my favourite subject - The Hewett School

THE 

MIND BODY 

ART & SOUL 

what a performance 

ANYONE 

FOR TENNIS 

healthy hewett 

PATHFINDERS 2010 

choosing the 

right direction 

HEAD 

TO HEAD 

an interview 

with tom samain 

LIVEWIRE 

the big night in 

HEWETT SCHOOL 

THE ONLY 

PLACE TO BE 

1

Creative 

1. 

2. 

3. 

4. 

1. Martha Woodward 

Barriers Bodice 

Plastic, paper & mixed media. 

2. Cal Hudson 

Aboriginal Art 

Mixed media. 

3. Nicole Dyke 

Natural Forms 

Acrylic paint on canvas. 

4. Lilly Bolton 

Transitions 

Photograph of felt. 

5. Jenny Stone 

Boundaries 


6. Anonymas 

Graffiti 

Photograph. 

7. Goncalo Gomes 

Transitions 

Photograph. 

8. Ryan Bleyswyck 

Face 

Photograph. 

5. 

7. 

6. 

8.

CONTENTS 

Editorial 

This year The Hewett School 

has once again been 

celebrating. We became 

Norfolk’s first Foundation 

Trust School, achieved some 

of our best exam results ever 

(each year they seem to get 

better and better) and the 

Arts Specialism has allowed 

our students to get involved in 

amazing new projects. 

In our recent OFSTED report 

the curriculum was graded as 

‘outstanding’ as was the work 

we do in partnership with 

others. We are rightly proud of 

the achievements of the school, 

its staff and students. Our 

motto is ‘aspiring, achieving, 

advancing’ and we have 

certainly lived up to that in 

the last few years! 

We hope to give you a flavour 

of the school in this brochure 

but if you do want to come 

and see us for yourself you can 

contact the school on 

(01603) 628181 or by e-mail at 

office@hewett.norfolk.sch.uk 

Design and artwork production: 

Accent Design Group (Norwich) 

www.accentdesign.co.uk; 

Copywriting: Mike Derbyshire; 

Photography: Chris Leighton, 

Hewett School, Photos.com. 

Contents 

2–3 

The Right Choice 

How to choose a secondary school 

that’s right for your child 

4–5 

Student Support 

What do they get up to 

6–7 

Team Talk 

What do teachers really think 

8–9 

Holidays & Excursions 

Where we went 

and where we are going 

10 

The Great Escapes 

Mini breaks 

11 

Drama Hewett 

What a performance! 

12–13 

My Favourite Subject 

What we love & why we like it 

14–15 

Creative Hewett 

See what we can do 

with a camera and paint brush! 

16–17 

Livewire 

The Concert of the year 

18–19 

School Essentials 

What to wear and 

where to get it 

20–21 

Head to Head 

Questions and answers with 

Tom Samain, the Headteacher 

22–23 

A Sporting Chance 

How we get fit and stay healthy 

24 


George King on ICT 

25 

Hewett ICT 

Getting connected 

26–27 

Pathfinders 

Steering your way through an 

outstanding curriculum 

28 

Science 

Bright Sparks 

29 


Fay Alice Colk on Science 

30–32 

Mind, Body Art and Soul 

The Hewett performing Brilliantly 

33 

Ask the Teacher 

Solving your High School worries 

34 

Hewett Hobbies 

What else can we offer 

1

THE RIGHT CHOICE 

Choosing a secondary school for your child could be one 

of the most important decisions you, and they, ever make. 

However, that doesn’t mean it has to be a daunting task, 

as Associate Headteacher, Sue Raywood, explains. 

2

Whether they were good, bad or indifferent, we all 

remember our school days. What we learn – socially, 

as well as academically – can have a profound effect on 

the rest of our lives. Understanding this might seem to 

place a heavy burden on our shoulders when it comes 

to choosing a secondary school for our children. However, 

it can relieve the pressure too, because it can help us to 

focus on what we, and our children, are looking for from 

a secondary school. It can help us to properly consider 

a school’s potential and, perhaps most important, it can 

help us to ask the right questions. 

Using What You Already Know 

You know your children. You understand their strengths and 

weaknesses and you can see their potential, too. These facts can 

guide you in making the right choice of secondary education 

for them. You know, for instance, whether your child has special 

needs, is academic, sporty, interested in the arts – or all of these. 

You can be generally confident of what they will enjoy and the 

opportunities and experiences you would like them to have. 

You are aware too of your own, practical needs. For example, 

do the restrictions of your working life mean that you require 

a school that provides extended care, before and after normal 

school hours How nearby does the school need to be Will 

you be able to walk your child to and from school, can they 

ride their bike, travel by bus or will you have to drive them 

The Schools Available 

Once you know what you are looking for in a school, you can 

make a list of those in your area. Norfolk County Council’s 

SchoolFinder service can help with this. www.esinet.norfolk. 

gov.uk/schoolfinder. You can then go on to learn more about 

each individual school. 

Most schools have their own websites which provide such 

details as the courses on offer, the resources and facilities 

available to students and information regarding what has 

been happening at the school lately. 

It is also possible to check out what the schools watchdog, 

Ofsted, has to say about a particular school by visiting the Ofsted 

website www.ofsted.gov.uk. To find out how a school’s students 

have performed in their exams, log-on to the DCSF school 

performance website www.dcsf.gov.uk/performancetables. 

See For Yourself 

Of course, the most effective to way gain an impression of 

an individual school is to see for yourself. All secondary 

schools have opening evenings which generally take place in 

late September or early October. However, if you are unable 

to attend, you can always arrange an appointment to visit 

the school at another time. On these occasions, you can look 

around and really get a feel for a school, for its staff and its 

pupils. This will help you to answer important questions such 

as: What sort of facilities does the school have to offer for 

sports and the arts How many computers do they have Will 

your child have the opportunity to learn a musical instrument 

or a second foreign language What subject choices will your 

child have when they reach Year 10 What extra-curricular 

activities are available 

There is also your child’s general well-being at school to 

consider. Do the staff and children look and seem happy What 

kind of care does the school provide How does the school deal 

with bullying, for instance 

The Headteacher 

A school’s Headteacher sets the tone and direction for a school. 

It is obviously difficult for most individuals to know what is 

involved in the job. But your own impression is nevertheless 

still important. Ask yourself whether or not you believe the 

Headteacher will lead the school well It is key that you have 

confidence in the Headteacher’s ability to develop the school 

and take it forward. 

Remember too, however, a school’s reputation good or bad 

is inevitably behind-the-times. It is vital to trust your own 

instincts. Aim to judge the school now – as you see it – rather 

than on any reputation it may have. 

In Our Hands 

In the end, only we as parents – along with our children – can 

decide whether or not a school is right. However, we can help 

ourselves by asking the important questions and we can be 

guided by the answers we receive. Not forgetting, we have 

our own understanding and experience to fall back on. 

Choosing a secondary school for our child is a big decision – 

but it need not be overwhelming. 

3

SUPPORT 

4 

ALWAYS ON 

OUR

HAND 

However well we prepare 

our children for life at 

secondary school, there will 

be times when they need a 

little extra help. Whether 

the problem is as simple 

as a forgotten or lost bag 

or as complex as a dispute 

with classmates, it’s good 

to know that students and 

parents have somewhere 

to turn. Pastoral Support 

Worker, Tom Reynolds, 

takes David Dean through a 

day in the life of The Hewett 

School’s Key Stage Three 

(KS3) Support Team. 

“Okay, let’s see what today 

brings...” 

It is 8am on Monday morning 

and Tom Reynolds is opening 

up the KS3 Office. Tom is not a 

teacher, his role is dedicated to 

KS3 support. What exactly does 

that mean “School is about 

much more than learning,” he 

tells me, “it’s about helping 

children to learn. Students 

may need support simply with 

finding classrooms, for example 

– or we may have to help them 

address a more serious matter, 

such as conflict resolution with 

their peers.” “People forget,” 

he goes on, “a school is a 

community all of its own. We’re 

not just here to teach students, 

we’re here to help them grow 

up, make friends and develop in 

confidence.” 

Assistant Headteacher (Advice 

and Guidance) 11-16, Ian 

Hawthorn who works with 

Years 6 to 8 and finally Sarah 

Powell, the Director of Learning 

Transition. Sarah works with The 

Hewett’s feeder-schools, to get to 

know the children there before 

they are even thinking about 

coming to The Hewett. Sue, Ian 

and Sarah are all teachers, as well 

as part of the KS3 Support Team. 

