Fashion Show – It’s a Jungle Out There!

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By Jake Scott

mg_6974The Bedales Sixth Form put on a fashion show in November, and I was invited to go along.  Even though I’ve been to a professional fashion show before, this was amazing to see it done at a school.  It inspired me to put on a fashion show at Dunhurst.  The question was, would I be allowed to do this?  How would I go about it….and would anyone be interested in being involved?

After I’d seen the sixth form show, I went back to school and asked Simon (my housemaster) if I could run a fashion show and he was enthusiastic and willing to help.  As he runs the school plays, this was a huge advantage – he knows how to put on a show!

I planned to announce it in assembly, but I had to work out what I was announcing and what I wanted from the students.  I had some clothes that I had designed and made from scratch, and so had a couple of other people.  However, I knew that this wasn’t enough so we needed to work out how to include more.  I thought of the textiles club and thought there may be some items from that, and lots of people were generally interested in fashion, so maybe we could create something.  I hoped there would be enough between all of us to pull something together.

So I worked out what areas I would need help with. In assembly I announced that I was going to be doing a fashion show and asked for helpers backstage, models, people who had made clothes and prop/set makers. I was amazed at how many people came to speak to me afterwards.  In my notebook, I wrote down their names in the areas they would help with.  It was wonderful that so many people were interested and even excited at this early stage – I felt that I could really do this!

The main challenge to begin with was getting the clothes that people had made – some people said they had made stuff but it never turned up.  It felt at the beginning that we wouldn’t have enough clothes to make a show, but then Simon came up with the idea of putting outfits together from our costume department (wardrobe).  This was a great idea, and wardrobe went one step further by giving us clothes that wouldn’t be used in the future and said we could do whatever we wanted with them, to give them a new life.  What was great was that there were people interested in doing this who had never done anything with clothes before, and it was fun to introduce them to up-cycling and help them with developing their sewing skills.

Once I knew that we were on track I had to work out a date and a venue. Luckily the week after half term was the year 4-6 play and so we had the idea to use their set and adapt it.  It was a Greek set with pillars and statues.  My idea was to turn it into an overgrown civilisation….this is where the theme of ‘the jungle’ came from.

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Our Australian Gap student, Mae, had experience of working at a fashion show so she was a great help, setting out various things I would need to consider.  She also helped create a mood board for me and the upcyclers to use for upcycling from wardrobe, and lots of other organisational things to think about…lighting…sound…staging…running order…etc!

As we got closer to the date, we needed to make sure parents were invited and students were aware it was happening – we needed an audience!  That involved sending out invites, putting up posters around the school (that Mae designed) and arranging catering for refreshments.  I also was keen to make it an event that would benefit a charity, and I have done fundraising for Christopher’s Smile before and I’m passionate about continuing to do this, so I nominated them as the charity.

We were really on a roll now!  And every day I had new ideas for the fashion show, so it was an on-going creative project.

In order to have as many garments as possible, the textiles club upcylcled men’s shirts by stencilling and embroidering on them, and generally adapting them.  Every Wednesday afternoon the upcyclers would meet in the textiles department to work on their creations from wardrobe – even the English teacher and art technician made garments! The other set of clothes we had were dresses that I had designed and made, and dresses that a year 7 student had designed and made – we have both been passionate about fashion for years and love to design and make clothes.  He and I have frequently met to discuss fashion, and he was very involved in the show, upcylcing from wardrobe and modelling too.  I hope that I’ve started a tradition in my final year of putting on a fashion show, and that he will carry it on.

What makes a fashion show successful?  Not only the clothes…music, lighting, models and the catwalk.

img_4924-cropIn my spare time, I would search music and listen to different genres to see what might go well with the Jungle theme.  I considered traditional club music that would normally go with a fashion show, I thought about rock (which I love), but in the end I decided to introduce African Drums (the jungle theme!) in between some modern club tracks.

You also need to have intro music whilst people are taking their seats.  Recently I’ve been listening to a lot of jazz and thought this would be welcoming without being overwhelming.

Once we had the foundations of the show in place, I had to think about the detail.  The first thing I had to do was assign garments to models and check they fitted.  Mae helped with this.  We had all the finished garments on a rack and we labelled up the hangers with the model’s name.  Each model had two or three outfits.

