Front Cover Summer 2012.indd

Transcription

RUN OF THE MILL
Summer 2012
The Ruskin Mill Trust Magazine For:
Ruskin Mill College, Glasshouse College,
Freeman College, Brantwood Specialist School,
Clervaux Trust and Plas Dwbl Farm College
Improving lifelong opportunities for people
with learning difficulties
difficulties and disabilities
Welcome to the Summer 2012 issue of Run of the Mill Magazine.
Run of the Mill, founded in 1995, is published each term and distributed freely to all those
connected with Ruskin Mill Trust. Run of the Mill offers students and staff an opportunity to
express their creativity, work and experiences within our provision and to reflect the work
and aims of Ruskin Mill Trust.
The work draws inspiration from Rudolf Steiner, John Ruskin and William Morris.
Ruskin Mill Trust operates three colleges for 16-25 year-olds, Brantwood Specialist School,
Sheffield for 7-19 year-olds, Clervaux Trust, Darlington, for young people and adults post
education (14+), Transform Residential, The Field Centre and Hiram Education and Research
Department in collaboration with Crossfields Institute (For contact details see page 4).
Innovative and Experiential Education
In 1984, Aonghus Gordon, the founder of Ruskin Mill Trust, discovered that when young
people with learning difficulties and disabilities, including autistic spectrum disorders
and developmental delay, worked with craftspeople in natural environments on reallife, purposeful tasks, their personal, emotional and social skills, and health improved
dramatically. Students follow an individualised programme of learning, both whilst at our
daytime provision as well as a life skills curriculum during evenings and weekends in our
residential provision.
Each educational provision is located within commercial, craft and arts centres where
the heritage of the area contributes to the thematic core of each curriculum. As well as
being educational centres, each provision runs a cultural programme including exhibitions,
galleries, artistic events and workshops open to the public, staff and students.
For further information on the opening hours of our cafés, cultural programmes and
commercial outlets at each of these centres, see our contact details on page 4.
Or visit our website:
www.rmt.org
www.facebook.com/RuskinMill
Editor of Run of the Mill: William Mercer : Tel: 01453 837620
Email: [email protected]
@RuskinMill
contents
Front Cover: Celebrating the Olympics
34: Rag-Rugs and Nippers’ Slippers
4: Ruskin Mill Trust Provision
36: Precious Cargo: Cultural Olympiad
5: Master of Science
43: A Fish for All Seasons
6: Celebrating the Olympics
44: Never Throwing in the Towel
9: The 5th International Festival of Glass
10: It Literally Saved My Life
12: Stringing, Fusing & Slumping
14: Transforming Lives
16: Willow Works
46: Lantern Festival
47: May Day Festival & Composting
48: Student Council Joins NUS
49: George Meets Padraig &Twinning
50: Veterans Artisan Bakery
17: Soulful Experience
51: Clow Beck
18: Anti-Cyberbullying Week
53: Working 9-5 at Ruskin Glass Centre
20: Welding a Future
54: A Midsummer Night’s Dream
22: Kick Ash
24: Why Do We Fundraise?
25: A Life-Changing Experience
56: Citizenship Through a Lens
57: Copper Spinning a Water Feature
26: Plas Dwbl: Development & Diversity
58: Musical Talent
27: Making Sense of Water
59: Art
28: Tractors Wordsearch & Story
60: Activities Wordsearch & Credits
29: Poets’ Corner
61: Adieu
3O: Jessop’s Bear
62: United We Stand & Tea with Lord Mayor
31: Pewter Live Commendation
64: David Runs For Fun
32: Silver Acorn Award & Mounted Police
66: Ex-Files
33: Sports Relief
68: Back Cover: Charlie Avent
4
trust provision
Ruskin Mill Trust
Registered Ofce
Website:
www.rmt.org
Old Bristol Road, Nailsworth, GL6 0LA
Tel: 01453 837500 Fax: 01453 837531
Ruskin Mill College
The Fisheries, Horsley, Gloucestershire GL6 0PL
Tel: 01453 837500 Fax: 01453 837506
Age range of pupils: 16-25
Principal: Elisabeth Johnson
Admissions: Jacky Taylor
Tel: 01453 837502
Plas Dwbl Farm College a provision of Ruskin Mill College
Mynachlog-ddu, Clynderwen,
Pembrokeshire , SA66 7SE
Tel: 01994 419420
Principal: Elisabeth Johnson
Admissions: Jacky Taylor
Tel: 01453 837502
Glasshouse College
Wollaston Road, Amblecote, Stourbridge, West
Midlands DY8 4HF
Tel: 01384 399400 Fax: 01384 399401
Principal: Ollie Cheney
Admissions: Pat Hart
Tel: 01384 399434.
Freeman College
Sterling Works, 88 Arundel Street, Sheffield, South
Yorkshire S1 2NG
Tel: 0114 252 5940 Fax: 0114 252 5996
Principal: Bonny Etchell-Anderson
Admissions: Nadia Barratt
Tel: 0114 252 5953
Brantwood Specialist School
1 Kenwood Bank, Nether Edge
Sheffield, South Yorkshire S7 1NU
Tel: 0114 258 9062 Fax: 0114 259 0036
Headteacher: Constantin Court
Admissions: Karen Chester
Tel: 0114 258 9062
Transform Residential
Residential Care and Respite services
Address: As Trust Registered Office
South West Area Manager:
Richard Luck. Tel: 01453 837627
Mob: 07813 234617
Midlands and North West Manager:
Hannah Ryan. Tel: 0114 252 5981
Mob: 07813 234607
The Field Centre
An MSc in Practical Skills Therapeutic Education (Integrated Professional Development)
Delivered by the Crossfields Institute, validated by the University of the West of England
Contact Nick McCordall for further information: +44 (00) 1453 808 118 [email protected]
www.crossfieldsinstitute.com
Hiram Education and Research Department. The Trust’s centre for professional development and
higher education, a department of Crossfields Institute. Head of Academic Administration: Jane Tyler
Tel: 01453 837609. Email: [email protected]. www.crossfieldsinstitute.com/hiram-erd/
Ruskin Mill Trust is a Rudolf Steiner Charitable Trust. Registered in England and Wales. Company Registraon Number: 7252866. Charity Number 1137167.
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In collaboration with the University of the West of England we are delighted to announce the first –
MSc in Practical Skills Therapeutic Education
(Integrated Professional Development)*
th
Commencing August 28 2012
Based at The Field Centre, Horsley, Gloucestershire, www.thefieldcentre.org.uk
This MSc is aimed at teachers, practitioners, researchers,
leaders and managers from around the world.
The programme aim is to develop expertise in integrative
and holistic education, care and management for Special
Needs Provisions.
The unique delivery structure is based on 30% instructive
learning and 70% practice based learning; offering 180
Credits at M level.
“Universities will in the future not be separated from the land and community they
serve. Their activities will resonate with their surroundings. The Field Centre at
Ruskin Mill is to me a crystallised beginning of such a new university culture.”
Dr. Aksel Hugo, Associate Professor in Science Education, Norwegian University
of Life Sciences, Rudolf Steiner University College, Oslo.
“The Field Centre has the potential to become one of the centres of phenomenon
based science in the western English speaking world. Therefore I support this
project with my best thoughts and the warmth of my heart.”
Johannes Kuehl, Director of the Natural Science Section at the Goetheanum.
Core Themes include –
• The principles and practice of Practical Skills Therapeutic Education
• The method of Contemporary Apprenticeship Learning
• Holistic Support and Care
• Transformative Leadership and Management with Tourmaline
Leadership Ltd.
A Programme Designed Around the Learner –
The MSc is available either as a full-time, or part-time
programme.
It offers the learner a number of flexible study routes
whereby the programme can be tailored to fit around an
individual’s needs and commitments.
The minimum attendance for completion of the programme
would be one day per week, combined with some
weekends and Summer school studies.
This is a professional work-based learning programme
Validated by the University of the West of England.
The Programme Directors are Dr Kenneth Gibson and
Dr Lita Crociani-Windland.
Contact - Nick McCordall:
++44 (0)1453 808118
[email protected]
www.crossfieldsinstitute.com/education_and_training/msc-programme
*subject to approval
6
Run of the Mill ~ Summer 2012
OLYMPICS
Lisa, George, Neil &Tom
in the celebratory mood!
In the build up to London 2012, students and staff at
Glasshouse College have ignited a wildfire of excitement
by creating a unique Olympic Torch and initiating their
very own Olympic Games which will involve students
from all of our colleges.
Artwork by
Oscar, fi
first
rst
year student
On Your Marks
Students and tutors at Glasshouse College celebrated
becoming one of the winners of the “Spirit of the Torch”
competition run by Lloyds TSB in recognition of the
college’s commitment to the Olympic and Paralympic
values. The staff and students made a torch to symbolise
the values of the Olympics through the crafts that the
students do at college. Many crafts were involved. The
glass trumpet was made with students as well as the iron
work holding the glass.
In the glass trumpet, students made fire coloured glass
beads and on top of the beads the fire was made from felt
produced at the college farm. The wooden handle was
lathed out of wood from the college’s Kinver woodlands
and the leather wrist strap was made by students in the
leather workshop. The glass was engraved by students
naming the torch “Glasshouse College Olympics 2012”.
The torch was a real collaboration of staff and students
from various workshops working on a project to reflect
both the values of the college and the Olympics.
The torch will be displayed at an evening celebration
event that will coincide with the Olympic Torch relay
coming to the area. Gail Hickman, Student Council Coordinator at the college says “The students are thrilled
to have won the competition and are very proud of the
torch. They deserve to win the it following all the hard
work they put into the torch and I’m sure they will
enjoy the evening celebration when the torch will be on
display”.
As part of the Olympic celebrations, the students are
putting together a program of sporting activities for the
college to try out and this program will have a grand
finale of an Olympic styled “Glasshouse Games “ on the
10th July at the Dell Athletics Stadium. Lee Lough from
Glasshouse College
7
Effective Play has been working closely with the college
to make the event a success. He says “we want to engage
the students in an atmosphere and environment that is
really fun for them, but also look at the values of the
Olympics”. The students have organised a video diary
of what is happening at the college in the run up to the
Olympics and these can be viewed on You Tube and the
Facebook page dedicated to this, both under the name of
“Glasshouse Games 2012” to keep everyone informed of
the exciting things that are going on at the college this
term.
Neil & Hardeep, second year students
students and blog about it on the Get Set network. The
site also has information and pictures about the Olympics
and Paralympics. When we told the tutors about, this
they seemed very interested in the whole thing.
The making of the colleges very own unique Olympic
torch was amazing. Various workshops took part in the
making of the torch. So myself and Josh talked about that
and thanked the tutors who took part in the making of
the torch.
With Gail Hickman’s and Ami Blakemore’s hard work, we
at the Glasshouse College are holding an Olympic style
sports day at the Dell Athletics Stadium. This is instead of
having our usual end of year student games at the farm.
There are going to be 57 students from our college, 12
from Freeman College and 12 from Ruskin Mill College
attending the sports day.
While we were doing our presentation Gail and Ami
handed out activity packs about the Olympics to the
tutors. They are full of activities for the tutors to do with
their students.
We also talked about being teamed up with a college in
Hong Kong that is also a college for people with learning
difficulties. We also told them that over Easter, Anona is
going to Hong Kong to have a look around the college.
The presentation went very well and all the tutors who
attended seemed very interested in what Josh and myself
talked about.
Get Set
Continued overleaf
with Jake, third-year student
Myself and Josh Hancock gave a presentation to the tutors
about the Olympics and Paralympics.We were dressed as
the 118 men and ran in slow motion in to the refectory.
We talked about the fact that England is holding the
Olympics in our capital London. Then we went on to tell
them that there is the Paralympics which are for people
with disabilities who cannot take part in the Olympics.
We talked about the Olympic values and why they are
important. Before our presentation, Matthew Turnball
found some really good pictures that represent each of
the Olympic values. In a way, everyone of the Olympic
values have a personal value to each person.
The Get Set network has a major part in the Olympics and
we spoke about how tutors can get involved with their
You cannot be serious! Aaron swinging a forehand.
Glasshouse College
8
Go!
with Joe, third-year student
Recently, we took part in an athletics event which took
place in the Wolverhampton Athletics Arena. There were
various other people taking part in it from various other
schools and colleges. Since I’ve been at this college,
I’ve grown in confidence and it’s made me a lot more
determined to do stuff, being out there and that, and
going to this athletics thing really helped me.
I managed to take part in the 400 metres men’s race,
and I came first, so it’s quite a good achievement. There
were loads of people there cheering on, there was track
and field events and it was a great day put and I think
everyone really enjoyed themselves.
Joe pokes his toe in front to claim gold!
Guard of Honour
with Gail Hickman, Chair of Student Council
Students from Glasshouse College in Stourbridge will
form a Guard of Honour to line the route as athletes
make their way through the Olympic Park into the
Olympic Stadium, for the London 2012 Olympic Games
Opening Ceremony.
At the start of the Athletes’ Parade, during the athletes’
procession from the Olympic Village to the Olympic
Stadium, the students who will join 249 other schools
from across the UK and make up the 2,000 student Guard
of Honour which will line the route, holding lanterns
and banners they have created to support one of the 204
competing teams. For many of the 10,500 athletes the
Guard of Honour will be their first experience of the
London 2012 Games. The students have been preparing
to provide a vibrant and diverse welcome for athletes
competing at the Games.The students are already learning
about the cultures and athletes of the Hong Kong team as
part of their celebrations for London 2012 World Sport
Day taking place next month on 25 June. World Sport
Day, presented by Lloyds TSB, will see schools across
the UK join together in celebrating how sport can bring
the cultures of the world together. They will support the
athletes of the Hong Kong team.
Glasshouse College has been selected through the reward
and recognition programme of the Get Set network, the
official London 2012 education programme. They have
demonstrated a commitment to living the Olympic
and Paralympic values and incorporating them into
their school lives and curriculum. The college’s plans
for World Sport Day and what they have learnt about
their chosen teams, include a member of the Glasshouse
College visiting the Hong Kong college that Glasshouse
College has been twinned with, and, a visit from Chinese
visitors who helped students with writing and speaking
in Chinese and also helped make the banner that will be
waved during the Guard of Honour celebrations.
Josh, a first year student says “I am so looking forward
to going to London for this celebration and I am really
excited about being part of the whole Olympics 2012”.
As well as having the opportunity to cheer on the world’s
best athletes and be part of a global moment, the school
children will also get the exciting chance to tour the
Olympic Park and see some of the London 2012 venues
before the world turns its attention to Danny Boyle’s
Olympic Games Opening Ceremony in the Olympic
Stadium later that day.
GlasshouseGames2012
@RuskinMill
/RuskinMill
9
A Message from the Festival’s Director, Keith Brocklehurst
This year’s fesval is our 5th and celebrates 50 years of studio glass and 400 years of glassmaking in
Stourbridge, with pre eminent glassmakers from around the world demonstrang and giving talks.
The Brish Glass Biennale, Britain’s foremost contemporary glass showcase exhibion, will inaugurate
the new arts centre building.
The Glass Heap Challenge will see teams compeng with innovave up-cycling soluons for glass waste.
Blowing the Boundaries will feature a geodesic dome with a unique 360 degree video projecon of glass
related imagery, plus live performances.
There are opportunies see alfresco glass blowing, to join a workshop and make glass yourself or bring
your own wearable glass ouit and be part of the celebratory nale, ‘Glassionistas’. There will be fun for
all the family and aracons and refreshments at the various sites. We look forward to seeing you there.
Glass Festival - Friday 24 to Monday 27 August
Masterclasses - Monday 20 to Thursday 23 August
British Glass Biennale - Friday 24 August to Saturday 15 September
Glass Afloat - Wednesday 1 to Monday 27 August
Master Classes include:
Ian Hankey (UK)
Richard Marquis (USA)
Bandhu Scott Dunham (USA)
Fritz Dreisbach (USA)
John Lewis (USA)
Shelley Doolan (UK)
Antoine Leperlier (France)
Diana East & Sean Taylor (UK)
Vanessa Cutler (UK)
Tanya Veit (USA)
Alison Kinnaird (UK)
Allister Malcomb (UK)
For full
programme
information
and
booking
visit
www.ifg.org.uk
10
“It literally saved my life.”
Whilst a student at Ruskin Mill college, Charlie Avent found his pathway in life.
During his three years at the college, Charlie was able to work with and ride horses.
In 2009, he went on a Catalonian trip with a house-parent (Run of the Mill, Spring
2010), worked the horses around the college grounds and, as mentioned below, was
introduced to Heartshore Horses for Work Experience (Run of the Mill, Summer 2010).
Since leaving, Charlie is working as an apprentice with Heartshore and recently was
interviewed by the Stroud News and Journal which, with kind permission from the
Journal and reporter Chris Warne, is printed below.