We are interrupted by a knock 

at the door. A Year 8 student is 

standing there. He has left his 

bag on the bus on his way to 

school. “Come on in, Ryan,” 

says Tom. Tom reassures the 

youngster, discovers the details 

and telephones the bus company 

in an attempt to track down the 

missing bag. 

So, my day with the KS3 

Support Team has begun. 

What follows is a whirl of 

activity. Before the bell goes at 

8.30am for the start of school, 

several students drift in and out 

with a variety of requirements, 

from spare uniform to temporary 

planners. There are others who 

bring notes from home about 

dentist/doctor appointments or 

forgotten homework. Sue & Ian 

Hawthorn, meanwhile, disappear 

off for the Year 7 Assembly. 

Whilst those in the team who 

teach have their lesson duties 

to undertake, there is always 

someone present in the KS3 

Office. “The office is always 

open,” explains Tom Reynolds. 

“That’s important because, for 

whatever reason, sometimes 

students just like to have 

somewhere quiet to come and sit.” 

be unable to concentrate in the 

lesson. I keep the medicines here 

and was able to ensure that he 

always took the required dose 

at the specified time.” 

Mid-morning, Tom Reynolds 

and Sarah Powell visit a local 

primary school to meet students 

who are coming to The Hewett 

next year. “Children definitely 

benefit from getting to know 

us before they start here,” Tom 

says, as he leaves “and the 

earlier this happens, the better.” 

He and Sarah are back at 

lunchtime and Tom takes up 

his duty in the social area. 

In-between, Ian Hawthorn 

meets with a group of Year 7 

students who have had a fallingout. 

Each gets to say their 

piece and with Ian facilitating 

the discussion, the situation is 

resolved and all the children 

leave feeling much happier. 

By the afternoon, I have seen 

and heard numerous tales of 

lost or damaged spectacles, 

books or uniform. A tour of 

the school has been organised 

for a prospective student. 

Arrangements have been made 

for extra support for a child who 

has been in hospital and is now 

returning to school. Everything 

has been dealt with in a highly 

efficient and caring manner. 

Finally, at around 3.30pm, after 

Sue Hawthorn returns to the KS3 

Office having made sure that the 

departing children and the traffic 

don’t mix, the whole team sits 

down to discuss the day’s events 

and plan for tomorrow. 

“And we help parents too,” Tom 

adds. “School brings with it 

many questions from the correct 

uniform and equipment needed, 

The office is quiet at last and 

to the support a child may 

Monday closes with team 

require with their health, such As the school day progresses, members checking their post, 

as the taking of medicines. We students come and go with a making calls home to parents 

handle it all.” 

host of needs and requests. The and chatting with other staff 

aforementioned ‘Ryan’ appears about how certain students 

Appropriately, next to arrive in 

TEAM 

to be a regular visitor! “A few at the school are progressing. 

the KS3 Office is Leila Stubbs, 

children here do have a problem 

The Hewett’s nurse. She, like 

organising themselves,” nurse, 

Tom Reynolds, is not a teacher 

Leila Stubbs, tells me. “It’s 

but has a dedicated medical 

vital that we are available to 

role. Tom introduces me. 

help.” “One student we had, 

He continues the introductions for instance, regularly used to 

with the rest of the team as they forget to take his prescribed 

enter. They are Sue Hawthorn, medicine. Without it, he would 

5

TEAM TALK 

What do 

you really 

love about 

The Hewett 

School 

We asked the students, 

“What would you like to 

know about your teachers” 

They said they wanted to 

know about their proudest 

moments, why they became 

a teacher, what would they 

do if they were not a teacher, 

what they like about the 

school and their favourite 

food. Favourite food 

“You can tell a lot about a 

person by what they like 

to eat,” came the reply. 

So here we present five 

teachers from The Hewett 

and ask them the 

students’ questions: 

Charlotte Anderson 

Charlotte has been an Art teacher at 

the school for four years. She is also an 

artist who likes to create works using 

mixed media; ‘sort of a collage’ as 

she puts it. If that wasn’t enough, she 

has just completed her first year of an 

MA course at the UEA in Education to 

‘brush up on her artistic skills’. 

What inspired you to become 

a teacher 

My tutor at University shared her 

enthusiasm for art and teaching 

with her students and she suggested 

it to me. 

What was your proudest moment 

Organising the trip to Barcelona for 

the students. It was the first trip I had 

ever organised and it went really well. 

I was amazed at how much the 

students got out of it. 

What would you be, if not a teacher 

I would be a full-time artist. 

What do you love about 

The Hewett School 

There is a really nice feeling about the 

place. The staff are charismatic, caring 

and funny and I love the students and 

the diversity of the students we work 

with, it’s a great mix. 

What is your favourite food 

Thai or anything oriental. 

Hope Deih 

Hope moved to the UK after growing 

up and training to be a teacher in his 

native Ghana. He taught in London 

for two years before following his 

wife to Norwich. ‘I wasn’t sure about 

leaving London,’ he says, ‘but I came 

to love Norwich and now I wouldn’t 

go back.’ 


a teacher 

I was inspired by the teachers who 

taught me and I realised that I could 

make a difference to the lives of 

young people by becoming a teacher. 


When I know I’ve made a difference 

to a student. For example, seeing 

them achieve in their exams or 

meeting them when they have left 

school and finding out how they have 

achieved in their lives. 


I would have been an educational 

psychologist. 



There is a wonderful community here. 

I am supported as a teacher and there 

is a great tolerance between students 

that you don’t find in other schools 

often. The arts events makes the 

school very lively and there is always 

something going on 


Fufu – a Ghanaian dish made from 

Plantain, peanut soup or any Chinese 

food especially Singapore fried rice. 

Although not all at the same time! 

6

Alexandra Warsop 

Alexandra started teaching at The 

Hewett over 15 years ago after 

applying for a job at Diss. ‘The 

headteacher there phoned The 

Hewett’s head to say that he should 

appoint me. He did, even though I 

hadn’t applied for a job there!’ She 

left for five years to be the Head of 

the English Department at Blyth Jex 

but returned. She is due to start a 

doctorate in October at UEA. 


a teacher 

My mum and dad are both 

teachers so I had originally 

decided not to become one! 

However, when I was at university 

other students told me how much 

they enjoyed my tutorials so I 

began to think that it might be 

the career for me. 


I love it when students grow up and I 

meet them later in life. One student, 

I taught at A-Level, came back to the 

school as a trainee English teacher and 

that was great. 


I would love to be a full-time student 

or run a book stall. 



Firstly, there is a fantastic mix of 

teacher and students and I really 

get a buzz out of teaching the full 

range from Year 7 to the Sixth Form. 

Secondly, there is a real community 

spirit about the place. Thirdly, 

the school is set in an amazing 

environment; everywhere you look, 

there are trees and green spaces. I also 

like the way that all staff and students 

can get involved with anything, no 

one is pigeonholed and it is a place 

that is not afraid to try new things, 

such as the skills days. Finally, I do like 

the swimming pool at the end of a hot 

day as well! 


Grilled chicken salad. 

Polly Howard 

Polly is the newest, and youngest, 

Head of Faculty at The Hewett, taking 

on the Faculty of English and Modern 

Foreign Languages. She is also 

working to improve literacy amongst 

some of the students at the school by 

developing the opportunities available 

through the new specialist schools 

status, which has English as a key part 

of the specialism. 


a teacher 

I love working with young people and 

I have a passion for my subject that I 

want to share with them. I also want 

to make a difference in their lives. 


Seeing my students collect their 

wonderful A-Level and GCSE results 

this year. The looks on their faces 

as they opened their envelopes was 

worth all the hard work. 


If I could just sit on a beach all the 

time I would be happy but, if that 

were not possible, I would run a 

delicatessen selling wine and cakes! 



There is a great enthusiastic, 

atmosphere in the school which I 

would describe as lively, buzzing and 

exciting. 

There are lots of opportunities for 

students and staff to get involved in 

things and a real mix of students. 


Italian. 

Adam Lawrence 

Adam came to The Hewett as a 

pupil and started to learn to play 

the guitar. When he left the school 

he had achieved Grade 8 and was 

playing as lead guitarist in the 

school’s blues/rock band. Adam 

returned to us soon afterwards 

and trained to be a teacher ‘on the 

job’. He is now a crucial part of the 

music team and is looking forward 

to teaching on the new Creative & 

Media Diploma next year. 


a teacher 

I actually attended the Hewett as 

a student myself, and I was lucky 

enough to have very hard working, 

inspirational teachers who provided 

me with all sorts of opportunities. I 

got to play in the school bands, went 

to see concerts in London and went 

to Hungary to play lead guitar in the 

Hewett blues/rock band. I know how 

important music is to young people 

and I remember how much enjoyment 

I got from learning about music. 


