Headmaster's Welcome

We hope that you have enjoyed a productive week and that you are looking forward to the weekend ahead. We are delighted to have returned to school following the term break and it is wonderful to see our students back at Epsom!

This first week was busy as usual , as you can see from our Epsom Events.

As those of you who regularly read our Friday Flyer will no doubt be aware, I continue to be heartened by the altruism of our students as they dedicate their time to the benefit of others less fortunate be it through voluntary work or charitable initiatives. As Herbert Spencer wrote, ‘The great aim of education is not knowledge but action’ and we are keen for Epsomians to be a force for good. Furthermore as our students take part in outreach activities, they come to realise how fortunate they are to have access to high quality education.

In a recent article I was shocked to read that of the world’s 34 million refugees and asylum seekers who have been forcibly displaced from their own countries – half of them are children. This caused me to reflect on how blessed we are to live and learn in a safe and secure environment with common goals and shared values.

With millions displaced and seeking refuge, the serenity and opportunity afforded by peaceful living and education are indeed invaluable treasures. As we reflect on the staggering statistics of international migration, with millions forced to flee their homes, we are reminded of the privilege we hold at Epsom and the responsibility to contribute positively to the global community.

Harrowing stories of the journeys of migrants and refugees, as depicted by some of THESE powerful works of literature underscore the resilience and courage of individuals facing unimaginable challenges. Stories of courageous individuals who risked their lives to save others, serve as a poignant reminder of the human spirit's capacity for altruism amidst adversity.

At Epsom, we recognise, value and celebrate the fortune of living in peace and having access to education. It is inspiring to witness our students' awareness of this privilege and their eagerness to make a difference. Initiatives like the Carr Cares and the Holman House BDD exemplify our community's commitment to service and compassion. Whether it's volunteering at local orphanages or organising fundraising efforts for displaced individuals, our students embody the ethos of empathy and action.

As we take full advantage of the myriad opportunities available at Epsom, we remain mindful of the broader context of global challenges. The statistics of international migration serve as a sobering reminder of the urgency to address root causes of displacement and injustice. While we celebrate our opportunities, we must also advocate for those whose voices are marginalised and whose rights are denied.

In embracing our responsibility to shape a better future, Epsom fosters a culture of service, empathy, and global citizenship. Our journey extends beyond academic excellence; it encompasses a commitment to social justice and human dignity. Together, as a community, we are driven by the belief that education is not merely a privilege but a catalyst for transformation. It is indeed the greatest tool we have to change the world.

We look forward to all the Term 3 has to offer and hope that you enjoy the articles to come.

Happy Reading and a very Happy Friday!

Best wishes,

Mr Matthew Brown,

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A Message from our SLT - Mr Daniel Long

What is the greatest neglect of humanity?

And what do these birds have to do with it?

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In my humble opinion, the greatest neglect to humanity is sleep deprivation. I cast my mind back to being a child and my teenage years. I don’t recall having any concerns about sleep, then again I don’t recall having concerts for much of anything! Maybe this is something only old or aging people concern themselves with but regardless of one's age, it’s an essential part of life.

Sleep over the course of humanity has evolved with a mixture of philosophy and scientific research. It is possible that sleep is highly derived from other primates. It makes logical sense that tribal hunters would have slept in shifts and this might go some way to help unpack the complex evolution of sleep.

In a modern world, it could be difficult to relate to the past, especially with the evolution of technology and the ease that exists with food, energy and home comforts. With the benefits of technology, come new, evolutionary pressures, pressures that break the rhythm and routine we require for healthy productive sleep. The evolution of technology and human ingenuity is truly remarkable but it is staggering to learn that humans are the only species to deprive themselves of sleep and never for personal gain. This doesn’t make us sound very clever now, does it!

Origins and evolution of sleep

While Aristotle and many other Greek philosophers are noted for referencing sleep and dreams, some believed we slept because our blood needed to be warm. Of course, we know this not to be anatomically true, as for best sleep our bodies need to drop as much as 2 degrees Celsius in core temperature. To encourage this process an ideal room temperature for sleep should be 16 to 19 degrees Celsius (60 to 67 degrees Fahrenheit). As the myth of sleep continued throughout the ages, historian Robert Ekrich extensively studied sleep and in his book, ‘at day’s close: night in times past’, he purported many examples of biphasic sleep, sleeping in two segments. This was often referred to as a first and second sleep. It is reported that throughout the 14th and 15th century the gap between sleep, the waking as it became known, was a period used for reading, praying, studying or even attending to livestock, depending on your social status. 