I then thought about how to present the clothes during the show, and worked out that having ‘collections’ would work the best.  So I grouped together the shirts from textiles club, the homemade garments, the dresses by me and the year 7 fashion designer, and finally the upcycled wardrobe garments.  I thought that during the show, between these sections, I would introduce the next lot of clothes to give context to the show and time for the models to get changed. One thing we had to keep in mind was that we had to order these so that it flowed nicely and the models had enough time to get changed backstage. Mae did this.

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The running order is crucial so this means making sure that all the garments are in the right section and labelled with their order, and that models will be on the catwalk at the right time having had enough time to change backstage. This is where the backstage crew come in.  They had to be extra organised in getting the models lined up backstage (there was a boys and girls changing room).  We had to have people by each door ready to send the next model on in the right order.  Quite a lot to think about!

img_4858I had been really organised, writing lists of things I had to do or ask for help with each week, ticking them off as I went.  I was surprised at generally how calm I was….until the week of the show, when I had a mini meltdown on the Monday night!  I guess this was to be expected, but in the end I knew that the show would go on, and if there were some blips, it wouldn’t matter in the grand scheme of things…

The week of the show! The years 4-6 play had finished and the set was eagerly waiting to be made into a jungle…I briefed the prop and set makers with what I needed them to do.  We went to the prop cupboard and got anything to do with jungles…camo nets, leaves, branches, ferns, flowers, etc, and set about transforming the area.  I had done a diagram of the catwalk, that I showed the set team. The idea was to put two pillars either side of the centre stage, near the audience, which created a space for the models to walk to and do a pose/twirl. We also got Facilities to hang up a HUGE camo net along the back wall to form a backdrop onto which we put up the wording ‘It’s a jungle out there’ in ransom-note-style multi coloured paper. This title was an homage to Alexander McQueen as his first show as head of Givenchy was named the same.

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The day before the show, during clubs time, I asked all the models and some of the back stage crew to come for an initial rehearsal.  We ran through the pace at which they would walk (slow pace to fast music) and the route on the catwalk.  There were complaints about the slow walk – the models thought it might not work, but I was insistent because I knew it would be powerful and graceful.  Some of the models weren’t there due to dance rehearsals which made it difficult because they had missed out on the instructions. Luckily it was easy for them to catch on to it the next day.

img_4928On the day of the show, which was to be at 6pm, we finalised the running order.  We added some last minute garments that we hadn’t had the day before. We had time in the afternoon for a tech run through, which included sorting out the lights and music.

And finally we had all the models together for a dress rehearsal, with lights and music.

At this point I had to look at the detail.  We fine-tuned the running order, and made sure models were aware that they had to go completely barefoot (no socks or leggings) unless instructed to.  We made sure that bra straps weren’t visible and that they made good poses. I got the models together at various times during the afternoon to remind them of various things like this.

makeupThe other thing that we had done was to make crowns, which I thought would look good with the hair and makeup that Mae had proposed.  However, during rehearsals the crowns weren’t working.

At the last minute, just before the show was to go on, I decided that they weren’t needed and might distract from or clash with the garments so I decided to call off the crowns.

The makeup was tricky to apply, and we had some panics backstage just before the show, getting lots of people to help!  And it didn’t help that we ran out of hairspray and hair gel….but now I’ve learnt that I will need to check these details next time!

Another theme that emerged – and I think we tackled it successfully – was gender neutral dressing.  We had boys in girls’ clothes and vice versa.  This didn’t raise an eyebrow amongst the young or the old in the audience, which I thought was wonderful.

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On the night, the show went really well and we all had lots of fun. It was great because we had time to do it twice.  I think that some people were surprised at the decision to do it again, but the models relaxed and enjoyed the second time more, and the audience were able to see the clothes again. I don’t think it would have been the same show if we hadn’t done that.

The sixth formers whose show had inspired me came and really enjoyed it, and I got lots of really positive feedback. There were over 40 students involved in pulling this together, which was great.  I think that people were impressed and surprised by what they saw, as they weren’t expecting it to be such a big event.  I was also delighted to raise £69.07 for Christopher’s Smile!

Dunhurst brings Norse myths to Steep stage

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Pupils at Bedales Prep School, Dunhurst brought the Norse myths to life last week in a dynamic and compelling refashioning of the ancient stories for the stage. Burning Ice, Biting Flame told the story of how the Nine Worlds of Yggdrasil (the Great Ash Tree of Norse cosmology) are tricked into self-destruction by the god Loki. Desiring revenge for the maltreatment of his hideous family, Loki creates havoc and plays each world off against the other which culminates in Ragnarok – the end of the world.