AFTER enduring years of torment
at the hands of bullies who poked
fun at his autism, Charlie Avent
was depressed, self-harming and
despairing. Suffering regular panic
attacks he started to contemplate
suicide until one day he met Oscar
and discovered his true calling in life
– horse whispering. Now working as
an apprentice at Heartshore Horses
in Minchinhampton, Charlie tells
SNJ reporter ChrisWarne about how
he stepped back from the abyss and
came to view his condition not as a
curse but as a blessing in disguise
Charlie at Heartshore Horses. Photo by Carl Hewlett.
WITH a broad smile on his face 23-year-old Charlie
Avent gently tends to his horse Spirit before throwing an
affectionate arm over her broad brown neck.
introduced to my art tutor’s horse, Oscar, from that
moment my life changed completely.”
Indifferent to the strong gusts sweeping the vast expanse
of Cotswold countryside around them, man and horse
together exude an air of calm, standing in splendid
isolation amid the howling winds and driving rain. The
happiness and contentment at the heart of this pastoral
scene is a far cry from the pain and anger that defined
Charlie’s life only a few years previously however.
Buoyed by the connection that had formed between her
student and her horse, Charlie’s art tutor Patricia Digby
arranged for him to visit Dawn Oakley-Smith, a horse
whisperer who runs a riding school, Heartshore Horses,
near Minchinhampton. At the yard, which boasts a herd
of 23 horses, Charlie was welcomed with open arms by
Dawn, her daughter India and the rest of the team.
Back then he was the victim of bullies, who targeted him
simply because of his autism. “I was losing the will to live
and I doubt I could have lasted another day or two with
all that going on,” said Charlie, who lives in Nailsworth.
Highly appreciative of the way the horses were cared for
and trained, free from coercion or any sort of physical
punishment, it did not take long before Charlie felt truly
at home there.
“I would have panic and anxiety attacks all the time
because of the bullying and I was just unable to
understand the world around me. “But when I was
“My autism makes me very sensitive to what is going on
around me so it is very important to me that the horses
are treated in the right way, he said.
11
He is also busy trying to raise
awareness and understanding of
autism, determinedly stressing that the
condition need not be an impediment
for those who live with it.
Charlie’s success story has now
prompted Dawn to offer therapeutic
camps and courses at Heartshore for
children with autism, as well as for those
with learning or behavioural difficulties.
Charlie with working horses at Ruskin Mill college
“I went to traditional riding schools when I was younger
but I never got on with them. Once I was told off for not
wanting to hit the pony I was riding on and that just set
me off.”
At Heartshore Horses there have been no such issues
however and Charlie feels totally at ease with Dawn’s
methods. His sensitive temperament means he is well
suited to the philosophy of natural horsemanship
embraced at her yard and the more he has learnt about the
art of horse whispering the more he has thrived.
“I see my autism now as a potentially very valuable tool,”
Charlie said. “I have been able to turn my weakest point
into one of my strongest. I suppose it is like an axe – it
can be really nasty or it can be used to construct beautiful
things.”
Watching Charlie with Spirit, a five-year-old bay filly
which he has had for just over two years now, you get
the impression that he is able to almost connect with
the horse on another level. It is as if he has developed
an unspoken bond with the horse which allows him to
instinctively relate to her and gauge her mood.
The service she offers has already
produced remarkable results, with
severely autistic children learning to ride and lead the
horses around her yard, much to the astonishment of
their parents.
Locally, Dawn has encountered some resistance to the
methods she employs to train her horses.
Her techniques, which differ markedly from those used at
traditional riding schools, are not to everyone’s tastes and
she says some passers-by have expressed their displeasure
when they have seen her out riding with the horses
unbridled.
But, she has asked for people to respect her approach and
is hopeful they will, if only to avoid upsetting some of the
happy children on horseback.
Charlie, especially, would like to win over Heartshore’s
critics.
He does not regard traditional riding schools as the
‘enemy’, but as he puts it: “I just came to realise that
natural horsemanship was what I needed.
“It literally saved my life.”
“Natural horsemanship is horse whispering, which
basically involves understanding how the horse
thinks,” said Charlie. “Horses have their own way of
communicating and it is all based on body language. I have
been learning how to understand that.”
Working with horses at Dawn’s yard has not only radically
altered the way Charlie views his autism, it has also helped
to give him stability, structure and direction in life.
Having once been destined for a care home, he now lives
independently in a flat of his own and is currently writing
a book ‘Following the Hoofprints’ about his time at
Heartshore, which is due to be published later this year.
Charlie triumphant on his Catalan adventure
12
Stringing, Fusing & Slumping
The Art of Stained Glass at Ruskin Mill College
Stained Glass with tutor, Alec Hole
I have been teaching Stained Glass and running my business
at Ruskin Mill for eleven years now. Much of this time I
was based at Ruskin Mill, but I moved to a new workshop
at Gables Farm 18 months ago. This workshop is larger
and lighter, with enough room to accommodate the two
disciplines of stained glass and warm glass.
One of the ecclesiastical motivations
for stained glass windows was to tell the stories of the
Bible with images of glass, transformed with the infusion
of light. I encourage my students to develop ideas or
choose designs which describe their story, which can be
transformed into a beautiful object.
I have taught a large population of students with a large
range of abilities. Most will be initially introduced to the
discipline of stained glass, which requires the ability to cut
glass accurately to a design, to frame the glass efficiently
using lead and to show the fine motor skills necessary to
solder the lead together.
The majority of students appear to thoroughly enjoy the
absorbing nature of the craft, inspired by the vibrancy of
the colour of hand-blown glass, defined by black lead, with
the prospect of making something imbued with meaning
for them, which is beautiful.
Most students will begin by practising glass cutting on
inexpensive window glass, which when achieved will lead
them onto a simple sun-catcher. This will demonstrate the
threefold process cutting, leading and soldering, inherent
in any project. This will generally lead onto a more
challenging project, designed or chosen by the student.
Stained glass can be extremely challenging, demanding
focussed eye-to-hand coordination, the ability to persevere
despite frustration, to problem solve when leading the
glass together and the fine motor skills inherent in all three
processes.
The process is very much exponential in nature, where the
success of one process is heavily dependent on the success
of the previous one. Some of the projects which students
will make include simple sun-catchers (glass hangings),
stained glass windows for their homes, stained glass
mirrors, tiffany lampshades, incense burners, clocks etc.
In addition to stained glass, students have an opportunity
to experience the scientific craft of warm glass, i.e. fusing
(melting glass together) and slumping (warming glass so
that it slumps into a mould) to create three-dimensional
objects. The glass-cutting skills achieved with stained glass
can be transferred to this, but more often, warm glass
is less disciplined and more experimental without the
necessity for precision. Often students will get more from
their efforts out of the kiln than
they anticipated.
Tim working on his sun and bee panel, right.
I teach part-time and run my
business making commissions in
glass for my clients. The students
have the opportunity to learn
those skills within a real context
where I am partially earning my
living from the craft which I love.
13
glass might crack. I’ve always liked colours, especially
through materials you can see through. Working in glass
has its dangers but if you treat it the right way, and take
care, it can go well. In the future I would like to build
up stained glass equipment like Alec and have my own
workshop but do it as a hobby as I think it would be
more enjoyable than as a job. I would also like to go to
Stourbridge and do more glasswork.
Above and left: The
ancient and mysterious
art of stringing.
Above: Marianne putting her work into a kiln for fusing.
The Science of Molecules with Tim, 2nd-year
I worked with Alec last summer before I came to Ruskin
Mill College which was arranged through Connexions. I
told them that I was interested in glasswork and took the
opportunity with both hands. I like to use big blocks of
colour so that the sunlight can shine through. I started
with a window hanging with a design from a book. I then
let my creativity go and worked with curvy lines which
has then led me to working with fused glass.
I’ve learned so much, such as making stringers which are
long thin pieces of glass stretched using a blow torch,
which can make intricate shapes. Cutting glass
to begin with was difficult, especially curved
lines, but has become easier. Leading needs to be
accurate otherwise the pieces of glass won’t fit the
design.
Fused glass involves heating up a design of layered
glass in a kiln. This process takes the sharp edges
out and the colours also change where for example
orange turns to a red colour. In fusing , you have
to use the same type of glass as it needs the same
co-efficient of expansion. The molecules can then expand
and contract at the same rate under heat otherwise the
A range of Tim’s work.
14
Transforming Lives
Nathan on a week’s
Wilderness Trip
in Wales, a
challenging
adventure offered to
2nd-year students
Shared Lives Carers, David and Katja, and Nathan, 3rd-year at
Ruskin MIll College, talk about some of the ingredients that have
transformed their lives, over an evening meal, of course
David and Katja have been house-parents at Ruskin
Mill College for four years and bring their skills
and insights from having worked with people
around the world. Both David and Katja are very
enthusiastic about their work and David summarised
his approach simply in that “ I’ve always enjoyed
taking care of people so that this particular work is
attractive to my disposition. We like the rhythm of
the work and providing the necessary support and
education”. Katja says also that “It is a spiritual path
for both student and house-parent and a continual
learning process. It is an especially strong mirror for
both our students and us, as living closely together
we share each others energies and patterns.”
David and Katja have taken great advantage of the
free time during the day when the students are at
college. They have just completed a four-year course
in classical homeopathy and are due to become
registered homeopathic practitioners. They see this
as another string to their bow especially as it helps to
develop a professional and objective approach to working
with young people with complex difficulties.
They were keen to point out that “we can observe
behaviour without making judgements or reacting
to a situation and it supports us in having a deeper
compassion with the people we work with. It’s another
strand to healing and promoting good health. Identifying
that which makes our students unique we see as not a
problem but a key to unlocking their potential”.
Following a silent blessing on the food, Nathan, left, Katja,
centre, and David share a moment after a busy day.
Taking a holistic approach to life and human development
is a key vision in Ruskin Mill Trust’ work and over the
last two years, David and Katja have seen a remarkable
improvement in Nathan’s wellbeing and his development.
With college, parents and student permission, they
have used classical homeopathy as part of their overall
therapeutic approach to caring which has helped with
improving sleep patterns, diet and general responsiveness
and communication. Having served supper, Nathan
was ready to share his time at Ruskin Mill College as he
prepares to leave in July.
Nathan, centre, at Heartshore Horses riding stables,
Minchinhampton.
Nathan’s Story
Nathan, by his own admission, found accepting and
settling into Ruskin Mill College very challenging.
Having come from an educational background that
couldn’t meet his needs, and with a string of diagnoses
and challenging behaviour, it is testament to the
good work of tutors, student journey managers and
houseparents that Nathan has been able to grow and
develop into a very friendly and communicative young
man. Nathan takes up his journey.
“I live in Reading, a nice town in the UK. I was at
college there but didn’t like it as I was picked upon. I
was living with my mum and my social worker set this
place up at Ruskin Mill College. I am diagnosed with
Asperger’s Syndrome and ADHD and came for a three-
15
day assessment and liked it. I enjoy working inside and
outside and there’s a lot to do here.
It was difficult getting used to the college but I had a lot
of support to help me settle in. I’ve enjoyed so many
things such as football, pottery, jewellery, fish farm,
cooking, animal husbandry and lunch club. I’ve done
Work Experience at Barton End stable, both helping with
riding for the disabled and my own riding, Heartshore
Horses, and Crazy K9 where I help to train puppies and
teach them tricks. I recently went into an assessment flat
at college which was fine when I had a friend staying but
I didn’t like it on my own. I have learnt to cook at college
and can manage my money better, but I still spend it.
I have made friends at college and will keep in touch
with them when I leave. I would like to work with
animals and I like looking after children as I am an uncle
to two children and I did work experience in a nursery.
I would like to work in a riding stables as I’ve learnt so
much about it. I get on well with my house-parents and
help around the house and we go out together. I feel I am
well looked after. It has been a good experience being at
Ruskin Mill and I think I will miss it.”
Above: Feeding time at the sh farm, Ruskin Mill College.
Below: Work Experience at Crazy K9. Below left: Animal Husbandry
“When I rst met Nathan in his second year,
his condence was very low and nding it
very difcult to be at college. Once we had
identied the underlying issues and made
an action plan, it was wonderful to see him
blossom. Successful work experience, close team
working with Nathan’s mum and the dedicated
support of David and Katja, contributed to that
success. He surprised himself by undertaking
the wilderness trip where he realised how
independent he could be.”
Julie Woods
Student Journey Manager
16
WILLOW
WORKS
Joanna with student
Robert at High Riggs
Working the Willow
with Joanna Hunt, Basket Making Tutor
The students are currently making handmade
biodegradable organic hanging baskets. Students go
through the whole process from coppicing the willow,
selecting the correct willow and binding the willow.
And then they go on to sell the baskets. They go through
the whole ‘seed to table’ process. The students sell the
smaller baskets for £2.99 and the larger ones for £4.99,
and twenty per cent of everything sold goes to College
trips. They are involved in the pricing and display of the
baskets and the public absolutely love them! Making the
baskets is a very methodical, rhythmical and organic
process – it can’t be rushed and it’s great to sit outside
on a sunny day like today overlooking the valley. Alot
of hand-eye coordination and patience is needed, and it
often calms down some of the more energetic students.
year and I’m having an awesome time! I absolutely love
Freeman College. People understand me for what I am;
they can see my hidden talents. I used to go to a normal
secondary school but I didn’t like it at all – there was too
much writing. But here, I get to use my hands which I
find really therapeutic. At the moment I’m also making a
bench. I’ve made two benches so far. One of them is for
my mum and my nan. It saves them money in buying an
actual bench and they tell me that they are very proud. I
love being able to contribute. I want this bench to go to
a local primary school.
What I am
with Josh, 1st-year
Willow work is great – we make the baskets for profit,
but we also make it for other people which hopefully
makes them happy! The hardest part is trying to make
the willow into a shape, so sometimes if it snaps I get
frustrated. Though, most of time it’s really relaxing if
you take your time and try not to rush. I’m in my first
Josh giving his bench a nice clean shave
17
Soulful Experience: Volunteering at Ruskin Mill College
Ruskin Mill Trust provision oers a range of excing volunteering opportunies. At Ruskin Mill
College, Jasmin explains how the skills and inspiraon she nds through being a volunteer, is
helping her new business, Soulful Gardens, to take o.
Jasmin is a keen gardener and volunteers for Ruskin Mill
on the horticulture team learning about biodynamic
gardening and in the tree nursery and farm. She is the
founder of the Soulful Gardens company which combines
the biodynamic approach to gardening, not just by
planting with the phases of the moon and the careful
preparations to the soil, but by adding simple features
such as ponds and flow forms, lawns, stone flower beds,
herbal gardens, willow arches and wildlife art. “Ruskin
Mill has been a source of inspiration for me. Every
day I learn something new about the plants and ways
of cultivating them that is effective in increasing their
energetic value. The implications for gardens are huge.”
Interested in the holistic approach to gardening, her
background has been in regenerating gardens using
recycled materials and was excited to discover that this
principle runs throughout Ruskin Mill. “Everywhere I
go I see people working together to make sure that the
college runs smoothly. The farmers plough the land with
the horses ready for planting, the horticulture team
provides the foliage for the animals and the manure and
waste produced from into compost for the soil.”
Rudolf Steiner’s approach to combing art with science,
believing that both are important for any thriving
garden, is evident in the colourful displays of flowers and
vegetables at Ruskin Mill intermingled with sculptures
and recycled-glass murals. Jasmin has also been doing
stone carving at the new educational building and made
bean climbers and archways out of willow and birch,
working alongside the coppicing team to do this. ‘There’s
a lot of research that shows that both art and nature have
an impact on how we feel and our health. As little as two
minutes of exposure to either can boost mood levels and
reduce stress and perhaps that’s why the students and
staff at Ruskin Mill look so relaxed, they are immersed in
both.’
Jasmin is currently working on a collection of wildlife
paintings to be installed in gardens, as she is convinced
that the element of colour in them and their link to
nature has a positive effect on the overall feel of the
garden. “The light of the sun reflects on the paintings
and light is a powerful force in a garden and harmonising
its rhythm, as well as is aesthetically pleasing to the eye.
I think this is why I love to make ponds, the sound of the
water from the flow forms or water feature helps to restore
the gentle rhythm of the garden but it is the reflection
of the sky and the plants in the water that is the most
beautiful.”
Jasmin is pleased to be able to apply the learning at Ruskin
Mill in her gardening work at Soulful Gardens. Here, she
works intuitively to restore the energetic and aesthetic
value of a garden and transform it into a relaxing and
healthy space. She is often able to see straight away what is
working and what needs to change. She plans to continue
to work at Ruskin Mill as well as develop Soulful Gardens
and believes that it is the garden that is the key to restoring
and maintaining a healthy and relaxing life style. “Gardens
affect how we feel. So much time is given to the interior of
the house but not so much to the garden. It makes sense to
do both.”
