Headmaster's Blog

Headmaster's Blog


Wellington School students on ten Tors
Growing From Facing Challenges
In this week’s Year 11 and Upper Sixth chapel services I spoke about rising to the challenge external examinations present. There is, of course, stress associated with exams. However, a change of perspective can see a challenge becoming an opportunity, and I am confident that those pupils writing their GCSE, BTEC and A Level exams over the coming weeks will seize the opportunity to put their best foot forward.
On the topic of challenges, our Ten Tors teams are out on the Moor this weekend. Two teams will hike the 35 mile course, with one taking on the 45 mile route. Every pupil has trained hard to prepare for this special event and we wish them well. Not everyone was able to be selected to take part this weekend, and we applaud the considerable effort put in by everyone who did not make the teams.
The final point on the theme of challenges lies with ‘rockets’. Last weekend saw a group of Lower Sixth students being tasked with sending an unboiled egg up to 825 feet, then parachuting it down in a 45 second journey time. Our team of budding aeronautical engineers have done superbly well to reach the national finals of this competition, and we wish them well for the final, which will be held in June.
We grow from facing challenges. They can be daunting and difficult, but we learn so much about ourselves by facing them.


Multi coloured Computer code numbers
Harnessing The Positive Aspects of AI
This week I attended an HMC conference which focussed on artificial intelligence. It was fascinating, bamboozling, inspiring and challenging in equal measure. There is so much being written and spoken about on the topic, and I am determined to do all I can to better understand the opportunities and threats associated with AI.
As I see it, AI is an extension of a societal pursuit which has spanned the ages: how can we do things faster and better? Whether it be travelling from one part of the world to another or communicating instantly, humankind has constantly sought to reduce ‘friction’ as we go about our lives. AI extends this arc, allowing us to process vast amounts of data and identify trends and connections almost instantly. It can enhance our efficiency, performance and productivity. Just like being able to fly around the world or videocall friends in far-flung destinations, AI could be a tool which improves our lives.
However, AI does present some serious challenges and these need to be carefully considered. The ethics of AI is a topic of considerable discussion, as is the danger of bias within AI platforms. The ability of ‘bad actors’ to harness the power of AI is a grave concern. How might deep fakes and AI generated social media impact elections around the world this year? What about the wellbeing of young people, whose social media platforms are backed up by AI informed algorithms. Will governments have the ability to put in place suitable regulation to protect wider society from these ills?
We have been discussing AI at school for some time now, and a range of colleagues are actively exploring how we can support pupils’ learning by effectively harnessing the positive aspects of this new technological tool. AI is here to stay, so we need to understand it. As one speaker on Wednesday said, ‘get digital or be digitised’.


Sunset over exmoor
Space To Connect
In June, our Year 7 and 8 pupils will be taking part in a wellbeing residential and enquiry week. Pupils will be camping, doing some outdoor academic study and taking part in the ‘Welly Inter- House Olympics’. We are calling it the ‘2 bare feet’ week because an important element of the exercise is getting youngsters into the great outdoors and more directly in contact with mother nature.

No mobile phones or devices will be allowed in camp and pupils will be taking part in a range of fun activities, including yoga, surfing, walking and beach games. There are a number of objectives we are trying to achieve during the camping trip. We obviously want pupils to have fun and enjoy themselves. On top of that, we are aiming to develop pupils’ confidence, independence and self-sufficiency.  
A special feature of their time away will see pupils receiving letters from their parents and extended family. The purpose of these letters is to affirm pupils and give family and loved ones the opportunity to explicitly share with every child all the good points they see in them. Pupils will write a letter to their parents and share it with them on their return from camp.