Pupils in Blocks 1 and 2 (year 7 & 8) worked incredibly hard to bring this production to the stage with everyone working over the weekend to prepare for the final performances. They were set to work acting, rehearsing with the band, prop making, and organising back stage – the pupils were involved in every aspect of the production. They also had free reign to develop their on stage characters and add in lines they thought would work.

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Head of Drama at Dunhurst Simon Kingsley-Pallant, who wrote the play, said: “Following on from the success of A Midsummer Night’s Dream, we wanted to do something a little different and to make it more unusual. The stories are very potent, full of vitality and adventure. And really, they should be much better known than they are.  Essentially the gods are a highly dysfunctional extended family, always bickering and competing with one another, sometimes with lethal results, and the cast thoroughly enjoyed playing these powerful yet flawed beings.”

With a beautifully created set by Susan Macfarlane, Head of Art at Dunhurst, depicting the Nine Worlds, the production was soundscaped by Ben Harlan and the band. Much of the music was improvised with voice, harp, drums, synths, bottles, cans, and crackling plastic to create some wonderful sound effects.  Rosie Nash choreographed the dances, two of which were epic – the Creation of Yggdrasil and the Binding of Loki, all contributing to a memorable and enthralling production.

*Photos by John-Paul Bland; to view the full gallery on the photographer’s site, click here and enter the password which can be found in your emailed version of the Saturday Bulletin 1 October 2016. Any purchase of image downloads from this gallery will benefit the John Badley Foundation which offers financial support through bursaries, giving more young people a chance to benefit from the transformational opportunity a Bedales education can provide.

Bremen and its new visitors

By Ben Harlan, Director of Music, Bedales Prep, Dunhurst

This morning, in assembly, I read a letter to the children. This letter is from my good friend Alexander Baillie who played his cello for us here at Dunhurst last year, and is the Professor of Cello at Bremen’s University of the Arts. He is writing about his first hand experiences of the influx of Syrian refugees.  Here are some extracts from his letter…

“Our Legoland city has doubled in size suddenly; this is the effect of the arrival of thousands of refugees, it is really noticeably different. There is a busy throng of people everywhere, these are the newcomers.

Yes, I know…..we are all still trying to work out what to call them. Perhaps visitors, immigrants, asylum-seekers, refugees, Syrians? Let’s stick with ‘PEOPLE’ as a safe all round description of them! Remember “Je suis Charlie Hebdo?” That translates in Bremen to “I am a recently arrived Syrian“, surprise, surprise, they are just like us!

The conditions in Bremen are especially easy. There was a big university complex in the north of the city with lots of vacant rooms and easily (relatively easily adapted) facilities. Otherwise there are tent areas. These ‘tents’ are more like semi-permanent mobile homes.

Games and activities for the kids are fantastically well organised – and by kids, it is a group from aged 3-18! Toys and helpers are plenty. Food does not seem to be a problem.

The biggest issue is language. Any ideas how to make German easier to learn will be warmly appreciated? I am working on my own idea of learning it through singing. Two tasks at once, helping the words go in through musical shapes and pick up some famous tunes at the same time.

There were never crowds in downtown Bremen, but now, it looks like Piccadilly Circus on a Saturday afternoon. They are walking around in groups, a curious mixture of a little bit careful and slowly but at the same time relaxed, they stick quite closely together, and smile a lot. When one speaks to them they answer in fluent but basic English and it’s not long before one of the youngsters says “Thank you Deutschland!“ 

Well, the German government too is wondering exactly what is now promised. The basic gesture of welcoming them was a historic one and Frau Merkel (who must surely be due for a Nobel peace prize?) has opened up a side of Germany which I had not seen like this before: incredible unanimous public generosity of spirit and warmth, and there is a huge tax surplus to pay for it, so – no problem!

German bureaucratic efficiency is stretched now to the maximum, processing them all is hard work and they are short of officers to do it all up to acceptable legal standard – especially since the laws are being changed every few days, it seems.

For the moment everything is okay. The minister in charge I just heard on the radio in the ‘Interview of the Week’ and she is completely confident that the problems can all be solved. Worrying is the sound of the fences going up elsewhere in Europe.”