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Throughout the 17th century segmented sleep began to diminish. Paris became the first city in the world to introduce artificially light to streets, with Amsterdam and London following. The evening became more accessible and perhaps even a more fashionable time to socialise. The concept of ‘a working day’ also discouraged a biphasic sleep mode. With the growth of the industrial revolution and Edison’s light bulb, sleep became inconvenient. After all, you could not make money, socialize or simply get things done! In a review of sleep deprivation of adolescents and young people, it was considered that several factors could be at play (NAHIC, 2014). This included, hormonal development not being in sync with school times, frenetic after school schedules, leisure activities, light exposure, an increase in lifestyle activities, as well as social and cultural trends. It might also have something to do with teenagers moving from a more dependent child to being a more independent adult, with this comes pressure.

“Sleep is the intermediate state between wakefulness and death, wakefulness being regarded as the active state of all animals and intellectual functions and death as that of their total suspension" Macnish, (2012). Robert Macnish was an early 19th century Scottish surgeon, physician, philosopher and writer. His early writings suggested that sleep was a negative to a person’s time. Electricity, artificial light and the punishing industrial revolution working hours, depriving a generation of sleep. At the time an attitude of, sleep is for wimps was becoming evident and this is most certainly evident throughout the youth of many today.  Fortunately advances in Science have allowed us to measure this cost and the 20th century was certainly a breakthrough era. With Science and technology working side by side, Hans Berger in the 1920’s discovered electrical activity (electroencephalograms, EEG) in the human brain. Berger showed a distinction between brain waves at rest, versus those carrying out an intellectual task. There continued to be a wealth of discoveries from many notable scientists, citing key features, such as, REM, sleep and dreams to melatonin synthesis and the naming of sleep stages.

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But what does this mean for me as a student, I’m young and invincible!

For many years I have attended and presented in school assemblies. It never ceases to amaze me how many students I witness nodding off. In general, students appear to be regularly tired and sleepy. Adolescent research on sleep - wake cycles, reports 60% of adolescents are sleepy mainly from 8am to 10am and again from 2pm to 4pm. While such findings could be more associated with older adolescents, perhaps this can be linked back to more dramatic hormonal and social changes? Or is it simply the case that some students are preoccupied with electronics and do not maintain a consistent sleep schedule? Nonetheless, such tiredness and potentially irregular patterns raise a number of questions.

What are people’s perceptions of sleep and are they different at certain periods in life?

Are children of school age aware of the importance of sleep but worry little as life has only just begun?

Many scientists have suggested children are very aware of how important sleep is. They are aware it deteriorates your mental state and when you do not get enough sleep you get groggy. So, this begs the question, why are there so many reports of adolescents being sleep deprived? In 2010 the Journal of Adolescent Health, reported that a mere 8% of high school students got enough sleep. The results should not have come as a surprise given the reports from the 2006 National Sleep Foundation, examined adolescents and young adults. In this 60% reported poor quality sleep. Academic stress was associated with disturbed sleep.

The Child Mind Institute USA, considers biology, screen time and unreasonable expectations to be key factors associated with sleep deprivation. It could also be suggested exams, jobs and technology keeps teens up at night. Most students report the need to study as a justified reason for sleep deprivation but is studying late in the early hours of the morning productive? Are there too many distractions? Would the same students study if smart phones, laptops and/or computers were not available? Time is constant and 3 hours in daylight is still 3 hours in darkness. When preparing for an exam, it’s obvious that poor or insufficient sleep, if even due to study, is not the best way to prepare for an early morning exam.

That said, we would do well to remember that school schedules have changed little since the industrial revolution. Children of all ages are taught at the same times of day, regardless of their age or chronotype. Perhaps what we provide in terms of educational timing is antiquated for the more curious, social, hormonal and increasingly nocturnal teenage mind. Do schools place students at a disadvantage because biological rhythms are out of sync with lesson times?