During our recent music trip to France, 

we played with our Soul and Reggae 

band as the headlining act at La Fete 

de la musique in Beaugency. We went 

on just as the sun was setting in the 

town square, there were hundreds 

of people there and they all loved it. 

The band worked extremely hard and 

the gig was an absolute blinder, every 

single member of the band played 

their socks off. 


I reckon I would be a crimefighting, 

international rock and roll god (That 

was my old job). 



I love the fact that there is a real 

diversity of people at The Hewett, 

real people, as in real life. I feel 

that this equips students to learn 

how to communicate with all sorts 

of different characters, and there 

are enough people at The Hewett 

that you can pick and choose who 

you want to hang around with. I 

met some of my best friends at The 

Hewett and they are still my best 

friends today. 

7

Holidays & E 

Pushing back the boundaries 

In these days of school league tables, it is easy to assume that a child’s academic success 

is centred solely around their performance in the classroom. However, this could not 

be further from the truth. At the Hewett School, it is believed that every young person 

should be given the chance to experience the world beyond the classroom as an essential 

part of learning and personal development – whatever their age, ability or circumstances. 

Dan Reid reports. 

“Learning Outside the Classroom is a priority at The Hewett” says Assistant Headteacher, 

Sarah Cassell, “and there are lots of opportunities for students to get involved as soon as 

they join the school.” 

“We run a host of after school clubs and sports activities and the range of day and 

residential visits is outstanding, covering every subject area from Photography to Maths.” 

“In addition,” Sarah goes on, “the Eco Schools group has developed many aspects of our 

site – including a garden. There are even plans afoot for an amphitheatre in consultation 

with the School Council.” 

The Hewett also offers its students the chance to travel overseas. 

“Each year, we set up a number of foreign excursions. We do this in recognition of the 

importance of overseas study trips for younger learners, both educationally and 

socially,” Sarah Cassell explains. “And of course, they are invaluable 

culturally and linguistically. When you are learning a language, there’s 

nothing quite like experiencing that language within the country and culture 

from which it derives.” 

Art and Photography 

Tour to Barcelona (Sixth Form) 

A group of thirty AS and A2 Art, Photography and History 

of Art students enjoyed a five-day trip to Barcelona in March, 

2009. They visited several key historic sites including the Picasso 

Museum, Miro Foundation, Gaudi’s famous Sagada Familia cathedral, 

Parc Guell and Casa Mila. Art Teacher, Miss Anderson, said: “The 

students gathered lots of inspiration through visual research and 

we look forward to this feeding into their work back in school. Everyone 

had a fantastic time and the weather was superb, which of course made 

the trip even more special – we had a lot of fun and laughter! One 

student told me: ‘Barcelona was the best trip I have ever been on!’. 

Another added: ‘The trip was five intense days filled with laughter. 

It fed my inspiration.’ 

A similarly exciting trip is planned this year.” 

Modern Foreign Languages Trips 

To France & Spain (All Year Groups) 

In June 2009, over 40 Year 7 Hewett students travelled to 

France where they stayed in Chateau, Normandy, for 

three days. During the trip, the students were given the 

opportunity to practise speaking French in a number of ‘real’ 

situations. They also took part in excursions to Mont Saint Michel 

and Bayeux. 

Mont Saint-Michel is a rocky tidal island located approximately 

one kilometre off the Normandy coast, at the mouth of the 

Couesnon River, near Avranches. In prehistoric times the bay 

was land but it became separated through rising sea levels and 

coastal erosion. The island is home to an Abbey, built over 1,000 

Ba 

8 

France

xcursions 

rcelona 

years ago, which was converted into a prison 

for a short time in the 1800s. 

Naturally, the central theme of the students visit to 

Bayeux was a viewing of the Bayeux Tapestry – 

which depicts the Norman Conquest of England in 1066. 

Language Teacher, Mr Sautron, described the trip to 

Normandy as ‘highly successful’, adding that this was the first 

time that Year 7 students had stayed overnight in France and 

that they had ‘enjoyed a real taste of the country’. 

“It is a trip we shall certainly be repeating,” he said. 

In June 2009, a group of 26 Hewett School musicians and 

language students from Years 10 to 13 performed in 

Beaugency, in the Loire Valley, France, during the fourth year 

Annual Year 9 Trip To The WW1 Battlefields 

This four-day trip immerses the students into the 

grim reality of the daily lives of soldiers 

fighting on all sides during the First World 

War. They are able to follow in the 

footsteps of their forefathers, walking 

through a preserved trench system, with 

guides explaining the horrors and hardships 

that the troops underwent. The students visit the 

battlefields of Ypres and The Somme, where they 

learn of the sacrifice of so many young lives. 

This understanding is enhanced by the students’ 

knowledge that some of the soldiers who lived, fought and 

died for their country almost a century ago – on the very soil 

2008 

on which they are now standing – were not 

much older than they are today. 

This stark fact is reinforced by the final part of the trip. 

The students visit the war cemeteries, where thousands of graves 

are laid out as far as the eye can see. Some students even manage 

to find great grandfathers’ names among the sea of headstones and 

this can be a deeply moving part of their experience. 

Ms Atherton, the school’s Head of History, describes how the 

students are always ‘stunned into silence’. 

“They are even more shocked to discover that there are many 

similar war cemeteries in the area. It really makes the war seem so 

much more real for the students and they bring this back into their 

studies in the classroom.” 

of our French exchange. They were invited to 

sing and play at the Fete de la Musique – the 

celebrated music festival which takes place in towns 

and villages all over France on 21st June each year. 

Our choirs and bands were a huge success; the people 

of Beaugency didn’t know what had hit them and danced in 

the streets until midnight to our reggae, funk and soul bands! 

Musicians stayed at the youth hostel in Beaugency and language 

students stayed with local families in order to practise their 

French. Head of Music, Peter Jay, revealed that the whole 

experience was such a success that the staff and students were 

asked if they could tour more foreign cities! 

Other highlights of the trip included a two-day visit to Paris, 

taking-in the Eiffel Tower, Sacre Coeur and the Arc de Triomphe. 

9

Annual Geography Study 

Trip to Malham Tarn 

Pupils studying Geography 

travel to Yorkshire for a 

week to learn about physical 

geography in an environment 

very different to the one that 

they are used to. They study 

features of the landscape 

and investigate such subjects 

as river-flow, by taking 

measurements of the speed of 

the water at different points. 

They also look at which types 

of plants grow where in the 

peat bog. The data the students 

collect is then incorporated 

into their coursework. 

“Seeing the landscape and 

using the space as an ‘outdoor 

classroom’ brings the subject 

to life”, says Geography 

Teacher, Miss Reynolds. 

Annual Science Trip 

to Alton Towers 

Usually, a school trip to Alton 

Towers is just for fun – and fun 

it most certainly is! However, 

the Science Faculty also use 

the trip to the theme park to 

demonstrate how science can 

be applied to everyday life. The 

students analyse forces, look 

at how and where motors are 

used, carry out experiments on 

gravity and begin to see science 

in a different light. Even 

something as simple as buying 

candy-floss can be a lesson in 

molecular structure! 

“Students really get to 

understand how science has 

made the rides possible, why 

certain safety mechanisms are 

important and why they don’t 

fall off when upside down on 

the rollercoaster,” explains 

Mr Ward, Head of Science. 

“It makes the subject far more 

interesting when the science 

is actually happening to them 

and when they can feel the 

forces affecting their own 

bodies, rather than watching 

me swing a bucket of water 

around!” 

Year 10 & Year 11 Art 

at UEA Sainsbury Centre 

Lots of students visited the 

Sainsbury Centre collection at 

the University of East Anglia 

in October 2007, to be inspired 

by the art there. During one 

visit, there was a concert 

taking place and our students 

sat quietly and ‘sketched to 

the music‘. 

Ms Marsom, Head of Art, 

said: ‘It was amazing. We 

were asked which school we 

came from, as people were so 

impressed at the dedication 

and concentration of our 

students and the quality of 

their work. The students 

gained so much from the 

visit and produced some 

marvellous drawings.’ 

