Neurodiversity Celebration Week
March 21, 2025
During this year's Celebrating Neurodiversity Week, a variety of engaging events took place at Norwich School to promote awareness and inclusion. The refectory was brightened by the installation of colourful umbrellas as part of the ADHD Foundation's Umbrella Project, symbolizing the variety and diversity of minds within our community. Each Umbrella Project display is designed to represent the one in five of us who have a neurodevelopment condition, such as ADHD, Autism, Dyslexia, Dyspraxia or Tourette's Syndrome. These fall under the umbrella term of neurodiversity. The project aims to change the perception of neurodivergent people and celebrate all the many strengths that come from thinking differently.
The school's Neurodiversity Group organized a creative badge and bracelet-making drop-in session at the Undercroft Library, fostering creativity and connection. We also launched the termly SEND Cafe, which aims to provide a supportive space for parents of neurodivergent pupils.
ON Betsy James delivered an inspiring assembly, sharing her journey of learning to celebrate her neurodivergence and the positive impacts it has on her life;
For clarity, I’m autistic and have ADHD. Trying to sum up what that means is tough — because I don’t know what it’s like not to be neurodiverse. It’s like asking, “Why do you like being you?” I don’t know … I guess I’ve got good teeth…
Focusing on the positives of neurodiversity can be challenging. It’s much easier to think of all the struggles because, honestly, if everything had been fine, I wouldn’t have ended up at the doctor’s office, begging for answers.
Under normal circumstances, I’d make self-deprecating jokes about my ADHD, how it makes me talk too much, or how my overstimulated brain makes me forget my noise- cancelling headphones — which inevitably causes panic and chaos. Listing negatives is easy. Being kind to myself? That’s much harder.
So, I asked my parents to help brainstorm the positives, and as my biggest supporters, they were quick to remind me of the things I’ve come to take for granted.
- I’m a great communicator - because I’ve had to be. When your brain doesn’t work like everyone else’s, you explain yourself a lot. I write well, speak well, and listen well — because if I don’t, neither me nor the people I’m talking to know what’s going on. When I was getting my diagnosis, I was able to describe to the doctors exactly what I felt. People used to call me “emotionally intelligent,” but really, I’m articulate out of necessity.
- I’m academically organised — because I have to be. My brain is constantly racing, so I rely on planners and to-do lists otherwise I’ll forget even the simplest of tasks. Plus, there’s something deeply satisfying about ticking tasks off a list. If you don’t do that already, try it please. It’s an absolute game-changer.
- I’m deeply observant and learn quickly. I might miss some social cues naturally, but books and plays have also taught me a lot. Authors and playwrights alike have created brilliant characters, and I’ve learned a lot from fictional people. It’s a weird way to develop social skills, but it works, most of the time. I still need a hint or a nudge here and there but that’s what my friends and family are for.
- I’m incredibly loyal and deeply empathetic. I feel people’s emotions in a way that used to be exhausting, but now, I see it as a strength. My way of showing I care might be unconventional — like the time a friend had a panic attack, and I calmed them down by describing the entire plot of a 600-page book — but it works.
- I owe my entire degree to my neurodiversity. I study English Literature and Drama — two worlds that have always made sense to me. Books gave me a place to hide when I needed it, and the stage became my safe space. When I perform, a learned script means no surprises. Even on bad days, I can step on stage and feel totally in control.
- My acting skills are stronger because I’ve spent my life mimicking people. Observing mannerisms, mirroring speech patterns — it’s second nature to me. Recently, someone told me I embodied a blind 70-year-old man perfectly. Which is … odd, considering I’m neither blind, nor a man, nor 70 years old. But hey, I’ll take the compliment.
I wonder how many of you, neurodiverse or not, see parts of yourselves in this? It can be difficult to celebrate neurodiversity sometimes, but I love my autistic quirks. I don’t know life any other way, and now I own it.
When life feels like a struggle, don’t be afraid to ask for help. Norwich School has neurodiversity experts, allies, and champions who want to help you figure out how to be your best self. I’m eternally grateful to the teachers and staff who never doubted me and took the time to understand how I worked.
