Still in the early stages of her musical journey, Anastasia is passionate about exploring new ideas, collaborating with fellow musicians, and finding her own voice as a composer. In this interview, she reflects on the female composers who have inspired her, the challenges of representation in music education, and the importance of encouraging young women to see composition as a path open to them.

Can you tell us about your music practice?

I am a first-year undergraduate student studying at the Royal College of Music, London. My time at Chetham’s made me realise my drive and passion for pursuing composition. As a composer, I find it highly rewarding collaborating with other musicians and writing music that is both personal and capable of speaking to an audience. It helps me connect with others and serves as a form of self-expression.

During your time at Chetham’s, did you study and perform works by female composers?

While I was at Chetham’s, I was introduced to the music of Kaija Saariaho (1952–2023), who quickly become one of my favourite composers. I find her works and personal story inspiring. She was a creative and sensitive composer whose music has influenced my own. Errollyn Walen, Unsuk Chin and Caroline Shaw were other contemporary female composers I was exposed and who have left a lasting impression on me.

Since leaving Chetham’s, my knowledge of female composers has only grown. I have particularly enjoyed exploring the works of Helen Anahita Wilson, Daphne Blake Oram and Grace Evangeline Mason. They are all uniquely skilled women whose stories serve as inspiration for young, aspiring female composers who may be questioning their place within the highly competitive world of music.

How do you showcase historical and living female composers and musicians through your own work?

Whenever I approach a new composition, I tend to do a lot of background research and listening to help the process. Through this, I often come across female composers whose legacy has been neglected. Their music sparks my imagination and often influences what I write myself.

What challenges and opportunities do you encounter as a woman studying music?

Due to the history of music in society, it is often hard to find female composers from the past and present with published and widely known music. Because of this, in the classroom, an abundance of male names is often discussed with little to no mention of any female composers. Young women studying music may not realise that they can be composers too and can have equally successful and rewarding careers compared to their male counterparts.

What does progress towards a more equitable landscape for women in music look like?

Simply for all people to look beyond identity and focus on the music and the meaning that is being conveyed. We need to talk about and raise awareness of individuals past and present that have been underrepresented yet played an important, if hidden, part in music history.

What advice can you give to young women and girls at the start of their musical journeys?

Don’t be discouraged by previous imbalances within the world of music. There are beautiful challenges and opportunities available to us all today. Witnessing and playing a part in this change is motivating to any aspiring creative mind.

First, we speak with Lucy Farrimond (Chetham’s, 2015–17), a freelance lyric soprano, composer, and dedicated advocate for female musicians. In this interview, Lucy reflects on her time at Chetham’s, her journey towards championing women composers, and the progress still needed for true gender equality in music. From performing overlooked works to composing pieces that amplify women’s voices, Lucy’s career is a testament to the power of representation and advocacy in the arts.

Can you tell us about your music practice?

I am a freelance lyric soprano and composer, with my performance work centred around oratorios, operas, and recitals. As a composer, I have a growing catalogue of works and primarily compose on a commission basis. In addition to performing and composing, I also teach piano, singing, and composition privately.

During your time at Chetham’s, did you study and perform works by female composers?

When I first arrived at Chetham’s, I was still new to advanced musical training and had little knowledge of female composers. The first I encountered was Cécile Chaminade (1857–1944), introduced to me by my piano teacher, Jonathan Middleton. He encouraged me to learn her Étude de Concert, ‘Automne’ (Op. 35, No. 2), a piece I still perform today. This discovery sparked a deeper interest in female composers, particularly from the Belle Époque, such as Nadia (1887–1979) and Lili Boulanger (1893–1918).

Looking back, female composers were notably absent from academic studies. At the time, the A-level syllabus featured little to no works by women, and the repertoire we studied and performed was overwhelmingly male-dominated. Since students often brought their own pieces to work on in classes, music by female composers rarely appeared unless we actively sought it out. However, I was fortunate to perform works by my female peers in concerts organised by the composition department. I remain grateful to Dr. Jeremy Pike and Gavin Wayte for their encouragement during that time.