Annual Year 

9 Trip to 

Pleasurewood Hills 

After a long three years 

of study at Key Stage Three, 

our Year 9 pupils sit their 

SATs exams. Once they are 

over, the school and students 

celebrate by going on a trip 

to Pleasurewood Hills. “We 

feel that with the students 

having worked really hard 

over the three years and 

having just taken a week-long 

series of tests that they and 

the staff deserve to let their 

hair down and celebrate,” 

says Mrs Hawthorn, Assistant 

Headteacher. “The students 

always have a really good time 

– and I get to say ‘goodbye’ to 

one of my year groups, as they 

move on to Key Stage Four.” 

Norfolk Show 2009 

For the second year in a row, 

The Hewett School, had 

an exhibition stand in the 

Education tent at The Royal 

Norfolk Show. Eco-School 

students and staff put on a 

great display called “Sowing 

the seeds.” The exhibition 

featured photography, vases 

made in Year 7 technology 

lessons, beautiful felt creations 

made at a Gifted and Talented 

students’ workshop and bird 

feeders made from recycled 

materials. Over one hundred 

very excited Year 8 students 

visited the Show and Mr 

Hawthorn, Coordinator 

of Learning and Guidance 

described how they “enjoyed 

everything and were a credit 

to the school.”’ 

The Future 

2009/2010: This coming 

school year, we are planning 

two new visits. All year groups 

will be able to take part in a 

ski-trip to Austria and students 

will also be able to visit Spain 

to practise their language 

and get a better understanding 

of the culture and history of 

the country. 

“We are always looking 

for new places to visit to 

enrich the learning of our 

students. We also welcome 

suggestions from students 

about trips they think would 

be fun and educational.” 

Health and safety are priorities 

for the school and we follow 

Local Authority guidelines 

very carefully, without losing 

the fun in learning that these 

opportunities give our young 

people. Our visits are open to 

all students. 

10

creative blokes and... 

drama queens 

DRAMATIC 

11

MY FAVOURITE SUBJECT 

PUTTING YOU IN THE PICTURE 

Sam Collins – Science 

I like Science because I really like my teacher and 

she lets us do lots of practical work. I like my 

teacher because she let me bring my Mum in when 

she was pregnant, with my baby brother, 

to answer questions. 

Science is excellent because we get to mix acids 

and alkalis by ourselves. When we did environment 

and habitats we got to go outside and look at 

plants and where they grew. 

My favourite experiment was when we used 

universal indicators to find out if things were acid 

or alkali and then we had to neutralise them. 

Lalita Cheung – Maths 

My favourite subject is Maths because Maths 

is really simple and fun. The teacher in my 

maths class is fantastic, he always helps 

pupils that don’t understand how to do 

their homework. 

My favourite part in maths is solving 

problems. I really enjoy it when I get the 

answer right and, if I get it wrong, I try to 

work out what I did wrong so that I can get 

it right next time. Maths can help you when 

you are older and you need maths to get a 

good job. 

Maths really makes me think which is why 

it is my favourite subject. 

Bethany Snelling – Dance 

I love dance; it is great fun! You can really 

express you feelings and all in all it isn’t dead 

serious either. I have a laugh with my mates 

however I still concentrate and work at my 

best standard. 

There are loads of workshops at lunch and 

after school that you can join in with. There 

are dance platforms, I’ve been in one and I 

really enjoyed it. The other students really 

helped me. 

I also do street dance after school on 

Thursdays and I’ve really enjoyed it, I also go 

to a club on a Thursday night which is out of 

school. We practice our dance there. 

My teacher is really fun and bubbly and it’s 

great to be around her. 

Arielle Watsen – Music 

My favourite subject in 

the Hewett School is 

music because I like 

playing instruments 

and I like listening 

to other people play 

music. The whole music 

department is very 

good as well because the 

equipment is very high tech. 

The people that work in the 

Hewett music department are very nice and chatty. They will help 

you as much as they can. The atmosphere, as well as the people, 

is nice. I think I am quite good at music because I play the violin 

and that, in my eyes, makes music an easier subject for me. There 

are also quite a few music clubs around, like the Ukulele or Samba 

Bands. You can even start your own band and record songs in the 

recording booth. 

Emanuela Jakaj – Technology 

My favourite subject is Technology because you can make 

loads of things out of wood, metal and you can do Food Tech 

when you can make loads of scrumptious food and take them 

home at the end of the day. I also like doing wood technology 

because we got to use a mini drill machine to make holes in the 

wood and hammers in wood technology. I made a pop up toy 

which has a handle on the side so you can move the toy on 

top of the piece of wood. 

The next subject in Tech I did was plastic when I had a piece 

of acrylic plastic and turned it into a flower or pencil holder. It 

was fun because we had to bend the acrylic and make a style 

whatever we wanted and the more difficult the style is, the 

higher mark you got so plastic was really good. 

The last subject I’m doing is Food Tech which is really fun 

because you can bring your own food and make a recipe which 

the teacher gives you and it’s a really good subject because you 

can take the food you make home at the end of the day which 

means you can eat it. Mmmmm! 

I also have Technology on Wednesdays as a double lesson so 

it’s two hours of fun making things you like and that’s why 

Technology is my favourite subject in school. 

12

Michelle Chimwanda – Art 

I do like a lot of subjects but my favourite 

subject is Art because I love painting and 

drawing and making things. When I am older 

I want to be an artist mainly a manga artist 

because I love the way they are drawn and 

the stories they tell. They are so beautiful and 

you have to keep on practising to be able to 

draw that well. Art lessons help me to be able 

to know what colours to use and how to draw 

this and that. I like the Hewett School because 

it’s a really arty school and the school has 

students that create brilliant pieces of Art so 

you can have someone to look up to. You can 

easily tell that the art teachers try really hard 

to help you make really amazing pieces of art 

work so you’ll have something that makes 

you feel proud of yourself. 

Art is different to other lessons because 

you get to create your own styles and 

presentations in any way you want. I want 

to be really good in Art so I can do Art in 

my GCSEs and go to Art College and start 

trying to fulfil my lifelong dreams. 

Bramble Adey – Art 

My favourite subject at school is Art because 

there is always something new to do. You get 

to show your creative side and have a great 

time with your friends. 

In Art I have made a clay-tile and a model 

house; those things are what I enjoyed in Art 

the most. My sketchbook in Art is nearly all 

filled up with my imagination. In middle school, 

I never really had a chance to do Art. There is 

never a right or wrong answer, because it’s your 

imagination, only you can choose if you like it. 

The piece of Art you make shows who you are. 

My friends and I have a great time. Art is very 

expressive; when you’re sad you can make yourself 

happy with Art. Art is my favourite subject. 

Liam Jordan – Religious Studies 

My favourite subject is Religious Studies. We do lots 

of fun activities like investigations and newspapers. 

My teacher is a trustworthy man who listens 

to your problems. We also watch interesting 

videos on the life of Jesus and so on. The lessons 

are fun with lots of learning about religions 

including Sikh, Christianity, Muslim etc. The 

classroom is a normal room with colourful and 

hard work put up on the wall. One of the best 

things about RS is that at the end of our unit we 

get a task to so like a report. I like this because it 

is good to work hard and get good levels in RS and 

any subject at the Hewett School. 

RS is a fun educational experience to learn and 

RS is my favourite lesson. 

Lauren Hale – French 

French is one of my favourite subjects; 

I find it great fun! This may make you 

think how boring is that, but trust me 

with my French teacher, French can be 

surprisingly fab, she makes my hour of 

French fly by. When she teaches she 

always encourages those shyer people 

to take part. When getting an answer 

correct you’re rewarded with sweets, 

so more pupils contribute. 

French for me is easy enough but there 

are many great and fun challenges along 

the way. Whether it’s learning the basics 

or the complicated stuff I find myself 

(strangely enough) looking forward to 

the next lesson. 

When in lessons we cover a vast range 

of fabulous topics; so far I’ve covered 

introducing yourself, food / drink, 

directions, your day and landmarks / 

buildings, all of which have been brilliant. 

Ocean O’Hara – English 

My favourite lesson is English. This is 

because it is a lesson you can relax in, you 

can be yourself or someone else. I love 

to experiment with different themes; 

do I want to be in a horror setting, or in 

a dreamy romantic place with flowers 

growing in a flower bed and a lovely small 

cottage with wedding bells ringing Then 

when I’m tired of wedding bells and drum 

rolls I can sit back and read someone else’s 

stories, their ideas are what will fill my 

head and lift me off my feet into someone 

else’s world, not knowing where I’ll be 

taken. Maybe I’ll end up in some poor 

family, the next moment the Queen 

of England’s family. 