It is good to keep kids busy; we all know that idle hands can make mischief. It is wonderful that our pupils have so many opportunities; they are talented, and we want them to achieve to the very best of their ability. However, it is important that we give our young people the chance to get away from schedules, timetables and routine. It is essential that we offer them the space to connect with nature and, most importantly, better understand themselves and their place in this world.
Offering Support And Encouragement
This weekend will see over 50 000 runners gathering in Greenwich Park to start the London Marathon. It is an incredible event to watch and, whether in the elite race or running the course dressed as a rhinoceros, every athlete contributes in their own way to a very special occasion. The crowds lining the 26 miles through our capital add a special magic, and I have no doubt that everyone’s loud and cheerful encouragement gives sore feet and weary legs a much-needed boost.
The theme of offering support and encouragement to those around you is one I spoke about at our start of term assembly. In addition to citing how cheering crowds boost weary runners as they complete a marathon, I also referred to a movie we watched over Easter. ‘True Spirit’ is a true story about Jessica Watson, a 16-year-old sailor, who was awarded the Order of Australia Medal after a solo circumnavigation of the world. Jessica went around the world, on her own, on a boat called ‘Ella’s Pink Lady’, which was only 10 metres long, in 210 days.
One of the scenes in the movie is set during a severe storm. Jessica has sealed the boat as best as she is able. Her vessel is being tossed around on the raging waters, and she is obviously very scared. What does she do? She uses her satellite phone to reach out to her family. She phones home and asks her family to just talk to her, to tell her stories, jokes – whatever – and to just be with her over the phone as she makes her way through a very scary time.
To quote ABBA, who, 50 years ago to the month, won Eurovision in Brighton:
People need hope, people need lovin'
People need trust from a fellow man
People need love to make a good livin'
People need faith in a helping hand


Hard Work And Commitment
Last week the School was full of enthusiastic chatter about the three brilliant performances of ‘Chicago’. The famous Broadway musical came to Wellington and reviews were glowing. Roxie Hart, Velma Kelly, Billy Flynn and the rest of the cast of well-known characters – together with our Big Band – brought to life, through word and song, themes of fame, manipulation and corruption. What a treat it was to be able to watch such a famous show being performed in our own Great Hall, and how lovely it was to welcome residents from a local care home to enjoy Tuesday’s full dress rehearsal.  Our sincere thanks and congratulations to all the staff and pupils creating such a special show.
This Tuesday our Under 14 netball team continued their winning streak in their national competition. The team won the Bowl semi-final of the South against Dunottar School, who travelled to Wellington from Reigate. Our girls played wonderfully, and their skill and teamwork saw them through to a well-deserved victory. The team travel to Loughborough next week to meet the other three finalists in the national final. What a fantastic achievement for our players and their coaches, and we wish them all the very best of luck for next Thursday.
These impressive success stories – and all the others enjoyed across a range of activities at Wellington – would not happen without a huge amount of hard work and commitment. Thank you and well done to our pupils, staff and parents – what a great team!


International Women's Day
A little while ago, a group of girls made an appointment to see me to discuss a concern they had about a particular school rule. Why, they asked me, do girls have to wear their hair up all the time? They made a very eloquent and persuasive argument as to why they felt this rule should no longer be in place.
I was so impressed by the way in which the girls handled themselves and by how they presented their cases in a mature and constructive fashion. On the back of the points they and their peers made, senior leaders decided to change the rule and to allow girls to wear their hair down – unless they were playing sport, or working in the a science lab or a DT workshop.
Today is International Women’s Day and it is wonderful that the achievements of women are being recognised and applauded. Stories of successful women in all areas of endeavour inspire girls and, hopefully, see them feeling empowered to pursue their dreams. Famous female figures play a crucial role in changing the mindsets of girls of all ages. Strong female role models see younger girls feeling able to confidently walk into a Head’s office and successfully make the case for change. That’s wonderful.


Do The Little Things
This week our House chapel services have been led by pupils from Price’s, and they have spoken very well about Saint David, the patron saint of Wales, who died on 1st March 589. The important message we heard from pupils about marking St David’s Day was that we should try to follow St David’s advice in seeking ‘to do the little things’.
These ‘little things’ can apply to small acts of kindness, which can brighten someone else’s day. Whether it be holding the door open, offering a kind word of encouragement or giving a friend or loved one a hug, ‘doing the little things’ can make a big difference.
Doing little things for ourselves can also play a critical role in making sure that we feel positive about life. Going for a walk, stopping to admire a sunset or making time to simply sit still for a little while can be our way of being kind to ourselves.
I was very grateful to be invited to watch and judge a Lower Sixth debate in a history lesson today. Students did an excellent job in presenting their arguments, and it was a pleasure to offer feedback on their performance. The small act of inviting me to attend a lesson had a really positive impact on my day.
It is a pure coincidence that the daily quote on my desk speaks to the principle of small actions making a big difference: “Great works are performed not by strength, but by perseverance; yonder palace was raised by single stones, yet you see its height and spaciousness.” (Samuel Johnson)