One particularly memorable experience was premiering Voices of Remembrance (2016) by Laura Rossi with the vocal department at Manchester Cathedral – likely the first vocal work by a female composer I had the opportunity to perform.

How do you showcase historical and living female composers and musicians through your own work?

I have always made it a priority to highlight female composers, both in my performances and compositions. My debut album, set for release in October 2025, will feature 20th-century English song, including works by Muriel Herbert (1897–1984), alongside my own chamber compositions and arrangements.

In 2022, I was honoured to win the International Category of the George Shirley Competition in Michigan with a piece by living female composer Maria Thompson Corley. I also performed her work in the final of the Williams Howard Memorial Prize at the Royal Northern College of Music, where I received high commendation. Both competitions champion underrepresented composers, and it was a privilege to explore such exciting repertoire.

As a composer, I was commissioned to write for Voices of Women, a 2023 charity concert celebrating female composers. My piece, HER VOICE, was written for six female voices and explored themes of identity and empowerment. I also performed as a vocalist in the concert, singing works by Cécile Chaminade and Annabel Rooney. HER VOICE was later performed again in 2024 at EMPOWER, an event held at the International Anthony Burgess Foundation. EMPOWER is a fantastic initiative that I highly encourage others to explore and support.

What challenges and opportunities do you encounter as a woman working in music?

Being a woman in music comes with both challenges and opportunities. One of the biggest challenges is the lingering perception that there is only limited ‘space’ for female composers. Programming often treats their works as separate or niche rather than integrating them equally with male composers – a dynamic similar to the way women’s football has gained recognition but still lacks true parity.

Female composers also struggle with visibility in academic syllabi and concert programming, making it harder for emerging talents to gain the exposure they deserve. However, there are increasing opportunities within today’s musical landscape. Initiatives like EMPOWER and other organisations dedicated to showcasing underrepresented voices are helping to create a more supportive network for women in the industry.

The growing focus on gender equality in music has also opened new doors for collaboration, performance, and funding specifically aimed at female composers and musicians. By continuing to support and uplift one another, we can help pave the way for future generations of women in music.

What does progress towards a more equitable landscape for women in music look like?

True progress would mean seeing a more diverse range of composers programmed regularly in major concert halls – not just on occasions like International Women’s Day, but throughout the year.

Another key step is increasing the number of female applicants to music programmes, including undergraduate and master’s courses. This could be supported through outreach and mentorship initiatives that encourage young women and girls to pursue composition as a viable career path.

Ultimately, progress means ensuring that women’s contributions to music are valued year-round, and that female artists feel empowered to pursue their careers without barriers. By actively promoting inclusivity and supporting women’s voices in all areas of music, we can move towards a more equitable future.

What advice can you give to young women and girls at the start of their musical journeys?

My advice would be to trust in the uniqueness of your voice and the value of your perspective. No matter the circumstances, there is always space for you and your music in the world. Don’t hesitate to seek guidance from established musicians in the field you aspire to join; they were once in your position and can offer invaluable insights. Remember, we all need help every now and then along the way!

Tell us about your A Level subjects and instruments?

For my A Levels, I studied biology, chemistry, maths, further maths and music! Doing 5 A Levels was certainly a challenge, but I think the support from both my teachers and my peers allowed me to succeed. An advantage of studying A Levels is that most people in the class are interested in what you are learning – this often sparks discussions that go beyond the A Level specification, which I think allows you to explore your chosen subjects in great depth.

As for my instruments, I play both the double bass and the piano, as my first and second study, respectively. Playing an orchestral instrument at Chet’s is brilliant – I had never played double bass in an orchestra before coming here, but the feeling you get after finishing a good performance is extraordinary. It’s so rewarding knowing that you contributed to the incredible sound that is produced. I enjoy playing piano as well, and I think as a second study you get a lot of freedom of what repertoire to work on, which can be really exciting. Over the past year, I even started learning Shostakovich Piano Concerto, which was so fun!

Has there been a stand-out moment during your time at school?

