day.
Year 8 started the year by exploring global inequality, learning about development indicators and poverty, before diving into their new unit on China, where they are focusing on both the human and physical features of the country. Students are currently working on independent projects to enhance their knowledge—we can’t wait to see their creativity shine!
Year 9 began their Living World unit, focusing on biomes. A highlight was the trip to Twycross Zoo, where students didn’t just observe animals—they became explorers, spotting adaptations in real habitats and taking part in an interactive workshop, their enthusiasm was evident throughout the day.
Year 10 have just completed their first unit on UK physical landscapes, laying the groundwork for their river fieldwork in June.
Year 11 have worked their way through the Natural Hazards unit, focusing on tectonic hazards, weather hazards and climate change. They have also demonstrated fantastic commitment to their revision during their first set of mock exams—keep up the great work!
Years 12 and 13 have made a strong start, tackling a range of human and physical topics, including population, hydrological and fluvial geomorphology, global interdependence and coasts. Year 13 have also visited the North Norfolk coast to see coastal landforms and management in action, including a boat trip to Blakeney Point, where they even spotted seals!
A major highlight this term for Years 10–13 was the unforgettable West Coast USA trip during the October half-term. The journey began in San Francisco, where students explored the Academy of Sciences’ living rainforest and earthquake simulator, visited the historic Alcatraz, and experienced the innovation hub of Silicon Valley. Whale watching in the bay added a truly unique touch to the city experience. The adventure continued in Las Vegas, with visits to the Hoover Dam and the awe-inspiring Grand Canyon. Here, students had the chance to take in the immense scale and physical geography of this natural wonder—topped off with a thrilling zip-line experience that offered a completely new perspective on the magnificence of the canyon. From iconic landmarks to breathtaking landscapes, this trip was packed with experiences that will be remembered for years to come.
We look forward to building on these experiences in the Lent term.
The Value of Language Learning – Sophie Stringfellow, Old Wellingburian
If the rise of AI leads you to think there is no future in language learning, think again! Studying a language for GCSE and taking it onwards to A level and beyond provides a unique opportunity to develop lifelong skills and differentiate yourself from the thousands of other university applicants and graduates across the country.
Studying languages isn’t about translation or interpretation but developing cultural awareness and gaining an understanding of the politics, history, social issues and cultural touchpoints of another country, developing resilience, determination and communication skills along the way. From public speaking to the application of complex rule systems, writing to a brief and applying historical and political knowledge, and taking a language for GCSE trains you in real-life skills applicable across diverse careers and fields.
For me, studying French and Spanish at GCSE was the start of a highly varied academic career, leading to my degree in Japanese, a year living and studying in Kyoto, and current study for a master’s in international security, with hopes to continue to a PhD or work in publishing or political research.
You may believe that languages are too hard or not worth spending a GCSE option on, but the value they offer cannot be underestimated. Languages, and the skills gained through learning them, have a place in all careers, from the European Space Agency to journalism, and opera to diplomacy. Wittgenstein said, “The limits of my language mean the limits of my world” – make sure not to limit yours!
Careers Weekly
Volunteering is a great way to build the skills and experiences on your CV, as well as giving you the opportunity to learn more about a wide range of careers and increase your network.
This week’s careers newsletter spotlights on International Volunteers Day. Discover the various volunteering opportunities available and their rewards.
Read this week’s Careers newsletter here.
Rugby Results – Lester Williams, Head of Rugby
Saturday 29th November V Trent College
- 1st xv lost 33-5
- 2nd xv lost 36-0
- U15A drew 17-17
- U14A won 33-5
- U13A lost 0-45
- U12A lost 25-35
Thanks for all your hard work this term.
Hockey Results – George Houghton, Teacher of PE and Games
Last Saturday saw some excellent hockey results recorded against Bablake School. The quality of hockey on show was remarkable given the torrential rain that all teams were required to play through, showcasing excellent resilience and determination! Special mention must go to U15A player Poppy J (10Wy) for scoring 4 goals in their match, as well as Elise P (9Wy), who went one better, scoring 5 goals for the U14A’s in their victory! There were also excellent wins for the U12A and 1st XI, with a hard-fought draw for the U13A’s. Tomorrow, we play against Bedford Modern School in our last hockey fixtures of a very busy term. Good luck to all players representing the school in the morning, especially those in year 13 who will be representing the 1st and 2nd XI’s for the last time in their school careers!
