Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Page 8 Page 9 Page 10 Page 11 Page 12 Page 13 Page 14 Page 15 Page 16 Page 17 Page 18 Page 19 Page 20 Page 21 Page 22 Page 23 Page 24 Page 25 Page 26 Page 27 Page 28 Page 29 Page 30 Page 31 Page 32 Page 33 Page 34 Page 35 Page 36 Page 37 Page 38 Page 39 Page 40 Page 41 Page 42 Page 43 Page 44 Page 45 Page 46 Page 47 Page 48 Page 49 Page 50 Page 51 Page 52 Page 53 Page 54 Page 55 Page 56A Prep 8 maths lesson is in progress. It is challenging; the children are tackling complex algebra. The learning is focused, the teacher experienced. This is the nth class he will have guided through Common Entrance. As for the students, there is an alertness that is palpable. You can practically hear their synapses firing. No surprise, perhaps, that they will go onto their first choice of senior school. No surprise that the honours board in the entrance hall is clustered with scholarships and awards. Leaving algebraic theory behind, they make their way to the Headmaster’s office for a School Council meeting. Here they will sit shoulder to shoulder with the school’s senior management team, to discuss a raft of topics. Today, it is chickens and the possibility of having a poultry run near the castle. This is not for show, nor even to give the children valuable experience in lobbying. Their input will inform decisions made about the school. There will be eggs for tea! The broad sweep of the back lawns has as strong a pull on the oldest children as anyone else. At their arrival, there is a rush of short legs, and they find themselves mobbed by a gang of much smaller children, demanding to be played with, to be given piggy backs, to be chased. Laughing and protesting, they comply. Upper School