For more info on volunteering at the College visit: www.rmt.org
Jasmin’s business: www.soulfulgardens.co.uk
Perennial plants and owers contact: www.scperennials.co.uk
For owforms, please contact Simon Charter at
www.ebbandflowltd.co.uk
18
Artwork by Tom, Alex, Matt and Josh.
Anti-Cyberbullying Week
with Jake, 3rd-year student
A friendly visit from the local police
The 27th of February to the 2nd of March was anticyber-bullying week.This report is about everything that
happened during the week. The week kicked off with a
Facebook Awareness Workshop, which showed students
how to apply privacy settings on your account. This is so
only friends you have on Facebook can see what you put
on your account.
Matthew Turnbull told the group about how to change
important information you may or may not have on
Facebook. He also told us how we can report and block
people if we need to. The information Matt gave us was
very helpful and I learnt a lot more about Facebook than I
ever knew before. They should teach this in every school
and college across the country.
Gemma, Louis & Chris in the video conference
Some of the students with staff present talked to
the police about cyber-bullying. After talking about
Glasshouse College
19
Facebook they went on to talk about the fact bullying
can take place using MSN and text messaging. The police
have a new non-emergency number which is 101 and
it’s a lot cheaper than the 0800 numbers. The police also
explained if people report someone on Facebook for
harassment they will issue the bully with a £40 fine. If it
does not stop they could appear in court and, at worst,
the bully could end up in the pen (prison).
On the Wednesday of Anti Cyber-bullying week, we
held a video conference with Ruskin Mill College and
three of their students. They told us that cyber-bullying
makes them upset and stays with them for a long time. Is
cyber-bullying a problem at Ruskin Mill? They said it is
not really a problem and some of them don’t even have
Facebook.
Students display their informative T-shirts:
front (above) and back (below).
We are talking about cyber-bullying and being asked
questions about it too. If people leave comments on
photos you have on Facebook and you do not like the
comments that is counted as cyber-bullying too. We are
also talking about how far cyber-bullying can go and in
the most extreme cases it can sadly lead to suicide.
We are currently coming up with a story about cyberbullying where the bully is played by George Maudsley
and the victim who is played by Mark Higgings. The rest
of us are witnesses and bystanders. The story is based
upon a rumour which viciously spreads. The rumour is
based around Mark and a donkey and that’s all I’m saying
on the matter.
Alex Timbrull, Tom Southall and Matthew Turnbull with
the help of Josh Barr designed an amazing piece of art
work. It is a painting called Cyber-bullying Hurts. It is
done as if it is a piece of work from a comic strip. It
took them a lot of time and effort and the final piece
is amazing. If you want to see it, it is on a wall in the
student council room of Glasshouse College. Alex and
Tom both came up with the idea for this amazing anticyber-bullying painting and believe me it is a professional
looking piece of art.
We also got T-shirts printed to visually show our students
what they may be putting on the internet. The T-shirts
were a good way of showing you need to be more careful
with what you put on Facebook. The T-shirts were a
really good idea and I am confident they got the message
forward in a way that the students can understand.
A Positive Experience
with Chris Pritchard,
Ruskin Mill Trust Marketing and Communications
I travelled to Glasshouse College on the Thursday of
Anti-Cyber-Bullying Week to deliver some workshops
with the students and a presentation to staff about the
positive experiences of social media - and how it can
be used to improve communications, fundraising and
marketing initiatives.
Students and staff at Glasshouse have really begun to
engage with the Trust’s Facebook and Twitter accounts,
which are updated hourly with the latest news, views,
photos, achievements and discussion from all Ruskin
Mill Trust provision.
If you haven’t ‘liked’ our Facebook page, or followed our
Twitter account, then why not give it a go. Almost 1000
people are following us - join them and stay connected.
/RuskinMill
@RuskinMill
Welding a Future at Ruskin Mill College
TJ with Barry in the
link-box at
Gables Farm
Iron Age Forge is one of the core subjects of
the Practical Skills Therapeutic Education
method at Ruskin Mill Trust provision. Working
a forge, hammering red hot metal on an anvil
and producing useful and beautiful items is a
challenging, strengthening and fulfilling activity
for many. In this article we meet TJ Hobbs, 3rdyear, who has embraced the ancient technology
and moved on to the modern technology
of welding in the college’s Farm Machinery
Maintenance workshop. Under the guidance of
tutors Barry Boyt and Garrick Nelson, TJ, as he
likes to be called, is now finishing his NVQ Level
2 in Engineering Fabrication and Sheet Metal
Welding, assessed by Stroud College, and has
recently moved into his own flat.
TJ was happy to admit that before coming to Ruskin
Mill College he was “on the verge of getting into serious
trouble”. Diagnosed with Asperger’s Syndrome, dyslexia,
OCD tendencies, dysgraphia, ADHD at the age of 9 and
statemented with dyslexia and Asperger’s Syndrome,
TJ’s options were running out, his mum was at the end
of her tether, and so were the social services. TJ came for
a three-day assessment at Ruskin Mill College and the
funding for his placement quickly followed. It took TJ a
bit of time settling in and, as Barry reports, “in his first
term, he was very anxious, rude, stroppy and arrogant.
We came to loggerheads over a small matter, but, to his
credit, he came back and apologised and from there on,
he got on with it. A plaque on the workshop door now
says TJ Hobbs: Apprentice and Garrick and myself are very
proud of him.”
TJ has done many courses on his personalised timetable
over the last three years, especially in the outdoor
workshops and on the farm. “I love working outside
doing practical manual work on the land as well as
woodwork and metal work.” TJ admits, “forming a
relationship with the tutors was more important than
with the students.” He was offered an apprenticeship
in welding before arriving at Ruskin Mill College, but
the funding fell through and he has since thrived in the
college environment, whilst gaining qualifications in
welding and chainsaw use at local colleges.
TJ grinding
the hay-bob
Ruskin Mill College
TJ showing students
his skills at welding
Whilst working with Barry and Garrick, TJ has
undertaken a range of college-related tasks. “I’ve
repaired the hay-bob, which would’ve cost £400 to
replace, made a link-box, two trailers, a tool rack,
charcoal burners, repaired a tractor, helped with iron
work, repaired the canoe trailer for Plas Dwbl and all
the other little things that go unaccounted for.” On the
subject of Health and Safety, TJ has a straight answer:
“I see health and safety as just common sense,” and on
helping other students: “If you can’t show somebody how
to do the job, you can’t do it yourself.”
TJ and his own metal fabricating project
up with the idea for the NVQ Level 1. But when we saw
what he was capable of, we upped it to a Level 2. Garrick
and I are both over the moon. We’ve put a lot of pressure
on this young man’s shoulders, because to do this, and
pass an NVQ2, is a first. We can show the rest of Ruskin
Mill and the world that even if you’ve got special needs
with Asperger’s or whatever, you can do it.”
With funding for his placement running out, TJ knows
that getting a job might not be easy, as finding work
experience in local companies has been unsuccessful for
health, safety and bureaucratic reasons. Whilst the college
continue to look for work experience, TJ has now moved
into his own flat with his girlfriend and is managing
money, bills, getting up in the morning and working on
a relationship, with some support. As usual, Barry has
the last word on TJ’s achievements: “The first time I met
him, he was an angry misplaced young man who had a
lot of grudges with the system. He progressed and came
TJ and Barry with the repaired hay-bob
21
22
Hayley Jennings from the Stop
Smoking Service and Matthew,
a former student.
Through Glass Darkly
with Gail Hickman
Head of Glasshouse Student Council
Students from the Glasshouse College in association with
the Dudley Stop Smoking Service, have unveiled a pair
of glass lungs in the magnificent Ruskin Glass Centre to
help raise awareness of the dangers of smoking to young
people.
The project started in the summer of 2011 when a flyer
landed on my desk. The flyer was about an arts based
project to keep young people from smoking. The message
had to be through the medium of arts. The medium of
arts means the message had to be put a cross by using a
piece of art work. We were successful in the application
and were awarded £1,950 to produce the project.
The first part of the project was to do the research.
A group of students and staff went to the Huntarian
Museum in London were lots of body parts are preserved
from years ago. They also took the opportunity to go to
the Natural History Museum to see the human anatomy
displays. Since our speciality is glassmaking, we formed an
idea to make a pair of glass lungs.
Richard Field, Alex Timbrell and Tom Southall took on
the task of making the moulds in which the glass lungs
could be blown. At first they needed to make a clay
sculpture of the lungs so the negative plaster mould could
be produced. After the moulds had been produced, Roger
Holloway blew the first lungs into the moulds.These were
practice lungs to see how the moulds would work with
the lungs. The coloured lungs were blown successfully
and were brilliant.
Our blacksmithing tutor Gaz Hodgetts made the spine
and ribs out of stainless steel and the lungs were placed
inside. Gaz had help from James Farrington Hughes who
is a student at Glasshouse College. The graphic designing
was done by the man, the myth and the legend, Chris Day,
and student Tom Pritchard. They did the artwork to bring
the whole thing together. We are not the only who have
done a Kick Ash project in Dudley. There is a website
where all the projects can be seen and the link is:
www.dudleykickash.com.
A big thank you to Alex Timbrell, Tom Southall, Richard
Field, Roger Holloway, Keith Brocklehurst, Gaz Hodgetts,
Tom Pritchard, James Farrington Hughes, Daniel Jones,
Chris Day and Matthew Ginda. Without all these people
the project would not have been possible to complete.
Glasshouse College
23
A BIG thankyou to Dudley
Kick Ash who funded £1950
for this unique project
This has been a fantastic project for all involved. The
lungs, which we unveiled on No Smoking day, are now
on display in the Ruskin Glass Centre, together with a
montage of photographs showing all the hard work that
went into making them. I am very proud of everyone who
contributed to this initiative. It is a real mix of student
vision and staff expertise.
True Colours
with Keith Brocklehurst: Glass Manager,
Tutor and IFG Organiser
“It makes quite a stunning display, and reminds people that
when they are smoking, inside they’ve got lungs that are
living and breathing, not glass ones. On the final display
there will be a pink lung for the healthy lung and then
a smoky-coloured one for the lung that’s damaged by
smoking. Hopefully this will encourage the students to stop
smoking.”
Thinking Twice
with Chris, third-year student
Student Tom carefully making the clay molds
“I used to think that if somebody chose to smoke then that’s
fine – let them get on with it. But certainly this project has
made more aware, it’s made me sit back and think maybe
we actually do need to encourage people to take a different
way or dealing with their emotions and different routes of
dealing with the issues why they have taken up smoking.
There are hundreds of alternative therapies out there
– many of them that deal with the stresses that you feel
smoking helps you deal with. People that chose to smoke
are killing themselves essentially. This project has made us
think twice about the habits we take part in.”
24
FUNDRAISING
Painting by DavidWilson, 3rd-yr Ruskin Mill College on his fundraising marathon run. See page 64.
Why do we Fundraise?
with Janine Christley
Ruskin Mill Trust Director of Fundraising
Run of the Mill is full of wonderful stories about student
achievements and successes and demonstrates the huge
variety of opportunities young people have to develop
their particular passion or skill.
This diversity for experience is carefully planned to
maximise creativity, independence and self esteem,
however as with many other charities, it is getting harder
to maintain as government funding gets tighter.
Consequently we have to fundraise to develop and
maintain our centres, many of which are heritage
buildings, farms and gardens and woodlands, or money
to buy new tools and equipment for the workshops.
Our farmers would love to build dairies for cheesemaking
or new animal shelters, tutors are keen to replace their
tarpaulins or sheds for purpose-built fully equipped
workshops, and students love taking part in drama
productions, exhibitions and outings.
This is why we are enormously grateful to all our
supporters, whether compassionate trusts and
foundations, wonderful individuals or corporate friends.
These stories about exhibitions, projects, buildings and
theatre productions wouldn’t have been possible without
this help. Thank you. Together we are changing lives.
Become a Friend
Become one of our Friends and work with us to help
young people re-imagine their future. There are many
ways to help and we’d love to keep you up to date with
our activities. Our Twitter (@RuskinMill) and Facebook
accounts
are
(www.facebook.com/RuskinMill)
regularly updated, and almost 1000 friends, parents and
supporters are following us on Twitter. You can also visit
our website (www.rmt.org.uk/donate) or use the QR
code below. For further information,
please contact Janine Christley, Director
of Fundraising on 01453 837617 or
[email protected]. We look
forward to hearing from you.
Three Peaks Challenge
On August 25th 2012, the Executive MBA Team at Bath
University will take part in a Three Peaks Challenge;
climbing Ben Nevis, Scafell Pike and Snowdon, all
within 24 hours! Team member Nathan said: “As MBA
students we often take education for granted and feel
that everyone deserves access to learning. That’s why
we have choose Ruskin Mill as our charity for this
challenge.” We would like to say a massive thank you
in advance to Wayne, Nathan, Nathan, Charlie, Tori,
Camilla, Steve and Michael who aim to raise at least
£2,500 for Ruskin Mill Trust. If you wish to donate,
or learn more about the team, please visit: www.
justgiving.com/bathmba3peaks. Good luck team!
A
Life-changing
Experience
In January 2008, I travelled to Goa in India to visit a
charitable trust called El Shaddai Child Rescue. It was the
trip of a lifetime, and the memories are still really vivid and
unforgettable. Every year my school chooses two students
to travel out to India and I was chosen in Year 9 at the age of
14. I was really excited when I found out.
the day, and they also have six houses for boys and girls. I
found it incredible that every child that I saw or met in Goa
had a smile on their face. They were always smiling. And it
made me think of how we need Play Stations and X-Boxes
to make us happy, but they need nothing because they have
nothing. All they had was a tattered football to kick around.
Their smiles will stay with me forever.
You have to have a lot of emotions when you go to a place
like Goa – when you arrive, you have to keep a strong mind
By Bekki, a third-year student.
and act appropriately in dire circumstances. You see the
slums and you think about how little they all have – they
haven’t even got the simplest and cheapest of things – like ChildRescue is a registered, non-prot charity under the name
paper clips. They wash their clothes on a big stone.
El Shaddai Charitable Trust, with a mission for ensuring equal
opportunities for all children, regardless of race, caste, religion,
I travelled with one other student and two members of staff, community, ability or economic status. Visit www.childrescue.net.
and our flight from Gatwick to Dolum was 9 hours long.
It was my first long-haul flight. When we arrived, it was
like walking into a heater – it was that hot! My strongest
memory of the trip was walking into the slums for the very
first time. There’s a picture that shows my emotions. I felt
guilty. I felt guilt and sadness, because there wasn’t anything
that I could do to physically help them and give them the
stuff they need. It was really upsetting. It shows that when
you give to a charity, every penny counts.
The experience has changed me. It changed my outlook
on everything. It has made me environmentally conscious
and caring about where I live. If somebody drops litter I
tell them to pick it up. I have also become involved with
fund-raising for Red Nose Day. The El Shaddai Trust has the
Little Acorns day shelter which provides a safe haven during
The sadness on Bekki’s face is truly palpable.
25
26
Diversity and Development
at Plas Dwbl Farm College
Ruskin Mill Trust’s newest provision is unique in many ways
but two of the most interesting aspects of Plas Dwbl Farm
College are its location – in Wales and in a National Park
setting. With almost one academic year under its belt the
small provision is flourishing and has begun to grow strong
links with the local community. One of these links is with the
National Parks itself, through regular visits from their Park
Rangers and Conservation Officer.
After 33 years of biodynamic management, the fields of the
hill country farm at Plas Dwbl are full of diversity and colour
and at this time of year the hay meadows are awash with
flowers, including eyebright, yellow rattle and bee orchids.
The County Botanist for Pembrokeshire first started visiting
Plas Dwbl in 1985 and has been monitoring the land on and
off for the past 27 years. Plas Dwbl has at least three rare
plants – Vicia orobus, Alchemilla glabra and the Greater
Butterfly-orchid – and is the only Pembrokeshire location
where these are still growing in fields. These varieties would
once have been widespread in enclosed upland pastures around
the Preseli Mountains and have persisted at Plas Dwbl because
of the low input farming methods of bio-dynamics practised
over the years.
With the development of a Ruskin Mill Trust provision at Plas
Dwbl, care has been taken from the outset to acknowledge
the ecology of the locality and to ensure that our activities will
work to enhance and improve the bio-diversity of the farm.
The Pembrokeshire Coast National Park Conservation Officer
is a regular visitor and has already gifted two barn owl boxes
to Plas Dwbl Farm College, which students have helped to
locate in a tree and a derelict barn.
June is the month when the
Marsh Fritillary Butterfly
usually emerges and Plas Dwbl
has plentiful supplies of their
main food plant, the Devil’s bit
scabious, Succisa pratensis.
Conservation Officer for the
Pembrokeshire Coast National
Park Authority, Julie Garlick,
examines the fields at Plas Dwbl
(right) for signs of the emergence
of this rare butterfly.