And to those neurodiverse people listening — keep being your quirky, geeky, chatty, stubborn, quiet, loud, introverted, extroverted, fantastic selves (all words that have been used to describe me at one point or another). EVERYONE benefits when we’re all allowed to be who we are. So own it.
Thank you for listening.
The Close Creatives Collective produced a thought-provoking video featuring interviews on perceptions and experiences of neurodiversity, which was used to spark meaningful discussions in tutor groups.
You can watch it below!
In May, Upper 3 pupils celebrated the end of their Summer exams with an incredible trip to France. Pupils visited a local snail farm, where they learned about snail farming, tried unusual snail facial treatments and even tasted snails. They also visited a 100-year-old boulangerie, where they made traditional loaves of bread. The much-loved Infant French teacher, Camembear, also joined the trip, and the U3 children thoroughly enjoyed his company throughout. The programme included a range of fun activities, with facilities offering opportunities such as a silent disco and archery tag, ensuring there was plenty of laughter and excitement along the way. A highlight of the trip was visiting La Coupole, the impressive Second World War megastructure built as a V2 rocket launch facility. This helped pupils understand how wartime rocket technology later influenced the development of space exploration. The trip also provided rich opportunities beyond the classroom. The Camera Kidz team conducted an interview with the snail farmer, gaining a fascinating insight into his work. Pupils certainly embraced French culture, enjoying a vast number of pastries throughout the week. Another standout moment was visiting a traditional French market, where pupils enthusiastically spent most of their money on sunglasses within the first five minutes. Overall, the trip was full of memorable experiences, laughter, and learning, providing a wonderful way to celebrate the end of exams.
The Boat Club had a successful Training Camp to Lake Comabbio, Corgeno, Italy in the Easter holidays with 47 rowers working hard on and off the water and eating plenty of pasta. The return to school saw the first Regatta take place, with our three GB Trialists racing in the GB U19 Spring Regatta, with a 17 th place finish for Ellie, 11 th for James and 2 nd for Nicholas. The next stage will be Final Trials in July. The Seniors travelled to Wallingford Regatta, where some very close racing saw the crews miss out on the final by very small margins. 55 rowers competed at Bedford Regatta, with 17 crews racing across 14 events and taking part in a total of 28 races. With 5 crews reaching the semifinals and a further 4 in Finals, the Boys 1 st Quad came away with a win. For the J14s and some of the J15s this was there first side by side racing. Well done to all the coxes on the day for steering what is a challenging course. This weekend is the National Schools Regatta at Dorney Lake, Eton. 42 Inters rowers will be racing on Friday and 13 seniors on Saturday and Sunday. Good luck to all crews.
More pupils will benefit from the calm atmosphere of the Wellbeing Hub thanks to funding from FONS
‘Business Breakfasts’ is a brilliant programme helping our young people better understand the potentially intimidating world of work. Before the start of school and over a working breakfast, the school brings in seasoned professionals to speak about their specialisms. The content is veritable gold dust. Generously sponsored by our partners at SG Wealth Management , the Trinity Term events have been both inspiring and informative. There have bene three in the series so far this half term. SG Wealth Management kicked the series off with their very own Director of Business Services, Fran Kemp FPFS. Her lucid, engaging talk aimed to demystifying the important role wealth advisors play in managing their clients’ complex finances professionally and trustworthily. She impressed the pupils with the range of skill sets needed and the range of backgrounds and specialisms that financial advisors have, ultimately boiling down to relationships built on confidence. She held a large audience captivated and the Q&A afterwards prompted some very smart audience questions. The second session was an introduction to the legal profession from our neighbours in The Close, Leathes Prior Solicitors . Experienced Partner Chris Goodwin had been convinced from an early age to become a lawyer and explained his traditional route through a law degree. In contrast former Norwich School pupil Alex Robinson now working with Chris at Leathes Prior, explained how his route into law via a history degree, Masters then law conversion had transpired and how it is possible to become a lawyer from various starting points for those not going down the law degree route or even those with a non-University route. This theme was followed up by the third talk in the series delivered by the charismatic Dale Willis founder of My Great First Job , a non-profit organization dedicated to helping young people transition from education to employment.Speakgin to parents in the pre work breakfast session and then to our pupils during the school day, his focus was on the value of increasingly popular Degree Apprenticeships as a viable and very cost-effective alternative to the traditional tuition-fee heavy university route. He explained all the ins and outs of being in paid work whist obtaining a degree paid for by the employer. It’s not for everyone, but for those prepared to make that paradigm shift the outcomes can be life-changing. Business Breakfasts will resume after half term and pupils are strongly encouraged to be curious and open minded and to come along to learn. Thanks go to Mrs James for organising and to our inspiring speakers for giving of their valuable time, as well as to SG Wealth Management for having the vision to sponsor this transformational iniaitive.