Why schools may be the key to gender-happy workplaces

Recently, questions of gender, workplace practices and professional behaviour have made their fair share of headlines. Perhaps most obviously, we learned that barrister Charlotte Proudman had taken the decision to ‘shame’ solicitor Alexander Carter-Silk who had sent her a message, in response to her own seeking a connection on the professional social media site Linkedin, in which he described her profile photograph as ‘stunning’. She replied with a rebuke, and then published an account of the transaction on Twitter.

Predictably, the behaviour of both has drawn criticism. For some, he is a chauvinist – arguably emblematic of the culture ascribed to some of the country’s top companies by Clarissa Farr of St Paul’s Girls’ School, which she says sees high-flying young women driven out by ‘laddishness and low-level discrimination’. For others, she is a ‘feminazi’, who has chosen to misinterpret a well-intended compliment as an act of sexism.

I have no personal stake in this particular debate and no strong feeling as to culpability, or with regard to any prevailing trend. In my many years at work in a variety of professional environments, I have heard equally belittling and sexist comments from both male and female colleagues – the Men Are from Mars, Women Are from Venus idea that the sexes are from different planets sometimes still prevails. However, as the headteacher of a co-educational prep school (Bedales was one of the first independent co-educational schools in the UK), I have more than a passing interest in how educational institutions might help to foster respectful, kind and supportive relations between men and women.

In July, Dr William Richardson of the Headmasters’ and Headmistresses’ Conference drew attention to the problems of a ‘laddish’ culture in some corners of Britain’s universities – a subject that in recent years has been a concern for the National Union of Students (NUS), and on which it is seeking institutional responses. My strong feeling is that the work of educational establishments, which are influential in the earlier lives of young people, may be the key to the ways in which they relate in gender terms later in life, and that this has implications both for what our schools do and how they are constituted.

It is important that all kinds of schools, whether co-ed or single sex, take care over the subliminal or even overt messages that they send out to young men and women about the opposite sex. If it is our shared wish that employees in Britain’s organisations might see each other as fellow human beings and professionals, then all schools share a duty to ensure that equality runs deep throughout their approaches to school life. If schools are truly to prepare our young people for their future places of study and work, then they should offer an environment that has close to equal numbers of both men and women in the staff room and girls and boys working, playing and building friendships together from a very young age. Teachers must set the example in how they treat each other in the workplace and take equally swift action in any behaviour that is sexist from girls and boys. The same rules must apply to staff themselves: I hope that we have the kind of ‘equalist’ environment at Bedales Prep School where we can pay each other compliments and know that they are meant with kindness and respect – we want our staff and pupils alike to have skins that are neither too thick nor too thin. That Charlotte Proudman was upset by the ‘stunning’ comment may say as much about the conditions within her places of work and learning as it does about her. That Alexander Carter-Silk felt confident in making it perhaps says much the same.

By Jane Grubb, Head of Bedales Prep, Dunhurst

Children, competition, and the classroom: why we must smash the ‘small pond’ ceiling

Dunhurst School

In early June, headmaster of Windlesham House School, Richard Foster, told the Daily Telegraph that ‘hot housing’ damages children’s health and robs them of their childhood – just one recent example of a growing chorus of concern from educationalists over assessment regimes and their effects.

I am part of that chorus. In April, in an article for the Daily Telegraph, I argued that an obsession with assessment and exam scores, accompanied by relentless competition, is helping to create an unhealthy educational culture for young people – including the under-10s.

I cited as an example the current UK fascination for the methods of Shanghai maths teachers, despite evidence of unwelcome effects on young people, and a broad consensus amongst UK teachers participating in a sizeable recent study (Character Education in Schools, University of Birmingham) that the British assessment system hinders the development of the ‘whole child’. Children need ‘free space’, it was argued, where students can ‘be themselves’ without having to think about exam scores.

Predictably or not, the article prompted a considerable amount of comment and discussion between readers. Some seemed broadly supportive of my position, and others less so. Whilst responses to my piece may have been diverse, what is beyond dispute is that the subject of children’s experience of pressure and stress as a consequence of competition hit a collective nerve. Thus encouraged, I decided that I needed to give the subject further thought.

One commentator on my article asked why children should not compete, be ambitious, and set store by good test results – unless, of course, I was advocating that our schools turn out cabbages. What interested me about this question was the assumption that ambition and competition are somehow synonymous.