Interestingly not all demographics share such stresses and sleep deprivation. Those living in rural areas can be amongst the exceptions. A study conducted in rural Brazil was undertaken on thousands of teenagers. The study highlighted positive results for effective sleep, with many students sleeping for more than 9 hours on school nights. The obvious analysis of this suggests rural areas are less affected by artificial light and are certainly less technologically connected. 

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Cognitive function

With looming exams on the horizon, what about students' academic performance? What part can sleep play? When hoping to convince students that sleep is important it makes sense to highlight the associated dangers but also the most pertinent benefits. Issues relating to all-cause mortality but benefits such as positive mood and better cognitive functioning, thus better school performance should go some way towards evoking sensible responses.

A large South Korean study of 206,719 adults found that there was a negative relationship between sleep quality & duration and cognitive function. The findings were classified as subjective but the study also found that the presence of poor sleep correlated with depressive symptoms, stress and health-related behaviours, such as smoking and drinking. The same poor behaviours and habits, such as smoking and drinking alcohol were also evident in a study conducted. Students reported an increase in stress levels, lower grade attainment and difficulty in socializing with others.

In contrast to a good night's sleep, studies have shown that despite serious health and academic implications, many justify staying awake at night to accomplish their goals. A further 120,000 males and females were surveyed, also in Asia and results showed that those who had short sleeps or poor sleep tended to consume more fast foods, sugary drinks, instant noodles and confectioneries while reducing their fruit, vegetables and milk intake. Both poor sleep hygiene and the consumption of poor food choices can quickly become a habitual cause for concern. The fact remains that the effects of sleep are far reaching. Short term effects are often triggers for more devastating long-term consequences and for children and adolescents the loss of sleep can and does affect cognitive function, academic outcome and is aligned to stress, poor decision making and behavioral problems.  

So what are the recommendations, how much sleep should I get?

Before reading the recommendations, all based on science, ask yourself how many hours of sleep do you get?


Age Range 

Epsom College

Recommended Hours of Sleep *

School age


Year 5, 6 & 7

9-11 hours



Year 8 & 9

8-10 hours

Year 10 & 11

Year 12

Young adult


Year 12 & 13

7-9 hours

A key feature of sleep hygiene is consistency, daily routines and healthy habits. However, what is sleep hygiene? Sleep hygiene can be viewed as a set of practices that helps promote good and effective sleeping. Inhibitors are features that can disrupt sleep. Two key inhibitors of sleep are caffeine/alcohol and artificial light/electronics.

  1. Do you drink caffeinated drinks within 3 hours of bed (soda, tea, coffee, energy drinks)
  2. Do you surf the net and/or use my phone one hour or less before going to bed?

All these can be inhibitors and while I can hear the masses screaming,  I sleep fine! You may sleep but you can not, without scientific input, measure the quality of sleep.

A common and fundamental inhibitor that did provide worrying, yet predictable results is that of electronic/screen time. The use of social media 30 minutes before bedtime is associated with disturbed sleep, this remains a fact! Playing video games could stimulate teenagers’ minds before going to sleep. Both of these causes an increased sleep latency and limits the quality of sleep teenagers obtain. Lack of sufficient and quality sleep was negatively associated with academic performance. As I suggested earlier, my experiences and observations have led me to conclude that students do not always use electronic devices effectively, especially later in the evening. There are simply too many distractions. Students will have excessive amounts of different social media platforms alerting regularly. It takes a strong will and desire to resist such temptations. The key must be to develop a set of rules, outlining your healthy habits. If you are wondering, do you sleep well and do you have healthy habits? Ask yourself these two questions;

Do you  feel alert and awake throughout the day while in lessons?

Do you ever nap during the day?

If you are not sold on the idea that sleep is important enough to introduce healthy habits, then consider the table below.

World records


Longest person to survive without food, Angus Barbieri, 1965-1966.

382 days

Longest person without food and fluid, Andreas Mihavecz, 1979

18 days

Longest person to survive without sleep, Randy Gardner, 1964.