cartoon boys and girls at different ages
I learnt about ‘adultification’ while on a safeguarding course last week. Essentially, it means that children are seen as being more grown up than they actually are. The risks associated with adultification is that adults do not provide young people with the support, care, guidance and boundaries which they need to stay safe and well.
Having unreasonable expectations of young people could be conscious and deliberate, and those situations can quickly lead to safeguarding alarms sounding e.g. young people being expected to look after even younger siblings, or to care for adults who have complex needs. These circumstances can be complex and see external agencies intervening as deemed appropriate.
However, can adultification be more subtle and insidious? Can unrealistic expectations of young people be a lot more mainstream and everyday than we think? Are our young people mature enough to effectively manage their incredibly powerful mobile devices, through which they can access myriad social media platforms? Do they have the ability to filter and block the seemingly never-ending stream of bad news, which can cause stress and anxiety? What are highly sexualised adverts and song lyrics teaching them about self-image and healthy relationships? Do young people get enough sleep each night, and do they understand the consequences of not doing so? What about access to alcohol?
Are we, as a society, expecting too much of our children? I am not talking about having high expectations of young people in terms of behaviour, manners and their attitude at school. I am asking whether society has forgotten that children are not adults, and that the expectations we have of older people do not equate to what youngsters can deal with and these expectations are very often not in their best interests.
Adultification. A word which provides plenty of food for thought in today’s society.


Wellington students sitting in grounds crocheting
Reminding Ourselves On The Importance Of Being
If you made any, how are your New Year resolutions holding up? Did you set yourself any challenges for January? How did that go? I have heard some people say that last month flew by; others have said that it seemed to be go on and on and on…
Whatever the case, February is upon us, 2024 is well under way and ‘Actions’ and ‘To do’ lists are as prominent a part of life as ever. To ‘do’ and ‘achieve’ can be a mindset, and there is no doubt that it is in ‘doing’ and ‘achieving’ that we, well, get things done and achieve objectives. A sense of purpose, and the forward momentum which achieving goals generates, is surely a good thing.
But, is there a risk that in focusing on ‘doing’ and ‘achieving’ we forget about an equally critical component of our lives: ‘being’. Working towards our goals can be a fairly linear business; we set a goal and we work hard in achieving it. Sure, there are ups and downs along the way, and we may get a bit stressed and tired as we apply ourselves, but we have a goal and we are set on getting a job done. Doing is about getting from Point A to Point B, but it can exact a toll. Stress, fatigue, anxiety, imbalance, unhealthy coping mechanisms to name only a few.
Perhaps we need to remind ourselves of the importance of ‘being’ a little more often. In the busyness of life, let's all remember to find time to check in with our mental and physical health, to invest in our relationships with family and friends (and ourselves), to find comfort in nature or to enjoy a good book or favourite film.


screens for Dr Aric Sigman webinar
Dr Aric Sigman On Teenage Addiction
I heard Dr Aric Sigman speak a few years ago and he was excellent. Dr Sigman was presenting on ‘discretionary screen time’ and his insights and perspectives on young peoples’ relationships with their device was fascinating. What made Dr Sigman’s presentation all the more compelling was how he used neuroscientific data to support his observations and recommendations.
Screen time and vaping will be the key topics of discussion when Dr Sigman presents to parents.  I really do encourage parents to set time aside to listen to what Dr Sigman has to say about these very important topics. Dr Sigman will be talking with pupils throughout the day next Wednesday, with the contents of his presentations being amended depending on the age-group he is addressing.
Screens are pervasive in our society and social media can create all sorts of difficulties for our young people. The risks of vaping appear to be a growing concern and serious questions have to be asked about what young people are actually putting into their bodies when they vape.
Screen time and vaping are topics which we have deliberately asked Dr Sigman to discuss, and I am confident that his views and advice will be of great help to us all as we look to support young people in effectively navigating their way through complex challenges.