It is my view that the development of ambition in young people is central to good education. However, I also believe that we are missing a trick by encouraging our charges to compete with each other. Even if we were to accept the point made by one commentator that the purpose of school is to prepare young people for a ‘totally unforgiving and relentless’ working life, I don’t see how this end can be served in the ‘small pond’ that is the classroom. We must aim higher, and look to the wider world for the stimulation of competition or, more importantly, to provide a bigger view of the level of achievement that is possible within a world arena.

All too often, in competition-driven schools, children can be ‘the best’ and sit back to bask in their little pond victory, enforced further by peer and adult praise and approval. By taking away the small competitive environment and focusing on personal target setting, resilience, challenge, initiative, collaborative learning and training, pupils achieve so much more and support each other in the process. Schools should be communities of stimulating and challenging learning with no parochial ceilings to hold pupils back.

We should not be reliant on purely extrinsic motivations, however. Much of what we do at Bedales Prep School is concerned with helping young people to find their passions, and to challenge them to learn.

I remember one of my own primary teachers helping me do just that, and through my love of drama, art and music showing me that there was more of what I valued to be found in other subjects too. This is not to say he was a soft touch: he was critical, obsessive and demanding – but in a good way. As teachers, we spend a lot of time developing such relationships, and I am firmly of the view that any fresh resource made available for schools to reduce class sizes would help to give our best teachers the time to do precisely this.

One rather brutal assessment of my proposal that we need an alternative to relentless peer competition was the suggestion that I should send my kids ‘out to pick flowers’, and that they would be cleaning Chinese houses before the decade is out. For the record, we do encourage our children to learn outside when appropriate, and it may even be the case that our subsequent discussions around any flowers they pick have a part to play in the excellent test scores our students receive for science, and then subsequently at GCSE and A level.

The point here, of course, is that education can take many forms, and it should not be assumed that methods that deviate from the traditional are some kind of abdication. Whilst variety, fun and encouragement from all quarters are important, the school has a culture of challenge, and a key part of our work lies in helping our children not to be flattened by setbacks.

Carol Dweck’s well-known work on ‘growth mindset’ raises many questions around the importance for performance, respectively, of attitude, genetic inheritance and social/environmental factors. This is not the place to go into this debate, save to say that Dweck’s work supports broadly the idea that those young people who believe that intelligence is not fixed but can be grown are better able to cope with pressure.

This is important, given the inevitable increase in failed attempts that comes with the territory of taking risks and tackling ever more demanding challenges. We work hard on developing such attitudes within a culture of high expectations, to the extent that we as teachers occasionally find ourselves apologising to pupils for work that is not providing enough challenge, and promptly replacing it with a sufficiently demanding alternative. Our children come to understand that work will be demanding, but that this doesn’t mean impossible, and that we don’t spread praise around like confetti. Nor do we hand out cups and prizes – we don’t need to.

As much as this seems to upset some people, I will continue to work passionately to provide an educational environment that is fun, as well as being demanding, stimulating and rewarding. It is nice to think our young people might later have a reasonable expectation of the same in their working lives. Work need not, and must not, be the brutal experience that some commentators on my piece believe it to be; a ‘they had better get used to it’ attitude must not shape how we educate our young people.

By Jane Grubb, Head of Bedales Prep, Dunhurst

‘Hothousing and over testing violate children’s rights’

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Published in The Telegraph, 14 April 2015

With the publication of party political election manifestos now under way, I find myself hoping that policymakers find the courage to move away from the current direction of educational travel – one that I believe does children no favours, and that does not even succeed on its own terms.

Recent UK educational reforms have seen a narrowing of the national curriculum, a renewed focus on end-of-course examination at the expense of ongoing, in-course assessment, and an obsession with those subjects deemed important for accessing elite higher education institutions and supporting the UK’s economic competitiveness.

As part of this process, late 2014 saw maths teachers from Shanghai embedded in UK primary schools to share the methods that have seen that city dominate the PISA (Programme for International Student Assessment) league tables – the legacy of Michael Gove’s determination that UK children emulate their Chinese peers in order that they might effectively compete with them on the global economic stage.

Thus, Chinese teaching methods have now started to permeate the UK’s educational DNA – but does this work for children themselves, or those whose job it is to provide that education for them?