11 days 25 minutes

Longest length of time surviving without oxygen, Budimir Buda Šobat, 2021.

24 minutes 33 seconds

We need to understand the power of sleep and the devastating implications that lack of sleep can have. Failing Oxygen, it is arguably the most important aspect of our lives. Sleep is a topic we must pay attention to, it’s a basic human need and one that allows you to flourish.

Mr Dan Long, Head of Boarding

Celebrating Success!

At the end of term we enjoyed an assembly to celebrate the success of those students nominated by staff for having consistently demonstrated our Epsom Learning Characteristics:


To wonder, question, explore, experiment.  For example asking questions, completing independent research or trying new methods or techniques.


To be determined, persevering, to be able to recover, to be willing to practise.  For example, trying again when you fail or practising to improve.


To be able to connect and visualise.  For example,  showing the ability to transfer skills between topics,  thinking of different ways to solve problems or to consider different approaches to studying or working.


To be able to evaluate a situation and self-evaluate.  For example, showing improvement based on feedback that has been given by a teacher or peer or understanding why something has not worked or how it might be done differently next time.


To be able to notice, concentrate, contemplate, immerse.  For example, showing listening skills, staying on task in class or getting involved in discussions.


To be social, accepting, to be able to imitate, empathise and lead.  For example, being able to be a team player, being helpful to others, leading group work.


To be able to plan and be resourceful.  For example, completing tasks, including homework, on time, finding information independently, finding solutions.


To be able to deduce, analyse, critique, intuit. For example, understanding reasons, significance and importance or understanding the deeper meaning behind a text or event

Granville House News

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This week, we welcomed back all our boys and extended a warm welcome to Lance in our house. It's heartening to see them return with fresh haircuts and smiles, ready to take on the challenges of term 3. However, as the heavy revision and exam season looms over us at Granville, with end-of-year assessments for Year 10s and external examinations for Year 11s to Year 13s, it's evident that many students are feeling the pressure. In such demanding times, it's crucial to remind them of the importance of finding balance.

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One way to achieve this balance is by actively participating in the diverse CCA program offered by the school, along with engaging in various house competitions. This week marks Science Week, and it has been inspiring to witness Granvillians enthusiastically participating in the array of Kahoot quizzes organized. In KS4, Granville clinched both the first-place position with PeiHu, Charles, Allen, and Alex, as well as the second-place position with Hong Ming, Bruce, Genki, and Marvin, in the Kahoot Quiz night. Additionally, in KS5 Kahoot Quizz Aidan and Shang Jing positioned 3rd place.

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Beyond being a social event, it was evident that students utilized this opportunity to reinforce their revision efforts and showcase their knowledge of KS4 Science. This dual-purpose engagement underscores the significance of extracurricular activities in fostering both academic and social development among students during this challenging period.

By actively participating in CCAs and house competitions, students not only find avenues to unwind and recharge but also enhance their academic learning through practical application and collaborative endeavors. Encouraging students to strike a balance between academic rigor and extracurricular engagement is key to their holistic development and overall well-being during this demanding season.

Finding balance doesn't mean sacrificing academic success; rather, it's about recognizing the importance of holistic well-being. Research has shown that students who maintain a healthy balance between academics and extracurricular activities tend to perform better academically and experience less stress overall. By incorporating exercise, house competitions, and CCAs into their routine, senior school students can enhance their overall well-being and optimize their performance during exam season.

As we embark on the upcoming term, we extend our well wishes to all Granvillians, especially to those diligently preparing for external examinations. Please remember that we are here to offer our unwavering support and guidance every step of the way. We have complete faith in your abilities and believe wholeheartedly that you will approach these challenges with your utmost dedication and determination.

Ms Perrang, Assistant Housemistress

Holman House Updates

Let’s meet a new member of our community.

Joseph arrived at Epsom at the beginning of this term and will be living and helping in Holman. We were curious about him and thought you would be too. We decided to ask him a few questions to get to know him better.

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Hello Joseph, how are you? Could you introduce yourself a little?

Good morning, my name is Joseph Ooi Boon Han. I am from Malaysia, more precisely from Perak a state located in the South of Penang. I come from a family of teachers. My mother and father were teachers and my brother is a lecturer at university.