Colourful children in a circle community
Stand Up, Don't Stand By
The theme of this term's whole-school assembly was ‘community’ and we heard from different speakers about the importance of working together and supporting one another. The Prep School’s Head Boy and Head Girl read a lovely poem about being a community, Mrs Richardson highlighted those ingredients she feels are central to being a member of the Prep School and the Senior School Captains spoke about the importance of being kind, striving to be the best version of yourself and respecting one another. I used my address to the School to urge everyone to ‘stand up and not stand by’ if they see any behaviour which may cause upset or harm to others, or which sees anyone disrespecting the fabric of the School.
One of the best parts of my job is saying ‘well done’ to pupils for their efforts and achievements. These efforts and achievements confirm that we are kind, work hard, give our all and see the best in one another. I know that we appreciate the many opportunities available to us and that we enjoy being part of the Wellington School community. All this makes our school a very special place to be.
A strong sense of community is central to our ethos, and everyone plays a part in maintaining and enhancing it. Thank you for your support and for the role you play in strengthening our community.


Celebrating Our Shared Humanity
Last weekend saw Diwali being celebrated – a festival of lights, which symbolises the victory of good over evil, knowledge over ignorance and light over dark. It is India’s most important festival of the year. While it was not directly linked to Diwali, our Year 9 pupils enjoyed a ‘Bhangra Bash’ on Wednesday evening. It was a wonderfully joyful and fun event, which saw pupils wearing beautiful outfits, and an instructor helping them learn some impressive dance moves. There was so much energy and enthusiasm in the room, and kids and colleagues had great fun.
We are so fortunate to welcome pupils to Wellington from nearly 40 countries around the world. Our international community brings such richness and diversity to Wellington, and it is a delight to see how pupils from all over the world forming friendships and working together.
Highlighting differences can have devastating consequences. While I believe that we must recognise and respect what makes individuals and cultures distinct, focusing excessively on our differences can be a recipe for disaster. I argue that there is always so much more that binds us, that our shared hopes and aspirations can unite us. Focusing on what brings us together sees us able to celebrate our shared humanity, and that can only see us being stronger and more successful.


Old Wellingtonian's Key Role
I am currently in Hong Kong, where Head of Admissions, Rachel Debenham, and I are representing Wellington at an admissions fair, meeting parents, speaking with international agents and hosting a lunch for Old Wellingtonians.  The scenery is certainly very different to Somerset!
In seeking to ensure strategic consistency in our operational decision-making, Governors and senior leaders have worked together to agree on the School’s strategic priorities. A picture can speak a thousand words, and our work generated what we call our ‘North Star’ – a conceptual framework illustrating those priorities against which we ‘set our sail’. You can see our ‘North Star’ by following this link: www.wellington-school.org.uk/senior/school-life/our-vision
‘Community’ is central to Wellington’s educational philosophy. Whether it be within our immediate school community, the community beyond our gates or with alumni across the world, Wellington places a premium on building positive relationships with everyone in the extended Wellington family.
Last week saw alumni gathering from near and far for the annual London Lunch – one Old Wellingtonian flew from Canada to attend. The lunch itself was held at the RAF Club and the day extended into the evening as Old Wellingtonians came together for drinks at the Iron Duke in Mayfair. Rachel and I are dining with almost 40 Old Wellingtonians this Sunday, and we then look forward to seeing more former pupils at the November Reunion. These events are such happy occasions, and it is always lovely to see good friends taking meandering strolls down memory lane together. They also provide me with a valuable opportunity to update alumni on school developments.
Old Wellingtonians play such an important role in the success of our school and we so appreciate all the support they offer the School.  Be it through providing funds for bursaries, speaking at school societies, offering work experience and networking opportunities or supporting capital projects, Old Wellingtonians play a crucial role in making sure that Wellington School keeps moving forward with confidence and a strong sense of purpose.