As a backdrop to education, Plas
Dwbl Farm College is a rich
canvas for learning about the
inter-connectedness of all living
things and the importance of
differences and diversity.
With a public footpath running the length of the farm, staff and
students are also very aware of their connection to the local
community. National Park Ranger, Richard Vaughan, has begun
regular work experience days with students at Plas Dwbl and
they have started by taking on the task of maintaining the public
footpath for walkers in the area, beginning with the clearing of
drains beside the footpath in spring.
Water is never in short supply in Wales but managing water
brings many challenges on a farm located at the base of the
Preseli hills. With the help of a generous grant from The Peoples’
Postcode Lottery, staff and students have now installed a wind/
solar pump which has been connected to an existing well so that
well water can be utilised in horticulture and to all the troughs
on the farm, thus reducing the farm’s reliance on mains water.
After weeks of preparation the day finally arrived when the unit
could be assembled, hoisted into position and connected to the
water, as the pictures on the next page illustrate.
While work continues on the farm, in horticulture, the forge,
the woodlands and the kitchen, the next piece of important
infrastructure for the college are composting toilets! The team
at Plas Dwbl Farm College have chosen a waterless system
surrounded by willow called The Tree Bog for their new
composting toilets.
We are extremely grateful for funds from two sources
– The Little Green Grant in Pembrokeshire and Awards
for All, a Lottery grants scheme for Wales.
Student, Andrew andWoodland Tutor, Rhys Townsend, use their treeclimbing skills to hoist one of the barn owl boxes into position.
As Plas Dwbl Farm College draws close to the end of its first
year of operation, there is time to reflect on the incredible
Plas Dwbl Farm College & Ruskin Mill College
RichardVaughan, Park Ranger, oversees two students, Matthew and
Ben, clearing the drains: Right: Installing the wind/solar pump.
efforts made by staff, students and volunteers to work this unique piece of land in sometimes challenging weather conditions and
to grow all aspects of a community for learning. That learning is often just as much about how to live together with respect and
dignity as it is to work with nature in all her seasons and Plas Dwbl Farm College is fast becoming another of those beacons for
human development in the Ruskin Mill Trust spectrum.
Making Sense of Water
Ebb and Flow create an exciting garden, with the help of Ruskin Mill College
There was a very special attraction at this year’s Malvern Spring
Gardening Show in May. Ebb & Flow Ltd, with the help of a small
team of local craftspeople and producers including Gables Farm,
presented ‘Making Sense of Water’, an interactive play and handson experimentation garden aimed at educating Primary School
children into the fascinating characteristics of water and its role in
the natural environment.
Designed with sustainability, practicality and fun in mind, the
garden featured hand-pumped Flowform features and a water
course sand table, a rocking Flowform boat, living walls planted
with herbs, fruit and vegetables and a green roofed sheltered area
for water experiments.
Whilst the Ovella cascade, Emerson, Sondril and Rocker Flowforms on show were all produced
by Duncan Leeson and students in the casting workshop at Ruskin Mill, all of the herbs, fruit and
vegetables in the living walls, were grown and planted into the walls by Tim Rahmsdorf and students
at Gables Farm. Many of the visitors, who filled the garden on most of the show days, told us how
much they enjoyed the interactive nature of the garden and how inspired they were by the various
elements in the garden, especially the Flowform cascade and living walls.
Our thanks go to all of the staff and students at Ruskin Mill College who helped bring this garden to
life. Since the show, the entire garden has been relocated to Northern Ireland where it has become
part of a large sensory garden project associated with a special needs school.
For more information
contact Simon Charter and Warren Abis
Tel/Fax 01453 836060. www.ebbandowltd.co.uk
27
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Tractors on the Farm
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Back Box
Hydraulics
Ball Hitch
Nato Hitch
Bull
Scraper
Cale Crush Silage
Cow
Straw Bale
Healthy
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Chain Harrowing
Farmers Gold
My Little Beauty
by Mark Lloyd
Freeman College
Pandora’s life was short but very adventurous. Her father’s name was Sundance and
mother Teeny, they all lived happily in the barn which led out onto the croft.
Pandora loved to skip and jump over the hay bales with her sister Ruby and half brother and sister Lone Star and
Snowdrop. She was very mischievous and a great escapist and could squeeze through the smallest gap in the gate and
we were always having to find her and put her back. Pandora was the first one to follow her mother out into the croft
and used to duck under the fence into the herb garden to nibble on the parsley. Her mother would frantically try to
call her back because she knew that the herb garden was forbidden to goats but Pandora took no notice. We would
try to catch her but she was too fast so it was left to Fleet the sheepdog to corner her so that we could catch her
and she would be ‘gaffered’ – this means ‘bossed’ up here on the farm – and she would be put in the rabbit hutch as
punishment to try to train her not to go in the herb garden.
All the other kids had learnt their lesson but not Pandora, as soon as she was let out she would be back in nibbling the
parsley and sage, she was indomitable, it was just too tempting and she was just too naughty. She would call to her
sister to come and join her but Ruby was sensible and stayed with her mother.
I called her ‘my little beauty’ because she was so cute, she would come inside and sit on the sofa nibbling my fingers
and jump all over me to play. (see photo). I had great plans for her to come with me to visit schools to show the
children farm animals and I had bought her a little collar and lead and she would quite happily walk along side me.
In the end it was her mischievous little spirit that was her downfall as she broke her neck whilst trying to escape thru
the gate. It was so sad but almost inevitable that her life would be short. I miss her terribly, we all do, she was unique,
so mischievous but so cute. I will never forget her. Although she was only tiny and not here for long, she will leave a
big hole in the planet and in my heart.
29
Poets Corner
Love and Care
Friendship Poem
Friends are more important than ever
You should get along with them
Introduce each other in school and college
It’s alright if they are friendly or not
When you two met each other
You love deeply in your heart, and you are in love
And caring for each other, that is a strong
Bonding love
But what really maers is in your heart
Be yourself like a good book, one of a kind,
If you do care and feel in love with this person
Even a great character you really are.
Tell that person how you feel about them
The love in there hearts, will always be with them
Someone you believe as a friend of caring,
They are happy together and birds sing for their love.
Trustworthy and even spend me together
Somemes they nd it hard on each other, but that’s
Friends and Family are happy for them
Part of us all!
The light of God shines for their love
The happy man is proud of his beauful owered woman
Even we live in dierent places from our homes
And le when we nished school and college.
The spirit of love is in the air as we celebrate
This happy day.
But you’ll always remember them in your true heart
And have happy memories you missed of all.
Rhys Noble, 1st-year Freeman College
As they say, friends always been there
For one another, Always!!
Rhys Noble, 1st-year Freeman College
The Feel of the Forge
The feel of the dusness and the sckiness in the dark
The sound of the bellows to make the re sparkling and bright
The smell of the crackling ames burning away swily
The joy for the Forge to work easily
The joy for the re to keep you warm
The love for the work
The love for the Forge
Tom Fenning, 2nd-year Ruskin Mill College
30
Jessop’s Bear
Above:The Jessop’s Bear cast in pewter at Freeman College and Alex
and Gabriel bearing the gift to happy parents.
A Pewter-ful Gift For Poorly Babies
In December, students from Freeman College in Sheffield
completed the final stage of the Jessop Bear Christmas
Decoration Project. Following an approach by Robert
Coombs Neonatal Consultant at Jessops Hospital earlier
in the year, Jewellery Tutor Gill Salmon has been working
with a small group of students to design a festive decoration
as a gift for the very poorly babies in the high dependency
unit (SCBU) at the Jessop Wing of the Royal Hallamshire
Hospital, Sheffield.
Students came up with a number of designs and two
students, Laura Green (Jessop Bear Project co-ordinator)
and Gabriel Kinneavy (responsible for one of the designs)
presented a selection of designs to the Jessops team.
Laura had many questions and advice to offer during the
presentation. A unique design was chosen that combined
a collaborative piece and the detailing from Gabriels
design.
The Jessop Wing opened in 2001 and is a purpose built
maternity unit where approximately 7,000 babies are
born every year. The caring staff go beyond the call of duty
to provide specialist care for babies born prematurely or
who become unwell.
commission with an agreed price by the hospital of £5 per
decoration.
Students Gabriel Kinneavy and Alex Chester presented the
completed boxed decorations to Dr Robert Coombs and
his staff.This has been a really worthwhile project, because
students have participated in a real time commercial project
that addresses the criteria of new enterprise initiatives in
the curriculum, through which they have contributed to
their wider local community.
Laura Green, 3rd-year
I had a timetable change to Jewellery with Gill Salmon
and she told me about the project for Sheffield Teaching
Hospital. I thought that it was a good idea. I didn’t do a
lot of the design side but I did work in the budgeting and
costing and visited the hospital to meet the consultant and
present the information including the possible designs. He
chose the design. I also did some market research to see
which was the best idea – a spoon, a tree hanging or a
bracelet – and the tree design won.
Manufacture of fifty decorations commenced immediately Danny then produced the gift with students. I had to check
by students on work experience in the college’s pewter the image we used to make sure that it wasn’t covered by
workshop with tutor, Danny Rowen.This was a commercial copyright. The packaging had to be cost-effective as we
31
had a budget of just £5 for each item and we had to consider health & safety issues to make sure that it had no sharp
edges. It was good to be involved in the project. We went around the ward and some of the babies were tiny. We were
told that around 50% of the babies survive.
Jessops Bear – Gabriel, final year student
I got involved in the project in September 2011 with Alex
and Laura. It was an offer I simply couldn’t refuse. I initially
drew a bear and a young cub with santa hats. This design
was picked, and molds were made from the illustrations
with special clay and sculpted by other students. The molds
were then cast in pewter and presented to the new born
babies at Christmas time. The babies were all born a little
bit early, prematurely, so we made these as a gift to put in
their first ever stockings. It’s a wonderful idea, and a really
generous project to be part of. I hope the babies cherish
our gifts for years to come and not try to swallow them!
I’m in my final year now and I’m quite excited about the
future. I want to be an actor – I already played Daniel in
Sterling Silver last year and next year I’m studying a oneyear course at Norton College, three days a week. I’m
looking forward to broadening my horizons. I will miss
Freeman College - it makes you mature enough to put your
past behind you.
Alex and Gabriel with Dr Robert Coombs.
Student Work on Jessop’s Bear Commended
by Worshipful Company
The Jessop’s Bear project was an exact match
for an Open Competition, one amongst a
number of competitions constituting Pewter
Live 2012, organized by the Worshipful
Company of Pewterers, in Pewterers Hall,
London.
The brief for the competition was; design
a pewter memento or souvenir for sale
through the gift shop of an established
institution, retail price range £20 - £100.
Freeman College student work towards the
design and production of the pewter Jessop’s
Bear was submitted to the Pewter Live 2012
competition and was selected as a ‘Finalist’.
All ‘Finalists’, were included in the catalogue
and invited to attend an exhibition of works
in London on Thursday 14 June.
Finalists at the Pewter Live Open Competition with Freeman College students.
The core group of students involved in the project, and staff, Jewellery Tutor, Gill Salmon, Pewter Tutor, Danny Rowen
and Carole Baugh attended the event. The participating students were; Laura Green, project coordinator, Gabriel
Kinneavy, designer, Stevie Watson and Alex Chester, production. There was a prestigious judging panel, chaired by
Sebastian Conran. We were delighted to receive the position of ‘Commended’ in our category, which was populated
by professional designers. Freeman College student work is currently on exhibition at Pewterers’ Hall and in the
beautiful and professional catalogue. We brought a certificate for Freeman College back to Sheffield and have just
received individual certificates for the 4 participating students and Jessop Hospital. We also hope to receive a copy of
the official photograph of all the winners; but here is one as all the winners gathered.
32
Freeman College
Freeman College Scouter Honoured
in 2012 St George’s Day Awards list
On the 26th April 2012 Freeman College Weaving tutor,
Stuart Groom, who has been involved with Scouting in the
UK and further afield for many years, was recognised for his
outstanding contribution to scouting in Derbyshire and the
UK with the award of the Silver Acorn. The Silver Acorn is
only awarded after 25 years of ongoing distinguished service
to scouting. Stuart received his award at a special St George’s
Day celebration within Derbyshire where both National and
local awards were made. This was followed on Sunday 29th
with a visit to Windsor Castle for the National St George’s
Day parade where this year the salute was taken by Her
Majesty Queen Elizabeth II. These were two days he says he
will remember for many years to come.
Stuart, left, receiving his Silver Acorn award
Stuart has been involved in Scouting since moving to Derbyshire from the West Midlands and became a Scout
Leader and has built the troop up from 12 young people to over 40. In 2000 he was selected to lead the Derbyshire
contingent of 36 scouts and three leaders to the World Scout Jamboree in Thailand attended by 36,000 scouts and
guides from all over the world. Stuart then took his group onto Soeul in South Korea where they stayed on home
hospitality with Korean Scouting families for a further week before flying home. In 2007 he managed the International
Trading Centre at the 21 st World Scouting Jamboree at Hylands Park, an event attended by 40,000 scouts and guides
from every country in the world and was able to sell goods for International scout groups which helped to fund their
trip to the UK raising £36,000 in just ten days.
Mounted Police at Freeman College!
Police horses George and Kingston visited Freeman College in March this year - with their police officers, PCs
Melissa Gill and Alex. They came right into the courtyard of Sterling Works where students and staff were thrilled to
see them and made a big fuss of them. George and Kingston are 16 hands in height and kept very good order during
the college morning break! As Mark Barratt, Freeman College’s support & attendance manager said “That was the
most stable morning break we have ever had”.
The Mounted Section of South Yorkshire Police are based at stables at Ring Farm near Barnsley. They have two
sergeants, 14 constables and 15 horses. Their duties include patrolling town centres, controlling crowds at football
matches as well as ceremonial duties. The police horses are chestnut and grey Hunters with good natures.
Cathy Nutt, Freeman College’s work experience co-ordinator, explained to Run of the Mill “We used to have a work
experience placement for a Freeman College student with the mounted police - cleaning out the stables and looking
after the horses. The mounted police remembered us
and, when they were in Sheffield, they just popped
in to college to visit us and have a cup of tea (the
police officers had a cup of tea, not the horses).
We are now planning to take a group of students to
visit the police stables and the mounted police have
promised to come into college again next term.
David Taylor
Admin & Resources Manager
33
The Trust Colleges
Play Their Part
Students and staff from Ruskin, Glasshouse and Freeman Colleges raised over £600 for Sports Relief and had
great fun doing so. At Ruskin Mill (below) fancy dress took centre stage as participants ran through the valley,
uphill through the woods to the top of Gables Farm. At Glasshouse College (above left), the fun run strengthened
local relationships with the police and the rugby club who were both involved. Ollie Cheney, Principal reported
“ The Community Police Officers marshalled the route to ensure there were no accidents involving people falling
in the canal and the college narrowboat was on hand to pick up any one who was getting tired.” At Freeman
College, students and staff wore sports gear for the princely sum of 50p each, had competitions, and organised
a penalty shootout at Tintagel House and a BBQ. Alison Barber, Student Journey Manager, reported that “dress
ranged from football shirts to skiing goggles” and the “Best Outfit trophy was awarded to Lewis Hides who wore
his sports kit all day.”
Well done everyone, you have made a difference!.
34
RAG-RUGS & NIPPERS’
SLIPPERS
Making a Rag-Rug
with Bekki, a third-year student
I really enjoy rug making – it’s a very calm and therapeutic
craft. To make the rugs we recycle scraps of velvet, wool
and cloth – so we are essentially making a rag-rug. Its
good to recycle the odd leftover bits to make sure nothing
is wasted. The wool that we are using for the rag-rugs is
Berber wool from Turkey. To make the rug we use a speed
shuttle.
A speed shuttle is a very easy tool to use and it is a hooking
tool. It has been around for one hundred years. We hook
the scraps of material into the hessian backing. Hessian
is the grey tweed backing material. Because we do a lot
of different projects with Margaret, such as rug work,
felting, slippers, sewing and bags, it takes quite a while
to complete a rug – Margaret reckons about two years
intermittently – about sixty hours of reflective work.
Rag rugs became popular about eighty years ago, as
farmers made them out of scraps for necessity and to keep
them warm. Margaret has told us that they used to sell for
2/6 (12.5p) at a local mill and they now sell for over one
thousand pounds!
I’m not going to sell mine - I’m going to keep hold of it. It
has a tree, butterflies, a bumblebee and a sunflower. I love
the summer so I wanted something to remind me of the
brightness and joy of summer.
Bekki with her Rag-Rug
Ruskin Mill College
35
Nippers’ Slippers
with Verity, a third-year student
Wonderful Students
with Margaret Docherty, tutor & artist
At the moment I’m making felt slippers for young children
and babies. The slippers are all the colours of the rainbow
– bright and colourful for the young kids, and it takes
me around thirty minutes to an hour to make one pair of
slippers. I have to make the slipper really small – I love
how tiny little babies’ feet are compared to ours!