I have studied in England and I graduated from Cambridge, in England. I have taught sciences and biology in different schools across Malaysia and I am currently completing my PhD in physics.

That’s great and very impressive. What brought you to Epsom?

I was working in Malaysia and realised I wanted to teach in a different context. For a few years, I have been teaching in public schools and private college but I had never worked in a British international context. Epsom appeared like a perfect place for this and will allow me to discover a different learning culture.

What are you going to teach at Epsom?

I am going to teach sciences to various levels and classes.

Also, I will be helping in Holman boarding house. I will be more focused on academic support during prep time. Several times per week, I will help students individually with their homework.

I will also try to develop their English skills by interacting with them and creating a bond.

What do you think you can bring to our students? What values would you like to teach them?

Being Malaysian, I am very attentive to respect. I think respecting teachers and other students is crucial in a school environment. I will do my best to show them the benefits of respecting others. Throughout my studies, I have realised that being disciplined and hardworking allowed me to succeed. This is something that I would like to share with them too. I am also willing to help them communicate in English all the time!

What do you think about our Holman boys so far?

They are very lively and active! There is a lot of energy in the house.

We assembled a pool table together last night, it was lovely to see them figuring things out by themselves and collaborating. I think it’s a great way to teach children.

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Thank you for your time Joseph, we wish you the best of times at Epsom!

Drama Department Updates

Unlocking Human Potential Through Drama Education

"We should immerse ourselves in literature, art, music, and performance, realising that these practices have existed beyond our concept of time, way beyond our own cultures, and even further outside the framework of what practical value they bestow on our children after school." William Le Cordeur

Here at Epsom drama education is not just an extracurricular activity but a cornerstone of holistic development of the student. It transcends the boundaries of mere performance and is a gateway to empathy, creativity, and self-discovery. Students step into the shoes of characters from diverse backgrounds and time periods, fostering a deeper understanding of the human experience. They learn to communicate without words, expressing emotions and narratives that transcend barriers.

Drama education cultivates essential life skills that extend far beyond the stage. It fosters confidence, public speaking abilities, and collaboration. In a world that demands adaptability and resilience, these skills are invaluable.Perhaps most importantly, drama education nurtures the imagination—the driving force behind innovation and progress. In a time when the future is uncertain and challenges are complex, we need young minds capable of envisioning new possibilities and daring to bring them to life.

At the prep level, where minds are fertile ground for growth, drama education is not just a luxury—it is a necessity. It lays the foundation for a lifetime of learning, instilling a passion for exploration and discovery that will serve students well in whatever path they choose to pursue.

Japanese Theatre (Rakugo)

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Greek Theatre

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Puppet show-Stage in Theatre Foyer

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Shadow Theatre in Drama Studio

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Gum boot dancing

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English as an Additional Language

Well done to all of our EAL students for your ongoing efforts in learning English.

The EAL teachers are very proud of you and you are inspiring to those around you!

A superb, special well done goes to the following 16, yes 16, students who have improved since we started this academic year and have now moved up to a higher level and higher class.

Read on and discover the names of those term 2 graduates.

Join me in saying well done to all of these students today!

































To all of you in this summer term, in your quest for learning English:

Dive into books, explore cinema and music, and immerse yourself in English language environments.

Equally important is maintaining a healthy body and routine, so sleep well by reading a book before bed.

Be brave in speaking English around school; each conversation can be a step in the right direction.

Remember, your efforts today make the confident English speaker you'll become tomorrow.

Mr Kevin Hill, Head of Epsom EAL Department

Geography Department Updates

As we approach the final stretch of the academic year, we wanted to provide you with an update from the Geography Department regarding the upcoming iGCSE and A level exams.

Our iGCSE students have been diligently preparing for their exams, which are scheduled to commence in May. With the guidance of our dedicated faculty, students have engaged in a comprehensive review of key concepts, case studies, and examination techniques. Revision sessions, practice quizzes, and mock exams have been integrated into our curriculum to ensure students feel confident and well-prepared for the assessments ahead.