There have been so many! I haven’t had a singular stand-out moment but I would say all of the Chetham’s Symphony Orchestra performances have been pretty special, especially playing The Rite of Spring last year at the Bridgewater Hall. I have had some brilliant masterclass opportunities, both playing and observing – for example I played in a masterclass with Graham Mitchell, Head of Strings at the Royal Academy of Music, which was very insightful. I also had the opportunity to watch a masterclass with Božo Paradžik at the RNCM. It’s always so exciting to watch the people who inspire you working with other musicians in person. I could go on all day about the fabulous musical opportunities at Chet’s, but I think another one worth noting is the Turtle Song Project. This was an outreach project in which we composed and performed songs with people living with dementia. It was truly special to see the positive impact the arts can have on people.

What was the best thing about being a student at Chetham’s?

Being surrounded by like-minded people, who all share a passion, but who are also all individuals who have something unique to bring to the table. I think this doesn’t just go for the students here, but the staff as well. I’ve had the most brilliant conversations with some of my teachers about topics ranging from musical harmony to Einstein’s theory of relativity! Everyone wants to succeed, but at Chet’s, this creates a kind of environment where people help each other out a lot, rather than be against each other. I would also say one of the best things about Chet’s is that the facilities are exceptional; I will certainly miss practising on the Steinway pianos! Just looking around the buildings (both old and new) and realising this is the place where you get to wake up, practise, laugh with your friends, and make new memories is an absolute privilege.

Do you have any advice for out new-starters in September?

My biggest piece of advice would be the same piece of advice that was given to me when I started: take every opportunity you can! The opportunities at Chet’s are endless and I think the desire to be proactive and involve yourself in everything you can will give you the most satisfaction out of the Chet’s experience. I have been involved in committees, student-led orchestral (and opera!) projects, societies, olympiads and many more fulfilling activities. Push yourself beyond what you think you are capable of and the world is your oyster.
Additionally, I would say try not to compare yourself to others. One of the beauties of Chet’s is that everyone is on their own musical journey – it really isn’t about the difficulty of the repertoire you are playing or what grades you have taken, but more where you started, how far you have come, and the possibilities for the future.

What are your next steps/plans for the future?

Honestly, I am not entirely sure – I keep changing my mind! Chetham’s has prepared me excellently for many career paths, and so deciding on which one to take has been really difficult. I plan to take a gap year, discover what I think the next step is and go for it! If one thing is for sure, it’s that music will be the constant in my life, whether in my career or not. Right now I am quite interested in learning about law, so that’s a path I am considering taking. I know that the staff at Chet’s will continue to assist and support me after I leave, which gives me great confidence in the future, regardless of what I decide to do.

Sebastian Higgins scored four A* and one A in his A-Levels and plays the trombone, organ and piano. He now has a place secured at the prestigious University of Oxford to study maths and we’re so proud of his achievements!

We spoke to his mum and member of our PTA, Nikki, about her decision to send her mathematically minded son to a specialist music school…

Why did you choose Chetham’s School of Music for Sebastian?

“Sebastian’s music teacher had a daughter attend Chetham’s, and she has gone on to become a professional oboist. The teacher recommended Sebastian attend the sixth form as he believed Chetham’s would help him to develop as a musician, but also allow him to continue academically at a high level.

“He started by studying maths, further maths, and physics as well as music. He then decided to add chemistry to the mix and the school was happy to accommodate this. He was one of four students who sat maths A-level at the end of year 12 and all achieved A*. They sat further maths in year 13. His days have been extremely full but there is a superb timetabling system and as he boarded at the school there have been no travel times – everything seemed to slot in.

“Initially, my worry was that we had a child who loved music but wasn’t planning on a musical career and the school wouldn’t cater for this. I needn’t have worried as the teaching was excellent and he ended up sitting more A-levels than he would have been able at his previous school. The standard of teaching and the small class sizes mean that lessons are tailored to individuals and each student can really thrive.”

What has your experience been like as a parent?