Bek and Verity are great students. Verity especially always
comes into work early and often stays later to complete a
project. In textiles, students make all of the decisions and
I try to give them as much variety as possible. They are
very calm in my workshops, they find the craftwork very
relaxing. I’ve also found that students surprise themselves
at how they can use the skills learnt in my workshops
back at home. Like Verity said, all you need is a kitchen
table, some soap and the materials. For example, a former
student Tom Best has his own speed shuttle, and his work
is displayed in a family gallery. I wish both Bekki and Verity
the greatest of success in the future and can’t wait to see
the great work they produce in their lives after Ruskin
Mill.
To make the slippers all you really need is a table top,
soapy water, fibres, a rolling pin and of course and most
importantly – the felting techniques.You could even do it
at home, which is what I plan to do when I leave Ruskin
Mill. I’ve made about fourteen pairs of slippers so far and
I’ve improved with every attempt.
For example, some of the earlier ones are a bit thin, so I
had to work on that. I’m going to embellish them on the
top and sell them for £12 a pair. Hopefully in a couple of
year if I keep making my own products, I will have my
very own market stall in Stroud maybe. I love the whole
process, from the design, the making and the selling.
I’m in my final year at Ruskin Mill College and I feel quite
anxious about leaving – I have had such a good time here,
I’ve absolutely loved it. If I could stay here I would, but I
also feel that the college has given me skills to move on.
I’ve done a lot of work experience with Crazy K9 working
with dogs, so I’d like to have a job like that!
Verity with her slippers
for nippers
36
37
Freeman College Student Work for Precious Cargo
Rian Hallatt 2nd-year
Sculptural Vessel, coiled terracotta
“I wanted to make a large piece with pottery tutor Amanda
Packham. We knew it had to be made in two sections out of clay
using the coil method. I smoothed it with metal kidney tools.The
base was made using the same method and then the piece was
joined and red. I had already agreed to do some copperwork with
George so I was able to include some copper strips. This project
took a long time but I am happy with the result and it looks good
in the exhibition.”
Adam Booth 1st-year
Wet Felted Basket
Jonathan Pringle, Felting tutor, on Adam’s project:
“I had a brochure with all the items we handled at Weston Park
Museum. Adam and I looked through the brochure and there was
a Native American woven basket which he liked. It was a real
challenge for Adam to make his basket, as it required a lot of handeye coordination and manipulation. It has a wet-felted body and
a needle-felted design, which required a lot of concentration and
Adam did really well.” Adam:“It took me ve weeks to make and I
chose the colours.”
Saskia Khan 2nd-year
Copper Bowl
“To make the bowl with tutor, George Evans, I pierced a circle on a
copper sheet and hand-raised it to make the shape. I then pierced
out the buttery from copper and soldered it onto my bowl. I
chased the pattern with a chasing tool and it took me a term to
make it. I showed it to the Lord Mayor and she thought it was
really good, so my bowl is being shown at Weston Park Museum.
I am very pleased with it and I went to the opening event at the
museum.”
Continued overleaf
38
Sylvia Dunkley, Lord Mayor of Sheffield
“I think that the students should be really proud of what they have achieved in producing items for the Precious Cargo exhibition.
They obviously enjoyed looking at the cultural section ofWeston Park Museum and were inspired by what they saw.This exhibition is a
wonderful showcase of traditional crafts that the students at Freeman College have been learning. I hope that people will come and see
this work as it is worth the visit.”
Richard Bartholomew 1st-year
Felted Bowl
“Jonathan gave me the idea to make a felt bowl. I made it by doing wetfelting and he helped me choose the colours. To make the bowl, I used a
circle of plastic and moulded it up into a bowl. The plastic was then covered
in layered wool and felted with soap and water. I then turned it over and
layered the other side with wet felt, shrunk the whole piece by rolling it and
formed the bowl by using my hands. When dry, the felt will keep the bowl’s
shape and I am very happy with my nished work.”
Lizzie Johnston 1st-year
Engraved Terracotta Head
“I took my design from the patterns on the work I saw at the
Weston Park Precious Cargo handling session and worked with
tutor Amanda Packham. I made the piece in terracotta in two
parts and stuffed the head with newspaper to support it.”
Amanda says “Lizzie works with clay very nely and with dexterity in
ngertip detail. She gained more condence in creating features using
tools as the project developed and now wants to move onto working
with the challenges of functional hand built pieces.”
Thomas Roland 3rd-year
Weave Form#2. Painted, cast plaster, copper leaf gilt
“I took the design from a weaving pattern following my visit to Weston
Park Museum. I made a test piece in clay and then made the shapes of
incised lines inside the clay. I poured plaster into the clay mould, let it
dry and got rid of the clay, which gave me the textured pattern. I sealed
it with a coat of gesso (a mixture of whiting and rabbit skin glue), onto
which I put a layer of clay paint and then gilded it with copper leaf.
Finally, I lacquered it so that it would not tarnish. It was really good to
see it nished and lit up in its case at the exhibition.”
Clare Starkie, Senior Curator of Decorative Art at the Weston Park Museum 39
“From the Museum’s point of view, we tend to look at objects from how pieces are decorated and from where they come. Within our
collection, what is missing is the more factual information on how things were made and because many of the artefacts were collected a
long time ago and often from the other side of the world, the knowledge of how the craftsmen made these items has been lost.
Working with the students from Freeman College, who have hands-on experience of making similar objects, gives us a fresh perspective
on the craftsmanship involved. The students came and handled our objects very well and then went away to design and create objects
of their own and this takes a real skill and a craftsman’s eye to achieve this. It also goes to show that it doesn’t matter where you come
from, it’s about sharing knowledge and learning from other people to ensure the continuation of craftsmanship across the ages.”
Ben Booth 2nd-year
Handbag Toggle (above)
“I made a handbag toggle out of copper with Victoria, the jewellery tutor, as part of my BTEC Accessory project. I got the idea from a
copy ofVogue magazine, in which handbags toggles seemed very popular. All the models in the magazine had a pug dog with them, so
I thought I would photo-etch a picture of a pug onto my toggle. I used a piercing saw to cut out two round shapes out of copper and
then hammered a long piece into a ring. I then soldered the two pug pieces onto the ring and spent a long time ling and sanding it
into its nal shape. I then drilled two holes into the ring to attach the piece of fabric, sand-casted it using melted pewter for the bone
shape and soldered the two holders onto the back of the bone. It took me a long time to make and was a very difcult project, but I’m
very happy how it turned out. I nally had it silver-plated by a company in Shefeld.”
Liam Rogers 3rd-year
Wolf (above right, with brass Zebu, circa 1930s, Nigeria from theWorld Cultures collection)
“At the handling session, I saw a brass snake and was drawn to that as I have an interest in animals. I saw that it was in 3-D and wanted
the challenge to make an object like that as I have not really made anything in 3-D. After some research, I decided to make a wolf. I
found it incredibly hard to make a model of the wolf, so Nick helped me with this, which took about six sessions to do. It’s made out of
wood and milliput (specialist epoxy putty), which I then painted and gilded with yellow-gold leaf. I’m very proud of this and when I
saw it lit up in the exhibition, it looked very good.”
Continued overleaf
40
Naomi Gargett 3rd-year
Bracelet, Necklace and Broach
“I came up with the idea because I was thinking about water. I saw some pieces which also gave me the idea and worked with tutors Andy West,
Jill Salmon,Victoria Kershaw and Jonathan Pringle. The design on the front was made out of acrylic and paint and I made the metal to hold the
acrylic. It was a difcult project but I felt very happy with it.”
James White 3rd-year
Scoop
“We had all been to Weston Park Museum, handling items, and selected an item on which to base our projects. I chose a scoop and planned it out
with Nick Palmer, the gilding tutor.The bowl of the scoop was made around the shape of a balloon with layers of papier-mâché. The handle was
made out of wood, glued to the bowl and then covered with papier-mâché itself. I then covered it with a base coat of clay, called bole, then a layer of
size (bone glue) and gilded it. It was decorated with a lime paste in the style of the original design and I am very pleased with it.”
Hope Stewart-Fincher 1st-year
Ball Pendant
“I started thinking of bells for my design but then decided to make it into a conker. I made prototypes
out of copper withVictoria but the nished design was in silver. I cut two pieces out and used a doming
block to make them round. I used a punch to put the holes in and the smallest doming block pen to
make the spikes.The chain was made of jump rings soldered together. It was pretty complex for my rst
piece of jewellery so I am very pleased with it and it looks great in the display.”
41
Bag made with sisal yarn on a peg loom
CommunityWeaving with 1st-year and 3rd-year students:
Lizzie Johnston, Fiona Doman, Saaim Hussain
and support worker, Jess Macnair.
Alice Evamy 1st-year
Crank Totem-Pole Sculpture
“I went to the Precious Cargo exhibition and was inspired there by a Canadian
spoon with totems on the handle. I then produced the totem-pole based around
it by carving into the clay and I tapered it as the spoon’s handle tapered.” Tutor,
Amanda Packham says “Alice worked with energy and strength to carve the clay
out into a totem pole. She became more decisive as she made decisions about
pattern and form, creating a piece that grew with condence.”
Joe Dixon 3rd-year
Earrings
“I made earrings as part of my BTEC in Jewellery Accessories. I did
some research on the Internet and liked the idea of having pointy,
dangly earrings. I also got some ideas from our visit to the museum.
I made the earrings rstly out of clay in Pottery and then out of
silver in Jewellery. I shaped the earring on a round anvil, made
the patterns through photo-etching and nally polished them. It is
brilliant to see them nished in an exhibition.”
Continued overleaf
42
Jack Price, 2nd-year
Butterfly Necklace
“I looked for ideas with my tutor and saw buttery pendants which
got me planning. I started by shaping the wings using acrylic,
made the centre bezel, worked on the design inside the wings and
soldered it together. I then placed the wings on the bezel which was
challenging. Then I designed the tail and antennas and nally set
the gemstones, with Victoria’s help where we used a Madagascan
Ruby in the centre and Tiger Eyes and Amethyst in the tail. I am
happy with this work and look forward to giving to my mum when
the exhibition nishes.”
At the opening of the Precious Cargo Exhibition, from left: Graham Moore Museums Shefeld, Rhys Noble, Clare Starkie Museums
Shefeld, Sylvia Dunkley, Lord Mayor of Shefeld, Ben Booth student, Carole Baugh, Exhibition Curator, James Lee, student, Adam Booth,
student Helen Kippax, Principal Freeman College.
Avi Denaro (left in picture), 1st-year with Lee Gilbert,
Baking Tutor, preparing food for the
exhibition opening refreshments
Avi has the last word. “I’ve been making cream scones in Baking,
including focaccia, fruit apjacks, pancakes and a range of breads. I
enjoyed baking, measuring the ingredients, mixing and tidying up. I
used the mixing machine, which I nd fairly easy to use, and Lee gives
me advice on which setting I should use, such as setting the timer in
order to mix it for the right length of time. I use our industrial ovens,
which also have a timer to let me know when to take things out.
For the focaccia, I baked the bread for around twelve minutes, and
the apjacks were baked for twenty minutes. I would like to do more
baking, especially at home.”
A Fish
For All Seasons
Danny Rowen, Pewter tutor, explains the
thinking behind the sculptural carp
I’ve always had an idea to make a fish with the scales put
together in pewter, copper and bronze. I designed it
in my mind and started with a wire frame and built the
head first and then scales from the bottom upwards.
Each scale had to be hand-cut, shaped, polished and
soldered separately.
It was started about 18 months ago and I spent a couple
of afternoons a week on it. I knew some students
would be able to help in this project, so they were
involved in both the design development and putting
some of their ideas into the project.
After I made this, I started my PSTE Human
Development course and was asked to read Temple
Grandin’s Thinking in Pictures. She is a social engineer,
making things for animals and wanted their lives to be
less stressful. She thinks out all her practical projects
and designs in her head and I feel that I work this way
too. She calls this ‘abstract thought’. I recognise this
in some of the students who can work things out in
pictures. Some tutors and support workers have also
joined in with this project. We haven’t made decisions
on what to do with the fish, a female fish called Sushi.
I am very pleased with the way it has worked out and
everything that could have been done has been done.
I could imagine it being at the top of an indoor flowform or water feature.
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44
Never Throwing in the Towel
Dry Spinning the Wool
Both Ashley and Alicia agree that this is the most fun
part of wool processing. They bunch the wool up inside
a towel and take the towels out of the felting workshop
on a lush green walkway. Both students have smiles on
their faces – Alicia even lets out a little giggle as they
begin to dry-spin the wool. Alicia says that it makes her
feel “elated” as she spins the towel round and round and
round like a windmill.They spin the towels for about five
minutes, though I’m sure they could carry on for hours!
It looked like a lot of fun!
The cochineal beetles can be found on the prickly pear
in Mexico. It is one of the most expensive natural dyes
in the world, and also manifests as the E-number E120
which is present in lots of sweets, such as Skittles. (Taste
the rainbow!) Alicia describes the cochineal beetles
as ‘small’ and also thinks that they look like miniature
woodlice. Only ten grams of this precious and expensive
beetle are needed to dye Alicia’s scarf, because the dye is
incredibly intense.
Alicia, First-Year
“In felt-making, I made a felt ball. You have to use water
and soap to make the ball stick. I used red and blue
because I like the colour red.You have to roll it with your
hands. This helps shape the ball and makes it stick. I also
made a scarf. I stuck the wool onto the blind curtain. I
pressed down the scarf with the net curtain, and I used
warm water and soap to make the wool stick. Then I
rolled it. I dyed the scarf with cochineal beetles and it
will make the scarf pink. I will dye the scarf red as well
and will use Brazil wood.”
Alicia’s designs for her scarf
Prickly pear cacti: home to the cochineal beetle
Glasshouse College
“I used a pestle and mortar and turned them into a
fine powder,” says Alicia, describing the process of
transforming the small purple beetles into a natural dye.
She then put them in a pan and added a bucket of water
before placing the wool (shorn from the sheep at Vale
Head Farm) into the bucket and stirring it.
A Rewarding Term
with Paulina, Felt-making Tutor
“Ashley has really come on this term. Anybody you ask
will tell you that. Previously he was closed up, clammed
up but this term he has really opened. He has learnt to
look after himself. He too can now do his shoelaces up!
His mum and dad were thrilled when they found out that
he could now tie his own shoes.”
“Both students have learnt a huge amount in a short
space of time. Alicia has excelled all expectations because
previously she would not come to the farm because she
wasn’t a big fan of animals. Now she comes every day!
She knows how to react when the chicken comes into the
workshop, and she knows how to react when the dogs
are sniffing her. She is no longer scared.”
“When she arrived, she also found it difficult to talk,
but now she has begun to find her own voice. She goes
out of the workshop on errands by herself and she has
learnt to make fresh Dutch coffee. The red scarf was a
huge challenge as it required a lot of patience. She likes
to rush, you see!
“It’s wonderful,
it’s truly
wonderful.”
Alicia proudly sporting her magnicent red and orange scarf
Ashley, First-Year
“I have made a felt ball. It was multicoloured. I used soap
and water to make this.You have to roll the ball between
your hands. I have also made some ankle weights. These
will be used in eurythmy. I had to use a net curtain to
make this. I am now making a mobile phone cover. This
is going to be rainbow coloured.”
And also, it’s the little things that we can all do that our
students often struggle with – such as tying your own
shoelaces or hanging up your apron after a mornings
work! Alicia can now tie her own shoelaces and hang
up her apron. Before she couldn’t make any choices,
but now she can, after only one term at Glasshouse. It’s
wonderful, it’s truly wonderful.”
45
46
LANTERN FESTIVAL
Celebrating Midwinter at Ruskin Mill College
Festivals at Ruskin Mill College
Throughout the year Ruskin Mill College celebrates festivals to connect
us with the cycles of nature, establish a yearly rhythm for the students,
and strengthen our community. We share stories, food, songs and activities
which are linked to the seasons and expressed with beauty, creativity and
reverence.
In deepest winter we held Lantern Festival – our biggest festival of the
year. The lantern procession is a celebration of the inner light we each
carry within us; and a promise that even as we move into the darkest and
shortest days of the year, the sun will return to us again with the spring
equinox. It is also a brilliant example of the whole College working
creatively as a community, where everyone plays a part in the many small
and large details required to support this complex event.
Originally planned for December, the festival was postponed to January
due to high winds and torrential rain. Against the darkening skies, the
familiar winter landscape was transformed by the light, warmth and
sparkling reflections of the lanterns and fires around the procession route.
The evening got under way in Horsley Mill courtyard where students, staff
and parents enjoyed a wonderful spread of freshly baked bread, cheeses,
chutneys provided by the catering team, accompanied by some fireside
songs from Tutor Hamish Guerrini – including an acoustic version of
Bruno Mars’ popular tune, ‘The Lazy Song’, which was imaginatively rewritten by student Bede Solley.