Additionally, we encourage students to make full use of the resources available to them, including textbooks, online platforms, and past papers. Geography teachers remain available for extra assistance and clarification as needed, and we urge students to reach out with any questions or concerns they may have.

We are proud of the hard work and commitment demonstrated by our iGCSE students thus far, and we have every confidence that their efforts will yield success in their examinations.

Our AS level and A level students are also in the midst of intensive exam preparations. With exams fast approaching, our focus has been on refining understanding, honing analytical skills, and mastering the application of geographical principles to real-world scenarios.

Through a combination of in-depth discussions, essay writing practice, and independent research projects, our A level students have been challenged to think critically and develop a nuanced understanding of the complex issues within the field of geography.

As the exams draw nearer, we encourage our A level students to maintain a balanced approach to their studies, prioritizing self-care and well-being alongside academic pursuits. The geography department is here to offer support and guidance every step of the way, and we remain committed to helping our students achieve their full potential.

In closing, we want to extend our best wishes to all of our students as they prepare for their upcoming exams. Remember, success is not just about the outcome of the exams, but also about the growth, determination, and resilience demonstrated throughout the journey.

Wishing you all the very best,

Mr Sam Prestidge, Head of Geography

A Night At the Movies

At the end of term we enjoyed a special event that showcased the musical talent of our students (and staff!). We were treated to a spectacular evening of cinematic magic at the highly anticipated Night at the Movies Concert series. The event took place on Wednesday, March 27th, starting at 7 pm, at a local theater.

Attendees were encouraged to dress up to the nines and step onto the red carpet, where they had the chance to mingle and strike a pose for the cameras. Popcorn and other delectable snacks awaited outside the theater, adding to the festive atmosphere.

The Red carpet and Photobooth

As the audience settled into their seats, they were transported into the enchanting world of film as they listened to their favorite movie soundtracks and watched iconic scenes unfold on the big screen. This year's lineup included beloved tunes from blockbusters such as "The Incredibles," "Barbie," "Top Gun Maverick," "Toy Story," "Trolls," "Pocahontas," and many more.

The musical performances were a highlight of the evening, with a diverse array of groups taking the stage. From the Studio Orchestra to Rock Bands, Choir, Staff, and The Epsom Chamber Orchestra, there was something for every musical taste.

For those in attendance, it was truly an unforgettable night of music and movies, bringing the magic of cinema to life in a way that only live performance can. As the credits rolled, attendees left the theater with a newfound appreciation for the power of film and music to captivate and inspire.

Squash Success!

Australian Junior Open Squash & Oceania Junior Open Squash April 7th - 14th

Luke (Year 11) and Oscar (Year 9) traveled to Melbourne Australia over the recent holiday to participate in the Australian Junior Squash Open & Oceania Junior Squash Open. Luke entered in the U17 Boys category and Oscar in the U15 boys.

The Australian & Oceania Junior Open are prestigious events with players from many different countries around the world; including Australia, New Zealand, Malaysia, India, Pakistan, Egypt, Singapore, Hong Kong & New Caledonia. Both Oscar and Luke played extremely well against excellent opposition with some nail biting games with long rallies.

Luke placed 18th overall in the Australian Open out of 42 and 11th in the Oceania Open. Oscar placed 24th in the Australian Open and 14th in the Oceania Open having played some top quality opponents, most of which were over a year older than him, as Oscar is in the first year of the U15 age group.

Well done to Luke and Oscar for not only representing Epsom so well at the tournaments; but also their countries, Wales and Ireland.

Congratulations to Haneesha!

Haneesha, Year 11 Crawfurd,  has been selected to trial for Team Malaysia and represent the country (and herself) in the World Junior Championships 2025.

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This picture was taken in Singapore Open, in which she won the U17 Open.

Malaysia is one of the strongest squash nations in the world, so it is an extraordinary achievement to be invited to even try out!

We are delighted for Haneesha, whose commitment to her sport has been unwavering.