World Teachers' Day
Yesterday was ‘World Teachers’ Day’, a day when the work of teachers around the globe is acknowledged and celebrated. I spoke about the day at assembly on Monday and asked all our pupils to make a point of thanking their teachers for their hard work and dedication at some point this past week. 
By inspiring, encouraging, challenging and supporting, teachers are in a position that sees them able to make a lasting and transformative difference to the lives of their pupils. We are incredibly fortunate to have a team of teachers at Wellington School who go the extra mile in helping our pupils learn, grow and have fun. Our teachers work hard in and outside the classroom. They have supported pupils in lessons, EPQ research projects are underway and UCAS applications are being completed. In addition, teachers have been on a camping trip to Wimbleball Lake and to the top of Snowdonia with Year 7 and Year 9 pupils respectively, prepared teams for a raft of sports fixtures, directed drama productions, rehearsed choral performances, arranged interhouse competitions, helped cadets with their uniform and supported boarders as they have settled into houses – and I could go on! 
We are able to recruit excellent teachers to Wellington when we need to. We offer a good package and, as importantly, Wellington is a lovely place to work. However, recruitment across the United Kingdom is below where it needs to be – and teacher recruitment is a global challenge. As a society, we need to ask why that is and our considerations need to include everything from remuneration to working conditions and morale. 
Every Monday morning staff gather in the Dining Hall for ‘Briefing’ and I take this opportunity to thank colleagues for specific effort and achievement over the past week. We obviously also thank one another in passing as a matter of course. A word of thanks goes such a long way, and a sincere ‘thank you’ from pupils and parents means the world to teachers. Whether after a trip, performance, match or lesson, a heartfelt acknowledgement of the care and effort which a teacher has put into supporting a pupil makes such a difference to how teachers feel about their job. 
We all know that a school relies on teaching and support staff to thrive, and that Wellington’s team of support staff do a brilliant job. I do not think that there is a ‘World Support Staff Day’ (although there should be), but we will set aside a specific day next term to celebrate our team of support staff and show our thanks for everything they do to support Wellington School.

School And Parents Working Together
The Senior School is hosting an online ‘town hall’ meeting for parents. These forums started during lockdown, when they were a helpful way in which to share updates, get feedback and deepen understanding of concerns or queries. They proved to be popular and helpful, so we have kept going. For those of you who haven’t attended one, I chair the meetings and senior leaders give brief updates on various aspects of school life e.g. academic, pastoral, co-curricular, campus and food, with general discussion and Q&A throughout.
There is an important principle behind these meetings: our children’s education benefits immeasurably when school and parents work effectively together. That working relationship takes effort. It is important that senior leaders understand parents’ concerns and frustrations, and that parents also have the opportunity to offer positive feedback and make constructive suggestions. Similarly, misperceptions can be addressed by staff if needed and explanations offered as to why certain actions or decisions were taken. It is in open and honest discussion that mutual understanding is strengthened. 
Wellington continues to be alive with activity and enthusiasm. Classrooms are full of purpose and hard work, Extended Projects are being researched and UCAS applications are being completed. ‘Matilda’ was phenomenal, our CCF are off on their field trip today and sports fixtures are in full flow. House events are underway (interhouse ‘street art’ was a highlight of the week!), tutors are supporting their tutor pupils and boarders have settled in. There is plenty of endeavour, ambition and cheerful chatter around the place. Just as it should be!


Building Outstanding Relationships
Last year saw senior leaders gathering for a strategy and planning day. We do this routinely so that we don’t get lost in the day-to-day detail of running a busy school. One of the exercises we undertook was to complete a stakeholder analysis, where we considered lines of accountability and collaboration. It was interesting to reflect on how wide a frontier Wellington operates across and how many stakeholders we interface with.
Our wonderful pupils are obviously at the heart of everything we do, but nothing would happen at Wellington without our dedicated team of staff, and the support of parents is fundamental to success. An effective partnership between pupils, staff and parents is central to successful day-to-day life at Wellington School.  
Then we have Governors; volunteers who freely give of their time and expertise to support the School and who carry significant responsibility in doing so. Our parent association – we call them the Friends of Wellington School – organise events, raise funds and create opportunities for new friendships to be formed. Our Foundation plays a crucial role in supporting bursarial provision, and our Trading Company is central to the successful management of external commercial activity.
Old Wellingtonians speak at events, present to school societies, offer careers advice and have provided generous financial support to our bursarial and capital expenditure campaigns. Our relationship with the town of Wellington is hugely important to us, and we will always seek to support the wider community.
We then have the Department for Education, the Home Office, the Health and Safety Executive, the Food Standards Agency, the Ministry of Defence and the Independent Schools Inspectorate all create a regulatory and statutory framework within which we must work and impose standards against which we are inspected.
So, a wide range of stakeholders and multiple lines of collaboration and accountability. The premium we place on building outstanding relationships will stand us in good stead as we work together to take Wellington forward, but there are bound to differences of opinion along the way.  What counts is that we support one another in realising our vision of providing a life-changing, pupil-centred, values-led education for engaged and ambitious young people who wish to contribute to the School and the wider community.
Wellington's Core Values
You may have heard in the news today of the recently published World Values Survey Report. The survey is part of an international research programme devoted ‘to the study of people’s social, political, economic and cultural values around the world.’  The findings highlighted in the report are fascinating and you can access a summary of how the UK performs relative to other countries, and how social values in the UK have changed over time by following this link: https://www.kcl.ac.uk/policy-institute/assets/parenting-priorities.pdf 
It is interesting to observe how attitudes towards the key qualities the children should be encouraged to learn at home have changed or remained constant over the years. Good manners, and tolerance and respect for other people are still the qualities seen as first and second most important – and this view is unchanged since 1990. However, there seems to be less of a premium on not being selfish and ‘obedience’ is definitely seen as being less important that it once was. Hard work, determination, imagination and independence are valued more now than they were in the past. 
It is interesting to see that ‘religious faith’ has fallen steadily. A person’s faith and belief system are entirely their own business, but I do believe in the importance of supporting children in developing a strong spiritual awareness. Whether that spirituality is found in music, art, nature or a place of worship is less important to me than helping young people find strength, comfort and inspiration from a positive source that is outside of themselves.  
I am delighted that good manners, and tolerance and respect for others remain as important as ever in the UK. I spoke of the importance of saying ‘please’ and ‘thank you’ at our start of year whole-school assembly and Wellington’s core values of kindness, empathy, equality and inclusivity speak directly to the premium we place on being a strong and cohesive community. These values and priorities have stood the test of time and will most certainly continue to play a central part in a Wellington School education. 