“My experience has been shaped by taking on a very active role in the PTA. As we live a long way away it might be easy to feel isolated, but being involved with the PTA meant I knew staff and parents. We set up initiatives to make other parents feel more integrated in the school community and it’s now easy to follow your child’s timetable and activities on Stream (an online platform that all parents can access) and to stay in touch with staff. This was hugely beneficial to my experience as a parent as I felt very connected to the school.”

What has been the highlight from Sebastian’s schooling?

“He has formed close friendships with the most talented group of young people I have ever met. The love and respect they have for each other, and for music, is amazing. Chetham’s is a place to find your people and to grow, with the support of passionate and talented staff. It plays out in the most amazing musical performances.”

What are Sebastian’s plans for the future?

“His college at the University of Oxford has fantastic music facilities, so he hopes to continue playing alongside his academic studies. After that, who knows! But I have no doubt he will continue playing music and stay in touch with all his friends from Chetham’s. It’s a family he will always be a part of.”

Why would you recommend Chetham’s to parents of aspiring musicians? Do you have any tips for them?

“Don’t be worried that your child may not be good enough. Come to an open day, chat to the school and audition if you like what you see. We were blown away by the standard, but Sebastian was offered a place despite us worrying he may not be successful. The fees vary depending on family income thanks to the Government’s Music and Dance Scheme. Most of all, the academic side is bespoke for each child – it’s not one size fits all – so they can succeed in many different subjects. I am extremely grateful to our music teacher who suggested Chetham’s for Sebastian. It has led to the best two years and a life-changing experience for our family.”

Photograph of organist Anna Lapwood with students from Chethams at Manchester Cathedral.
Credit Vincent Cole 27 April 2023

Two years of hard work has led to some really wonderful and well-deserved grades for our year 11s, as well as for some of our year 10 students who took exams a year early.

We are delighted to see a 95% grade (9-4) pass rate, with 67% of grades at grade 7, 8 or 9 .

As with all schools nationwide, it isn’t possible to compare with the non-exam assessment-based grades of 2020 and 2021. These achievements are worthy of celebration in their own right.

This group has overcome the challenge of studying through a pandemic, with periods of online lessons, but have clearly triumphed due to their diligence, the dedication of their teachers and the support from home.

Our entire Chetham’s community is proud to celebrate with our students today. The future is bright, and we look forward to the sixth form journey together.

Nicola Smith and Tom Redmond, Joint Principal

Harry, Ben and Oliver celebrate GCSE results

We are incredibly proud of our students’ individual and collective efforts to achieve grades that they have worked so hard for.

Our 2022 leavers have achieved remarkable outcomes in an examination series where their first year of A-Level study was partly online.

Today, their hard work, resilience and tenacity has paid off. Our students have achieved great results in a range of subjects, which will open the doors to the next stage of their musical and academic pursuits.

Due to the changes in Grade Boundaries set Nationally because of Covid-19 disruption, it is not possible to compare results to previous years, however it is particularly pleasing to see 78.3% of the grades were at A*- B, showing that excellence and ambition is very much alive in all A-Level subjects at Chetham’s.

We are so excited for our students as they begin their next steps. With many students blessed with multiple brilliant offers and choices, it looks like around 30 are heading to conservatoires around the country and the world while around 16 others are heading to such prestigious institutions as University College London and The University of Cambridge, studying subjects as diverse as Medicine and Air Transport Management.

Nicola Smith Joint Principal said: “Chetham’s offers both a specialist music education and an outstanding academic curriculum. This year’s results show the determination our young people have to succeed. On behalf of the whole Chetham’s community we wish all our leavers much good luck for their next adventure!”

Nicola Smith and Tom Redmond, Joint Principals

Join us in congratulating our Year 13s today and watch out for the hashtag #chetsresultsday on social media as students share their own successes!

A huge round of applause to all our A Level students today. Congratulations on your fantastic results. Musical AND academic superstars! #ChetsResultsDay #AlevelResults@ChetsVIForm pic.twitter.com/EYi8HeChcJ

— Chetham’s School of Music (@Chethams) August 18, 2022

Congratulations Saul!