Our four Year 9 Epsom Science Competition winners, Jaden Tan, Soi Men Chow, Vincent Wong & Ellie Fowler traveled to Regent’s School in Bangkok to participate in the FOBISIA STEM Challenge Event with the theme of “Flying High”. They worked collaboratively on three events that required them to consider aerodynamics. The challenges included designing and making a  Formula 1 car that was raced on a timed track using air compression to release the cars at high speed. In the second event they worked as a team to navigate their drone through an obstacle course and in the final event they designed and constructed a glider and competed against other schools to see who's glider flew the furthest when launched from a catapult. The event gave the students a practical insight into science and engineering and was a lot of fun.Thank you Jaden, Soi Men, Vincent and Ellie for representing the school so well and making the trip a resounding success.

From March 22nd to 24th, Vincent, Ellie, Soi, and I, accompanied by Mrs. Fowler, traveled to Bangkok to participate in the FOBISIA Flying High STEM competition. We were selected for this competition based on our performance in a Year 9 smaller-scale Flying High contest held in November. In that contest, Vincent and I emerged as winners, while Ellie and Soi were the runner-ups. The event took place at Regent’s International School in Bangkok and featured various engaging activities, including drone flying, constructing miniature Formula 1 cars, and a glider challenge. Below, the team members share their thoughts and experiences of the competition. “In my opinion, the most enjoyable part of the competition was the glider challenge. I have always been interested in the history of flight and the making of the gliders helped to better understand aerodynamics and served to cement my passion for aerospace engineering.” - Jaden Year 9 Carr “I especially enjoyed crafting Formula 1 cars. It was intricate and challenging, with just 2 hours to sketch, cut, sand, and paint our ideal cars while considering scientific aspects like speed and weight. This experience challenged my time management and sparked creativity. I look forward to another visit” - Vincent, Y9 Carr.

“The enthusiasm at the FOBISIA STEM Competition was infectious. Each day brought new excitement and dedication from everyone involved. The teamwork and energy were palpable upon entering the building, fueling our determination to succeed. Overall, the passion and dedication of every participant were evident, creating a vibrant atmosphere. It was a pleasure collaborating with everyone, particularly my teammates.” - Soi Men, Year 9

“We participated in three challenges: Drones, F1, and Gliders. During the Glider challenge, we focused on aerodynamics, adjusting our glider to improve performance. Teamwork was crucial as we fine-tuned our design with each launch. Additionally, we had to adapt quickly to unexpected situations. Overall, it was a challenging but ultimately rewarding experience in exploring flight principles. The competition pushed us to delve deeper into the complexity of flight dynamics, broadening our understanding of STEM concepts. Our efforts not only taught us about flight but also helped us build invaluable problem-solving abilities. We left Thailand with appreciation for the scientist within flight and a sense of accomplishment in facing and overcoming challenges together.” - Eleanor, Year 9

Cherry Blossoms in Korea

The moment I stepped onto Korea’s terrain, I was welcomed by a lovely fragrance and a beautiful sight to behold: cherry blossoms.

Tall cherry blossom trees towered over me as I watched in awe while the wind rustled the flowers, making them slowly descend like snow. Finally, winter had given way to spring, and the transition was starting to appear.

On the way home, I felt disappointed because spring is short, and in a matter of weeks, the flowers would wither. Soon, all the glamour would vanish. Some flowers last till summer, but a significant amount don’t. That led me to an idea: I could create bookmarks! Hence, the next week, when I returned to Seoul, I picked some cherry blossoms and a flower called pink oxalis. (I didn’t know its name until I used Google Lens.)

Then, I dried them for a few hours under the sun. After that, I placed them in coating paper. My mom helped me cut them and punch holes in them to attach a string. Surprisingly, the pink flower turned purple, while the white cherry blossoms' colours faded, almost becoming transparent. However, in my eyes, they were as pretty as before 🙂

I could’t wait to return to Epsom and share my cherry blossom bookmarks with my friends!

Siha, Year 8 Rosebery

Spring Camp English Course in Pictures

This term break, students who wish to improve their English were able to take part in an intensive English Camp, delivered by our very own Mr and Mrs Garnett.

For more information on the camps that we offer, please visit our website.

Great Golf

Budding Golfers had the opportunity to live and learn at Epsom over the recent term break.