The other positive things of English are 

you can choose your books or writing, you 

can be creative and put your thoughts 

down on paper. 

Liam Cleeton – Drama 

My favourite subject is drama because it is really fun to do and you can be very imaginative. In the 

lesson, there’s always something different to do, it’s not repetitive. The teacher is great; he is so funny, 

he always makes me laugh! 

In Drama we do a lot of different things, my favourite subject in drama is on Clowns. We all have to 

make up plays and one of us has to be the clown. What’s nice about it is you don’t have people laughing 

at you; they’re laughing with you! 

Everybody enjoys drama, even the teacher. Drama is never boring, it’s always fun! When we first go into 

the lesson, the teacher sits us all down in a semi-circle and explains what we’re going to do, then for the 

rest of the lesson we do practical. Overall it’s drama-tastic! 

13

Creative 

our creative edge 

2. 

1. 

14

Artsmark is a national award scheme managed by Arts Council England that 

recognises schools with a high level of provision in the arts. The award sets a 

benchmark that encourages schools to consider the opportunities they offer in 

art, dance, drama and music. It is only presented to a school following a rigorous 

five-step assessment process to ensure that the criteria for Artsmark have been met. 

By gaining an Artsmark, a school shows its commitment to the wider development of young 

people and teachers – and to raising the profile of the arts within the school and in the local 

community. The awards fall into three categories: Artsmark, Artsmark Silver and the highest 

award, Artsmark Gold. 

The Hewett has been accredited at Artsmark Gold level, an achievement which means that 

the school is offering the best in arts education for its students. 

3. 

1. Katrina San Luis 

Butterfly 

Acrylic & mixed media 

on canvas. 

2. Nicole Dyke 

Wraps 


4. 5. 

3. Lilly Bolton 

Transitions 

Photograph of felt. 

4. Cal Hudson 

Boundaries 


5. Goncalo Gomes 

Transitions 

Photography. 

6. Louise Smith 

Wraps 

Mixed media. 

6. 7. 

7. Rachel Bedder 

Abstract sculpture from 

recycled objects. 

15

LIVEWIRE 

“What you sense is pride. Not egotism, not self-importance, not arrogance 

– just pride. A pride in the ability of a school and its students to set-up and 

carry‐off the kind of show that simply does not happen in most schools.” 

This, as Mike Derbyshire discovers, is Livewire! 

The Walter Roy Theatre at The Hewett School, 

in Norwich. The house‐lights go down. 

There is a rasp of guitar. Livewire is underway. 

On stage, Music teacher, Adam Lawrence, leads the 

highly-accomplished Hewett School Reggae Band 

in a foot-stomping rendition of ‘The Specials’ classic 

‘A Message To You Rudy’. 

There are whoops of support from the audience and 

the performers are surrounded and spotted with 

bursts of colour as the student technicians fire-up 

the light show from the back of the auditorium; 

beams reaching down over our heads. To the left of 

the stage, a big screen relays close-ups of the action. 

Livewire is in its fifth-year and the word on the 

street is, it gets better with every show. 

It is easy to see why the event is so well received and 

why students, staff and parents alike love this night. 

Livewire is not merely a showcase for the wonderful 

musical talents of just some of The Hewett School’s 

2,000 students. The night has a festival-feel and the 

enthusiasm of everyone involved is infectious. At 

the same time, being present is enough to help you 

to understand the effort that has gone into putting 

on the show. The reward for all that hard work must 

be the sheer delight written on the faces of the 

performers and those behind the scenes. 

The Hewett School Reggae Band were followed 

onto the stage by Cal Hudson & Izzy Winstanley, 

who slowed things down with a melodic ballad. 

Then came The Hewett Blues Band, who opened 

by boldly hammering-out Bobby Troup’s timeless 

favourite ’Route 66’. In between each act, music 

teachers and joint-comperes, Adam Lawrence and 

Tim Armishaw, kept the evening moving smoothly 

and gave each performer or group of performers 

‘the big build-up‘. 

By now, I – like everyone else present – was 

thoroughly engaged in the whole event. I have 

been to my fair share of school gigs and believe me, 

Livewire is something else. Leaving aside some of the 

quite brilliant on-stage performances, the overall 

experience is compelling. There is more than a hint 

of ‘cool’ about Livewire. 

It is simply not possible for me to talk about 

everyone involved, although I’d like to because they 

all deserve a mention. The show had moments of 

real focus, of humour and of emotion. Among the 

many highlights were the stylish guitar and vocals 

of The Walkabouts (Felix Steward & Alex Dodds) 

whose set included ‘Oak Tree’, a song they wrote 

themselves. Then there was the off-beat charm of 

the Fat Flux, featuring a debut at the microphone 

from Joe Green, a lad Adam Lawrence tells me later 

is ‘probably destined to be a star’. 

The humour injected by Louis & The Sci-Fis’ sea 

shanty-style set contrasted with the beautiful voice 

of Grace Leeder, who gave us a stunning rendition 

of the Kate Bush song ‘This Woman’s Work’. 

Meanwhile, you could have heard a pin drop as 

Year 7 pupil, 11-year-old Ben Hawkyard, performed 

a very special keyboard and vocal solo which 

ultimately brought the house down. 

We also had the excellent thrashing guitar of old 

school favourites, The Solidagoes (James Holmes, 

Aaron Wright & Tom Goode) who were joined on 

stage for one number by Marie Taylor-Barret. Her 

fine, powerful voice and stage presence belying 

the fact that she was reportedly very nervous 

about appearing at all. 

All-in-all, no-one could help but be impressed 

by the obvious talent of the students who took 

part in Livewire. Equally, no-one could help but 

be impressed by this opportunity that they are 

given to demonstrate that talent. An opportunity 

which stems from the excellent facilities and music 

industry-standard equipment provided at the 

Hewett and the support offered by Adam 

Lawrence, Tim Armishaw and Head of Department, 

Peter Jay, who each devote a great deal of time 

to encouraging not only the burgeoning talent 

of particular students but the participation of all. 

PICTURES: CHRIS LEIGHTON 

16

Johnny Davis of Soft Verges 

enjoys his drums 

THE 

BIG NIGHT IN 

Marie Taylor-Barret 

Tom Goode 

Hewett Blues Band 

Adam Lawrence 

Paul Gibson 

Hewett Soul Band 

17

SCHOOL essentials 

A guide to where to start with our uniform, 

from the essential items to what accessories 

you can wear to school... 

Black jacket, Girls, £19.99, H&M 

Black bag, £14.99, 

Nike, TK-Maxx 

Black jacket with hood, Boys, 

£45.00, Adidas, Debenhams 

Black trousers, Boys, 

£11.00, M&S 

Black trousers, Boys, 

£5.00, George ASDA 

Black trousers, Girls, 


Black trousers, 14–15, 


18 

Black pleated skirt, Girls, 

£17.00, M&S

Black shoes, Boys 

£10, George ASDA 

Black ‘Nesbitt’ shoes, 

Boys, £38, Clarks 

1 cm 

Jewellery, £3–£7, 

Accessorize & Claire’s 

Black ‘No Way’ shoes, 

Girls, £32, Clarks 

Black shoes, Girls 


Black socks, 


White socks, 


School polo shirt, £9, Hewett 

PE socks, £9.99, 

Nike, Sportsworld 

PE sweatshirt, £10, Hewett 

PE trainers, 

£31.99, Nike 

School sweatshirt, £12, Hewett 

PE polo shirt, £9, Hewett 

PE shorts, £4, Hewett 

19

HEAD TO HEAD 

An interview with Tom Samain by Holly Clarke 

We have heard it said previously that a school’s Headteacher ‘sets the tone 

and direction for a school’. Headteacher at The Hewett is Mr Tom Samain. 

He gladly agreed to our request for an interview and we thought: ‘What better way 

to get to know Mr Samain than to have one of his pupils asking the questions’ 

So we sent along Year 11 reporter, Holly Clarke. 

What inspired you to become a Headteacher 

I was interested in the idea of learning and working with young people, I enjoy working 

with them and on their behalf. I was curious about the philosophy and theory of 

education and wanted to find out how successful I could be. I had been a teacher and 

Head of Department and I looked ahead and wanted to enjoy each level more than the 

previous one. I believe it is a case of trying until you reach a point of maximum impact. 