Chetham’s offers an exceptional academic education alongside its unparalleled music programme. Although there are no academic criteria for entrance, Chetham’s students regularly celebrate outstanding A-Level results and progress to leading conservatoires and universities across the world. Our teachers work hard to help each student reach their full potential, and students’ success is supported by small class sizes, a motivated teaching team, and a school community which encourages hard work and high achievement.

Chetham’s is the UK’s largest specialist music school and the only one based in the North of England. Every year we welcome over 300 talented students from around the world and offer places based purely on musical potential and never the ability to pay; almost 90% of our students receive some form of financial support and a quarter do not pay any fees.

We asked Claire some questions about her time at Chetham’s

What does Chetham’s mean to you?

I have extremely fond memories of my time at Chet’s. I gained a place at the age of thirteen, moving across from my local secondary school. Music was always the subject in which I excelled and Chet’s enabled me to explore this to the full. I had great teachers, a good variety of ensemble and solo opportunities, and vast amounts of performances in some beautiful venues. I also loved the small class sizes and as a result was pushed academically. I always felt there was a real family feel to the school.

What was the best thing about your time at Chetham’s? Do you have any favourite memories?

Some of my favourite memories are from the music courses. I adored being a part of a massed choir and progressing to the orchestra in my senior years. I vividly remember my final concert at Chet’s, performing the 1^st trumpet part of Benjamin Britten’s Young Person’s Guide To The Orchestra.

I also have really fond memories of the Christmas Music concerts in Manchester Cathedral. I loved playing the brass descant parts which soared over the top of the choir in the Cathedral acoustic.

I was a day student for most of my time at Chet’s and have fun memories of lots of the characters in day house and of the lovely Dr Donald who ran the house. We had lessons on what was called “ the bomb site” (where New College House is now located) in mobile classrooms.

I made a fantastic circle of like-minded friends at Chet’s, many of whom I’m still friends with today (via the power of social media).

What are you doing now?

I went on to study at the Royal Northern College of Music. I then joined the Royal Air Force Central Band and toured the world for five years. I am currently Leader of Music at a secondary school on the outskirts of Bradford. I also teach brass privately and have had many students who have gone onto study at Chet’s and the major music colleges. I still perform, but for fun these days. I currently play with the Hammonds Brass Band, who have just qualified for the National Brass Band Championships at the Royal Albert Hall!

Tell us a little about your family link with Chetham’s – from being a student here yourself to being the mother of a current student.

With both myself and my daughter’s dad being very musical, we encouraged her to play from quite a young age. She took to playing the cornet really quickly and had a real thirst for doing well in music exams and performing in ensembles.

When looking at secondary schools, Chet’s was always my preferred option for her and when we looked around she stated “this is the school I want to go to”.

How do you feel that your daughter is following in your footsteps?

She is at a school that she will always be very proud of!! I have no doubt that she will come out of Chet’s a fantastic trumpet player and with great academic results.

How do you two share your passion for music?

We love to perform duets during the weekends and in the holidays. We both love to play in brass bands and often do this together. We also both share a passion for musical theatre. She loves to perform on the stage – I prefer to just watch these days!

How would you encourage other parents to get their children into music?

I think music is a real gift in a child’s life, it offers so many transferable skills that are invaluable. I think the best way of getting children enthused by music is making it fun! Take them to listen to concerts and shows aimed at kids. Get them lessons on their chosen instrument/voice and encourage them to join ensembles, compete in competitions, play in concerts, and complete music exams. Not only will they feel a huge sense of accomplishment and gain confidence, it will leave them with skills and a love of music that will continue for the rest of their lives.

We also asked Claire’s daughter some questions.

What’s your favourite thing about being at Chetham’s?

Playing in all the different groups and playing lots of styles of music. One day I’ll rehearse a brass quintet, the next day jazz and orchestra. I’ve also recently switched from cornet to trumpet, which I am really enjoying.

Do you and your mum make music together? 

My mum taught me up until starting at Chet’s in September 2021. We both have a love of brass bands and we really enjoy playing duets and watching musical theatre shows together when I’m at home.

Photo: Claire’s daughter, a current Chetham’s student, holding a framed photo of her mother from when she was a student here herself. 

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