The evening’s highlights were, of course, the hundreds of lanterns of
all shapes and sizes along the procession route. Using paper, willow,
and wood, students and lantern makers Eppie Short, Rosa Verge, Ruth
Liengaard, David Flower and Patricia Digby had created a glittering,
magical luminary spectacle. A sail boat floating serenely on the millpond,
Merlin the wizard, a giant panda, a flame haired dancing girl: all remained
as vivid images in the mind’s eye long after their lights had faded.
Carole Richards, Events and Facilities Co-ordinator
MAY DAY FESTIVAL
47
May Day and the cows
get their Freedom
Now the wheel of the year has turned again,
and with it, the sun has returned – marked in
May with the celebration of the Spring Festival.
While the cows – newly released from the barn enjoyed their first taste of fresh spring grass; Farm
Tutor Hamish Guerrini, with students Martin and
Phoebe, told a very funny story about George
the bull’s famous ancestors and their role in the
development of Edward Jenner’s TB vaccine.
Above:The Stick Band
providing the entertainment and left:
George the Gloucester
Bull, causes a sensation
when he got stuck in
some muck and needed
to be rescued!
To finish, there was a memorable performance
by the excellent Stick Band and everyone enjoyed
plenty of ice cream.
The Composting Kingdom at Gables Farm
The Composting Kingdom of Gables Horticulture, designed around 23 big “bread loaf ” heaps, represents the digestive tract,
breaking down old tired substances to allow fertile new energy for the plant growth of Spring. Here we have the center of
microbial communities, engaged in intense warming and transforming, life birthing vitality. The Pheonix from the ash.
Martin Slade took on building his own weed compost heap
in the Autumn, layering weeds from the garden with turf,
with dried leaf material and with thin layers of discarded
moth infested wool from the weavery (high in nitrogen on
two fronts). Now it has settled down to a solid three foot
height, but originally Martin balanced it at five feet - a good
achievement! He no longer has composting with me, but I
hope to engage his strong arms for an hour in the summer
term to turn the baby over.
David Wilson is working presently on his high quality potting
soil pile, layering chicken straw with kitchen fod waste, then
wool, and then, thanks to Philip Leonards efficient, high speed
lawn mowing, a layer of succulent grass cuttings. This pile
should be ready for spring planting in trays of cabbage, lettuce,
or squash perhaps - 2013. Well Done, David! You must come
back to visit and see the fruits of your dedicated effort.
David, left, and Christoph on a ‘bread loaf’ heap
Christoph Rubach, Tutor
48
Freeman College Student Council Join NUS
The Role of the Council
by Laura Green, 3rd-year
National Union of Students
The Freeman College Student Council decided as a
group that they would like to be part of the National
Union of Students. So we set about applying to join. This
involved writing a constitution which was agreed on by
all members of the council.
The application went through successfully and all
students at Freeman College are now entitled to an NUS
ID and discount cards.
The Student Council recently decided to visit the
Glasshouse College. The purpose of the visit was to meet
the Student Council there and to discuss and share ideas.
So on the 1st of May we all took a mini bus down to
Stroud for the day.
When we got to the Glasshouse College we all
introduced ourselves and were shown around. We then
had a meeting with the council and we talked about
bullying and a new mentoring scheme which we would
like to put in place. This was an excellent opportunity to
see how the council works there and what kind of ideas
they come up with.
Each year at Freeman, students are asked to vote for
who they would like to represent their college and be
on the Freeman College Student Council. A voting form
is send round to each student, listing those who have
put themselves forward to be a candidate. This year
the council has 7 members. It has members from each
year, some who are day students and some who stay
residentially.
The main role of the council is to listen to and discuss
ideas of staff and fellow students on how to make our
college a more exciting and enjoyable place to learn. I
have been a member for 2 years and as a group we have
organised many events and celebrations such as Sports
Relief and the Royal Wedding buffet.
We have also managed to get some meat put on our menu
once a week which a lot of students were in favour of. We
have even managed to get a space designated as a student
Common Room. We work hard to be role models for
other students.
We were then lucky enough to have a go at glass etching
and glass engraving before we had to return to Freeman
College.
Laura Ellis, College Administrator
Top: Jack and Mark with their NUS cards and the councils at Glasshouse College.
Above and right: Having a go at glass engraving at Glasshouse College.
George meets Padraig, Superstar Golfer
George, right, with the other lucky golfers and golng superstar, Padraig Harrington, third from right.
Since we last reported on George in the Winter 2010 edition of Run of the Mill following his gold at the home of golf,
St Andrews, he has continued as a Special Olympics competitor. In May this year, George was among five golfers
invited to the BMW PGA Championships at Wentworth by three-time Major winner Padraig Harrington. George has
been playing since he was 11 and plays off a 12 handicap.
As a Global Ambassador, Padraig serves as an advisor to the Special Olympics International Sports Resource Team on
golf, offering his extensive expertise to help further the sport of golf around the world. Padraig commented, “This has
genuinely been a highlight of this year’s Championships for me. Every golfer has a handicap, and every golfer comes
out to play their best. In my book, these golfers are par for the course. They inspire me.” The Golfers were treated
to a VIP day and included a sumptuous lunch at Richard Caring’s Grill Restaurant. Padraig then treated them to an
exclusive clinic on the putting green.
George was clearly excited about his meeting and fresh from tree felling he dropped by the office: “I had never been
to Wentworth Golf course before and its a massive course. We walked around the clubhouse and went into the Ryder
Cup room commemorating the European win. I’d never met Padraig before and he was really kind and shook my
hand. We had a lesson on the putting green which was really good, it helped a lot. He putts with his left hand over
his right and told us just to keep the putter in a straight line, back and through. We watched him putting and he was
perfect every time, but told us we should practice two to three hours at a time. We watched some of the golf and saw
Luke Donald playing. The weather was boiling hot and it was a brilliant day out.”
Ruskin Mill College Cater for France
On Sunday May 27th members of the college catering team, Sandy
Harding and Frances Graves and the Assistant Principal Caro Birtles
along with three students Clare Oliver, Daniella Esbensen and
Ollie Mawby, catered for 90 members, both French and English, of
the Twinning Association for Nailsworth and Leves. We cooked a
typical English meal of sausage and mash and onion gravy followed
by apple crumble and cream. The event was enjoyed by all and
everyone pitched in as a team. This looks like being the beginning
of a relationship between Ruskin Mill College and the Twinning
Association. Andy Davies and two of his NPTC in Skills for Working Life students, Ollie Mawby and Jake Fisher, are
negotiating with Nailsworth Town Council and Horsley Parish Council to paint a mural of scenes from Ruskin Mill
College looking through a window to a scene in Leves. Caro Birtles.
“On the Sunday I helped to prepare food, put it into a car and take it to the Arken Centre. When we got there, I
cooked some of it and served it to the French people, with Daniella. It was great meeting the French visitors and they
looked like they enjoyed themselves.” Clare Oliver 2nd-yr
49
50
A Beacon for Training
and Therapeutic Activity
Opens at Catterick
in Partnership with
Clervaux Trust
The Veterans Artisan Bakery is a partnership between
Clervaux Trust (www.clervaux.org.uk) and Riverside
ECHG (www.riverside.org.uk), and is located in The
Beacon, Catterick Garrison. Its purpose is to provide
vocational training and therapeutic activity for the 31
residents at The Beacon, who are ex-service veterans
from the armed forces who have found themselves
homeless.
Barista training (accredited through Union Coffee,
our supplier), marketing and logistics and delivery.
One of the trainees; Charlie Campbell, is gaining work
experience four days per week. He is expected to go on
to further training and employment within the catering
sector.
We are working with Crossfields to develop an NVQ
Level 2 qualification which can be delivered here.
The bakery is run by Kevin Irvine, Head Baker, who
recently left the armed forces as a Warrant Officer, Class
One, after 22 years in the catering corps. Kevin is able
to empathise with the veterans following his experience
in the army and has done tours in Afghanistan, Iraq,
Northern Ireland and Bosnia.
Kevin is supported by Rick McCordall, Commercial
Manager at Clervaux Trust, who was responsible for the
setting up of the bakery and helping the bakery work
towards commercial viability. Since the project started,
there has been lots of coverage in the media including
local TV, press and radio, as well as a feature on the Radio
4 Food Programme aired on Sunday 8th April 2012.
The Right HonourableWilliam Hague, Foreign Secretary, and MP
for Richmond, Yorkshire, opening the newVeterans Artisan Bakery.
Mr Hague also was guest of honour at the ofcial opening of
Clervaux Trust in January 2009.
The Veterans Artisan Bakery and coffee point opened for
business on 4th January 2012 and the project employs
two full time and one part time member of staff.
Seven veterans have accessed the vocational training in
the bakery and at the coffee point since it opened in
January. This training includes life skills such as time
management, presentation, work ethos, discipline, sense
of pride, satisfaction from customer recognition and
seed-to-table ethos. More technical training includes
basic food hygiene, artisan bread making skills, basic
cookery skills, customer service, front of house and
A veteran in the well-equipped new bakery, preparing scones
51
Above: Mr Hague with a veteran and the media. Left: Colonel Nick Millen, Commander
of Catterick with Janine Christley, Director of Fundraising at Ruskin Mill Trust.
Colonel Millen said of the new project,“The Clervaux bakery is perfect here at Riverside
because the fact that Clervaux is doing what it does, in taking people who have slipped
beneath the net and transforming them, makes them perfect. What is so wonderful now
is that we’ve now got local products and local people working together, and we’re now
churning that back out. Clervaux is absolutely at the centre, its pivotal. It provides the
right security, dignity and aspiration all in one place.”
A local celebrity chef, Rosemary Shrager, launched the bakery at the end of February 2012 and is very supportive of
the project. The project has developed a partnership with Richmond Soroptimists providing on-going volunteering
support and help when required. Working in partnership with the Soroptimists, there is an intention to set up a
market stall in Richmond to sell the bread and baked items and provide further vocational work experience for
veterans.
The project is ahead of plan on sales and profitability and sales have increased month-on-month since the project
started. This been achieved from a combination of the coffee point and events catering. Sales are expected to continue
to increase based on improved awareness, reputation and other developments. The bakery is now supplying a shop
in nearby Richmond and we are in talks with Sodexo, the contract caterer who provides the catering for the whole
of Catterick Garrison. For more information, please contact Rick McCordall on [email protected] or
07808 501553.
Clow Beck
Tyll van de Voort, Land Manager, reports from Clervaux Trust’s 100-acre site
The land continues to offer plenty of opportunities for students and adults with special needs, the animal and land
construction side being the most popular with students, horticulture with the adult clients.
The Biodynamic Apprentice Training Scheme at Clervaux is going strong. Nanda and Dom will complete their training
in January; Roberto will start his second year in September. There are strong links and good exchange with the Botton
Village apprentices group and Clervaux is well represented in the national biodynamic trainers’ group.
(continued overleaf)
52
Two of our six Golden Guernsey goats are in kid
and a further two will go to the billy this autumn.
The apprentices are looking forward to venture
into a bit of goats cheese making. Our sows
Norma (Tamworth) and Tilly (Mangalitza) both
had good litters of 10 and 7 piglets respectively
and Clow Beck and Clervaux Café’s freezers
are filled to the brim with sausages, bacon and
pork cuts. We have reared a new batch of 50
laying birds and should, within a few weeks,
produce plenty of eggs again, with a total of 60
- 70 odd hens. Unfortunately the largest fox
any of us has ever seen came on several raids,
killing 20 chickens. We have now relocated the
birds closer to the buildings again in a third
chicken house.
And finally, we have acquired two young male
donkeys this winter (Jack and Jill) to expand the
animal curriculum into grooming and possibly
carting. They are a cherished sight for staff,
students and ramblers.
We certainly hope that we can continue to offer three
training placements, not least because all construction,
farm, animal, horticultural, and work is done by the
apprentices, Dave and myself – without them we would
have to shrink our activities. I would also like to stress the
invaluable educational and cultural contribution made by
the apprentices, from role modelling to student support –
we would be a poorer place without them.
Tina Murray has managed to secure a small grant to build
a pedestrian bridge over the Clow Beck. This bridge has
been completed within the grant budget in early June and
now provides excellent access to the old orchard, chicken
run and bee hives, as well as easy pedestrian access to
Clervaux’ fields across the beck.
We have currently 22 ewes, 30 shearling ewes, and 40 Aprilborn lambs – 92 sheep in total. I have so far experimented
with two pure breeds, Lleyn and Hampshire Downs, and it
looks as though overall the latter are the breed that thrives
best on our land. Both the Clervaux Café and Clow Beck
kitchen have so far used all our meat lambs. The wool,
barring what we need for weaving and felting, will be sold
through the Wool Marketing Board. By the end of this year
we will have extended our flock to 53 ewes and will be
expecting around 100 lambs next March.
Clow Beck Eco Centre, Jolby Lane,
Croft-on-Tees, Nr Darlington, DL2 2TF
Tel: 01325 729860
www.clervaux.org.uk
Working 9 - 5
at Ruskin Glass Centre
Rachel, second-year student
“Hi, I’m a student at Glasshouse College. I really enjoy
working with Kevin in glass cutting and sand blasting.
I find doing the work really fun and enjoyable to work
with Kevin Barry. On a Saturday I come in at about 9 am,
and do paid work with Kevin. I sweep the floors and then
sit down and get on with jobs. I help with kids’ parties –
the sand blasting – and also sell items to the public. I also
enjoy taking the money and using the card machines. I’ve
sold some of my own stuff – some coasters with dolphins
and footballers. I like dolphins and I like it when people
buy something that I’ve made!
I’ve been working in here since September, so about six
months now. Most Saturdays I work 9 – 1, but sometimes
I have worked 9 – 5. I stayed at home after finishing year
11. I had nothing to do except help my mum with the
washing-up. I don’t know what would’ve happened if
I hadn’t found the Glasshouse. But I did, and working
in sessions with Kevin and also Brian Mason make it all
worthwhile.”
“In the future, I want a workshop like this,” says Rachel,
whilst smiling. Before she came to Glasshouse College,
Rachel had no interest in the manufacture and design of
glass, but now she wants a career in the glass industry.
“I like designing things and I like producing one-offs –
they’re unique and they also sell better!” With an eye for
design and an emerging awareness of business, the future
is looking bright for Rachel.
Kevin Barry, glass-maker and tutor
“I noticed Rachel’s potential very early on because she’s
very chatty and great with people in a shop environment,
so I asked her to come work with me on a Saturday.
She helps with everything and sets a fantastic example.
She’s also incredibly trustworthy when it comes to the
transaction of money, and there’s a strong possibility
that I’ll ask her to work here when she leaves Glasshouse
College next year.”
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54
A Midsummer Night’s Dream
Ruskin Mill College Drama Group Pay Homage to the Bard
Tutor and Director Penelope Rubach
explains her bold move to take on the Bard
The decision to direct the students in a production of
a Shakespeare play was a bold one, and at times I felt,
foolhardy. I was partly curious to see if such a challenge
could be achieved, interested to see how we could
find the best way of working and whether the students
would be carried by the material, and very keen that
the students should have the magic and experience of
‘the bard’. I was heartened and uplifted throughout the
process with how deeply the students connected to the
characters, story and historical context in ‘A Midsummer
Night’s Dream’, and how they pitted their will to the
great task of understanding and learning the language and
lines in the play. It was a challenge, yet each student rose
to this challenge to the absolute best of their ability, as
did all the members of staff involved and the backstage
crew, creating the team that was needed to pull off this
great enterprise.
It was a truly wonderful experience for me to watch the
final performance, and to see the cast really living the
play and giving it to their audience with total energy and
enthusiasm. The pace was fast and they were evidently
enjoying and completely engaged in the experience, as
were the audience, and I was both moved to tears and
laughter as I was able to let go and watch the story unfold
as if I were really watching it for the very first time.
I would like to wish a very big THANK YOU to
everybody who made this enterprise possible; to Ruskin
Mill and particularly Caro Birtles for trusting me with
this vision, to all the students for their incredible hard
work and trust, to Sarah Scott for her endurance, good
spirit and endless hard work, Helen Rowe for all her
volunteering and stage management help, Padraich
O’Rian for his lightness of heart, goodwill and support,
Daniella Ubsdell for her beautiful costumes, Rich Piri
and Lucy Mieckle for all their support and positivity,
Hamish Guerini for his clowning brilliance and help with
set, Luke Brinsford for his positivity and talent, Jane
Beckley for her set design and trees, Sam Bloomfield for
stepping in, but never actually making it onstage, Howie
Knightly for building set, Jack Shepherd for lighting the
show, Rob Birmingham and Josie Masedo for the poster,
Sarah Millin and Paul Libson for organising staff and
support throughout the year, Matthew Woodward for the
video, to my husband Christoph Rubach for living the
process with me at home, help with voice work and for
stepping into the role of Oberon only ten days before the
performance and learning all those lines, and a big thank
you to all those staff members who helped backstage
and on the door during performances and people too
numerous to mention who have supported this project
along the way.