20

Who do you personally look up to and aspire to reflect in some ways 

I admire people who have been on a journey of discovery like Martin 

Luther King and people who are curious throughout their life, like Einstein. 

What was your career background before you came to 


I went straight from university into teaching but as a student I worked 

in an office, a bakery and a department store. 

How would you describe your main philosophy and values 

with regard to education 

The overriding principle centres around ensuring that everyone has an 

equal opportunity to maximise the achievements of which they are capable. 

Out of all you have achieved in your years of working, 

what are you most proud of 

This year – I feel like I have helped to start a new school with the 

outstanding OFSTED judgement in some categories, the Artsmark 

Gold Award, obtaining Specialist Status and our fantastic exam 

results. It has been a great year! 

What are your main ambitions to achieve in future years 

for The Hewett School 

To make every OFSTED category an outstanding judgement. Make 

course combinations even more exciting for students, of higher 

quality and making them the right mix for every student in school. 

I would like to help students with barriers to learning and establish 

a Family Learning Centre where parents and their sons and daughters 

can work together to resolve family issues. 

If it is possible, describe a typical day at work 

I don’t have a typical day at work – every day has unpredictable 

elements. A working week might include meeting outside agencies, 

meeting parents and students and meeting team leaders who are 

responsible for teaching and learning in school. A lot of things happen 

– often out of the blue – and you learn to expect the unexpected. 

How would you best describe the students here at 


When I first came to Norfolk, I was surprised how shy Norwich students 

are and how they don’t find it easy to meet with strangers. The students 

here at The Hewett School are a real mix. Some are incredibly confident, 

some lead and others prefer to stay in the background. Students I meet 

outside of school are very friendly and I believe that the students like 

their school and appreciate it if you do something that helps them. 

If you could be any animal, what animal would you feel best 

reflected your ambitions in life and the emotions that you put 

into your work 

I would be a bird – an Eagle. Soaring above the landscape, knowing 

everything, seeing everything, with excellent vision and the ability 

to swoop down to seize an opportunity. 

When you have time to spare and you are relaxing, 

what do you enjoy doing 

I enjoy cooking, reading (nothing to do with work) biographies, novels 

and history books. I love sport and try to run or swim every day. In 

winter I ski and in summer I love to snorkel and swim as much as possible. 

Tom Samain, relaxing at home. 

Who is the most interesting person you have met 

If I was being diplomatic, I would say my wife. However, the most 

inspirational and ordinary person I have met is a lady called Renée 

Puddiford. She has been a GP, with an interest in classical music. Renée 

plays in an orchestra, does alternative classes such as using divining 

rods and she is endlessly doing new things such as belly-dancing and 

high board diving, which she took up at the age of 75! Renée is now 

over 80 and has just retired – she is a complete all-rounder. 

21

A SPORTING CHANCE 

With our sports men and 

women achieving highly 

throughout the world the power 

of sport to inspire is clear to all. 

But how best do we draw on 

that inspiration At the Hewett 

School, a young and vibrant 

PE Department has always 

taken a straightforward but 

highly effective approach. The 

message is simple – that ‘sport 

matters’ – as teacher, Laura 

Woods, explains. 

It seems that almost every day 

there are stories in the press about 

increasing levels of obesity amongst 

young people in Britain. We are told 

about their sedentary lives and their 

preference for computer games over 

sporting activities. 

I don’t believe that. 

We simply have to do more to give 

them the chance to become involved. 

Children aren’t necessarily concerned 

about the health benefits of sport. 

However, participation not only brings 

with it the natural high of fun and 

excitement, it very quickly teaches 

young people about the wider 

social value. 

There can be little doubt that most 

of us get our first real opportunity 

to participate in sport at school. 

So it is here that we must inspire. 

At the Hewett, our aim is to offer 

our students a varied programme 

of sporting activities, at both a 

curricular and extra-curricular level, 

which challenge and motivate in a 

supported and secure environment. 

We strive to deliver the highest 

quality of teaching which caters for 

the needs of every individual student. 

The range and diversity of activities 

The Hewett provides is exceptional, 

from Judo, fencing and archery to the 

more ‘traditional’ school sports such 

as cricket, rugby and football. Yes, 

in Games and PE lessons we give 

students their recommended weekly 

sports time, in line with Government 

guidelines. However, we go much, 

much further. We run extra-curricular 

clubs for sports such as table 

tennis, swimming and rowing 

every lunchtime and on most 

days after school. 

In addition, we ask the students about 

sports that they would like to be made 

available. From this has come the 

particularly successful Street Dance 

and Rock Climbing groups, as well 

as the Skateboarding and Mountain 

Biking sessions we have run. In fact, 

as a department, we significantly 

increased the number of students 

accessing all our clubs in 2008/09. 

The Hewett has established excellent 

links with local feeder-schools and to 

encourage new entrants to become 

involved in sport, we run sporting 

festivals where the children can take 

part in any number of activities. Here 

too, they are able to meet the PE 

Department staff and to get to know 

the school and its superb facilities. 

These include three traditional 

gymnasiums, a fitness suite and a 

25m x 10m heated swimming pool. 

We also have an outdoor hardcourt 

area and a huge field space where 

there are football pitches, athletics 

tracks, rounders pitches and 16 

enclosed grass tennis courts. There 

are clean and well-maintained 

changing rooms for boys and girls 

on both the east and west sites. 

At the same time, to encourage our 

students to continue to develop their 

involvement in sport, The Hewett 

has established strong links with 

a number of local sporting clubs. 

These include the Norwich Lads 

Boxing Club, the City of Norwich 

Swimming Club, Richard Vince’s 

Martial Arts Academy, the Norwich 

Devils American Football Club, the 

East Anglian Squash & Tennis Club, 

Lakenham & Hewett Rugby Club and 

Norwich Rowing Club. 

Sport can make a huge contribution 

to people’s lives. It brings health 

benefits, provides social cohesion 

and teaches us valuable ‘life lessons’. 

At The Hewett, our dedicated PE 

Department focuses on offering every 

student the chance to make sport a 

part of their life. 

22


George King – ICT 

The best subject I know is ICT because in ICT, 

we are making a slideshow all about how much 

water we use and how much the world uses. 

I never knew how much water I used. 

ICT is good because I know that nearly every job uses 

computers, so it’s a good skill to learn. Some jobs are 

actually to do with computers now; such as a website 

designer, and computer engineer and more… 

I like ICT because they also have a club 

at lunchtimes. 

I am making a website in a program the school 

has, it is really great fun! 

I want more students to be involved 

in work in ICT. 

24

ICT 

When it comes to technology, we’re connected 

25 24

The Way Forward 

Every school offers a different curriculum to its pupils 

and the range of subjects and qualifications available is 

growing. We talk to Associate Headteacher, Rob Anthony, 

to find out how things have changed and what the 

pupils of the future can expect to see. 

Education policy in this country has perhaps been 

brought more sharply into focus in the last decade 

than at any other time in history. Rob Anthony is clear 

about the burden of responsibility this places 

on secondary schools. 

Creating a progressive and supportive learning 

environment which offers every secondary school 

student the opportunity to explore and develop their 

potential is a constant challenge. At The Hewett 

School, we are always looking to adapt and evolve our 

curriculum and teaching methods to establish a platform 

for success for all our pupils. 

So, has the curriculum changed much in the last ten years 

Yes. There have been changes at all three key stages. There 

are new ways of learning, new qualifications and new 

choices for all students. 

How is the Key Stage 3 curriculum different 

The Government has just re-written the curriculum for Key 

Stage 3 and the current Year 7 students have just started 

learning the new material. The subjects offered are the 

same but schools should be trying to encourage students 

to find links between subjects and to improve the way they 

think and learn. 

At The Hewett, we have re-written all our Year 7 materials 

to fit with the new curriculum and have introduced ‘skills 

days’ once a fortnight for all our students. Our aim is to give 

students a good grounding in all the subjects and to develop 

their literacy, numeracy, learning and thinking skills so that 

they can progress on to Key Stage 4 successfully. 

What are ‘Skills Days’ 

We noticed that when we gave students a theme and taught 

them for longer periods of time, they learned so much more 

than when we taught them the same material split up into 

individual lessons. So we have built into the timetable a daylong 

‘project’, once a fortnight, which will teach the students 

topics from Maths, English, Art, Citizenship and ICT – as well 

as developing their thinking and learning skills. The days allow 

students time to explore issues in depth and to develop new 

ways of working and learning. 