Upper 3 spent a purposeful and energetic day developing essential first aid skills through four hands-on workshops. The pupils took part in a range of practical first aid activities, learning how to respond to choking, manage severe bleeding, place someone in the recovery position, make an emergency 999 call, and perform CPR. Through hands-on practice and realistic scenarios, they developed important life-saving skills while building confidence, teamwork, and resilience. From practising with manikins to rehearsing clear emergency calls, the children worked hard and showed great teamwork, care, and determination. Staff were impressed by their focus and growing confidence in responding to real-life scenarios. This learning forms part of the Upper 3 Virtues Award, recognising responsibility, courage, and service to others. Well done, Upper 3, for embracing these life-saving skills and demonstrating our school values throughout the day.
Under gloriously blue skies, the Norwich Cathedral Close became the backdrop for a truly special moment in the history of Norwich School. On 21 April, pupils, teachers and support staff gathered together for a whole-school photograph — a milestone occasion that captured far more than a single image. This year marks the first time our pupil community has spanned the full educational journey, from our youngest learners aged just three years old through to our Upper 6 pupils, who are now on study leave as they conclude their final term at Norwich School. Bringing every year group together in one photograph was both symbolic and deeply meaningful: a celebration of continuity, growth and belonging across every stage of school life. Standing side by side in the heart of Norwich Cathedral Close, pupils aged 3 to 18 reflected the vibrant and diverse community that defines our school. Alongside them stood the teachers and support staff whose dedication, encouragement and care shape daily life across the school. The result was a portrait of a thriving community united by shared values and a collective sense of purpose. Moments like this remind us what makes Norwich School so distinctive. We are large enough to offer a breadth of opportunity, ambition and experience, yet small enough for every pupil to be known, valued and supported as an individual. From the very first days in our youngest years to the final steps towards university and beyond, each pupil’s journey is recognised and celebrated. As our Upper 6 pupils prepare for the next chapter of their lives, today’s photograph also served as a reminder of the connections and memories that will remain long after they leave the Close. For our youngest pupils, it was a glimpse into the exciting journey that lies ahead. And for everyone gathered together, it was a powerful expression of community. SDAG QUOTE : JI QUOTE: One school. Many voices. Everyone belonging.
One day, someone was walking down the street when they fell in a hole. The walls are so steep they can't get out. A doctor passes by and the guy shouts up, 'Hey you. Can you help me out?' The doctor writes a prescription, throws it down in the hole and moves on. Then a priest comes along and the guy shouts up, 'Father, I'm down in this hole can you help me out?' The priest writes out a prayer, throws it down in the hole and moves on. Next, a teacher comes along and the guy shouts up, ‘Miss, I’ve been stuck here so long, can you help me out?’ The teacher gives a quick lecture on how to get out of the hole and moves on. Then a friend walks by, 'Hey, Joe, it's me can you help me out?' And the friend jumps in the hole. Our guy says, 'Are you stupid? Now we're both down here.' The friend says, 'Yes, but I've been down here before and I know the way out.” Character triumphs over talent. The concept of friendship appears simple on the surface, they’re just our ‘friends’. But what makes a good friend is hard to define and easy to debate. It’s something human beings have been pondering over not just for centuries but for millennia. Aristotle outlined three kinds of friendship: a friendship of utility, a friendship of pleasure and a friendship of virtue. For the first two, both these types of friendship are dependent on a particular good or pleasure, take that away and the friendship crumbles. Friendships that are built upon virtue take time and energy on both sides , but they last. Wind the clock forward a couple of thousand years and psychological studies often reveal that the most sought-after trait in a friend is ‘honesty’. People are looking for someone in their lives who is there to co-operate and support, however, this would not be possible if a friend is dishonest, unreliable, and exploitive. Yes, we seek other qualities in a person such as kindness, availability and just generally being pleasant to be around, but to a large degree, these are objective. Instead, I encourage you to reflect on what your moral values are and see which ones you share with those around you; you might just find a friend. These moral values are fixed in their nature, but dependable