Here are some comments from students and staff
Sarah Scott- Assistant director
“Working on ‘A Midsummer Night’s Dream’ has been
an amazing experience. Over the past nine months I
have witnessed our students facing and conquering so
many challenges and it has been inspirational. Together
we lifted words from a page to create a wonderful
show and shared so many experiences. I am proud to
be part of such a fantastic group of people. Watching
the students work together and support each other has
been enlightening and uplifting and I will cherish this
experience forever.”
Kaarah Gibson (Kellie Cooper) 3rd-yr - Hermia
“I really got into my character Hermia; I also did some
Directing and Choreography. Hermia is loyal, kind,
loving, fiery, and fierce. She was quite fun to play. My
favourite part of the play was when Hermia went for
Helena and Demetrius held her back and kept pushing
Hermia down to the floor. It can get very tiring
though and tensions run very high before and after the
production.”
James Dustan 2nd-yr - Demetrius
“It was good fun being in the play. I got a little bit of
stage fright to start with but I managed to pull through it.
I managed to do the play and really enjoyed it. Even if I
don’t do the play next year, I’ll film it!”
Matthew Goodyear 3rd-yr - Puck
“What I did to overcome my stage fright was to picture
the audience as penguins. That helped the audience
to not be so scary. It was cool to play Puck, who is a
manipulative, shrewd and clever character. To learn all
those lines was pretty tense. I think I did pretty well
overall.”
Martin Slade 1st-yr- Bottom
“It was really fun to play the character of Bottom. It
almost reminded me of myself at times. He is a very
big headed and funny character yet he is lovable as well,
just like me. It was very hard to learn all those lines but
I got there in the end. In my personal opinion, when
Bottom’s trousers fell down and his holster came off
with the sword, that was the high point of laughter in the
performance. I had better do drama next year otherwise
the production won’t be funny.”
Isabela Raphael 2nd-yr- Helena
“It was a really challenging experience. The crew the
music and the director were amazing, the technology was
brilliant, and the way it was staged was moving.’
Christoph Rubach, tutor - Oberon
“Meeting a community of cast members enthusiastically
engaged toward a joint imagination was exiting and
inspiring. I enjoyed the challenge of learning so many
beautiful Shakespearian lines, spending hours in the
Norton wood enacting a magical King of the trees,
sometimes using two thin, three metre sticks to
strengthen my gesture and royal speaking intention. I
was thrilled to experience the limelight again, and give
our lovely audience the gift of ‘the bard’, his wisdom and
love, filled with humour but also deep human respect.”
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Cizenship Through a Lens with Tutor Cathy Bloeld
Part of being a good citizen is about being observant and knowing about what is going on in the world around you.
In Citizenship lessons, students have been developing their ‘looking and seeing’ skills to become more aware of their
environment. During the cold weather we had some fantastic frosty mornings and some of these pictures reveal
patterns and shapes that have been highlighted by the frost. We were also interested in the contrast between natural
and man-made materials. These photographic projects as well as helping us to improve our ‘looking’ have also made
us think about what is going on around us. We stopped and looked with interesting results.
Photo by
Tom
Fenning
Photo by
James
Southerington
Photo by
Shawn
Pepler
Photo by
Luke Bates
Photo by
Joshua
O’Donnell
Photo by
Luke Coulston
-Jenkins
Photo by
Alex Reich
Photo by
Chris Hart
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Copper Spinning a Water Feature
Graham Oldfield, Copper tutor,
Applauds Chris’s Achievements
When Chris first arrived in the workshop, he expected
to be able to spin copper on the lathe but it takes time
to develop the technique. But he stuck at it and worked
really hard. I have had him for three mornings a week and
he has attended all of them. Chris can now show other
students his skills and help them get started. The project
to make a copper water feature based upon flow-forms
for the garden at Tintagel House has been very challenging as everything needs to be precise. Each bowl needs
to be positioned perfectly for the water to flow and there
will be a lot of trial and error involved. Chris has applied
himself 100% to this project and I am very proud of what
he has achieved and I think he is too!
Chris, 3rd-year, Transforming an Environment
make some forms out of copper. We made some drawings
and I didn’t want to make it too complicated. There are six
copper bowls which I spun on the lathe and one brass bowl
to make it look different. There is a copper pipe up the
centre where the water will be pumped up and the water
will come out of the top and flow down the bowls. It is
being fitted together and will be installed into the garden
during the summer term. The spinning was quite easy as
it is my third year with Graham. The tricky bit is fitting it
together and will require some careful soldering.
I really enjoy practical sessions and metalwork as well
as working with and understanding animals. I’ve spent
two and a half years looking after horses with my homeprovider Graham. One of the horses, Misty, has arthritis
and Cushing’s disease so it has given me a good insight into
looking after the needs and medication of an animal on
a day-to-day basis. I hope to go to Sheffield College and
do BTEC Level 2 or 3 in Animal Care. I would like a job
doing anything with looking after animals.
Left: Chris on the lathe forming shape; above: soldering together;
below: polishing up in preparation for installation.
The project started off in Horticulture at Tintagel when
we looked at the pond which needed completely restoring.
So I had the idea to sort it out and I was given a £100
budget to get it going. It used to trickle down the bank
and had never worked properly since I have been here.
We’ve cleared the ponds and dug out the trenches. Then
I came up with idea of a water feature and I like copper
spinning, so I talked to Graham and he agreed to try and
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MUSICAL TALENT
Jack (and his guitar, Miranda)
a second-year student
I play a 1970’s ignition bass violin which Paul McCartney
regularly used in his Beatles days. I found an interest
in music four years ago, and after listening to a lot of
Metallica, I bought a guitar on a whim. I do a lot of finger
play, and I can even play backwards. I’m not in a band, but
I’d love to be in a band – rocking and meeting people all
over the world. My true dream is to bring back grunge
and punk, the type of music that can really say things to
the authorities and the government. Music is one of the
few things that can move the world without violence. And
comedy too, I suppose. I love stand-up comedy, especially
comedians such as Jeff Dunham and Lee Evans and I’ll be
compering the end of term music and telling a couple of
my own jokes.
Jack
Sarah
a second-year student
In the end of term music performance, I’ll be singing
‘Wherever You Will Go’ which has recently been repopularised by the Twinning’s Tea TV advert, and I’ll also
be singing ‘When We Stand Together’ by Nickleback. I
like to try out all different types of music, and I feel like
I’ve developed a good range of material. I’ve always loved
music, though I have to admit that my first ever CD was
a Geri Halliwell song! I love drama and music, because at
the same time you’re being somebody else but also more
yourself than ever before. When I’m singing, I’m just
playing me.
Before I came to Freeman College I went to St Helens,
which is an autistic school for 6-19 year-olds. I was pretty
much there for my whole life. Coming to Freeman College
has been life changing. I know it’s a strong word, but it’s
true. I’ve been able to do things here that I’ve never been
able to do before. It was a very daunting move, but I made
friends straight away on my first day. I now live with three
other students in supported independent living. I would
like to live independently soon enough. Freeman College
has helped me follow my dreams. I work at Montgomery
Theatre on a Wednesday night and help with their
productions. My ambition is to work in the theatre.
Sarah
Ruskin Mill College
Art
with tutor, Patricia Digby
Working Horses Print by Aran Houlihan-Burne
Clay Print & Brush Drawing by Jacob Davies
Print by Christopher Buckeridge
Winter Landscape by Tim Organ
Frogs by Thomas Borysewicz
Anteater by Amelia Cook
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Ruskin Mill College
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College Activities by George Nicol, 3rd-year
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Living Skills
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Mosaics
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Nutrion
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Paper Making
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Singing
Soap Making
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Speech
Stained Glass
Stone Carving
Story Telling
Walking
Weaving
Wilderness Trip
Willow Work
Woodland
Working
Run of the Mill is published by Ruskin Mill Trust to reect its work, vision and development.
With thanks to all students, staff and others for their contributions.
Special thanks to Paul & Gavin for technical support, the tutors and staff at our provision for their support, Richard Thatcher for
word-processing, proofreading & additional support and Chris Pritchard for his editorial assistance.
Please contact Chris Pritchard (Marketing and Communications) at [email protected]
if you have any feedback, updates or requests for the website and social media accounts.
Run of the Mill is edited and set byWill Mercer at Ruskin Mill. Email: [email protected]
Printed by Tewkesbury Printing, using vegetable inks and paper from managed forests - www.tewkesburyprinting.com
The Colleges
Adieu
With another academic year
completed, we say farewell to a
record number of students from all our centres. We
wish them all the very best for the future and here is a
small selection of highlights of their time with us.
Ruskin Mill College
Daniel Addis
Harley Ashley
Callum Alexander
Kieran Barlow-Jenkins
Leon Biddle
Matthew Butcher
Kellie Cooper
Jessica Dickinson
Marianne Drinkwater
Richard Duncan
Jaimes Fisher
Matthew Goodyear
Michael Hale
Sara Handzlik
Edward Hart
Rosie Hely-Hutchinson
Thomas Hobbs
Aran Houlihan-Burne
Alexander Jacquier
Oliver Krisson
Becky Morris
Kai Patman
Alexander Phillips
Molly Pieri
Verity de Pulford
George Nicol
Clare Oliver
Stephen Pitt
Joe Radbourne
Robin Rahman
Jake Sidwell
Aaron Simon
Liam Smith
James Soper
Phoebe Verity
Nathan Walls
Ryan Ward
James Wells
David Wilson
Jamie Yapp
Glasshouse College
Lyam Alderson
Jamie Burbridge
Jake Charlesworth
Tarran Ellis
Jake Griffiths
Josh Hancox
Daz Ings
Daniel Jones
Zoe Montgomerie
Gemma Nicholls
Richard Paxton
Matthew Pelling
Tom Pritchard
Francine Quartey
Aaron Randall
Sam Robinson
Lisa Short
Thomas Southall
Daniel Spillane
Alex Timbrell
Neale Walton
Richard Willis
Freeman College
Chris Austen
Ricky Baguley
Chris Chatwood
Ben Cook
Brandon Distefano
Joe Dixon
Chris Grew
Matthew Hall
Aaron Howard
Saaim Hussain
Sabrina Khan
Wasiq Khan
Gabriel Kinneavy
Liam Latham
Sammy Leighton
Mark Lloyd
Chris McAssey
Mark Masling
Sam Middleton
Jason Overend
Curtis Rogan
Liam Rogers
Thomas Rowland
Kayleigh Silvers
Maria Talboys
Callum Tew
James White
Darren Whomersley
Juliana Zhu
Plas Dwbl Farm
College
Andrew Biddle
Sarah Christopher
Will Morris
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Becky: I’ve made lots of new friends at Ruskin Mill College and I’m going
onto the Berkshire College of Agriculture to do a Level 1 Diploma in Animal
Husbandry. I’ve enjoyed working with animals on the farm and I would like to
thank all the staff and students during my journey. It’s been a really great
experience and it has helped me with my anger. I used to be very angry.
They’ve given me the right amount of space to deal with this and the support has
been very good. I’ve done work experience at Heartshore Horses and the Coffee
Shop. I’m going to live independently with some marginal support and look after
my new pet Derek the Lizard and three goldfish.
Richard: I’ve made a big project in Stained Glass for my leaving present and
I’m going onto Stroud College to do Passport to Independence to build up my
CV and work experience. It has been a very good experience at Ruskin Mill and
I’ll keep in touch with my many friends. I’ve enjoyed working at the Gables
Farm shop where I am told I have excelled. My independence skills have
improved since being at the college.
Aran: I’ve enjoyed my time here working on the farm and I’m very interested
in the biodynamic approach. I’ve made lots of friends and a highlight was to go to
the Palace and receive my Gold Duke of Edinburgh award. The people in Stroud
are so friendly and I’ve served at both the Stroud and Woodchester churches. I’m
also going to the Berkshire College of Agriculture and doing Animal Husbandry,
whilst staying in the halls of residence there. I’ve loved every second of
being at Ruskin Mill College and it’s been brilliant.
Dan: I’ve got loads of qualifications including Green Woodwork, Papermaking, Horticulture and Flow-forms. I enjoyed working with Barry in the Farm
Maintenance workshop, doing grinding. I’ve made lots of flow-forms in work
experience with Duncan and I’ve also done work experience in Nailsworth at
Emmaus and at the Green Spirit shop. It’s been really helpful being at Ruskin Mill
College and I’m going into supported living.
Tarran: My highlights at Glasshouse College are working in Bronze Casting
with Tim, Paul and Andy, working at the farm with Ed and the animals and
with Ron Smart in the Farm woods. My greatest achievement since being at
the Glasshouse College is doing work experience at the Belbroughton
Animal Sanctuary. When I leave, I’m hoping to go to live at Camphill.
Zoe: Since joining Glasshouse College, I’m much more confident and
grown up. When I look at the rings and other items I’ve made in Jewellery, I
feel proud of the skills I’ve learned and of what I’ve achieved. I’ve made some
really good friends here too. I’m moving to a shared house in Ashford, Kent,
where I’m going to try and get a job working with animals.
Gemma: My highlights from being at Glasshouse College are meeting new
people, making new friends and getting on with staff. I also really enjoyed being a
part of the Gododdin theatre production and going on tour. My best achievements
have been gaining more independence, getting to lessons on time and developing
my work skills. I loved getting elected onto the Student Council three
years running and being able to help the college and students, working with Gail
and Ami. From July, I’ll be living independently in Stourbridge, and in September
I start my full-time college course at Stourbridge College. I’ll be studying level
1 in Childcare.
Tom: My biggest highlight was taking part in the production of The Gododdin.
Playing the part of “Old Jones” made me feel really good. My greatest achievements
since being at the Glasshouse College are growing in self-confidence, and
taking great steps in maturing into adulthood. I’m moving to Clevedon
to live in supported accommodation. I hope to go to a local college in either
Bristol or Weston-Super-Mare. I’ll also be looking for a job in a local café, as I’ve
really enjoyed working in the Ruskin Glass Centre Café.
Aaron: “Making friends and meeting new people, and learning new skills
that will help me in life.” My best achievement is learning to travel
independently, and doing things that I’ve not done before. I will be going to
Clervaux in Darlington to do more independent work.
Neale: My personal highlights since being at Glasshouse College have been
learning how to blow glass, repairing and working with bikes and performing
mechanical work. My greatest achievement has been joining the Security Industry
Authority and gaining a level 2 qualification in Security Guarding, and
getting my flat. After I leave, I’ll be studying a level 2 Public Services diploma
at Dudley College and continue to live locally.
Chris : “Coming to Freeman College has been a life-changing
experience!” He has just accepted the keys to his first tenancy and is enrolled
on a Catering Course at City College.
62
United We Stand!
Kai, 3rd-year, reports on meeting our challenges together
The game I’m talking about here is football, but on
another level it’s actually real life. It’s about how you
behave on the pitch as part of your team and about how
you behave off the pitch with your team players in life,
like your friends, your work colleagues or your tutors.
There’s 2 sides of me in football. I think everyone in
sport has two sides to them: One side of me likes to play
‘attractive’ passing and movement in football when I feel I
have a generous team in which I may get the ball back.
Friendship and Team Work
The Individual
The physical skills you learn at this college help you
survive in the wilderness but the most important
emotional and mental skills of friendship and teamwork
take you to another level of not just surviving, but
thriving. Sometimes you have to do things independently
and other times you have to do things as a team.
However, maturity in friendship and teamwork, is
knowing when to do something and how to do it. I
have managed to learn this through my experience as a
football captain and a wilderness hiker.
The other is where I, like other people, can be really
passionate and want to enjoy myself on an individual level,
but you can quite easily get frustrated because things
might not go your way. For example you don’t get the
ball back or you can’t score. Things can start individually
and then can pass across the team. It could be that a
really frustrated player is not getting what they want, not
scoring or always fouling on the tackle or even showing
dissent. Football is a team sport. The key thing is “what’s
the point of having other people on your team if you’re
not going to pass to them and not use them?” Everything
you do as an individual affects the team. If you don’t play
very well, your team may not play well either.
The Football Team
The Wilderness Team
Top: Kai on theWilderness trip in May 2011.
Above: Kai, right, with the Ruskin Mill College football team.