What are the changes to Key Stage 4 

Just a few years ago, the range of subjects available to 

students was very limited and the only qualification available 

to them was the GCSE. Now they have a huge choice of 

qualifications. The GCSE is still available but it has been 

Pathfinders 

joined by BTECs, OCR Nationals, Young Apprenticeships and 

Diplomas. Students also have a wide variety of subjects to 

choose from, including the traditional topics such as History, 

Art and Geography. However, in addition, pupils can take 

courses in Engineering, Hairdressing, Animal Care or even gain 

a qualification through studying Martial Arts. We offer a huge 

range of courses. Last year, there were over 25,000 different 

combinations of subjects available to students at The Hewett. 

Is that why Ofsted says the school’s curriculum is outstanding 

Partly. We have three main aims when designing our 

curriculum: choice, enjoyment and progression. We believe 

that students should be able to choose from as wide a 

spectrum of subjects whenever they can. That is why we 

joined OpenOpportunity, as this gives our students greater 

choice. We also want our students to enjoy what they do, 

so we spend a long time making sure that they are on the 

courses that interest them and that we know they will enjoy. 

Finally, we want them to make good progress in their 

courses and to be able to move on to other courses after 

they have finished. Ofsted were impressed with our 

approach, with the range of courses available to all students 

and with the quality of guidance and support the students 

receive. The regulator was also impressed by the scope of 

extra-curricular activities we offer, which form an important 

part of a student’s school experience. 

What is OpenOpportunity 

OpenOpportunity is a unique partnership between five 

schools and Norwich City College. It was formed to provide 

greater choice for the students attending the different 

institutions. All students at The Hewett can access courses 

run by OpenOpportunity. This means that our Key Stage 4 

students can study Young Apprenticeships in Performing 

Arts, Retail, Sport and Health & Social Care and Diplomas in 

Construction, ICT, Hair & Beauty and Creative & Media for 

example. It also means that our Key Stage 5 students can 

access courses in other sixth form centres, which widens 

their choices still further. OpenOpportunity is recognised 

nationally as an excellent partnership and has been allowed to 

offer extra courses to its students such as the new Diplomas. 

I have heard about Diplomas, what are they 

Diplomas are a new qualification designed by universities 

and industry. They bridge the gap between academic and 

vocational learning and are suitable for all students. They are 

intended to be challenging but enjoyable and to allow students 

to progress further in their education. They are available 

in a range of different areas of learning and provide skills 

for students who are interested in a particular career path. 

However, diplomas don’t restrict students to one area. They 

can go on to do other things after a diploma if they wish. We 

are proud that students from The Hewett were some of the 

first in the country to start on this exciting new qualification. 

26

Pathfinders 

09 

Subjects currently offered at 

Key Stage 3 

Art 

Citizenship 

Dance 

Drama 

English 

French 

Geography 

History 

ICT 

Mathematics 

Music 

Physical Education 

Religious Studies 

Science 

Spanish 

Technology 

Subjects currently offered at 

Key Stage 4 

Art 

Business Studies 

Child Development 

Citizenship 

Dance 

Drama 

English 

English Literature 

Food Technology 

French 

Geography 

Graphics 

History 

ICT 

Mathematics 

Media Studies 

Music 

Photography 


Product Design 

Religious Studies 

Science (Double) 

Science (Single) 

Science (Triple) 

Spanish 

Textiles 

Courses currently available through 

local colleges at Key Stage 4 

Agriculture 

Animal Care 

Art and Design 

Business, retail & administration 

Catering 

Childcare 

Conservation 

Construction 

Countryside and Gamekeeping 

Design 

Fashion (Textiles) 

Football 

Hairdressing & beauty therapy 

Hairdressing pre-apprenticeship 

Health & Social Care 

Horse care 

Land-based vehicle maintenance 

Landscape construction 

Manufacturing Engineering 

Motor Vehicle Engineering 

PC Support, maintenance & application 

Performing Arts 

Public services 

Sport 

Sport – Football 

Travel & Tourism 

Using and growing flowers and plants 

Diplomas that will be available at 

Key Stages 4 and 5 

Business, Administration and Finance 

Construction and the Built Environment 

Creative and Media 

Engineering 

Environmental and Land-based Studies 

Hair and Beauty 

Hospitality 

Humanities 

Information Technology 

Languages 

Manufacturing and Product Design 

Public Services 

Retail Business 

Science 

Society, Health and Development 

Sport and Active Leisure 

Travel and Tourism 

Subjects currently available at 

Key Stage 5 

Art 

Biology 

BTEC Graphics 

Business Studies 

Chemistry 

Dance 

Drama & Theatre 

Engineering 

English 

Film Studies 

Food Technology 

French 

Further Mathematics 

Geography 

German 

Government & Politics 

History 

ICT 

Mathematics 

Media Studies 

Music 

Music Technology 

Performance Studies 

Philosophy & Ethics 

Photography 


Physics 

Product design 

Psychology 

Spanish 

Textiles 

27

CIENCE 

Science is available to 

every little bright spark 

SCIENCE 

28


Fay Alice Colk – Science 

My favourite subject is Science. I particularly like 

Biology because when I am older I want to work 

with animals. I would like to be a re‐homer. I could 

also be a zoologist or a vet, 

I would need to know about the bones and 

muscles so I could see whether everything is in the 

right places. I would also need to know how to 

look after them. I would be able to get a job as a 

marine biologist or someone who works in a zoo 

or an aquarium. 

I could train dogs, dolphins and other types of 

animals. I could even be a presenter on a show 

about wild animals and travel all over the world 

finding out about lots of beautiful creatures. 

Science is different to other subjects because you 

can do lots of fun practicals. 

I love Science because my teacher makes it exciting 

and fun to learn. 

29

Mind & Body, Art & Soul 

Over recent years, The Hewett School has established for itself an almost 

unparalleled reputation for quality in the field of the Performing Arts. Yet 

the school’s success is founded upon the simplest of philosophies: that ‘every 

student has the right to be involved’. Director of Creative Arts and Assistant 

Headteacher, Cordelia Spence, talks to our reporter, Paul Williams. 

“Of course it’s the passion and commitment of the students that sets us apart”. 

Sitting on a bench in the grounds of The Hewett School on a 

bright and beautiful July morning, Cordelia Spence waxes 

lyrical about the performing arts. Clearly, teaching drama is more 

than a job for Cordelia, it is a way of life. 

“And we try to raise the bar every year” she goes on. 

Naturally, as an Assistant Headteacher, Ms Spence’s responsibilities 

extend far beyond the Arts Faculty. Nevertheless, I get the 

impression that drama & the arts are her first love. 

I have asked Cordelia the reasons behind the Hewett School’s 

capability to stage productions that have wowed audiences and 

won wide acclaim. Productions such as ‘Les Miserables’ in 

2007 and an adaptation from Phillip Pullman’s 

’His Dark Materials’ trilogy, earlier this year. Very ambitious 

projects that I’m not sure other schools would take on. 

“Yes, the students must really take all the plaudits” she continues. 

“They are involved in every aspect – sound, lighting, scenery, 

wardrobe, box office. They even collaborate with 

local businesses for sponsorship & marketing 

through the school’s business enterprise scheme. 

“Then, in the week leading up to a performance, you’ll find 

everyone connected with a production – including the staff – 

wearing t-shirts and hoodies that the students have designed 

themselves to advertise the show. 

“Performances are mainly staff-directed and produced” 

Ms Spence tells me, “but the students are involved even in this 

element. Essentially, from the wonderful school orchestra to 

the performers on stage to everyone behind the scenes, every 

production is a huge team effort.” 

It is a team effort that clearly brings impressive results. 

The four performances of ‘Les Miserables’ were virtually sold out. 

Not only that, each was met with a standing ovation. 

The six performances of ‘His Dark Materials’ meanwhile, were 

very well received. In fact, I have been told that there were some 

distinguished visitors to both productions, including a well-known 

producer who attended one performance of ‘Les Miserables‘. 

“Oh I’m not sure you can use that” Cordelia says. 

“It is true. Indeed, he wrote me a lovely letter in which he said: 

‘I don’t stand often but I stood for your students’. 

“But I’m not sure he would want his name mentioned.” 

Fine, I haven’t mentioned his name. 

The common theme in comments from audiences at ‘Les Miserables’ 

and ‘His Dark Materials’ was: ’I couldn’t believe that I was watching 

a school production’. 