and flexible on the context. For instance, I value people who are good fun to be around and positive in their outlook on everyday life. However, we cannot be this way all the time, life throws up challenges, holes in the street… and at those moments I need that same person to just as easily be empathetic and understanding. Likewise, if you value loyalty in a friend, someone who will be by your side no matter what, then I would also encourage you to allow that same person to challenge you & for you to challenge them. Friendships need to offer us some resistance when our behaviour doesn’t match our shared, unwritten values. These should not be seen as contradictions, merely the importance of adaptability whilst protecting the core strength of our support network. Recently, a friend reached out to me after a period of little contact, asking how I was. I explained I was finding things tough, overwhelming, scary. The very next evening, he and two other friends were on a train to come and see me. To listen, to support, to give me some small respite from a darkening world. Simply being present was a small act that went a long way to helping me out of a hole. So, the next time you find yourself unfortunate enough to be walking down a street and you fall into a hole, hopefully you can be reassured that you won’t be down there alone or for too long.
Statement I have realised during the last few years that there is a thread that runs through all my work which is the idea of containment. Houses, harbours and boats are all containers in different ways and many of Hepworth’s sculptures have elements of containment too. I moved to Cornwall from Norwich in 1982 and this had a profound influence on my work. Although I returned to Norwich in 1987, Cornwall has always remained my spiritual home and the catalyst for my ideas, particularly the harbours of St. Ives, Mousehole and Falmouth. An additional major influence has been a long series of drawings done in Barbara Hepworth’s garden and studio, as well as the works of Paul Feiler and Terry Frost. Integrated in to some of the works are elements of Cubism and Chinese perspective as a method of structuring images. My major concern is with composition and colour, and using colour to open up the space on a 2D surface. Sometimes collage is used as a starting point which determines what the composition might be, although this is always subject to change. The collage elements also act as parts of the real world juxtaposed with the suggested applications of paint. Some works have other Cornish images such as tin mine chimneys, segments of Hepworth’s sculptures, parts of fishing boats and glimpses of sea, beach and sky. These are not abstract works – they are abstracted – all the works start with observational drawing. The challenge with my work is to bring these elements together to produce a strong composition that works visually in terms of different relationships as well as an image that evokes a sense of place and meaning – something that can communicate before it is fully understood. Just as a fisherman is ‘caught’ by the fish, I am continually drawn back to certain places and images. Mousehole harbour with its solid granite walls containing and protecting the small boats from the ravages of the sea is like a womb. The V shape entrance/exit to the harbour is anatomically feminine too and relates to Hepworth’s sculpture ‘Divided Form’ which has been a source of many works.
Lower 2 enjoyed an inspiring and energetic “Play in a Day” workshop at the Theatre Royal, where they brought Ted Hughes’ The Iron Man vividly to life on stage. Building on their Michaelmas reading, pupils explored how drama can transform words on a page into a dynamic and engaging performance. Throughout the day, they experimented with expressive movement, physical theatre, and a wide range of vocal techniques, learning how posture, gesture, pace, tone, and volume can shape character and atmosphere. Working collaboratively in small groups, the pupils developed scenes from the novel, thinking carefully about how to convey tension, humour, and emotion to an audience. They embraced every challenge with enthusiasm and imagination, showing increasing confidence as performers while also strengthening their communication and teamwork skills. The workshop encouraged them to take creative risks, support one another, and respond thoughtfully to the dramatic ideas of their peers. The day culminated in a lively and imaginative sharing for parents and guardians, who were delighted to see the pupils’ creativity, energy, and growing stage presence. From powerful narration to inventive staging and expressive ensemble work, the performances reflected not only the pupils’ understanding of the text, but also their willingness to collaborate and experiment. It was a memorable and rewarding experience that highlighted the creativity, confidence, and teamwork flourishing within Lower 2.
With funding from Friends of Norwich School, BlazePods are proving invaluable with sports participation and engagement