And that goes for when you’re out in the wilderness
too. Only the game is no longer a game, but is all
about surviving and thriving. The whole trip across the
mountainside was as huge as it felt. The nerves were on –
a kind of nervous excitement. Although I didn’t expect to
see snow and hail! These were quite strange things to have
in May. People were feeling a bit off balance, including
me. There was one point where I just wanted to stop
walking and imagine myself not being on the mountain
any more; that I was back at college with the rest of my
friends. As the hail finally stopped, we got to the bottom
of the mountain and I really tried to spur the other
students on. On the way down another student suffered
a great medical difficulty, which meant he was unable to
63
continue. Because of this I made a personal vow that I would help myself
and everyone else to accomplish this student’s dream of trekking miles over
unfamiliar and treacherous terrain.
The funniest thing and in a way the coolest thing was we celebrated Rosie
Hely-Hutchinson’s birthday. We took a huge day off. We were all worn
out after a very tiring trip the day before, with all the worst weather. Our
camp was in two groups, separated by a rope bridge across a deep ravine.
The extreme weather made it too dangerous to cross the rope and regroup for Rosie’s birthday. However, with the help of a local fisherman,
by the afternoon we made it across to the others. He brought a cake for
Rosie. It was wonderful how the local people of Knoydart showed us
such compassion, boosting our morale by enabling us to be together and
providing a cake to celebrate with. It was a strange way to celebrate a
birthday, being in the middle of nowhere, with no bowling alley and no TV
– no activities except walking, cooking and making camp. In such extreme
conditions, in such a wild place, we all felt as glad as each other just to be
back together again in one camp with a cake to share.
Trust
Kai at Gables Farm Shop doingWork Experience.
The wilderness trip is a good way to explore your relationships with other
people, what they like to do, how they like to do it. I am a lot more aware of
what I should and shouldn’t do in getting on with others. I had a lot of trust and faith in everyone around me. I trusted
that we were all going to try and get on as a team and independently at the same time. Being on a wilderness trip, on
a football team, shows your true boundaries, your strengths and weaknesses, and how to use these qualities to move
on into your future.
Tea with the Lord Mayor of Sheffield
Following a tradition now established at Freeman College all incoming Lord Mayors and Master Cutlers in Sheffield
visit our Wentworth workshops to have their hands cast in pewter. As a thank you to the students who cast the Lord
Mayor & Consort’s hands four students James Lee, Ryan Hallatt, Stevie Watson, Alex Chester went to afternoon tea
at the Lord Mayor’s Parlour Monday 12th December. We were warmly welcomed and spent a lovely friendly ½ hour
looking at some of the Town Hall silver collection. The Lord Mayor, Sylvia Dunkley donned her official robes and each
student had their photo taken wearing the tri-cornered hat. We were even treated to handling the Mace and Stevie
marched with the Mace in front of the Lord Mayor. It was a genuinely pleasurable and relaxed visit.
64
David Runs For Fun
26.2 miles in the Rain, Wind and Cold!
David, 3rd-year student at Ruskin Mill College, took on the challenge of running a marathon.
After weeks of training with staff member, James Cheseldine, the day arrived but the
weather was foul. James picks up the story of 3 hours 42 minutes spent in Milton Keynes.
29th April 2012: 0955
David: “We joined in with a group of 1000s of runners”
There it stood. The MK Dons stadium. Huge, grey and
lowering, yet still dwarfed against the backdrop of
the Milton Keynes sky, even huger, even greyer and
even more lowering, clouds so heavy with rain they
almost seemed to be pressing us down into the spongy
verges and saturated streetways of the town. Runners
huddled at the start in hats and gloves, covered in bin
liners flapping like kites in the wind, a handful of hardy
spectators stood under a barrage of umbrellas, applauding
as we began the first steps of our 26.2 mile journey. A
few steps, inconceivably far still to go, and a scene which
bore little resemblance to the images I had held in my
mind for months of fresh and bright spring mornings,
cheering crowds, fancy dress and colours.
We started training in October, David wearing a pair of
my old trainers to see how he would get on. After a few
runs it was clear that David was going to be good. He
hardly seemed to notice 7 miles at my pace. We went out
and bought some better kit, and after autumn half term
we joined Stroud Athletics club.
David: “My favourite thing about running is going to the club
and taking part with the others.”
We trained with the second fastest group twice a week.
I began looking for a half-marathon we could do, but
December is low season for road racing, and it looked
like we might be waiting until March. But by Christmas
I’d already changed my mind; David was showing no
signs of reaching any limits, and a full marathon looked
achievable.
David: “It was freezing.The rain kept falling, the conditions got
worse. We were shivering.”
A Scots drum and bagpipe band stood bravely in the
lashing rain playing us out on the first stretch; but round
the next corner there was little but the biting northeasterly to accompany us through the floods and mud.
Someone went down next to me in a huge puddle; this
David training under welcoming weather conditions
was no road race today. Some of the puddles on the cycle
paths, canal sides and pavements around the course were
turning out to be knee deep and several metres wide.
Verges became churned up and hazardous as people tried
to skirt round the puddles.
From 8 miles onward, there was no way we could have
been any wetter, and a few miles with heads down took
us to half way. We’d taken it easy up to now; in the
fearsome conditions I knew we would need some energy
for the second half. We picked up our pace from 8.30
to 8.00 minutes/mile, and started overtaking other
runners.
David: “There was water then orange juice to have as we were
running.”
The course turned southwards at 15 miles, in theory the
wind would be behind us more in the last 10 miles. There
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were picturesque parks and lakes, but it was grey and freezing cold, and there was no sign of improvement. Runners
around us were stopping to walk, but we kept going to 20 miles. Some people say 20 miles is half a marathon; what
they mean is that it’s half the pain. Most of the pain comes in the final 6.2 miles. My sodden running shoes felt like
they were made of wood as my feet slammed them into the pavements: downhill stretches through underpasses hurt
most of all.
David: “My muscles and feet were hurting, but not a lot.”
David kept going; we kept overtaking and the last few miles gradually ticked away, until we found ourselves once
more in the shadow of the football stadium where the race finally ended. We managed 3 hours 42 minutes, slower
than we hoped for, but still a great time for such an awful day.
David: “We did 26.2 miles. I remember that I went to get a medal after doing the Milton Keynes race; it was sensational.”
RUSK10
to
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700
Get Involved
A message from the Fundraising Team
David added to his achievement of running a marathon by
raising £200 for Ruskin Mill Trust. But you don’t have to
be one of our students to fundraise for us. As you will read
elsewhere in this magazine, Matt Lougher shaved his head
on World Autism Day and raised £2000! And in August this
year, a group of MBA students from Bath University will
be partaking in the Three Peaks 24-hour Challenge, and
aiming to raise £5000.
Running marathons, shaving your head and climbing a
mountain are just some of the ways you and your friends
can get involved with fundraising - and there are loads
more ideas on our website: www.rmt.org. If you choose
to fundraise for Ruskin Mill Trust, then you can rest assured that we will provide extensive resources, support
and guidance. We are here to support you, in supporting
us. Most of all, we want you to have a memorable and
enjoyable experience - we want you to put the ‘fun’ into
fundraising.
With improvements in technology, fundraising has never
been easier! If you choose to fundraise for us, your friends,
family and collegues can easily donate money on our
online giving sites: Everyclick and JustGiving.We have also
activated JustTextGiving which makes giving money even
quicker and simpler! All you have to do is text ‘RUSK10
£5’ to 70070. Simple as that!
As a charity we need your support to continue developing
the Trust and looking after our wonderful students, our
stunning heritage sites and our glorious landscapes.We are
incredibly grateful of all of our fundraisers - thank you,
your dedication is making a difference and changing lives.
66
The Colleges
Welcome to more edited highlights of letters, email and visits from ex-students. We
continue to enjoy receiving your news, so please keep on writing in to us. We hope
you have a very enjoyable summer and we look forward to hearing from you.
Will Mercer ([email protected]).
James Allington lives in Horley, Surrey, where he
attends college and has moved into supported living. He
is looking to pass his driving test and get a car and he
says ‘hello’ to Rich Pirie, Rich Turley, Alan and Roman
& Olga.
Peter Atkins lives independently in Coventry, in
Warwickshire. He spends time with his family, rides
his bike a lot and is waiting to do voluntary work in the
summer. He says that he has come a long way in himself
since his health improved and lots of things have been
sorted out, now that he is a lot stronger in his mind. He
is looking forward to enjoying some holidays in 2012.
Tom Best is still in his great flat in London with his
flatmate, who used to work for the same company as
his dad. Tom used to work in a coffee shop, but now he
is making his own rugs and slippers and he is perhaps
looking to sell them. In his spare time, he has been playing
cricket, splitting wood and doing farmwork and says that
he would like to come up and see us again. He is looking
forward to enjoying a holiday in Cuba.
Adam Black lives in Blandford in Dorset, where
he has his own flat but with sleep-over support. He has
been doing animation work at Arts University College
Bournemouth and a support package for people with
Asperger’s. He is looking to start freelance work in 3D
modelling soon.
Anna Bonati lives in Monza, in northern Italy, where
she has been living with nuns, of whom she is not a fan.
During her time at the Mill, she enjoyed games, gym,
painting and spending time with her friends and would
like to return to England, though that’s not possible at
the moment. She would like to become a great actress
and says that people frequently compliment her on her
acting skills.
Ashley Byfield lives in Bromley, in Kent, and is
looking forward to moving into his own flat in supported
independence. He volunteers one day a week at a local
café, but he is looking to move into employment in the
future. He sends his greetings to Dan Gooch.
Debbie Carter lives in Witney, Oxfordshire, where
she lives in supported independence, attends youth club
and does voluntary work in a charity shop. She also says
hello to Dan Gooch.
Joe Dolan lives in his own flat in Crawley, West
Sussex, which has one bedroom and is very nice. He
attends a school of art, studying “transpersonal arts”, and
volunteers with an environment scheme, doing coppicing,
tree-felling, stream clearing and the like. He is planning
to carry on living independently, developing his life skills
and doing more artwork.
Rashida Donaldson (Bazzar) is still living in
Handsworth, Birmingham, and she is expecting a baby!
She would like to get in contact with Bobby Matthews.
Peter Fitzgerald lives in Wroxham, Norfolk, on a
home support living scheme. He enjoyed all the outdoor
activities at the Mill and is looking for an outdoor job,
maybe in farming or the military. He also wants to get a
motorbike and a house.
Michael Fogg lives with his girlfriend in Mountfield,
East Sussex, and does occasional work painting and
decorating as a builder’s mate. He apparently enjoys
receiving Run of the Mill immensely, which is always
pleasing to hear!
Harry Green lives with his parents in Malvern,
Worcestershire, where he works part-time as an assistant
cook at a care home and attends a technical college
during the rest of the week. He also does evening classes
in pottery and stained glass, is taking driving lessons and
still finds time to do felting as a hobby! Next year, he
hopes to do a catering course, carry on with his craftwork
and maybe move into a supported flat.
Carla Gwynne is still living in Kidderminster,
Worcestershire, with Tommy, her partner of five years.
Although he has had some health issues of late, he is
getting better and she has had the chance to renew her
ties with her aunts, uncles and cousins and with her
partner’s family. She still enjoys art and music and keeps
us all in her thoughts.
Mark Hafner lives in Exeter, Devon, where he’s
moved into a flat and volunteers at a local charity shop.
He has just had a baby girl, called Lily-Jo, and he is looking
forward to marrying his girlfriend and moving in with
her. He says hello to Richard Pirie.
Louis Heather lives with his parents in south-west
London, where he doesn’t do a great deal during the day,
but during the evenings, he goes running, attends a prayer
group, has piano lessons or meets up with friends. He is
doing various voluntary tasks with the aim of easing into
part-time work and to find a solid life direction. He is also
looking to move into a new house-share with five other
people nearby. He says that one of the best things about
Ruskin Mill was the friendliness, care and commitment
he received from the staff, including the many different
crafts available.
Daniel Hood lives in supported independence in
Ilford, Essex. He has developed a great interest in tattoos
and wants to get a part-time job in a tattoo shop.
Brittany Katen is living in Kings Stanley,
Gloucestershire, with some support, though she says she
wants to be able to live on her own in the future. She has
been to college, but she’s currently between activities.
Alex Keston is living in supported independence
in Edgware, Middlesex, doing a professional cooking
course at college, which involves baking, cooking and
front of house service in the college’s restaurant, as well
as the more challenging theory work. He says that he
would like work in catering at a small hotel or school and
do some volunteering, maybe in a charity shop.
Darryl Lee has a brand new flat in Alton, Hampshire,
where he has full-time work at Sainsbury’s. He has got
himself a fairly new car and has a wonderful girlfriend,
whom he hopes to marry in the future. He says a big
thank-you for the support and guidance Ruskin Mill gave
him. He will treasure his happy memories forever.
Robert Lock still lives with his parents in Witham,
Essex, where he has now passed his Comptiq A+
qualifications! He wants to gain experience in working
with computer servers, obtain a full-time job in IT and
to settle down with a girl and start a family.
Ross MacDonald lives in Aylesbury, Bucks, where
he has moved into a new flat and is now looking for parttime work. He went surfing on holiday in Cornwall and
says he wants to travel around England in a camper-van!
Richard Marshall is back with his parents in
Croyde, Devon, which he says is very nice. He now
attends a local college four days a week, would like to live
on his own in future and says ‘hello’ to Sam Mukumba.
Bex Maynard lives with twelve other young people
in a house in Hove, East Sussex. She does cake decoration
at college, a course in picture framing in Bognor Regis
and does salsa dancing as well. In the future, she wants
to get a job, do a hair and beauty course and move in
with her boyfriend in London. She says hello to Lucy
Meikle, Joanna, Caro, Iraina, Marianne, Charlie Tessloff,
Kelly Allan and Tom Drywood.
Ryan Mills lives with his grandmother in Kilsby,
Warwickshire, and helps out at a local charity shop. He
enjoyed coming to the last RMC open day, where he got
to meet his old tutors and house-parents and wished them
well. He’s spent the last four years studying art & design
at college and he is now looking for paid employment.
Callum Morgan lives in Yate, Bristol, studying
animal care at college, amongst other things. He says
that he enjoyed all of Ruskin Mill and that it was a really
fun place to be.
Neal Patel remains in London, studying catering at
Hammersmith College. He has worked as a chef in a
hotel and wants a full-time catering job in a restaurant.
Katy Ponting is still living in Yate, in Bristol, where
she is supported independently and has become an Avon
sales leader! She says that she would like to get a house or
flat with a garden and to get married and start a family.
Ben Roberts is living in Great Yarmouth, Norfolk,
where he has helped decorate a mate’s place and has
done a bit of mechanics work at a car business. He will
be undergoing cognitive behaviour therapy sessions and
has finished epilepsy training. He is hoping to find a parttime job somewhere.
Sammy Roberts is still living in Stroud,
Gloucestershire, where she edits the regular newsletter of
Gloucestershire Voices, a self-advocacy group for people
with learning difficulties. She is also part of a team of
people who talk to people in local care homes about the
quality of their lives and the support they receive, which
keeps her very busy! She says hello to Sue Reed, Ian
Blythe and Will Mercer.
Anna Robertson lives in Alnwick, Northumberland,
with live-in help. Since leaving the Mill, she has been
cooking, swimming, reading books and watching plays,
though she says that at the Mill, cooking was both the
most useful and least liked activity she did! She hopes to
come and visit soon!
Robert Sisley lives with his parents in Lincoln,
where he volunteers at a Young Enterprise venture at his
old school and attends Lincoln College part-time. His
family have moved to a new house with a large garden,
which he hopes to make into a vegetable garden to
produce food for the family and sell the surplus. He is
also looking into getting some chickens as well!
Christopher Teague is living with his parents in
Yate, Bristol, where he does voluntary work at a tree
nursery and a community flower-growing business. He
enjoyed bird-watching and conservation whilst at the Mill
and hopes to work in the field one day. He would like to
thank Peter Skinner for all the help he gave him.
Luke Watkins is living in Hereford in supported
independence. He has finished a horticulture course at
college and is now doing voluntary work in the local area.
He plans to take driving lessons when he feels capable.
Lyssa White lives in King’s Lynn in Norfolk, where
she says she is consistently looking for work. She moved
into her own flat in October 2010 after two years in
supported living. She passes on her greetings to Ian
Blythe, Marianne and Maria.
Daniel Woolley is now living in supported
independence in south Devon, having moved into his
own flat just before Christmas. He does various activities
at a farm he goes to regularly, such as woodwork,
metalwork and cooking, and he is looking to get manual
and meaningful tasks that will occupy his days and help
him to get a paid job.
John Wright has his own flat and a wonderful
girlfriend in Newark, Nottinghamshire, which he says is
great. He is starting to volunteer at his swimming club
and wants to train as a swimming coach.
Nicholas Wright is living in Bristol with roundthe-clock support to help him in his independence. He
attends college, goes to a social network and has entered
into a relationship. He says that he wants to get into a job
working with computers.
67
“It literally saved my life”
Ex-student, Charlie Avent at Heartshore Horses
See article on page 10

Front Cover Summer 2012.indd

Transcription

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