V Bablake School
- 1st XI won 4-1
- U15A won 6-1
- U14A won 7-0
- U13A drew 2-2
- U12A won 5-0
Senior 1st Team Trains with Storm Premiership Squad – Jessica Costello, Head of Netball
On Monday, 1st December, our Senior 1st Team had the incredible opportunity to attend a high-level training session with the Storm Premiership team. The session was both inspiring and challenging, giving our players a valuable glimpse into the intensity, skill, and discipline required at a professional level.
Throughout the training, the girls were able to work closely with Storm coaches and athletes, learning new techniques, drills, and strategies that will undoubtedly strengthen their performance on court. The squad showed outstanding effort and enthusiasm.
This opportunity motivated the team to keep pushing their limits as they prepare for the season ahead. The girls are eager to put their new skills into action, and spirits are high as they look forward to what promises to be an exciting and competitive season.
We congratulate the team on representing our school so brilliantly and thank the Storm Premiership players and staff for making this memorable session possible.
WSSPA Fundraising Results
Wellingborough Senior School Parents Association (WSSPA) would like to thank all the parents, friends, relatives and OWs who have supported our recent fundraising events.
Last Thursday saw a flurry of activity in the Upper Prep Hall during the Wreath Making Evening, where the wonderful Anna from ‘Flowers from Eden’ carried out an easy-to-follow demonstration, and then everyone made their own. All the wreaths looked amazing, and it was fabulous to see such creativity and flair from everyone, so well done to you all.
The positive feedback received included ‘lovely evening…..really enjoyed it……amazing fun……great demo…..it’s been a festive start to Christmas’.
Thank you for coming along, and we are hoping to book another evening for next year.
Then on Saturday night we were able to hold a raffle for 2 hampers crammed full of festive goodies at the Senior Christmas Concert. Again, you were outstanding in your support, so thank you again.
Overall, WSSPA have raised over £1,200 so far this school year, so thank you all for your generous contributions. These will be used by the Houses and Year Group Common Room to purchase items they would like to improve their time in house.
Helping Young People Stay Safe Online and with New Devices
As teenagers gain independence, their online lives grow more complex – they use social media, messaging and chat apps to connect, express themselves and build friendships or relationships. These platforms can be positive but also bring risks like exposure to adult content, grooming, harassment and pressure to overshare. The following summaries highlight popular apps and what parents and carers should know in order to guide their children safely online.
Read the full safeguarding newsletter for this month here.
Online Christmas Hamper Raffle 2025! – WSSPA and WPSA Committee
The Wellingborough Senior School Parent Association (WSSPA) and the Prep School Parent Association (WPSA) are excited to invite you to take part in the online Christmas Hamper Raffle 2025!
There are 10 luxury hampers available to win from brands including Fortnum & Mason, The British Hamper Company, The Homemade Christmas Co. and more.
Tickets are £5 each, or you can buy 5 tickets for £20. All funds raised will go towards providing various “extras” for the senior school and prep school pupils.
Time is running out to purchase tickets – raffle closes at 10pm on 9 December!
To enter click HERE.
All prizes must be collected from Wellingborough School reception by 12:00 on 12 December 2025.
Be in it to win it!!
Thank you for your continued support.
Sporty Scholars Camp at Wellingborough School – Book Now!
Sporty Scholars will be running a multi-activity Winter Wonderland holiday camp here at Wellingborough School on the dates 15th, 16th, 18th, 22nd, and 23rd December 2025. This camp is for children aged 4-14.
For more information, click HERE.
To book your place please visit: Sporty Scholars at Wellingborough School
Stay Connected
To see more of what’s happening at Wellingborough School, follow us on social media HERE.
You can also explore upcoming events and activities on our Events Page HERE.
Wellingborough School Business Directory
Please find the Business Directory at the following link: https://wellingboroughschool.org/community/business-directory/