For information on the camps that we offer, please visit our website and follow our Golf Programme on Instagram

Mouratoglou Tennis Programme - UTR Junior Round-Robi Championship, Series 2 - 2024 at Epsom

As the echoes of the Series II Tennis Championship resonate across the Epsom community, we reflect on an event that brought together participants from over 15 countries, including Canada, Hong Kong, Sri Lanka, Maldives and the Philippines. This vibrant gathering marked a thrilling 2nd chapter in our 7-series junior championships, showcasing a tapestry of global talent and sportsmanship.

Tennis, celebrated for its elegance and dynamic pace, was the perfect stage for athletes to display their prowess. The tournament, seamlessly run over four days, was not just about the competition; it was a spirited display of determination and passion. Champions like Rishvan Reddy and Aqil Adibi-Rahiman along with runner-ups Nicholas Gervasi, Riona Yamamoto, Kyra Vamsikrish, and Kevin Kim rose through the ranks, capturing the essence of what it takes to succeed in such a demanding sport.

For our Epsom students, the tournament was more than a spectator event; it was an open call to engage with tennis. As we move forward, we encourage our students to embrace the opportunities that our tennis programmes offer. Whether you're looking to compete in future tournaments or simply enjoy a casual match, our coaches are here to support every serve and volley. The outdoor courts, primarily reserved for our full-time tennis athletes, are freely available in the afternoons for all students. This accessibility makes tennis a fantastic option for those looking to relieve stress with a high-energy game or to hone their skills in a more relaxed setting.

We invite the entire Epsom community to celebrate the achievements of our participants and to join us in fostering a spirit of athletic excellence and camaraderie through tennis.

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Tennis Camp in Pictures

Professional tennis coaching was available as part of our spring camp offering. For more information on the camps that we offer, please visit our website.

Inter House Table Tennis Competition

School restarted this week following the term break and while the CCA choices were being finalised, students represented their Boarding Houses in House Table Tennis - it was great fun!

Save The Date!

As we approach the pinnacle of another successful year at Epsom College in Malaysia, we cordially invite you to join us for a yet another momentous occasion. It’s time to dust off your finest attire and prepare for an unforgettable evening at the 10th Annual Epsom Ball, hosted by the Friends of Epsom in Malaysia, scheduled for Friday, June 28th, 2024. This annual event is a long standing tradition we have adopted from our sister school Epsom College, UK.

This year’s ball holds particular significance as we mark a decade of excellence since the establishment of Epsom College in Malaysia. It promises to be an evening filled with elegance, camaraderie, and celebration, bringing together our Sixth Form students, dedicated teachers, esteemed staff, and supportive Prep & Senior Parents, along withour cherished Epsom partners.

Anticipation mounts as we unveil a lineup of distinguished guests and surprises, ensuring that this year’s ball will surpass all expectations. Stay tuned for the upcoming exciting announcements!

Embracing the theme of ‘Old Hollywood,’ we invite you to step back in time to the

glamour and sophistication of the 1920s. The illustrious St. Regis hotel, our chosen venue, perfectly complements the theme, promising an atmosphere of opulence and grandeur.

Prepare to immerse yourself in an enchanting evening reminiscent of a bygone era, where every moment promises to be as memorable as the last. We eagerly anticipate your presence at this extraordinary event, as we come together to honour our rich history and embrace the promise of the future.

We are delighted to announce that Early bird tickets are available now till 6th May 2024. Grab it fast! Kindly purchase your ticket now to fill in the form in the link below:

Details are in the flyer attached and payments are to be made via internet banking, please find the college bank details below:

Bank: CIMB Bank Berhad
Account name: Epsom College Malaysia Sdn Bhd
Account number: 8001749320
Branch: Solaris, Mont Kiara, Kuala Lumpur
Swift code: CIBBMYKL 

Note :

  1. Kindly state the following in the reference : EPSOM BALL 24
  2. All transaction receipts must be uploaded to the purchase
  3. Please note that seats are available on a first come first serve basis and only confirmed upon successful payment.

Please do not hesitate to contact us email If you have any further questions or would like further information.

Warm regards,

Chairman, Friends of Epsom College in Malaysia

So, Dear Reader,

Thank you for reading our Epsom Friday Flyer and we wish you all the very best for a restful weekend.

Happy Friday from us all at Epsom.


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