How Might ChatGPT Benefit Education
‘Chat Generative Pre-trained Transformer’ was launched in November 2022 and, by January 2023, had become the fastest growing consumer software application in history. According to the latest data, there are now over 100 million ChatGPT users. 
What does all this mean for education? It is a question we are giving considerable thought to, but the answer isn’t immediately apparent. Is ‘artificial intelligence’ a cause for doom and gloom? I don’t think so. Does it have the potential to be a positive disruptor? I think it does.  Whatever the answer to these questions, we are all finding our way in trying to make sense of the potential opportunities and threats this new technology presents. 

How might ChatGPT, and other applications like it, benefit education? It could save teachers time as they prepare resources. Pupils could use ChatGPT to access ideas and brainstorm when completing work. The application could be used to edit and proof-read material, translate text or summarise documents. It could facilitate more individualised learning and even see pupils completing assessments when they feel ready to do so, as opposed to waiting for set times during an academic year. 
That said, ChatGPT may not be as intelligent as many are making it out to be. ChatGPT is only 70-80% accurate in the work it produces and only 60% successful in telling whether information it is accessing is truthful or not. ChatGPT is not at all impressive when it comes to mathematics and it does not have ‘intentionality’ i.e. it will only do as it is told. It isn’t particularly creative and is certainly vulnerable to bias. I have heard ChatGPT being described as being ‘a bit dim’ at the moment, although the person offering this opinion did go on to say that this would probably change over time. Perhaps the greatest risk AI presents to our pupils’ learning is that it ‘steals the struggle’, the hard work which sees understanding deepen and mastery develop.

An area of concern lies in the regulation of artificial intelligence more widely. The companies behind AI applications are seeking to maximise their profits, in exactly the same way the companies behind all the social media platforms children use are doing. These companies are profit-maximisers and it is not always immediately apparent where children’s mental health, safety and wellbeing rank in their list of priorities. 

Whatever the strengths and weakness of the ChatGPT – and other platforms like it – and however this technology develops in the future, what is clear is that our pupils will need to understand how it might be able to help or hinder their learning. 

ChatGPT is here to stay, and we are going to work with our pupils to make sure that it enriches their learning and empowers them to move forward with ever greater confidence. 

ISI Inspection 2023: Excellent
We are delighted with the outcome of our recent inspection. Fully compliant and excellent on all fronts. That’s what we like to see!
The team of inspectors who visited Wellington in March spent days visiting lessons, going to chapel services and tutor meetings and watching cocurricular activities. They spoke to pupils, staff and Governors, walked through our boarding houses and asked pupils, parents and staff to complete an online questionnaire. Inspectors reviewed our policies, made sure that services had been completed and maintenance done as needed. The full inspection report can be found on this page.


This successful outcome is the result of a fantastic team effort from everyone across our community. Governors, staff, parents, pupils and alumni have all worked together to make Wellington School what it is: excellent!