“You can’t get a greater compliment than that, can you” 

Cordelia beams. 

However, performing arts at The Hewett School is not just about the 

big, 80-strong cast (and more) productions. The faculty’s full title is 

that of the ’Faculty of Performing & Expressive Arts’. There are ten 

staff working with students in dance, music, drama and art. It is the 

faculty out of which emerged the annual ‘Livewire’ concert. 

30

Actors, puppets and puppetiers from ‘His Dark Materials’ 

In each discipline, Ms Spence makes 

clear that it is the students and staff who 

inspire each other. 

“The commitment of the kids here to the 

Arts Faculty is fabulous. And we strive to 

reward that commitment. It’s not all about 

the most talented arts students, although 

we support them too, of course. But it’s 

about including and supporting anyone 

and everyone who wants to be included.” 

Not all students connected with drama, 

music or dance performances at 

The Hewett are studying related subjects. 

Many simply want to join in, Ms Spence 

tells me. 

“And anyone who auditions for a show 

is generally given a role” she says. 

“For many students, the chance simply 

to take part opens new doors for them.” 

“No-one is excluded” she insists. “Kids 

who’ve never been involved before, kids 

with special needs, kids with troubled 

backgrounds – all of them can find the 

arts a source for motivation in other areas 

of their school life.” 

For others, The Hewett School’s Arts 

Faculty becomes like a ‘second home‘ 

Ms Spence explains. 

“Oh yes, they’d spend every living minute 

down in the ’dungeon’ if they could.” 

The ’dungeon’ 

Cordelia laughs. 

“That’s what we call our part of the 

faculty. The facilities are exceptional, 

don’t get me wrong. Better than most 

schools could ever hope for. It’s just that 

you have to descend a couple of flights 

of stairs and turn a few corners. 

We’re not easy to find.” 

I am intrigued. So Ms Spence takes me 

down to the ‘dungeon’. 

The journey there helps me to understand 

the name. However, the facilities are 

exceptional. There is a wonderful dance 

studio, a second hall for rehearsals, a 

lecture room, an office – it is a fabulous 

space. As much as a ’dungeon’, it is a 

’haven’ and, much like the music block, 

I can easily see why some devoted 

students could spend all day, every day, 

right here. I certainly don’t remember 

this kind of facility when I was at school. 

“A lot of visitors say that.” Ms Spence tells 

me. “It is a marvellous working area.” 

As she shows me around, Cordelia points 

out photographs and reviews of past 

performances that cover the walls. 

“Some of our new students are 

overwhelmed by the set-up here” she 

goes on. “Naturally” she adds with a wry 

smile, “they take it for granted after a 

while. “Excellent facilities like this are so 

important” Ms Spence emphasises. 

“They help to stimulate staff and students 

alike.” Indeed, the facilities at The Hewett 

are so good, they often hire them out to 

local theatre and dance companies. 

However, surely whilst the facilities 

and the opportunities must inspire 

some students, others – particularly 

the new entrants – must be nervous of 

getting involved 

“Of course” Ms Spence says, “but we 

are here to help and encourage them. 

“The Arts Faculty is like a family but not 

an exclusive group. One of the things I 

am most proud of is the way the students 

here support each other. And not just 

with performances. When some students 

are taking practical music or drama 

examinations for example, other students 

will attend to give them their backing.” 

31

Performers from ‘Les Miserables’ 

Cordelia’s passion for the arts is obvious. 

“It’s because I believe in the difference the 

arts can make in kids’ lives” she enthuses. 

“The arts impacts across the whole school 

curriculum. Many of our students have 

gone on to continue to study or work in 

the performing arts fields. But equally, 

being involved in performances – in music, 

drama and theatre, on any and every level 

– makes for good lawyers, doctors, almost 

any career in fact. 

“It gives you confidence” Ms Spence 

explains. “It is a genre that teaches 

students about meeting deadlines and 

working under pressure as much as 

performing on a stage. The arts adds a 

lot of strings to a student’s bow.” 

“There is a raw energy about being 

involved with the arts at The Hewett” 

she continues. “When performances are 

over, they have become such a shared 

experience that the cast and crew often 

feel lost for a little while. Not for long of 

course, because there’s always the next 

show to get involved in. That’s the beauty 

of the performing arts at The Hewett. It 

is an ongoing project throughout each 

school year with shows, assemblies, the 

Christmas concert and even trips abroad 

to prepare for.” 

So what would Cordelia say to children 

coming to the school who might want to 

become involved in the performing arts 

“Be brave and take that first step. 

You’ll love it.” 

One of the things I am most 

proud of is the way the students 

here support each other. 

Performing Arts 

32

ASK THE TEACHER 

Almost every parent has natural 

and understandable concerns 

about how their child will adjust 

to life at secondary school. Here, 

The Hewett School’s Assistant 

Headteacher for advice and 

guidance (11–16), Sue Hawthorn, 

and her team, answer some of the 

more frequently asked questions. 

Q: My son doesn’t get on with another pupil at his current 

school and is very worried that they might be put in the same 

class. Can they be kept separate 

A: Yes of course, if necessary. We meet with new intake parents in 

July which gives us the perfect opportunity to discuss such issues. 

We work very hard alongside parents and primary schools to 

ensure students are placed in the best form group for them. 

Q: Following an operation last year, my son needs to take 

medication whilst at school. Will I have to come in and give 

it to him 

A: No. Here at The Hewett School, we have a full-time nurse who is 

able to respond to such health issues. All you need do is ensure 

that you provide the nurse with the medication your son needs and 

any relevant information about his condition. She will then be able 

to give him the medicine as prescribed. 

Q: My daughter has to wear coloured glasses to help her read 

properly. Some teachers don’t like this as they look like 

sunglasses. Will she be allowed to wear them during lessons 

at The Hewett 

A: Yes. We always ask parents to tell us information like this before 

their child joins the school, so that our teachers are aware of the 

situation. We already have some students who need to wear tinted 

glasses in lessons. 

Q: My son likes maths and he is really good at it. But he 

struggles with English. I know that some schools use 

streaming and this won’t suit him. What do you do 

A: At The Hewett School, we set our students separately for English, 

Maths and Science. The sets are subject-specific, rather than 

based on a student’s all-round ability. This means that every 

student is in the right set for them. In addition, the sets are 

regularly reviewed so that a student is never ‘stuck’ in a set that 

may not be suitable. 

Q: I am concerned 

to know how The 

Hewett School 

deals with 

bullying. My son 

is a quiet boy 

and does not 

easily make 

friends. 

I am worried 

that he could 

become 

a target for 

bullies. 

A: Cases of bullying at the Hewett School are rare. 

However, we are not complacent about the issue. When such 

cases do occur, we treat them very seriously. We encourage 

students to report any instance of bullying as soon as possible 

by talking to a member of staff – or using our bully boxes (large 

red boxes, placed around the school, where students can report 

issues that they don’t feel able to talk about directly to a member 

of staff). Once we receive the information, we use a variety of 

strategies to deal with it. We often find that the most successful 

method of tackling a bullying situation is to get the parties 

concerned together and to talk the matter through. We are, of 

course, prepared to use stronger sanctions against bullies if an 

issue cannot be resolved by talking. 

Q: My daughter is moving to The Hewett from a very small 

primary school and she is worried that she might get lost. 

How have previous pupils from small schools coped with 

moving to such a large school 

A: Very well. In fact, it only takes most students a couple of days 

to work out where everything is and to find their way around. 

However, mindful of the concerns of parents and students alike, 

all our new students join us for an extended induction in July. This 

means that they spend three days with us getting to know how the 

school works and where everything is. 

Additionally, for any students who do find it difficult to adjust, the 

whole school community is there to help them. Rest assured, 

although The Hewett School seems like a very big place, you’d be 

surprised how quickly and easily new students adapt. 

Q: My daughter is terribly disorganised. She seems to lose 

everything from her plimsolls to her lunchbox! I am 

concerned that I will end-up forking-out a fortune to replace 

these items. 

A: At The Hewett School, we encourage parents and students to 

label everything. That way, other students or teachers who find an 

item can easily see to whom it belongs and return it often before 

a child even knew it was missing. Also, if an item is lost and finds 

its way to our ‘lost property’ area, we can quickly return it to its 

rightful owner. 

33

Did we mention... 

...hobbies 

It’s not just what we do, but how we LOVE to do it!

my favourite subject - The Hewett School

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