A report published recently by the University of Birmingham raises concerns as to the quality of education experienced by young people in the UKA massive 80 per cent of teachers surveyed for Character Education in UK Schools, drawn from primary as well as secondary schools, were concerned that the British assessment system ‘hinders the development of the whole child’.

When asked to suggest a single change, many recommended the provision of ‘free space’ where students can be themselves and do things they really like without having to think about exam scores.

This brings to mind Sir Ken Robinson’s memorable observation that nobody can make anybody else learn anything, any more than a gardener can make flowers grow. Rather, the flower grows itself, and the skilled gardener provides the optimum conditions that will allow the plant to do precisely that.

Read full article in The Telegraph

By Jane Grubb, Head of Bedales Prep, Dunhurst


Bedales School is one of the UK’s top independent private co-education boarding schools. Bedales comprises three schools situated in Steep, near Petersfield, Hampshire: Dunannie (ages 3–8), Dunhurst (ages 8–13) and Bedales itself (ages 13–18). Established in 1893 Bedales School puts emphasis on the Arts, Sciences, voluntary service, pastoral care, and listening to students’ views. Bedales is acclaimed for its drama, theatre, art and music. The Headmaster is Keith Budge.

Dunhurst Dancers perform Alice in Wonderland

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I have just been to see the Dunhurst Dancers perform at the annual Bedales Dance platform. They were some of the youngest performers there but they did Dunhurst proud and yet again this year showed the full range of dance styles through an incredible narrative that was captivating. Rosie Nash has been working hard with the group and it was wonderful to see the end result. For those of you who were unable to be there, here is my best attempt to describe what I saw….

BEDALES_DANCEPLATFORM MAR 1ST_LOW RES-136 The Olivier Theatre stage is dark and a small and diminutive figure lies on the stage in the darkness – intriguing. The lights come up and Alice (Boo P) awakes to be greeted by two wonderfully synchronized white rabbits (Emelia B-W and Millie B). The wonderful trio choreograph beautifully the rabbits and Alice’s decent as they tumble down the rabbit hole aided by two very smiley cats (Hannah M and Thomasina R); both girls have the cat moves off to a tee and show incredible agility and gymnastic strength in their choreography. The story continues as the piece moves on to ballet with Anais (clutching a cuddly pig) as the Duchess and Phoebe P as Cook. Again, crisply in time and technically excellent. Next is hip-hop and street style dance with Henry K-P and Evie as Tweedle Dum and Tweedle Dee, fast, fresh and innovatively portraying this arguing stroppy and difficult duo. The costumes now step up a gear as the Mad Hatter (Livvy E) and the Queen of Hearts (Mila N) enter the scene. Both dancers carry the balance of terrifying and comical to great effect – big moves and filling the stage with their presence. In contrast, the terrified Dormouse (Ernie A-T) fidgets and quivers with anxiousness as the fantasy unfolds. Strangely automated and menacingly mechanical, the playing cards (Monty DLG, Jamie B, Georgina V and Tiana B) shunt their way across the stage, accompanied by their Queen. Boo as the ever bewildered Alice portrays her fight for sanity and survival as the characters of wonderland close in on her and hold her within their encircling huddle. Finally, Alice triumphs as the characters fall like dominoes before her – black out –  Wow !

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Monty DLG B1R – 2, 5 and 7

Ernie AT B1S- Dormouse

Tiana B B1S-2,5 and 7

Anais A B2U- The Duchess

Henry KP B1R-Tweedle Dee

Hannah M B2U- Cheshire cat

Emelia BW B1S-White Rabbit

Phoebe P B2S-Cook

Livvy E B1U-Mad Hatter

Mila N B2S-Queen of Hearts

Millie B B1R-White Rabbit

Boo P B1R-Alice

Evie A B1R-Tweedle Dum

Jamie B B2R-2, 5 and 7

Georgina V B1U-2, 5 and 7

Thomasina R B2R-Cheshire cat

View photos of the event here.

By Jane Grubb, Head of Bedales Prep, Dunhurst


Bedales School is one of the UK’s top independent private co-education boarding schools. Bedales comprises three schools situated in Steep, near Petersfield, Hampshire: Dunannie (ages 3–8), Dunhurst (ages 8–13) and Bedales itself (ages 13–18). Established in 1893 Bedales School puts emphasis on the Arts, Sciences, voluntary service, pastoral care, and listening to students’ views. Bedales is acclaimed for its drama, theatre, art and music. The Headmaster is Keith Budge.